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InTASC Model Core Teaching Standards Portfolio

Travis Torres
San Juan College
EDUC 2998 Field Experience: Topic 1030
Karen McCay
April 19, 2024
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InTASC Model Core Teaching Standards

The InTASC standards outline what teachers should know and be able to
do in the classroom.
Standard #1: Learner Development
The teacher understands how learners grow and develop, recognizing that
patterns of learning and development vary individually within and across
the cognitive, linguistic, social, emotional, and physical areas, and designs
and implements developmentally appropriate and challenging learning
experiences.
Standard 1 focuses on the students and how they learn. This standard
shows the importance of writing lessons that connect with the abilities of
each student to meet them where they are in development. Teachers
should recognize the patterns in students and the fact these may develop
over time. Students come from varied backgrounds, and should all be
challenged in the classroom. Teachers must find a way to look at student
experiences and knowledge. Lessons should be created while considering
the ability of the learners.
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Mise en Place form

Menu Item Italian wedding cookies

Task
Include specifics regarding sanitation, food prep,
quantities involved, cooking methods, etc. Estimated Completed (X)
If there is a common item found throughout the recipe (ex. Bias-cut green Time to Person and/or notes for future
onions for within the food item and for garnish), prep for both simultaneously. complete Assigned

Preheat oven to 325 Fahrenheit 30 sec

Measure all ingredients 5 min

Put 1 1/2 c butter, 3/4 c powdered sugar, 3/4 t salt in stand mixer 1 min

Mix on med speed until smooth 2.5 min

Mix in ground almonds and vanilla 3 min

Add in flour slowly until combined 5 min

Prepare cookie sheet 30 sec

Shape dough into balls and place on cookie sheet 5 min

Place cookies in oven for 15 - 20 minutes 16-21 min

Remove from oven and let cool 5 min

Cover in powdered sugar 3 min

Serve 2 min

Artifact: I gave a final project in Fall 2023 of creating a timeline for

preparation of a food item chosen by each student. We then did a cooking
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lab that incorporated many of the skills we had learned in the semester. In
a mixed skills group, I challenged a gifted student with great cooking skills
and academic aptitude to see if her group would be able to make some
unique cookies, her selected dish, in addition to all the other items. Her
group was short staffed, as a student had recently withdrawn and another
is a student with a learning disability. She was able to evaluate the recipe
timeframe, as well as model presentation skills and techniques when
sharing with the class. She was able to determine they would be able to
complete all three dishes. This accomplished an additional challenge for
the student, as well as her group. She was able to consider the abilities of
her peers, the time we had to work, and demands of the other recipes that
she had not made ahead of time. The lower level student was given
specific tasks to complete at her direction.
This artifact meets this standard by challenging a lower level, middle level,
and higher performing student. I saw a variety of information to support this
strategy in the book Classroom Instruction That Works (Marzano et
al., 2001). The text and data shows that “homogenous grouping seems to
have a positive effect on student achievement.” In the group, all students
worked well together, and the higher level student was able to test her
leadership skills while overseeing the task and its outcome. This final
project was developmentally appropriate but challenging the unique learner
differences and abilities of each student. It was challenging and a positive
experience for all the students, and they were able to make enough to
share with the entire class!

Standard #2: Learning Differences

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.

Artifact: Student choice cooking activities, final project 2023

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The cooking aspect of our Spring 2023 final project included many different
cultural representations. All seniors were given ultimate choice in what to
prepare- we saw a variety of dishes representing many cultures such as
scratch Ramen and French Macarons, and even French exchange
students making bizcochitos! The remaining students were given a choice
of dishes including beignets, frybread, funnel cake, and French toast. I
found the freedom was exciting for students, and I held a true facilitator role
as students worked to learn from one another on how to prepare frybread
and other dishes that they were not familiar with or given specific
instruction on making. We were able to roll this into a recent final project
and helped me build the menus and foods to meet student experiences and
interests.
This has been documented on a form and a part of the curriculum in Unit 4
from Cooking with Curiosity “Final Project: Recipes of Meaning” by The
Edible Schoolyard Project. The Edible Schoolyard curriculum is focused on
supporting students and introduce students to cooking skills while building
reflection practices so they can cook confidently on their own terms.
Through offering a recipe/ menu that meets a variety of cultures and
student choice, I can increase exposure students have to new dishes. In
addition, student engagement is higher and they are able to form their own
groups on the fly by seeking out those who appear skilled, or may
communicate to figure out the abilities of their peers. I have continued this
practice, most recently offering a choice of snickerdoodle cookies,
bizcochitos, or muffins. Many students were frustrated by the bizcochitos
having such a flaky dough, and I was able to see them seek out help from
those with experience. This also fostered quality communication amongst
students as they shared family traditions during the holidays, such as
cookie making and tamale prep.

