Manchester College Department of Education
based on the INTASC Principles
Curriculum Assessment Relationships Environment
C1- Plans informative, developmentally appropriate lessons and/or units INTASC 2, 3, 4, 7 NBPTS 1,2
The following lesson plan and rubric for a language arts activity incorporating creative dramatics as well as encouraging literacy exemplifies my ability to create and implement developmentally appropriate lessons. This activity asks students to interpret a story read aloud, and to use their bodies to creatively pantomime illustrations that could represent the story. It promotes body awareness for young students, and asks them to make connections with the text.
This sixth grade lesson plan asks students to write a diary entry or letter as if they are going to enter battle in WWII the following morning. The lesson pushes students to details, literary devices, varied word choice, and imagery into their writing after reading chapter 10 in Dean Hughes' Soldier Boys.
C2- Teaches subject matter accurately to insure that students can meet P-12 academic standards INTASC 1, 3, 4, 7 NBPTS 1,2
C3- Uses interdisciplinary instruction as appropriate INTASC 1, 7 NBPTS 1,2
My lesson plan titled "Bases Loaded," created in an Essential Skills of Movement class, incorporates physical activity and the most essential parts of a sentence. The activity challenges students to invent examples for nouns, adjectives, and verbs all while they are developing fundamental locomotor skills.
To develop my ability to teach lessons while incorporating physical education standards, I created this interdisciplinary resource.
This Project Learning Tree adapted lesson titled "Poet-tree" integrates nature and poetry. It utilizes best practices as well as hands on experiences.
C4- Addresses subject matter from various points of view INTASC 1, 3, 4, 5, 7 NBPTS 1,2
Reflecting upon "A Mathematician's Lament" by Paul Lockhart, I wrote a research paper about the current plight of mathematics education in grades kindergarten through twelfth. I researched his point of view on mathematics instruction and discovered that teaching math as a creative process rather than a dry formula can make math instruction more effective and more enjoyable for the teacher and students.
This compare/contrast lesson encourages students to view the lives of two boys from different countries. Students think deeply about how their lives are different from those in the book.
C5- Teaches students to use critical thinking and problem solving strategies INTASC 4, 5, 7 NBPTS1,2
This mathematics activity asks second grade students to think critically and problem solve in discovering patterns in shapes and numbers. The activity encourages them to use shape blocks to not only grasp that patterns can be made of colors and shapes, but that they can also be in the form of number sequences.
C6- Uses effective questioning strategies INTASC 4, 5, 7 NBPTS 1,2
In a first grade science/creative dramatics lesson about hibernation, I ask students to contemplate and chart three main questions: "What do I know about hibernation?" "What do I want to learn about hibernation?" and finally, "What did I learn about hibernation?" In doing so, students tag Post-it notes with their ideas onto a chart on the board. After this, the class participates in a brief activity and I address areas of interest based on their questions.
After reading the children's book, Alexander and the Terrible, Horrible, No Good Very Bad Day, by Judith Viorst, I wrote a summary and identified questions that could be addressed based on this story that reaches each level of Bloom's Taxonomy. This activity and rubric exemplifies my ability to reach each level of Bloom's Taxonomy through implementing diverse questioning strategies.
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…assesses students’ learning and development with a variety of measures to aid in appropriate and effective instructional planning
A1- Develops appropriate tools to assess learning INTASC 4, 8 NBPTS 3
After learning about the necessary manipulative skills for elementary
students, I created this manipulative skills comprehension
with corresponding answer sheet to assess sixth grade students'
understanding of the definition of the following manipulative skills:
overhand throw, kick, catch, and strike.
After learning about the necessary manipulative skills for elementary students, I created this manipulative skills comprehension exam with corresponding answer sheet to assess sixth grade students' understanding of the definition of the following manipulative skills: overhand throw, kick, catch, and strike.
A2- Assesses learning through standardized and/or teacher constructed tests to drive future instruction INTASC 8 NBPTS 3
With a first grade student I administered a running/reading record. This quick assessment presented me with information about the student's reading challenges, fluency, comprehension, reading level, reading accuracy, and the student's ability to self correct while reading.
A3- Assesses learning through appropriate alternative measures to drive future instruction INTASC 4, 8 NBPTS 3
A4- Uses a variety of appropriate, authentic assessment tools and methods INTASC 4, 8 NBPTS 3
…establishes professional and reciprocal relationships with others invested in P-12 students’ learning
R1- Demonstrates sensitivity for diversity with students, colleagues, parents, college faculty, and/or community agencies INTASC 3, 4, 5, 6, 7, 8, 9, 10 NBPTS 5
After attending the Manchester College Diversity Workshop, I wrote a reflection about what I learned about breaking stereotypes. The workshop enabled faculty and peers to go face-to-face with the appalling truth of prejudice, stereotyping, and the maltreatment of all groups. The attached rubric exemplifies the sincerity and care in the writing of my reflection.
This Certificate demonstrates my sensitivity for diversity with students by attending this seminar.
R2- Demonstrates with full awareness of ethical and legal responsibilities of teachers INTASC 7, 8, 9 NBPTS 4,5
I composed a brochure to share with my future classroom that explains to parents, faculty, and staff that I am fully aware of my ethical responsibilities as a teacher. The supporting rubric shows my efficiency at this task, and that I value the support of my colleagues and will continue to maintain healthy relationships with them so that I may best serve the students in my classroom.
In an informative research paper about child sexual abuse in schools, I shed light this dark topic, as well as investigated what teachers should do if they suspect that a student is being abused.
