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INTASC Portfolio

Sonya Lewis

EDUC 2105 Orientation to the Teaching Profession

San Juan College

Ron Striegel

May 3, 2024
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The Learner and Learning

Standard 1: Learner Development

Figure 1: Assessment data showing the use of formative and summative assessments to monitor student progress and adjust
instruction accordingly.

Assessment data of formative assessments and summative assessments like the one

shown in Figure 1 lists student progress of how they did on the NWEA and AIMSweb. The

student diagnostic recording sheet shows teachers how students in the 8th grade did on their tests.

Teachers can use testing data to help with grouping students into tier 1, tier 2, and tier 3.

According to research (Hoover & Abrams, 2013) we can determine that a teacher who can

effectively use assessment data to improve instruction, thus potentially increasing student

learning at all levels. Teachers can also use the information to see where the strengths and

weakness of individual students are based on domains. Teachers can also see Lexile ranges. As

well as attendance. To see if attendance played a role in student performance. No scores are

shown for BIE because somethings it takes time to receive student scores. Some students such as

Tymia and Jasmine have no scores for NWEA, therefore AIMSweb scores will be used. Students

that are absent during testing time will affect student placement when teacher places students

into groups of performance.

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Teachers will need to use scores they have. This is an example of “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” (CCSSO, 2013). I use this document to help me see where my

students are at. It shows me what skill I need to concentrate on.

Standard 2: Learning Differences

Figure 2: Individualized education plans (IEPs) plans Figure 3: Differentiated lesson plans that
developed for students with specific learning needs. accommodate various learning styles, abilities, and
interests of students.

Teaching strengths shown in figure 2 is a documentation of an Individualized education

plans (IEPs). It is a personalized learning plan developed for a student named Logan Murphy. It

is specific to his learning needs. This IEP document tells what his goals are. Times of required

pullout and inclusion and the dates on when he was helped. This document shows what days he

was in school. I look at students IEP to see if I need to make adaptations or modifications made
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to curriculum, instructional materials, or assessments so I can meet the needs of diverse learners

in this case Logans.

It is important for teachers to look at students’ IEP so they can differentiate lesson plans

that accommodate various learning styles, abilities, and interests of students such as figure 3.

According to the research (Horn et al., 2000) we can determine that teachers individualize their

instruction for children within the context of typical activities in inclusive classrooms, and

children make progress on targeted skills. Each of the children demonstrated increased

performance of his or her targeted objective(s) when provided with greater planned

opportunities. Figure 3 shows how I differentiate step by step instruction on how to solve

equations using distributive property for Logan. This is an example of “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” (CCSSO, 2013). I am always looking at students IEP to make sure I am meeting their

learning plan so they can succeed.

Standard 3: Learning Environments

Figure 4: Photographs of the physical classroom environment, highlighting arrangements that facilitate collaboration,
accessibility, and student engagement.

Classroom environment is important. Students feeling comfortable in class and knowing

where things are is good for students to engage in learning. Figure 4 is my math classroom.
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Starting at the top left is the entrance to the classroom. On top of the purple cart are three baskets

that are the homework bin for 6th through 8th grade. It is located right when students walk into

class, so they know to turn in assignments. The table with the easel board is for small group

instruction. Going toward the front of the classroom is the smart board the two boards on each

side of the smart board show Lessons, standards, strategies, homework for each grade. Some

students have cubbies with names to put computer accessories in. On top of that, is homework

return folders, no name basket. On the wall to the right is a math vocabulary word wall. Display

are the current vocabulary words with examples. On the left is a black shelf that has pencils, pen,

rulers, paper, graph paper, highlighters, calculators, glue, scissors, and extra math textbooks. All

are labeled for easy access for students. According to Zadina (2023) we can determine that our

overarching goal is to create an ideal learning environment characterized by engagement,

attention, connection, and enjoyment through practices derived from three areas of research:

flow, brain synchronization, and heart engagement.

This is an example of “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” (CCSSO, 2013).

When I need to arrange, I move only the tables to limit confusion of supply location.
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Content and Instructional Practice

Standard 4: Content Knowledge

Figure 2: Math lessons where multiple approaches to solving problems were presented.

According to Savvas Learning Company LLC (2017) this is a math lesson that shows

concrete evidence of how the teacher's content knowledge informs their instructional decisions,

promotes student learning, and fosters a deeper understanding of the subject matter among their

students. This sample of instructional materials on multimedia resources effectively convey key

concepts and content to students. Figure 1 shows evidence of incorporating interdisciplinary

connections or real-world applications of content to enhance student engagement and

understanding.