Standard #3: Learning Environments

The teacher works with others to create environments that support
individual and collaborative learning, and that encourage positive social
interaction, active engagement in learning, and self motivation.

Artifact: SWQI Group Project

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Feedback​ ​for:________________________________________from:________________________________
Mr. Torres

We still end up finished We dont talk enough but we

together because the food still should start talking more to
ends up getting done at the know what were gonna do.
We work together by
end of class.
telling each other We dont ask for advice from
what needs to be other people about the food
done. because it would be best to
We help each other when we know what they think of it.
need help by asking if they need We need to plan before on whos
help when they seem stuck on doing which kitchen assignment so
something. we know if we need someone else to
do something.

We should talk more because

Are we able to work on a food
we need to know what we
that involves all of us doing it
should do and we should just
together?
Are we able to make talk more in general.
We need to come up
different foods from
with ideas on how to go
different countries?
quicker and faster with
cooking and cleaning

Are we able to use different

ingredients that aren’t on We need to come up with ideas on how to
the recipe book? make food together while also helping each
other with the other assignments

www.floopedu.com

Feedback​ ​for:________________________________________from:________________________________

www.floopedu.com
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Feedback​ ​for:________________________________________from:________________________________
Foods Kitchen 3

We always change the jobs no one Sometimes we dont always understand

is stuck doing the same jobs the recipe
We always clean up after we cook Sometimes we rush the food so it
doing the dishes doesnt come out to good

If i can read the recipe then i should

i have no questions
explain it to the other people

www.floopedu.com

Feedback​ ​for:________________________________________from:________________________________

www.floopedu.com

I have focused my teaching career on creating ways that students can

collaborate and work together. I have found that student communication is
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critical in my classroom environment and they must assess and adjust it

regularly, following their own group norms. By giving groups focused
opportunities to reflect, as well as troubleshoot with peers, they get the
benefit of hearing others perspectives and fresh ideas. In this assignment, I
had students evaluate their group for strengths, weaknesses, questions,
and ideas. They then had an opportunity to discuss solutions, documenting
some key points. This project also helped students with mixed abilities take
the time to discuss their own room for improvement, and most importantly
how to help their group when needed. In one form, I had a strong reader
identify that he should assist in technical recipe reading, as he could read
much better than those in his group. He could assist with reciting portions
of the recipe when it is their turn to cook, as they found that cooking and
reading was difficult at times.

I found a great deal of support for these practices from the University of
Florida Center for Instructional Technology and Training. They state that
incorporating peer review can enable students to better their own work
based on the feedback of their peers. It also stated peer and self-
assessments guide student learning and encourages reflection. I saw this
assignment lead to positive changes within groups and improved on their
successes.

I determined I would like students to improve their ability to interact with

one another. I have been implementing new strategies to facilitate group
discussions, and was introduced to a few new ones. I have started to
implement these and other tools, and have looked to see what assignments
have had the greatest response and student experience/ reflection
throughout the year. I have found that in discussions, free responses, and
reflections they are much more successful when tied to students’
experiences. This has also prevented the standard copy paste issues I
have found with other assignments. I have started using these experiences
as the basis for explaining concepts, and have tried to connect each
reflection assignment to their experiences in this class and their life.

