Interstate New Teacher Assessment and Support Consortium Principles: Template Project

Standards 7 and 8 of the InTASC Model Core Teacher Standards address the Instructional Practice of planning for instruction and instructional strategies. Standard 7 states: “ The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.” Standard 8 states: “The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.” As I read Standards 7 and 8, I think about the importance of planning for each

Since 1997, the primary tool for teacher evaluation was the Professional Development and Appraisal System better known as PDAS. Due to significant efforts to enhance both teacher effectiveness and “student learning and growth,” the Texas Teacher Evaluation and Support System (T-TESS) was elaborated (TEA, 2016, p. 3). The T-TESS was designed by educators to support continuous improvement by focusing on “feedback and support,” “moving the mindset away from compliance” (TEA, 2016, p. 3).

The lesson was carried out February 23, 2017 at La Sierra University in room 105 at the education department. The room was spacious allowing enough space for each student and teacher. The furniture

Use this form for each of the INTASC Principles. Delete the content within the brackets and supply your own answers.

Q: In your own words, define “godly character” and explain why it is important for a Christian educator to display such.

The Interstate New Teacher Assessment and Support Consortium, or INTASC, principles were developed in 1987 to provide beginner teachers with a guideline of how they should perform. In total there are ten INTASC principles: Knowledge of Subject Matter, Human Development and Learning, Diversity in Learning, Variety of Instructional Strategies, Motivation and Management, Communication Skills, Instructional Planning Skills, Assessment, Reflection and Responsibility, and Relationships and Partnerships. These ten principles align with National Board for Professional Teaching standards. This ensures that beginning teachers are aware of what is expected of them. The INTASC principles provides teachers with a tool they can use to become

This course introduces students to the contextual and functional structures that allow students to communicate effectively in Spanish. The course seeks to develop basic speaking, listening, reading and writing skills as well as cultural competence. We have covered unit one and two. During the first unit, we learned the alphabet, nouns and articles, numbers, present tense of ser and vocabulary for greeting in Spanish. In the second unit, we covered present tense of –ar verbs, forming questions, verb estar and school vocabulary. We are now beginning our third unit about the family. We will study present tense of –er and ir verbs, verb tener, descriptive and possessive adjectives. Students have reacted positively to the cultural sections in our

As a future teacher I expect to have many unique students, therefore, the means of representation exemplifies an important factor in creating a classroom environment where content is presented in variety. Since I learn in many different ways it will be easy for me to transition between multiple teaching and learning techniques in order to fit the needs of all students. For example, let’s say I am teaching a lesson on Figurative Language. I will introduce the topic in a slideshow, and will show them a pop culture video pertaining to figurative language that will engage my students. After they’ve seen the video and have taken thorough notes, I will allow them to choose to work independently, in pairs, or in groups. They will then work on a graphic organizer that will help them visually map out figurative language. The use of the video allows the students to make a connection between figurative language and the pop culture they are exposed to today, allowing them to recognize and apply information. This informative assessment will allow me to see if my students are understanding the depth of figurative language and will allow me to reflect on my teaching strategies in order to improve them.

Earlier, in their study Supovitz and Klein (2003) were surprised by the limited technical capacity of the faculty even in schools that had been identified as innovative data users. Only 19 percent of the teachers and administrators felt that they possessed the skills to manipulate data to answer questions of interested to them. Capacity issues did not only related to the technological capacity of educators and their ability to use computer software to run analyses but also to competences such as formulating research questions, isolation of relevant data outputs, interpreting results and effectively developing and using classroom assessments (Marsh and Ikemoto, 2006). Instructional leaders ought to know how to use data and evidence to

Ryan and Bohlin (1999) provide some fundamental groundwork in character education with sample programs from Tigner, an overview of virtues from Stenson, and an educator’s affirmation from Boston University. Educators and leaders have a vast amount of tools and curricula at their disposal in their endeavor to educate students with a strong character foundation.

This is the actual instructional process which includes lesson planning; lesson organization and classroom delivery the written curriculum. In order for students to achieve the objectives from the written curriculum, specific instructional strategies will be used by teachers, thereby achieving maximum efficiency. It is expected that the teacher develops written lesson plans that are tightly aligned with the written curriculum. The taught curriculum will be characterized by the following:

Effective lessons can be created through taking into account the various factors that can affect the learning of each individual child, and of the class as a whole. Planning a lesson is a rigorous process carried out by the teacher, where he or she analyses children and their level of capability, depending on the subject, in order to deliver lessons that can provide a valuable educational experience for all.

EDDHODJ Assignment 2 (Semester 2) Unique #: 298903 Due date: 16 September 2012 Question 1

In this essay, the language teaching method which used to design teaching plan for pre-intermediate will be focused on firstly, second, how this method apply in the teaching plan

determining and formulating learning objectives, I noticed that Ms. Gonzales imparts her lesson objectives including plans and purpose of lesson for her students. 3. Lesson objectives must be in the 2  Based on the totality of the lesson or 3 domains – cognitive, skill and discussed, the lesson is holistic and affective or cognitive and affective complete because it dwells on or skill and affective. knowledge, skills, and values. The lesson for that day of Ms. Gonzales was about a poem entitled “when I was one and twenty”, throughout the lesson, they showed their skills in reading, as they read each stanza of the poem with correct pronunciation considering their accents and pausing. After reading literary piece. Questions are followed to check the student’s comprehension and understanding about the poem and lastly, with the concern in the affective domain, there is also a question that tested their reasoning skills in which afterwards they interpret the true meaning and essence of the poem that leads for the development to their values. 4. Work on significant and relevant  Ms. Gonzales present a poem lesson objectives. entitled “when I was one and twenty”. She asked her students on what they understand in the title and to the stanzas of the poem. And there is a line that comes from the poem where in Ms. Gonzales asked her students on what is their point of view about it. Some students raised their hands and gave