InTASC Standards and Supporting Artifacts for MAT Required TLBB Project

Introduction to Artifacts in TriceLifeSciences TLBB website

Trice Life Sciences is a website based on coursework artifacts while attaining a Master of Arts in
Teaching (MAT) Degree from the University of Maryland University College. Through the Trice Life
Sciences Website there are vivid examples of career history, coursework, and STEM integration.
The following is a overview of TriceLifeScience website. Artifacts are highlighted to display
understanding, progression, and mastery of the InTASC standards as they can be viewed at the
organization website of The Council of Chief State School Officers (CCSSO). The InTASC Standards in
bold that are presented in this overview are derived from TK20 and requirements in EDTP650 Internship
Seminar at UMUC in the Teaching and Leading Beyond Boundaries (TLBB) Project.
InTASC Standard 1
Knowledge of the Subject Matter: The teacher understands the central concepts, tools of inquiry, and
structures of the discipline she or he teaches and can create learning experiences that make these
aspects of subject matter meaningful for students
AT Statement: Knowledge of the Subject Matter is an integral factor in regard to the skills needed for
STEM teachers. When considering understanding in general, a science teacher must have a confident
grasp of material not only in ones content but the content of other sciences such as a Biology teacher
who is seasoned in Chemistry, Physics, Earth Science, and Mathematics. I believe that it is crucial to
be able to integrate this structure in ones practice of the pedagogy in order to communicate
meaningful lessons and activity structure to the student.
With regard to these multiple areas of scientific core knowledge, evidence of growth can be observed
in educational history, career history, and professional assessment that have influenced my abilities
to structure and create worthwhile learning classroom experiences.
The first artifact in regard to InTASC standard one that I would like to highlight is the InTASC Annotated
Lesson Plan found in the Planning Section of my website entitled TKINTASC ANNOTATED LESSON PLAN.
I felt that this artifact exemplified the standard as I have created a lesson on World Biomes that utilizes
detailed instruction, affective materials, and implementations for classroom management. These
classroom structures create meaningful classroom experiences for science students.
The second artifact I present for assessment in the TLBB project is found in the Planning Section of the
website as well as the link button Enter Website for Student Webquest". This is a Webquest involving
student structured tasks designed to enhance active learning and inquiry learning involving technology
and academic objective oriented research.
The third artifact that I present is my Praxis I and Praxis II Biology Content scores that demonstrate my
above average knowledge of the Biology Content for Secondary Educators. Before my graduation I will

be registered for the Praxis II Pedagogy where I expect exemplary results as I will have had extensive
coursework, classroom experience, and extended volunteer/internship experience at UMUC.
InTASC Standard 2
Knowledge of Human Development: The teacher understands how children learn and develop and
can provide learning opportunities that support their intellectual, social, and personal development
AT Statement: As a Biologist and Educator, Human Development is both studied in scientific terms as
well as pedagogical terms. In regard to Pedagogy University of Maryland University College has
allowed me opportunities to practice and reflect in a variety of lessons and projects that have been
undergone. To support intellectual, social, and personal development I am well familiar with the
importance of Common Core Standards as well as local standards such as Maryland Biology Standards
and Florida CPALMS standards when creating meaningful lesson plans.
During my career experience I have taught Biology, Earth Science, Physics, World History, and
Chemistry. This wide variety of different classroom preparations has allowed me opportunities to
work with diverse contents to create lessons that cater to personal development utilizing cross
cultural lesson implements, differentiation, and overall flexibility to maximize student progress.
Lessons are geared toward multicultural relations that support an integrated global community that
students and teachers are encouraged to join.

The file located in Planning in TriceLifeSciences called InTASC7LessonPlanning centers around

intellectual and personal development learning opportunities through the use of multicultural
integration, individualized lesson adaptations, and teacher supported activity. The annotations and
details of this lesson demonstrate understanding of learners for success in secondary education.
The artifact PGCPSletterofref is a Letter of Reference from Kathy McCormick at Prince Georges County
Public Schools that displays evidence of teaching with expertise that provides ideal learning
environments that cater to personal and intellectual development.

InTASC Standard 3
Adapting Instruction for Individual Needs: The teacher understands how students differ in their
approaches to learning and creates instructional opportunities that are adapted to diverse learners.
AT Statement: During my first 3 years as a career teacher I have had the opportunity to take part in
extensive IEP collaborative teams. These opportunities coupled with diversified content lesson
planning has allowed me to work as in areas of Classroom Management with a focus on
differentiation, research based data acquisition and analysis, and behavioral plan management in
order to create most effective strategies in the classroom.