R3- Values life-long learning, personal/professional development, and/or service orientation INTASC 9 NBPTS 4, 5
My professional credo and rubric portray my values and passion for knowledge. It shows that I believe life-long learning is not only necessary to prepare students to be successful in the 21st century, but that it is the way of living necessary to gain an enriched and fulfilled life.
An article critique of the importance of play in early childhood classrooms presents that I value life-long learning as I assess current topics and effective teaching strategies in professional articles.
R4- Models appropriate oral communication skills INTASC 6 NBPTS 1, 2
After presenting about child abuse and the implications for teachers, I
was evaluated with this
rubric on my ability to share this information with the class
After presenting about child abuse and the implications for teachers, I was evaluated with this rubric on my ability to share this information with the class effectively.
Upon interviewing a Heart Start teacher from Roselawn, IN, I wrote a journal entry reflecting on the experience. The attachment portrays my ability to affectively communicate with a teacher, and gain inspiring insight that can help guide me in my future profession.
This rubric of an oral presentation and PowerPoint presentation containing an overview of a workshop at the IAEYC represents my ability to express my ideas concisely and effectively for my peers. Presenting this PowerPoint enabled my peers to gain an understanding and appreciation of the workshop I attended at the conference about literacy for children with disabilities and the importance of literacy through play.
R5- Models appropriate written communication skills INTASC 6 NBPTS 1, 2
As a future educator, I realize that having the ability to write grants will be an effective and necessary skill; therefore, I wrote a practice grant requesting money and budgeting for a classroom library.
paper comparing second grade state standards in Indiana and
Alabama exemplifies my
ability to write effectively and thoughtfully.
A research paper comparing second grade state standards in Indiana and Alabama exemplifies my ability to write effectively and thoughtfully.
R6- Motivates students to learn individually, collaboratively, and cooperatively INTASC 2, 3, 4, 5, 6 NBPTS 1,2, 3
A unit plan I created for English Language Learners about homonyms incorporates group activities, games, individual supplemental learning worksheets, as well as asks students to work with their peers to come up with funny homonym sentences and illustrations. At the core of the unit is the The King Who Rained by Fred Gwynne.
In a lesson about composing sentences and rhyming, kindergarten students are collaborating in groups to reconstruct sentences, cooperating as a class to complete a classroom poster, and also working individually to apply what they learned in a writing activity.
R7- Plans lessons in collaborative teams INTASC 6, 10 NBPTS 5
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…creates positive and caring environments for student development and learning
E1- Differentiates learning opportunities that respond to individual learning styles and learning challenges INTASC 2, 3, 4, 5 NBPTS 1, 2, 3
In this Jigsaw Activity designed for sixth grade students, students practice interpersonal skills as they define alliteration, rhyme, setting, word choice, and repetition as it relates to the poem We Real Cool by Gwendolyn Brooks.
This writing assignment required that I create questions in connection with a work of children's literature at each level of Bloom's Taxonomy. This corresponding rubric demonstrates that I can differentiate questioning to reach students at diverse levels of thinking. I can ask the easy questions, and then facilitate deeper thinking.
E2- Uses a variety of teaching methods and materials INTASC 2, 3, 4 NBPTS 1, 2, 3
This lesson plan asks kindergarten students to explore painting in a real art gallery. Students discover the meaning of the terms media and subject by viewing authentic art.
E3- Uses a variety of appropriate media and technology INTASC 2, 3, 4 NBPTS 1, 2, 3
A PowerPoint presentation handout and evaluation about individuals with blindness and low vision clearly illustrates my ability to incorporate technology into classroom discussions. I used this PowerPoint to guide discussion among my peers and help them become aware of the responsibilities and adaptations necessary when a teacher has a student with blindness or extremely low vision in their classroom.
To incorporate the use of the internet and technology into a lesson about the Civil War, I created an online web activity. This Literacy Technology Project allows students to explore online activities before, during, and after reading the book by Patricia Polacco, Just in time Abraham Lincoln.
E4- Keeps records to monitor, document, and report student progress INTASC 8, 10 NBPTS 1, 3
My reader's case study is an extensive compilation of research and reflection. This document is an intervention plan that was implemented.
E5- Manages student behavior in positive, safe ways INTASC 2, 5 NBPTS 1,3
A classroom with proper management is a key piece to student success. My classroom management plan demonstrates that I not only value a healthy and nurturing classroom environment, but also that I research methods to reach that goal.
E6- Models conflict resolution skills INTASC 2, 5, 8 NBPTS 1, 3
This reflection, written after participating in a bullying pre-professional workshop, portrays that I understand the importance of conflict resolution skills. This workshop talked extensively about creating a positive atmosphere in the classroom along with positive relationships between students.
This rubric reflects a presentation that I created and delivered with a group of my peers. We spoke to our fellow future-teacher classmates about a model of classroom management.
E7- Engages in research and reflection on best practices in teaching strategies INTASC 1, 2, 7, 9 NBPTS 4, 5
review demonstrates my use of research on current best practices
in teaching science.
This literature review demonstrates my use of research on current best practices in teaching science.
Upon interviewing an ELL teacher about the adversities and benefits of teaching in an ELL classroom, I wrote this reflection about her responses and how the interview impacted me as a future educator.
After witnessing the current struggle of getting parents involved in their child's education, I composed a research paper that addresses the scientifically proven benefits of parent involvement in children's literacy development. I also incorporated strategies and programs that teachers can implement to get parents and community members excited about education. The paper was graded based on a rubric.
After observing two diverse learners at a Head Start program, I wrote this journal entry to research and reflect on what is developmentally appropriate cognitively and physically in the preschool age group. I gained an understanding of the importance of emphasizing phonemic awareness in instruction, and incorporating play experiences into the early childhood years to aid in the development of large motor skills.
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