In doing so, I have used various forms to interest a variety of student

population. On a facilitator’s recommendation, I used a reflection that tied in
with paying each student for work done, as they tend to be financially
motivated. This activity had a great amount of participation and valuable
feedback on working with their peers in the kitchen. In facilitating group
discussions, I found that small groups were successful when given small
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worksheets to complete to guide them, rather than verbal instruction. I

experienced this with groups completing self- evaluations using a SWQI/
Plus Delta form to determine what areas they could improve on. I found
that many students would decide who was responsible for each part of the
worksheet and worked together much better. I successfully implemented a
modified form of think pair share and square by having kitchens work
together, then share out or present to their neighbor kitchen or the class. I
found that most students felt comfortable with small group presentations,
but dreaded sharing out individually to the class.

I will continue to try these methods to guide the students toward success.
This is also in line with growing as a consultant and facilitator of learning,
rather than individual teaching for all student needs.

Standard #4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and

structures of the discipline(s) he or she teaches and creates learning
experiences that make these aspects of the discipline accessible and
meaningful for learners to assure mastery of the content.
This Intasc standard focuses on knowledge of content and the many
aspects of it. The teacher should plan instruction with consideration for
topics the students have experience and prior knowledge of. Teachers
should provide multiple opportunities to demonstrate their learning and give
multiple methods of instruction delivery to help students master the content
they teach.
Learning theories is all about what is happening within each individual
student as you teach and deliver information. While you may be delivering
the same content to everyone, each student is using the information in a
different way along their learning journey. The students find their own way
to receive, process, and retain knowledge, as well as consider how they will
use it.
I believe as a teacher, you need to deliver the teaching differently to meet
the needs of your students. To be more effective in delivering information to
your students, you need to learn the ways that students can receive,
process, and apply this knowledge. You may find that in trying out new
learning theories, you can reach certain students or groups of them that
you did not imagine you could or failed to connect your teaching with
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before. There can be many types of learners in the different classes you
teach, as well as sections of learners and individuals. All students vary in
the way they can acquire, retain and recall new information. Teaching is
definitely not one size fits all, and you must find what works with your
different groups of students. In addition, it can vary based off the teacher
and their experiences, paired with how they can best deliver instruction. I
notice my deliver and methods change even class to class teaching the
same subject, so the teacher must get familiar with different methods to
meet student needs. The students all have different backgrounds and
history, which allows them to put the information in their own context.

Reflection info:
Laird's Sensory Theory is a learning theory I have investigated that ties in
to this standard and is something I use quite often in my classroom. He
quoted research that found that 75% of an adult’s knowledge was obtained
by seeing. This theory and research suggests that visual prompts for
students will enhance their learning. It also suggests making your lessons a
multi-sensual experience to enhance learning even further. I try to have a
few delivery methods for students, and look at this when planning lessons. I
have found great success in pictures with the use of words and step by
step illustrated pages to help students with their cooking experiences. I
liked this concept, and have quite a few assignments that task students to
make a step-by-step plan with words, pictures, or symbols. I also rely on
this as I have a very diverse group, including students at 3rd grade reading
level.

Artifact:
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I allow students to explore the kitchen with tools to support them and work
together to discover information. Using tools like these, students have
access to information as they likely cannot process it with just instruction.
Standard #5: Application of Content
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.
This standard is seen as students being provided varied learning
opportunities and then put the knowledge into context of what they are
learning and organize information in ways that make sense to them. They
may do activities, such as my artifact below, where they evaluate what they
have learned and know, review it, and determine where they need to seek
additional knowledge. This also happens in the teaching, with students
being given supports that connect with their prior learning or life
experiences. This can lead to a much more engaged learner, as well as
make the information more applicable to their life. It can conclude with an
opportunity for a student to ask questions or seek support the teacher
missed, or share information they know that teachers and other students
may benefit from. I would also like students to make connections with the
unit goals and have them more logically organized.
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Artifact: Concept Maps

