10 Standards

• Standard One: Learning Development

Focus on Learning GrowthArtifact: Reflection on working with different grade levels
Rationale:
Looking back, I see how well I grasp where kids are at, depending on their age. One moment they need support, next thing you know, they’re moving ahead fast. What stands out is matching my approach to how each one grows. Some take time to catch on, others jump right in. Growth isn’t the same for everyone, yet responses must fit anyway. Watching progress unfold shapes how I adjust day by day.

• Standard Two: Learning Differences

​Artifact: Example of helping a struggling student or modified instruction
Rationale:
A single moment in a short-term classroom shows my attention to the varied ways students learn. How each person takes in ideas matters, especially when time is limited. One tool does not fit all, so adjustments happen quietly. Learning differences stay visible, never set aside. Even brief assignments carry weight when students' needs lead the way.

• Standard Three: Learning Environments

Artifact: Classroom management strategy or written plan
Rationale:
Respect grows when routines make sense. Structure comes alive through consistent choices each day. Productivity follows where clarity leads. A calm space opens up because expectations are clear. Learning moves forward without chaos getting in the way.

• Standard Four: Understanding the Material

Artifact: Example of assisting with a subject lesson (math, reading, etc.)
Rationale:
Shows I can grasp ideas in different areas, then support bringing them to life. What matters is making things clear, even when topics shift. My strength lies in moving smoothly between fields without losing meaning. This approach keeps communication steady, no matter the subject. Understanding comes first - everything else follows.
Applying What Is Learned
Artifact: Activity where students applied learning (worksheet, discussion, etc.)
Rationale:
From here, real examples begin shaping what once felt like abstract ideas. Learning sticks when it fits into everyday thinking. This is where lessons start making sense beyond the textbook. Moments of clarity arrive through familiar situations. Understanding grows by linking theory to life around us.

• Standard Five: Application of Content

The ability to have the students connect to the materials and content that is being taught by using different perspectives.  Being able to have students use critical thinking and problem solving to address all issues near and far. 
Artifact:
​Community Garden Project combining science, math, and literacy through hands-on learning
Rationale/Description:
This piece shows how I link ideas from different subjects so students can tackle problems they might face outside school. Instead of just learning facts, they used science to understand how plants grow, math to track changes and record numbers, while also reading about gardening methods and writing about their experiences. A hands-on project - creating and caring for a garden - helped them notice how lessons in class actually matter in daily life. My focus stays on building clear thinking, original approaches, and teamwork, qualities that align with what InTASC Standard 5 values.

• Standard Six: Assessment

Artifact: Graded assignment or monitoring student work
Rationale:
Watch me spot when learners get it - then follow through so tasks finish right. Each step unfolds as they show what sticks, moving ahead only once clarity hits. See gaps? That’s where support steps in, nudging progress without waiting. Completion ties back to real-time cues, not guesses. What gets done links directly to how well it's grasped.
Planning for Teaching
Artifact: Notes or adjustments made to a lesson plan
Rationale:
Shows how I adapt existing lesson plans to meet classroom needs.

• Standard Seven: Planning for Instruction

​Artifact: Detailed Lesson Plan Using Differentiation, Including Objectives, Assessments, Accommodations, and Teaching Steps
Rationale/Description: 
Looking back at this lesson, I see how I built my teaching around different kinds of learners while staying focused on what they needed to learn. Each goal is spelled out plainly, something you can actually measure through check-ins during class or final assignments. Instead of one-size-fits-all methods, groups are organized by skill level, tasks are broken into smaller steps, and resources change shape depending on who's using them. Some kids get extra hints; others work ahead - choices made on purpose so everyone gets a fair shot. What stands out most? How each piece connects - not just busywork, but structure built with care, tied directly to standards without losing sight of real classroom energy.
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• Standard Eight: Instructional Strategies

Artifact: Example of leading a class activity or discussion
Rationale:
Keeps attention on how I pull students into lessons. Ways I spark interest show up clearly here.
 

• Standard Nine: Professional Learning & Ethical Practice

Artifact: Personal reflection on substitute teaching experiences
Rationale:
Demonstrates my commitment to improving my teaching practice.
Leadership and Teamwork
Communication With Teachers or Staff
Rationale:
​Working well with others comes naturally in school settings. Team efforts flow smoothly when everyone moves together. Sharing tasks feels normal during daily activities. Getting along helps things run without hassle. Cooperation makes group work happen steadily.
 

• Standard Ten: Leadership & Collaboration

​Artifact: Meeting Notes and Family Updates
Rationale/Description:
Looking back, this piece shows how I worked with coworkers and connected with families to help students grow. Not only did I attend regular meetings focused on teaching methods and student growth, but I also kept open lines of communication with parents through steady updates. From there, we dug into assessment results together, swapped helpful tools, and shaped new ways forward based on the numbers. Often, those talks led to stronger home-school ties - making it easier for learners to stay supported beyond school hours. What stands out most is how this work reflects a deeper promise - to keep learning as an educator, to value shared effort, and to take ownership in meaningful change aligned with InTASC Principle 10.