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INTASC Standards

Nicole Fantom
Standard 1: Knowledge of Subject Matter

It is important to evaluate what our students already know and are curious about prior to a lesson and what they learned
after. A KWL chart is a great tool to use to achieve that. Along with this, we need to know the standards the students are to
meet and the essential questions they should be able to answer. Our knowledge of both of these will help us guide our
instruction because we have the end goal in mind. The visuals of the interwoven thread and connecting molecules represent
smoothly and seamlessly conjoining the standards, essential questions, and student’s prior knowledge into all lessons.
Student Teaching Artifact

● Read this story which was the start of a unit on how

trees grow.
● The essential question was “How do living things
change as they grow?”.
● The standards it focused on were CC.1.2.K.A
(identifying main idea and retell key details and
CC.1.2.K.F (ask and answer questions about
unknown words).
● Linked this lesson to the students prior knowledge
using different strategies such combining action and
vocabulary and asking what trees look like in
different seasons and locations in our area.
● Prior to the lesson, I read the story, defined the
important vocabulary, and gathered any relevant
images to incorporate as examples.
Standard 2: Knowledge of Human

There are many factors to consider when it comes to human/child development for teachers. All students learn differently therefore
our instruction needs to reflect that. Tactile learners benefit from using manipulatives especially in math lessons. Children benefit
from learning from each other so group work should be incorporated into the day to build collaborative skills. Each child has
something to bring to the table which is what the puzzle piece visual represents. All of this plays a role in differentiated instruction.
Children grow and develop at different rates. As teachers, we must take that into consideration in all that we do.
Student Teaching Artifact

● Introducing weight
● Manipulatives played a major role in it. I
used many different items to have the
students compare on the scale. We started
off with pennies, then linking cubes, and
lastly everyday items.
● The balance provided a great visual and it
was a great way to have the students
actively engaged.
● The use of different manipulatives also
helped me gauge the needs of the students.
Standard 3: Adapting Instruction for
Individual Needs

The first two visuals represent student learning centers that are self managed set up around tables designed for different
concepts. This also relates to the third picture which depicts giving students what they need to succeed instead of giving
everyone the same help. Displaying student work and working with English language learners are also important to this
standard. Students should feel proud of their work and be honored for it.
Student Teaching Artifact

● Short vowel hats for unit plan lesson

● Differentiated the activity by table
● Each student at the table was given a hat
template and a chart of pictures. They
had to figure out which pictures had the
middle sound their hat required. Each hat
and picture chart looked the same just
the medial sound was different so the
students could not tell there was a
● I gave the table who needed more
support the /a/ hat with a mix of /o/ and
/i/ pictures. I gave the table who needed
more of a challenge the /u/ hat with a mix
of /o/ and /e/ pictures.
Standard 4: Multiple Instructional Strategies

There are many types of learners in our classrooms. Some learn by listening, doing, and/ or seeing. We need to use visuals
and kinesthetics along with lecture to instruct these types of learners. Classroom centers provide students with choice and
opportunity to work with different materials and concepts. Exit tickets provide information on how well the students understood
the lesson and what could be changed for the next lesson in terms of instructional delivery.
Student Teaching Artifact

● Introducing number bonds

● I started with hula hoops on the
floor and had students stand in
each “part” and end up in the
“whole” to demonstrate
composition and vice versa for
● Then we transitioned to their
practice books to fill in paper
number bonds.
● I also incorporated dry erase sheets
to figure out different number
● This plays to different learning
Standard 5: Classroom Motivation and
Management Skills

One tactic to motivate students is through a chart that marks the student’s progress in terms of behavior through stickers which
add up to a reward. The traffic light system creates a visual for students to monitor their behavior because it shows when they are
doing well, when they need to stop, and when they are facing consequences. The visual of the telephone represents contacting
parents for both positive and negative behaviors. It motivates students to make their parents proud. In terms of management, the
clock represents time management. It is important to make sure we get everything done we need to while making sure the
students are still engaged. It is also important to manage student volume when working together so it is not chaotic.
Student Teaching Artifact

