Ashley Bason

April 24th, 2018

SCED 499

InTASC #9 Reflection

Similar to students, teachers never stop learning. InTASC Standard #9 states, “The

teacher engages in ongoing professional learning and uses evidence to continually evaluate

his/her practice, particularly the effects of his/her choices and actions on others (learners,

families, other professionals, and the community), and adapts practice to meet the needs of each

learner” (Council of Chief State School Officers, 2013, p. 41). In other words, the teacher

realizes that in order to improve his/her teaching style they must continually develop their skills.

This development is often done through professional learning opportunities, which causes

teachers to think critically about their instructional practices. The primary goal of the teachers’

professional development is to ensure an effective learning environment for their students.

An example of InTASC Standard #9 could be when a teacher reviews their students’

work and learning objects to see how he or she may be able to change their mode of instruction

in order to ensure all students in the class are able to grasp the concept. Through this method, the

teacher is using evidence to evaluate their teaching practice in order to adapt to meet the

academic needs of their students.

Within an English Language Arts setting, InTASC #9(h) which states, “The teacher

knows how to use learner data to analyze practice and differentiate instruction accordingly,”

could be used (Council of Chief State School Officers, 2013, p. 41). For instance, an ELA

teacher may look at student files and work in order to analyze students’ performances and

change instructional practices in order to ensure students are learning.

 InTASC Standard #9 is important because it calls for teachers to evaluate their

instructional practices in order to help their students learning.