The Youtube presentation at the top of the Research Section in TriceLifeSciences serves as an artifact to
Standard 3 in that it is an example of effective diversified instruction that brought one of my past
students to pass HSA required bridge projects through volunteer and professional research and activity.
Multiple annotations from the artifact INTASCannotatedlessonplan in World Biomes display
instruction based on individual differences of learners for success in the classroom. This instruction is
based on proactive behavior management and progression of the learner.
On the home page a picture artifact is pointed out to display one on one instructional adaptation that
enhances comprehension of individuals.
InTASC Standard 4
Multiple Instructional Strategies: The teacher understands and uses a variety of instructional
strategies to encourage student development to critical thinking, problems solving, and performance
skills.
AT Statement: Working in the fields as a Science Educator I have acquired a variety of material
sources that are available through professional collaboration and organization affiliation with
international educators through my experience in the field and on UMUC international platforms.
While researching diverse strategies in UMUC coursework I have maintained a 4.0 GPA in studies that
focus on diversification and technology integration in lesson plans. These, I have found, are integral
when creating projects that are aimed at critical thinking, problem solving, and performance.
As a seasoned educator I further understand the need to reflect on ones own practice in order to
continually strive to higher goal of student progression. This has been regularly put into practice in
my current Internship classroom and in past classrooms throughout my time at UMUC
On the home page of TriceLifeSciences the artifacts of photos demonstrate the variety of environments
utilized to teach and encourage student development on multiple levels. Problem solving can be seen in
the bottom home page picture of classroom review of Chromosomal Linked Genetics that was designed
for student practice in Standards Based Lessons Planning. This lesson was developed for student
performance enhancement on likely EOC (End of Course) Testing in Florida Public Schools.
The artifact in the Planning Section of TriceLifeSciences 1AlexTriceWeds2_18 is a lesson plan made for
different versions of the same class as supplementing rubrics attached to this document display project
planning for different strategies for students of different levels.
The SLO Proposal and Project found on the Research section of TriceLifeSciences are a developing body
of work that can be viewed in its current state in research that incorporates student activities that
integrate web based research, critical thinking, and collaboration to perform in the production of
technology based media.

InTASC Standard 5
Classroom Motivation and Management Skills: The teacher uses an understanding of individual and
group motivation and behavior to create a learning environment that encourages positive social
interactions active engagement in learning, and self motivation.
AT Statement: Classroom management experiences have been progressively diversified with varying
styles of presentation throughout my career and internship as they will be continually perfected in
order to maximize my skills as an Educator. Throughout coursework at UMUC I have had the
opportunity to observe a variety of lessons of the mentor teacher and high school educators in private
and public institutions.
At UMUC projects have been developed in order for analysis and reflection of a variety of styles of
lesson presentation and strategy. These have influenced me greatly by allowing for diverse angles
when creating diverse and differentiated lessons for individuals and groups as well. I have found that
positivity in the classroom with such large and inclusive content as Biology is the best factor for
success. Students within the sciences, I have found, can easily become overwhelmed due to content
that includes vocabulary, mathematics, AND molecular to holistic biological processes.
In maintaining positive dispositions, I have learned that various styles and implements are subject to
change if current implements are not proving affective. Also, I have consistently found that
technology integration is an affective motivator in the form of media review and discussion. The
continual process of creation, critique, and reflection allow class management structures to be
continually developed with motivation and engaged learning at the focus.
The artifact that was chosen again to display management and motivation was the
TKInTASC4physicslessonplan found in the Planning Section. This was chosen as it displays examples of
relating motivating prior knowledge from previous lessons in order to relate to the content material
while carrying out classroom management planning with high school students.
Another artifact that displays work and reflection as a Field Researcher is titled
InTASC3fieldexperiencedh. This is evidence of furthering my understanding as Lesson Planner and a
Class Manager through critiquing the lessons and strategies of a former colleague. This artifact can be
located in the Planning Section of TriceLifeSciences.
Four artifacts support Standard 5. They are the Resume, Introduction, Teaching Philosophy, and
Biography. These four artifacts display my history in teaching as a classroom manager that motivates
students in positive educational environments. These paired with classroom photos bring a unique
insight to environments that are created
InTASC Standard 6