Unit 2 concept map

Cutting Pasta Poultry Roux Eggs

Common cuts
Boil
Large dice, Cooking temps Types
Boiling is when
Medium dice, Turkey: 165 Light
water gets how
Juliene, Small Pork: 145 Brown
and starts Fried prep
dice, Brunoise, Chicken: 165 Dark
making bubble. Coat pan with
Chiffonade,
When cooking butter
Mince,
pasta you do a Crack egg in
Rondelle,
rolling boil. pan
Batonnet
Place lid on
pan
Safe handling Let it cook for
Wash hands 50/50 of a few minutes
before and flour and fat and done
Simmer after dealing
Grip
Simmer is with poultry
Grip the blade
when the water Cook poultry to
close to the
gets not very the right
handle with
hot but to the temperature
your thumb
point it starts Only use one
and pointer,
making small cutting board Cooking times Scrambled
then the rest of
bubbles. for poultry Light- 3-5 mins Prep
your fingers
around the Brown- 6-7 Crack eggs in
handle. mins a bowl or cup
Dark- 8-15 Whisk the
mins eggs or shake
them til well
When is it mixed
done? Meats in this
category Then put the
Penne is done eggs in an
in 10-11 Pork
Turkey already heated
How to clean minutes
Beef Why is it used? pan wait til a
Use a wash
Roux is used little bit of the
cloth or
for gravy and eggs form on
sponge to
stews the side of the
clean, Making
Germs in pan
sure that the
Poultry Then scramble
sharp edge is
facing away Soft, but has a Campylobacter
From your bit of a bite is , Salmonella,
hand Al dente Clostridium
perfringens
germs.

Students were able to take ownership of their learning by creating a tool- in

this case, concept maps. In my block of instruction, I jumped into many
topics. This allowed students to fill in the information they learned with key
points that are hard to remember. They could then go through and self-
assess if they possess the skills, such as how to make a roux. In a
separate part of the map, students marked if they felt they could perform
the tasks. I can support my students in their learning tasks by
understanding what they believe is difficult or need additional opportunities
to master.
I found great support for the use of concept maps and will continue to use
them. I found that “Concept mapping allows the learner to identify
relationships between seemingly isolated concepts while developing a
cohesive knowledge structure.” (Novak).

Standard #6: Assessment

The teacher understands and uses multiple methods of assessment to
engage learners in their own growth, to monitor learner progress, and to
guide the teacher’s and learner’s decision making.
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In this standard, we see a strong focus on assessments to properly

evaluate the skills and abilities of all students. I hope to use proven
strategies that show student learning and use assessments to drive
instruction. I should have students assessing their own work and work of
others against established criteria.

An assessment for my classroom could be introducing peer assessment

with grading rubrics. I am considering simple presentations in which
students will grade each other after small group presentations. In another
example, students can create a grading rubric based off the categories they
find most important in our cooking. This would also help me as a teacher to
see what each group places value on- safety, sanitation, teamwork, or
others. A new summative assessment for my classroom could be
introducing culminating demonstrations of learning or other forms of
“performance assessment.” I am considering this as a valuable option for a
few reasons. I would lean toward a portfolio option, which could take many
forms. One option could be to build a reflection based off a series of
cooking labs with shared skills and possible improvements or changes
made in their kitchen. Another could include a portfolio with different ways
of sharing work- perhaps pictures or video of a cooking lab and a written or
recorded reflection to help those who enjoy sharing in different ways.

Artifact: Self- evaluation on assessments

This self-assessment showed a lower score on the category “Involve
students in the use of their own assessment data.” This showed me I need
to do a better job of students working to create rubrics with me for grading
so they know what is expected of them. Norms and behavior expectations,
routines are very clear, but do not always connect to a grade and how to
attain ideal scores.
I completed the New Mexico Public Education Micro-Credential for
Assessment Literacy. In this learning opportunity, I was able to gain
knowledge on the assessments available for students, as well as their
connections with each domain. This self-assessment allowed me to set
goals, which I also used for my personal growth goal for the school year.
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7/9/23, 9:13 PM Micro-Credential Overview: APLI-II Assessment Literacy 24 Q1

Micro-Credential Overview

About Assessment Literacy

The purpose of this assessment literacy micro-credential is to provide classroom educators with the
foundational knowledge and skills necessary to design, select, interpret, and use assessments to
make informed instructional decisions for students and, ultimately, improve student achievement
outcomes for all New Mexico students. This micro-credential is aligned with the ELEVATE NM
Domains below.