● Already implemented by my cooperating

● Each student has a pocket in the chart with
four colored cards: green (stays on task),
yellow (warning for misbehaving), orange
(continuing negative behavior) and red (never
● Written on calendar (schoolwide)
● They change their colors according to
behavior improvement or decline.
● The table points are more group oriented.
Each table gets a point for staying on task and
quiet or a point gets taken away for the
● At the end of the week, the table with the
most points gets a prize.
Standard 6: Communication Skills

Communication involves many factors; it is not just speaking but listening. When communicating with families and students, we
must be receptive and expressive. We can communicate in person, on the phone, and through email or websites. As teachers, we
must continue to develop these skills to maintain positive relationships with the families of our students.
Student Teaching Artifact

● I encouraged the students to work

together to solve problems and
bounce off of each other’s ideas.
● While the students completed their
work, I would sit with them to discuss
their ideas or answer their questions.
● I always felt that when I sat with them
they felt more comfortable solving the
problem or staying on task.
● It gave them support whether I was
talking with them or just observing.
Standard 7: Instructional Planning Skills

Planning involves more than the content itself. The lessons must be organized and laid out in advance which is what the plan book
represents. Unit plans such as for community helpers take time and preparation but focus on one topic. When planning, it is
important to think about the objectives, assessment, and end goal which is what the soccer visual represents. We need to know
what the student should be able to do during and after the lesson and how we are going to help them achieve them.
Student Teaching Artifact

● Unit plan for Read Across America

● Each day we read a different Dr.
Seuss book school wide and then I
created an activity to go with it or
emphasize a particular skill from
the book.
● I focused on rhyming, creative
writing, medial sounds, recycling
and addition.
● With each activity, the students
were able to integrate art and their
own creativity just like Dr. Seuss.
Standard 8: Assessment of Student Learning

Assessment comes in all forms. It can be a curriculum based assessment through a paper and pencil test. We can also
maintain a portfolio on the student’s to monitor their progress over time for writing or projects. Observation is another great
tool to use to assess students because we can listen to how a student thinks aloud and ask them questions while they work.
Tests do not always show what the student is capable of doing and how much they truly know because of the pressure and
format. Using many forms of assessment provides the student with different opportunities to show what they know and how
they have grown.
Student Teaching Artifact

● Each morning the students wrote in their

● They originally went through the
alphabet writing the letter six times, six
words, and a sentence.
● After the alphabet was finished, they
finished a prompt.
● They wrote two sentences and drew a
picture. They wrote by themselves and
sounded out each word instead of asking
for help.
● When they were finished, it would be
checked and edited.
Standard 9: Professional Commitment and

Teachers are lifelong learners and we can always work on developing ourselves professionally. Within our school community, we
can be involved with the PTA to collaborate with parents and families and facilitate school clubs and activities to work with
students outside of the classroom. As a professional, it is critical to attend conferences, collaborate with other colleagues, and
read about new teaching strategies and research in the education realm. All of these activities will make us better educators.
Student Teaching Artifact

● Attended multiple Professional

Development meetings
● The first was on IDEA, Section 504,
and the Evaluation Referral
● The second was presented by the
curriculum director and it was on
the school’s grading system.
● She gave out this visual as a
resource to determine the student’s
grade and to show to parents for
them to understand their child’s
Standard 10: Partnerships

Teachers must form positive relationships with their colleagues, students, and families. Communication with parents is key in
order for trust to be established. Moderating after school clubs is a great way to form positive relationships with your students
because it shows you care for them inside and outside of the classroom. It is important to reflect on your involvement in your
school to determine how much you are doing and what else you would like to do to be involved. These partnerships show what
kind of educator you strive to be because of the work put in to forming the relationships.
Student Teaching Artifact

● Teacher and instructional aides

● Multicultural fair after school with
● Special Person’s Day