INTASC Principles

Sample Evidence

1.

The teacher understands the central concepts, tools of inquiry, and structure of the disciplines he or she teaches and can create learning experiences that make these aspects of the subject matter meaningful to the students.

·      Lesson plans that correlate with state curriculum and show state and/or district curriculum goals and objectives;

·      Units of study (integrated, and interdisciplinary)

·      Inquiry lesson plans: lessons built around a central question

2.

The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.

·      Lesson plans: any subject

·      Manipulatives used: tangible items that explain concepts used in math

·      Photos: of students, activities, or group work

·      Developmental checklists: usually done in early childhood programs showing growth of students

3.

The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

·      Differentiated lesson plans showing how assignments and strategies are changed or extended to meet needs of all learners.

·      Videos of students’ performances: speeches, projects, etc.

·      Learning centers: Self managed work centers set up around tables or desks where students investigate in a particular area

·      Bulletin boards: artistic work around a theme on a flat wall board

4.

The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving and performance skills.

·      Videos showing higher order questioning, activities, and assessments

·      Explanation of grouping procedures: write up explaining the levels in the classroom and how critical thinking is done with all students

·      Collection of pre- and posttest data showing how students did prior to and after a lesson, concept, skill, or unit is taught

5.

The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

·      Procedures and rules for classroom management

·      Examples of ability to organize and manage time, space and activities conducive to learning

·      Incentive system: student rewards

·      Parent communication: letters, notes, phone calls, progress reports

·      Cooperative activities: lesson plans and pictures that document how students work together cooperatively

6.

The teacher uses knowledge of effective verbal, nonverbal, and medial communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

·      Video: teaching, showing motivation and communication

·      Student evaluations: information from students about classroom environment and teaching

·      Lesson plans showing uses of technology

7.

The teacher plans instruction based on knowledge of subject matter, students, the community, and curriculum goals.

·      Unit plans: a series of lessons around a concept or central theme

·      Short-term and long-term objectives: specific outcomes for each day, week, month, or year.

8.

The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

·      Formal tests: standardized test scores for classroom or school

·      Work samples: student work showing a variety of students’ abilities and types of assessments done in the class

·      Writing samples; students’ writing

·      Authentic work products: projects, products, and other real-life work done by students

·      Records of student and parent conferences: logs, records and team logs of conferences

9.

The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally

·      Attendance at professional meetings and presentations: programs, handouts, or materials received at professional meetings

·      Attendance at workshops: Staff development agendas

·      Articles read or reviewed: summary of articles read, especially with ideas that are implemented

·      Committee Work: list of committees served while at school

·      Volunteer hours: work done with students on “own time” and other contributions to the school at large, beyond the regular work day

·      Journals: personal journals about one’s teaching experience

10.

The teacher foster relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being.

·      Home visits: logs or records of home visits

·      Knowledge of community agencies: summaries or explanations of links between agencies and students and schools

·      Parent communication: sample letters and logs