In the Mastery Component assignments, you will have an opportunity to demonstrate your learning of
the Assessment Learning Objectives:

Mastery Component Alignment with Elevate Domains

Assessment Learning
Alignment with ELEVATE NM Domains
Objective

Begin assessment with a

Domain 1C: Setting Instructional Outcomes and
clear purpose.
Designing Student Assessment

Outcomes of a challenging cognitive level

Statements/Evidence of student learning, not student
activity
Outcomes permitting assessment of student attainment.
Outcomes differentiated for students of varied ability.

Domain 3D: Assessment in Instruction (Refers to both

Formative and Summative Assessment)

The teacher posing specifically created questions to elicit

evidence of student understanding.

Identify specific learning

Domain 3D: Assessment in Instruction (Refers to both
target(s) to be assessed.
Formative and Summative Assessment)

Students assessing their own work against established

criteria.

https://nmped.instructure.com/courses/3122/pages/micro-credential-overview?module_item_id=1529349 1/4
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Attributes of Assessment-Literate Educators

Learning Target: I can self assess my level of assessment literacy.
Using this scale, self-assess your practice on each of the characteristics below:
1. I am just starting to learn this and don't understand it yet
2. I am beginning to understand this but still need some support
3. I understand this and can apply it to my own practice
4. I am highly-proficient and can teach this to someone else

Assessment-Literate Educators: 1 2 3 4

Understand the purpose for specific assessments. X

Establish learning objectives based on content standards and assessment data. X

Identify and select appropriate assessments. X

Implement multiple levels of assessments. X

Gather accurate, relevant student performance information. X

Analyze, interpret, and evaluate student performance data. X

Use assessment results to plan, differentiate, and modify instruction to advance X

student learning.

Continuously monitor student progress X

Provide feedback to students and their families about student learning. X

Involve students in the use of their own assessment data. X

• I have the most knowledge/skill in these areas:

I am experienced in understanding the purpose for specific assessments. I have
had to choose the major skills I want my students to leave my classroom with, and
have focused on those assessments that help me identify if the skill is
accomplished.

• I want to work on these areas:

I would like to get better at matching the assessments to content standards and
assessment data. As an elective, I have a great deal of flexibility in my teaching but would
like to work to have this fairly set to get an expected result from my students, as well as
those who take the class in the other school in the district as they both feed the shared
culinary/ hospitality program. Additionally, if assessments show we need to do another
similar cooking lab, I need to build in that flexibility rather than going on to the next topic.

Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting
rigorous learning goals by drawing upon knowledge of content areas,
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curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of