This is an example of Standard 4: Content Knowledge typically refers to evidence that

demonstrates a teacher's deep understanding of the subject matter they teach and their ability to

effectively convey that knowledge to students. This standard emphasizes the importance of
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educators having a strong grasp of the content they are teaching and being able to facilitate

meaningful learning experiences for their students (CCSSO, 2013). According to Fereshteh

Zeynivandnezhad et al. (2023) he stated that, “Technological content knowledge is a

practitioner’s understanding of how technology can change, advance, expand, or explicate a

topic. In other words, being able to use technology to represent prior knowledge” (pp. 4).

Students have access online to work on problems and refer back to notes taken during

instruction. They can also watch videos of lessons to help with homework.

Standard 5: Innovative Applications of Content

Figure 3: Shows students working together to solve authentic issues that arose in the classroom.

According to CCSSO (2013), “Standard 5: Innovative Applications of Content typically

refers to evidence that showcases a teacher's ability to creatively and effectively apply subject

matter knowledge in diverse and engaging ways to enhance student learning experiences. This

standard emphasizes the importance of educators using innovative instructional strategies,

technologies, and real-world connections to make content relevant and meaningful to students”.

Figure 2 demonstrates how the teacher goes beyond traditional methods of instruction to create
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dynamic and student-centered learning environments that foster creativity, critical thinking, and

deep understanding of content among their students. Project-based learning (PBL) units or

interdisciplinary projects that integrate multiple subject areas and real-world problems or

challenges. Student work samples showcasing innovative solutions to problems or projects that

require application of content knowledge, critical thinking, and creativity. Evidence of

incorporating culturally relevant or responsive teaching practices to make content meaningful

and accessible to all students.

According to Li et al. (2024) Several studies succeeded in proving that Innovative

behavior is one of the significant components of teacher teaching success. Therefore, Innovative

behavior plays an important role in improving student performance and school progress which is

the concern of a mathematics teacher. However, this study shows that teachers’ innovative

behavior is still low and needs attention (pp.2). Peer observations, feedback from students, or

parent/guardian communications highlighting the impact of innovative teaching practices on

student learning outcomes and motivation.

Standard 6: Assessment

Figure 4: Formal assessment tools used.

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According to CCSSO (2013) This is an example of “Standard 6: Assessment demonstrate

how the teacher uses a variety of assessment methods to gather meaningful data about student

learning, engages students in the assessment process, and uses assessment results to guide

instructional planning and support student growth and achievement”. According to Savvas

Learning Company LLC (2017) this is a lesson quiz that will be used as a formal assessment to

show if students caught onto the subject. Figure 4 shows a sample assessment such as quiz that

shows performance tasks aligned with learning objectives and academic standards. This lesson

quiz can be a differentiated assessments or accommodations provided to meet the diverse needs

of learners, such as modified assignments, extended time, or alternative assessment formats.

According to the research (Schooner et al., 2022) we can determine that education in the

fields of technology and engineering does relate to stronger cognitive belief ratings concerning

the ability to assess students' learning of technological systems. Unsurprisingly, teachers with

strong cognitive beliefs did not consider professional development to be as necessary as did

those scoring low. This lesson quiz is available online so students can take it digitally. In

addition, understanding what influences cognitive beliefs about assessing students' learning

provides insights into how technology teachers view their teaching practices and, ultimately, the

challenges that teacher educators and policymakers need to address in order to

strengthen teachers' beliefs in their own ability to teach and evaluate students' learning.

Instructional Practice and Professional

Responsibility
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Standard 7: Planning for Instruction

Figure 1: technology integration plans or digital resources.

Technology integration plans or digital resources used to enhance instruction and meet the

needs of 21st-century learners. According to Savvas Learning Company LLC (2017), we can

determine that this is an online assignment that is accessed by teacher creating account for

students to complete assignments online. Shown in figure 1, I projected this assignment on the

smartboard and worked on problems step by step with students. The blue highlight on numbers

7,8,10 is to let students know they need to complete individually for me to check

understanding. Utilizing technology is good for students to know because in this generation

technology is everywhere. According to the research (Wright, 2010), we can determine that the

challenges of using technology in the classroom will inevitably continue and technologies will

continue to evolve. However, programs such as MTT are important in that the partners can

learn the technology, see it modeled, and continue to build on strategies experienced through

the sharing of successes and failures.

This is an example of Standard 7: Planning for Instruction, “The teacher draws upon
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knowledge of content areas, cross-discipline skills, learners, the community, and pedagogy to

plan instruction that supports every student in meeting rigorous learning goals” (CCSSO,

2013). This standard emphasizes the importance of intentional and purposeful planning to

facilitate student engagement, comprehension, and achievement.

