Developed by the Council of Chief State School Officers (CCSSO), the InTASC standards outline what teachers should know and be able to do so that every K–12 student is ready for college or the workforce. My certification program curriculum is built on these ten standards across four domains. I reflect on them throughout every course module and am formally evaluated against them during Clinical Practice.
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary across cognitive, linguistic, social, emotional, and physical areas, and designs developmentally appropriate, challenging learning experiences.
[Add your evidence: an artifact, lesson, or reflection that demonstrates this standard, especially as it relates to English learners' language development stages.]
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
[Add your evidence: differentiation for varied English proficiency levels, home languages, and cultural backgrounds.]
The teacher works with others to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self-motivation.
[Add your evidence: a low-anxiety, language-rich classroom environment you built or observed.]
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) taught, and creates learning experiences that make these aspects accessible and meaningful for learners.
[Add your evidence: your command of English language structure, grammar, and pedagogy for teaching it to non-native speakers.]
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
[Add your evidence: a lesson connecting English language learning to real-world or cross-cultural content.]
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, and guide decision-making.
[Add your evidence: formal and informal assessments used with English learners, e.g. WIDA ACCESS data, formative checks.]
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing on knowledge of content, curriculum, cross-disciplinary skills, pedagogy, learners, and community context.
[Add your evidence: a sample lesson or unit plan with language objectives alongside content objectives.]
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and build skills to apply knowledge in meaningful ways.
[Add your evidence: SIOP-based strategies, scaffolding techniques, or comprehensible-input strategies you've used.]
The teacher engages in ongoing professional learning and uses evidence to continually evaluate practice, particularly the effects of choices and actions on learners, families, and colleagues, adapting practice to meet each learner's needs.
[Add your evidence: professional development, reflective practice, or ethical decision-making related to ESL instruction.]
The teacher seeks appropriate leadership roles and responsibility for student learning, collaborating with learners, families, colleagues, and the community to ensure learner growth and advance the profession.
[Add your evidence: collaboration with mainstream teachers, families of English learners, or the wider school community.]