learners and the community context.
I used Standard 7: Planning for instruction in the activity “Academic
Literacy and Instruction, CLO 1 & 2” led us to read chapter 5 from English
Learners Academic Literacy and Thinking titled, "Building Bridges to
Text: Supporting Academic Reading". The text allowed us to see the
issues with English Language Learners as they navigate our class and
adapt to instruction. The text pushes teachers to find meaningful ways to
challenge English Language Learners and all students, focusing on who
they may become and offering rigorous work. The class assignment had us
answer the following question to reflect on our teaching practices: How can
you use the ideas in this chapter in your own teaching?
I was able to review my instruction and content area and its relevance to
the topics from the text. This also tied directly to the knowledge of learners
and community context within my classroom and with my learners.
Because my content area/ learning environment is much more hands on,
my students generally do not struggle as much with heavy reading
requirements. However, I have identified some of the problems for English
learners already within my classroom. I have found that it is very helpful to
pair them with another student, especially with reading texts and recipes
that may be written in a different format that traditional academic writing.
For example, some recipes may be from popular sites or blogs, which vary
greatly from other writing they may be exposed to. The text states to not
leave students to read texts alone. I found this was helpful in a few ways. I
have a couple of students in the same class period who are from other
countries. I found that they were able to succeed by working together to
understand the metric to us measuring system, but then worked with others
in their group to understand the way the text was written. They were able to
use some reading activities to better understand the recipe, such as doing
a “dry run” of the cooking lab. This seemed helpful as they worked to
improve their communication. I also found some of the tools with
technology to be very helpful as they could work at their own pace. While
they may have been working independently, they could slow down and
reread the text or have it read aloud to them. This allowed them to revisit
the text and could do these activities when we had downtime in class.
Additionally, they could follow along with the written text while listening to
videos/ demonstrations of the cooking/ recipe.
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I do not have a set curriculum, and have the freedom to adjust what my
students will be learning. I have been able to build some of my learning
opportunities based off some of the students’ needs and experiences, such
as a sentimental birthday cake from Brazil where one exchange student is
from. This allows further learning and challenging opportunities for other
students to make measurements in Metric or weights, as well as run ovens
on Celsius or calculate temperatures from the original recipe. Another
member of the group was able to make a simple keynote on measuring,
which they felt was always a challenge for their group and the visual could
help. I plan to have some of my high performing kitchens attempt to cook
this recipe with the traditional measurements, and convert them as needed
or find the appropriate measurement tools. I have also created a few cross-
disciplinary/ cross-curricular lessons to meet the needs of the students and
to further learning. For example, I have a lesson that ties in with early
trading for food and the silk road, in which students can experience the
value of food. I have found that with the changing history curriculum, this is
a very brief period of instruction and many students had little to no
knowledge of the value of food as a trading tool.

Artifact: Student created presentation on measuring, along with images.

Liquid or dry
ingredients
Tb- Table spoon
tsp- teaspoon
1
1/2
1/4
Anything below 1/4 is gonna be a
pinch or dash of something
3 tsp= 1Tbsp

https://www.surlatable.com/sur-la-table-odd-size-measuring-spoons-set-of-5/PRO-3332616.html
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Standard #8: Instructional Strategies

The teacher understands and uses a variety of instructional strategies to
encourage learners to develop deep understanding of content areas and
their connections, and to build skills to apply knowledge in meaningful
ways.
Through this standard, we see a teacher using a variety of strategies to
reach every learner in the room. We should hope to see learners showing
what they know in unique ways and creating a work product. The students
should make connections with activities they do in class with what they
learn.
In Standard 8: Instructional Strategies, I applied this standard in the
assignment “Infographic Assessment.” This was a meaningful activity for
me, as I had been struggling with students grasping the order for some of
the common concepts of cooking. In conversations with my lab aide, we
had come up with different ideas on how to make this order and concept
easier to understand for students. I had shown a video, students had
observed a demonstration, and had opportunities to attempt the methods I
had taught. We faced the issue that students were failing to follow recipes,
and in many cases did not even have the recipe book open until a problem
arose. I found the infographic assignment a good way to create a strategy
to build the knowledge of these concepts. I learned that images are
processed faster than words and the same information is expressed
visually. Additionally, many of my students have learning disabilities or
challenges with reading and following multi-step instructions. I also plan to
have students create a similar assignment for themselves on a skill or
technique that can be used to help students research information and apply
their knowledge. I have since printed copies of the step-by-step infographic/
pictographs I created and plan to have students use them on the next
cooking lab that utilizes these skills.

Standard 8/ Infographic Artifact:

I had students create a similar assignment as I completed for themselves
on a skill or technique. My hope is that this can be used to help students
research information and apply their knowledge while using a visual. In
addition, I have used some of the best submissions can be used to
enhance learning for other students.
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According to the Power of Visual Communication, strong visuals can

connect with an audience faster, and with more emotion, than words alone.
This makes a strong case for using pictures over words to help students
learn concepts I want them to know. This article focused on communication
through visual means and offered many great takeaways, including the
value of storytelling.

I have printed copies of the step-by-step infographic/ pictographs to have

students use on the next cooking lab that utilizes the skills in the
infographic. It has also been very helpful in instruction delivery.

Making French
Fries
Step One- Peel potatoes, In this step you will
peel the potatoes until all of the potato peel is
gone. Then you would wash the potato in
room temperature water.