Communication Skills: The teacher uses knowledge of effective verbal, nonverbal, media
communication techniques to foster active inquiry, collaboration, and supportive interaction in the
classroom
AT Statement: In regard to how technology influences the classroom today, the potential of
effectiveness cannot be understated. Through my studies at UMUC I have had the opportunities to
work with a variety of technology based methods such as WebQuest Production, PPT Production,
Promethean Board Utilization, and Lab Based Analysis technologies for classroom Lab Development
and Progression.
These methodologies of course are coupled with elements of the traditional text based classrooms
and structures. I feel that an appropriate level of both elements in the classroom make for ideal
learning environments for students.
I have found that textbooks can be a great starting point for structure but inquiry based research and
collaboration are facilitated immensely by the usage of technology. Further, I have found technology
as a great motivator with supportive communication accessibilities to fill in comprehension gaps of
students in as well as out of the classroom.
The artifact under SLO Proposal was included in the Research Section of TriceLifeSciences section to
demonstrate planning that utilizes strategies of active inquiry and collaboration in order to integrate
media in learning. Further additions to this section will be available to elaborate on specific techniques
and other strategies to show data on effectiveness in this UMUC required study.
The WebQuest Link Button in the Planning Section further demonstrates integration of self and
collective classroom motivation in order to engage students in a project that encourages interaction
with overall local environments. This activity would be described verbally for students to progress in
personal inquiry utilizing media and technology and eventually be integrated into classroom
collaboration to display diversity of production.

InTASC Standard 7:
Instructional Planning Skills: The teacher plans instruction based on knowledge of subject matter,
students, community and curriculum goals.
AT Statement: My interpretation of this InTASC Standard involves having a strong grasp of content
and allied concept planning that takes into account student base levels, IEP goals, and core standards
based planning. These factors are important in order to integrate diverse forms of learning, projects
and presentation.
Currently, in my internship at Port Charlotte High SchooI, FL have further understood the value of
these concepts while assessing students with the support of FOCUS online systems from the Charlotte
County Public School website. This technology is user friendly and allows Instruction Teams to

monitor, reflect, and involve family/colleague/community members in further developing daily

routines that are goal oriented toward student success.
The artifact InTASC7LessonPlanning will demonstrate mastery of the subject matter through utilizing
Standard Based Benchmarks for HSA preparation in Maryland Standardized Testing.
A second artifact in Standard 7 InTASC4ContentPhysicsLessonPlan demonstrates further planning and
also demonstrate cross discipline studies as overall scientific progression is the goal of Departments that
focus on Science Technology Engineering and Math. Through my lesson plan in Physics as well as my
much demonstrated Biology Planning on the TriceLifeSciences site I feel this further demonstrates my
versatility in teaching Math and Sciences through the usage of technology.
The aforementioned artifacts can be located in the Planning Section of TriceLifeSciences.
InTASC Standard 8:
Assessment of Student Learning: The teacher understands and uses formal and informal assessment
strategies to evaluate and ensure the continuous intellectual, social, and physical development of the
learner
AT Statement: This standard is particularly relevant in the nature of inclusively covering core biology
concepts in limited amounts of time as set forth by curriculum requirements. I have extensive
experience with curtailing lessons to meet the needs of departmental requirements to increase
performance on assessment.
In order to continually develop lessons effectively I have found that regular intermittent informal
assessment is key. Reflective practices are at the heart of reviewing personal progress in order to
continually strive for higher levels of comprehension as measured by informal assessment before
higher weighted assessment.
Understanding of assessment on a larger scale is demonstrated in such administrative/educational
projects such as planning for intervention based on data analysis. During my study at UMUC
orientating implementations toward target demographics and goals were integral in my
understanding on larger scale interdepartmental curriculum planning.
The first artifact is filed as TKINTASCdatadrivenanalysis in Research and Planning Sections of
TriceLifeScience demonstrates understanding of students by targeting demographics to enhance
progression and comprehension. This insight during my education allowed me a collaborative team to
analyze data and research to determine strategies to stimulate staff development and allow
opportunities to be taken advantage of outside of the classroom in conjunction with parents,
administrators, and the community. This artifact can be found on the Research and Data Analysis
section of the TriceLifeSciences website.
The file TKInTASC7LessonPlanning will be highlighted again for Standard 8 in order to focus on the
section of this Annotated Lesson Plan that show multiple forms of assessment that create structure for