Step Two- Cut the potatoes in a fashion

called the julienne cut. You want to cut the
fries to where they are about the same size.
If they aren’t the same size some of them
might get more cooked than others.

Step Three- Dry the fries that you just cut. In this process you will
put the fries on a paper towel. Then you would get another paper
towel and dry the fires bye just pressing down on them.

Step Four- Fry the fries until

they are golden brown or until they are to your liking. Once
the fries are done in the frier you will put the in a bowl with
paper towels in it and pat them to get the oil off.

Step Five- This is the final

step and this is when you
would season your fries to
your liking.
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Standard #9: Professional Learning and Ethical Practice

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.
Teachers should seek out professional development to bring back new
ideas and best practices to ensure the best instruction in their classroom,
as well as their school building.
In my educational journey, I have found a wealth of information on the
benefits of technology in instruction and the opportunities it opens for
students of today. According to the Office of Elementary and Secondary
Education (OESE) Website, “technology also has the power to transform
teaching by ushering in a new model of connected teaching. This model
links teachers to their students and to professional content, resources, and
systems to help them improve their own instruction and personalize
learning.” I am halfway through a course sponsored by the USDA that
covers a variety of agriculture topics, including new topics that are growing
in popularity, such as Organic foods, sustainability, recycling, climate
change and other topics. These are of interest to some students, and is
certainly something they will need to know within the hospitality industry.

Artifact: Registration Information for NMSU USDA Grant Professional

Development Program

I am halfway through a five course program through the USDA and New
Mexico State University, which will include a summer workshop. This
program has been very insightful and allows me to see valuable insight
from culinary and hospitality teachers and stakeholders throughout the
state.
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Travis Torres <ttorres@fms.k12.nm.us>

Registration Information for NMSU USDA Grant Professional Development Program

1 message

Jean Hertzman <jhertzma@nmsu.edu> Thu, Sep 21, 2023 at 9:32 AM

To: "ttorres@fms.k12.nm.us" <ttorres@fms.k12.nm.us>

Dear travis,

We are very excited to welcome you to be a member of the first cohort for the NSMU USDA NIFA grant program, Professional Development for High School Teachers:
Connecting Culinary Arts and Hospitality Management with Sustainable Agricultural Systems. The anticipated schedule for all of the classes and the workshops is below. There
is a lot planned for you, but the work for the online courses is based on spending about 2 hours per week on them so it should fit into your busy schedules.

All the online classes are through the NMSU Microlearning Canvas learning management system. If you have not used it before, but are familiar with Blackboard, Moodle or
other systems, you should not have any problems with it. There are a lot of technical help resources through the site.

The first course – Introduction to Agriculture and Culinary Connections will start on Monday, October 2. Registration into the course site will start on September 22. To register
in the course, go to

https://hrtm-essentials.nmsuondemand.nmsu.edu/courses/introduction-to-agriculture-literacy-and-culinary-connections. This link is only open to participants I have sent this link
to. You can register with your own email address and that is what you will use to access the online courses throughout the program. Please note, that unless you already have
one as a student, alumni, or employee, you will not receive a NMSU email address or ID#.

Once you register for the course, you will just see the homepage. All of the course materials will open up to you on October 2. You can work on them on your own time other
than attending the two synchronous Zoom sessions. They will be on Saturday, October 14 and November 11 from 9:00 – 11:00 am.

Please let me know if you have any questions or problems with registering for the course.

Sincerely,

Jean

Standard #10: Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take
responsibility for student learning, to collaborate with learners, families,
colleagues, other school professionals, and community members to ensure
learner growth, and to advance the profession.

I have been working with a teacher who previously held my position, and
she is a part of the FCCLA (Family, Career and Community Leaders of
America), aimed at Family and Consumer Science fields. She has
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suggested starting a program, and I have been researching information. I

have also been working with another teacher, who teaches business
classes and runs the work-based learning programs and business
professionals of America program. Over the last year I have been able to
assist with this, and gain more knowledge on implementing business
planning and entrepreneurship into my class to cater to a variety of student
interests and needs. I was able to assist in hosting the regional conference
for both events, and took students to the state conference who placed well.
We had students for both organizations qualify for the national competition.
I found these opportunities very beneficial, and the State of New Mexico/
PED does as well. According to the NM PED, these and other “Career
Technical Student Organizations (CTSOs) align with the sixteen career
clusters (NM PED)” The programs I am helping with set students up for
success in the real world and work.