students to follow to maximize learning through activity and practice. You will find rubrics as well as
materials used during assessment. This file is located in the Planning section of TriceLifeSciences.
The second artifact for Standard 8 is the file InTASCtwootenhssimpplan- located in the Planning Section
of TriceLifeScience. This demonstrates implementations on a larger and more administrative scale that
focuses effort on performances of formal assessments by targeting student demographics for success.
InTASC Standard 9
Professional Commitment and Responsibility : The Teacher is a reflective practitioner who continually
evaluates the effects of his/her choices and actions on others (students, parents, and other
professionals in the learning community) and who actively seeks out opportunities to grow
professionally
AT Statement: This standard relates to the overall commitment that all teachers need to be successful
in the education industry. The commitment of lifestyle responsibility, community integration, and to
continual growth socially and academically.
The commitment to continual growth is exemplified by my own taking advantage of hundreds of
hours of volunteer work in order to perfect my own practice. Through the my career teaching
experience and the UMUC internship I have utilized many opportunities for growth by integrating
structure that allows parents and students to access support through a variety of materials and
communication methods.
Becoming an educator who strives for facilitated accessibility I find that learning communities as a
whole are supplemented by assessment tracking and out of classroom support for achievement.
The artifact TKINTASC9proflearnethicssupportcomm support the fact of my progress as a reflective
practitioner as my life long commitments to teaching and learning obligate me to guide my decisions
with regard to family support, data based research, and within collaborative strategies.
Further artifacts were created in conjunction with my professional career environment and field
experience classrooms. These demonstrate reflective practices as a third party observer among
students(field experience with colleague DH) and a reflective planner that utilizes educational
opportunities to grow (extensive Annotated Lesson Plan reflections after planning). These artifacts and
locations to find them are as follows:
-InTASCfieldexperienceprojectdh located in the planning Section of TriceLifeSciences.
-TKInTASCLessonPlanning located in the Planning section of TriceLifeSciences

InTASC Standard 10

Partnerships: The teacher fosters relationships with school colleagues, parents, and agencies in the
larger community to support students learning and well-being.
AT Statement: As overall demonstrated in this professional portfolio I find that proactive and team
oriented networks are key for progress in planning. I feel that a unified department creates standard
expectations over communities of students in order for students from different areas of study
maintain familiarity with Faculty expectations.
I have continually been in contact with students and families through regular meetings in the first 3
years of my teaching career in a variety of platforms in order to integrate communities and families to
support student growth.
Further, agency collaboration with DC, VA, MD, and FL public schools has been integral in developing
and implementing routines to further student comprehension. Over my tenure as a Teacher I have
worked closely with public interdepartmental networks, public administrators, and in public and
clinical settings. These experiences have allowed me to maintain working relationships with
educators nationwide and worldwide.
As stated in the previous standard I feel that accessibility is crucial for this Standard 10 Partnerships.
The artifact that was chosen to represent mastery of Standard 10 can be located in the Planning Section
of the TriceLifeSciences website. The file is called IntroductoryClassroomContract. This displays my
contributions to the Science Department at the Frost School and Assessed Material at UMUC thus
demonstrating my integration with colleagues, departments, parents, and the community at large to
support student learning in a well structured environment.
The EDUCATIONAL TESTING AND FUNDRAISAING BUTTON on the Planning Section of TriceLifeSciences
will highlight data from professional testing and professional educational fundraising in order to serve
the greater community with student support and quality volunteer/career based activities and
assessment. These fundraising efforts and personal financial aggregations through agency partnership
allowed my success in the MAT at UMUC.
Another artifact for Standard 10 can be located on TriceLifeSciences which is a Link Button to
LinkedIn.com located under my posted resume that demonstrates my accessibility in world wide
teaching communities. This supportive accessibility with my personal contact information published
displays the ease of parent/student/teacher/community support.
Lastly, the letter of reference my formal Vice Principal from PGCPS demonstrates my abilities
exemplified during my position as an educator in Prince Georges County. This evidence comes through
demonstrating these positive relationships

Works Cited
University of Maryland University College Tk20 Platform (2015) EDTP 650 Teaching and Leading Beyond
Boundaries InTASC Standards Retrieved on February 21, 2015
https://umuc.tk20.com/campustoolshighered/