As a member of the CTE team, I meet with the Piedra Vista Foods teacher,
as well as the teacher for the CATE Center, who teaches Intro to Hotel
Restaurant Tourism Management. Due to Foods 1 being intended as a
feeder for the HRTM program, we are working to determine what skills are
needed and developing the curriculum for students she will get in the
advanced class offerings. Additionally, we are working to make sure there
is not too much overlap between her courses and ours, unless by design.
We are also working together to get our students certified in a few of the
different workplace safety programs, which should be valuable to them in
future careers and help them to secure employment.

Artifact:

State conference agenda for BPA and FCCLA. Also assisted in hosting the
regional conference. School assembly allowed for the school community to
become aware of our efforts and boosting organization enrollment.
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State Leadership
Conference Guide

February 15-17, 2024

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NATIONAL LEADERSHIP CONFERENCE

STAR Confirmation Instructions

STAR CONFIRMATION INSTRUCTIONS | JUNE 15 DEADLINE

• Advisers, log into your Chapter Adviser Portal using the associated username and password
• Select the “Meetings & Events” tab and then select “National Leadership Conference”

3. Select “Confirm STAR Competitions”

4. To confirm your STAR Event Competition participation time, click the box under “Confirmed”
o “CONFIRMED” will then appear in place of the box
5. If you need to cancel or make changes to your STAR Events participation, select the pencil under “Edit”
o The following options will appear:
 Can No Longer Attend, Should Be On A Team, Or Should Be Individual
o Select the reason for edit and click “Submit”

6. For questions, please contact CompetitiveEvents@fcclainc.org

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REFERENCES
Marzano, Robert J. (2001). Classroom instruction that works : research-
based strategies for increasing student achievement. Alexandria, Va.
:Association for Supervision and Curriculum Development,

“Educator Evaluation.” New Mexico Public Education Department, 6 Oct.

2023, webnew.ped.state.nm.us/bureaus/educator-growth-
development/elevatenm/.

“INTASC Model Core Teaching Standards.” College of Education -

University of Arizona, 23 Feb. 2021, coe.arizona.edu/intasc-model-
core-teaching-standards.

“Use of Technology in Teaching and Learning.” Office of Elementary and

Secondary Education, oese.ed.gov/archived/oii/use-of-technology-in-
teaching-and-learning/). Accessed 1 Feb. 2024.

“INTASC Model Core Teaching Standards.” College of Education -

University of Arizona, 23 Feb. 2021, coe.arizona.edu/intasc-model-
core-teaching-standards.

The Power of Visual Communication, www.pwc.com.au/the-difference/the-

power-of-visual-communication-apr17.pdf. Accessed 1 Feb. 2024.

NM Public Education Department. (n.d.). Micro-Credential Overview Log In

to Canvas. https://nmped.instructure.com/courses/3122/pages/micro-
credential-overview?module_item_id=1529349

Gibbons, P. (2009). English learners, Academic Literacy, and thinking:

Learning in the challenge zone. Heinemann.

University of Florida. (n.d.). DESIGNING EFFECTIVE PEER AND SELF

ASSESSMENT. https://citt.ufl.edu/resources/assessing-student-
learning/designing-effective-peer-and-self-assessment/

Novak JD. Meaningful learning: the essential factor for conceptual change
in limited or inappropriate propositional hierarchies leading to
empowerment of learners. Sci Educ. 2002;86(4):548–571.

Laird, D., Naquin, S. S., & Holton, E. F. (2003). Approaches to training and
development. Perseus Books Group.
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NM PED. (2023, June 7). CAREER TECHNICAL STUDENT

ORGANIZATIONS. https://webnew.ped.state.nm.us/bureaus/college-
career-readiness/career-technical-education/high-schools-that-work/