Standard 8: Instructional Strategies

Figure 2: Student work samples showing evidence of active participation, critical thinking, and application of learning.

Instructional Strategies typically refers to evidence that showcases a teacher's ability to

employ a variety of effective teaching methods and techniques to engage students, promote

understanding, and facilitate learning. According to Savvas Learning Company LLC (2017), we

can determine that it is shown in figure 2 is a sample of a students work. This example shows

the active participation, critical thinking, and application of learning for my students. It is an end

of a topic review that can be used for notes on the topic test. I display concrete evidence of how

I employ a diverse repertoire of instructional strategies to create dynamic and interactive

learning environments that foster student engagement, understanding, and achievement.

According to Stefaniak et al. (2022), we can determine that Instructional design

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coursework should extend beyond the application of instructional design and technology tools

to include opportunities for students to foster their decision-making processes, reflective

practice, and professional identities. This is an example of 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 access

and appropriately information” (CCSSO, 2013). This standard emphasizes the importance of

using research-based instructional strategies that are responsive to the diverse needs, interests,

and learning styles of students.

Standard 9: Professional Learning and Ethical Practice

Figure 3: Staff Meeting notes.

A professional development plan that outlines goals, strategies, and activities for ongoing

professional learning. Figure 3 shows annotated list of workshops, seminars, or conferences

attended related to professional development. Reflections on how these experiences have

impacted teaching practice and student learning outcomes, evidence of participation in online

courses or webinars related to ethical practices in education, and Documentation of membership

in professional organizations related to the teaching field. Reflection on how participation in the
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PLC has influenced professional learning and ethical practice. I will also go back to review notes

so that I can refresh what it is I learned.

According to Newman and Findlay (2008), we can determine that the use of dialectical.

and ethical discourse in this community of practice led to positive outcomes and has

considerable potential in many other areas of academic endeavor. This is an example of

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” (CCSSO, 2013).

Reflection on how participation in the PLC has influenced professional learning and ethical

practice.
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References

CCSSO. (2013). InTASC model core teaching standards and learning progressions for teachers

1.0. [Link]

12/2013_INTASC_Learning_Progressions_for_Teachers.pdf

Fereshteh Zeynivandnezhad, Nasrin Asgharzadeh, & Ramón Emilio Fernández. (2023). A

Quantitative Assessment of High School Math Teacher’s Technological Pedagogical and

Content Knowledge. ˜ the œ International Journal for Technology in Mathematics

Education, 30(1), 3–17. [Link]

Hoover, N. R., & Abrams, L. M. (2013). Teachers’ Instructional Use of Summative Student

Assessment Data. Applied Measurement in Education, 26(3), 219–231.

[Link]

Horn, E., Lieber, J., Li, S., Sandall, S., & Schwartz, I. (2000). Supporting Young Children’s IEP

Goals in Inclusive Settings Through Embedded Learning Opportunities. Topics in Early

Childhood Special Education, 20(4), 208–223.

[Link]

Li, K., Tommy Tanu Wijaya, Chen, X., & Muhammad Syahril Harahap. (2024). Exploring the

factors affecting elementary mathematics teachers’ innovative behavior: an integration of

social cognitive theory. Scientific Reports, 14(1). [Link]

52604-4

Newman, L., & Findlay, J. (2008). Communities of ethical practice: using new technologies for

ethical dialectical discourse. Educational Technology & Society, 11(4), 16–28.

Savvas Learning Company LLC. (2017). Envision Math 2.0 Additional Practice Accelerated

Grade 7 Copyright 2018. Pearson Scott Foresman.

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Schooner, P., Höst, G., Klasander, C., & Hallström, J. (2022). Teachers’ cognitive beliefs about

their assessment and use of tools when evaluating students’ learning of technological

systems: a questionnaire study. International Journal of Technology and Design

Education. [Link]

Stefaniak, J., Baaki, J., & Stapleton, L. (2022). An exploration of conjecture strategies used by

instructional design students to support design decision-making. Educational Technology

Research and Development, 70(2). [Link]

Wright, V. (2010). PROFESSIONAL DEVELOPMENT AND THE MASTER TECHNOLOGY

TEACHER: THE EVOLUTION OF ONE PARTNERSHIP. Education, 131(1), 139–146.

EBSCOhost. [Link]

[Link]/ehost/detail/detail?vid=3&sid=675996e3-2e58-4038-

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Zadina, J. N. (2023). The Synergy Zone: Connecting the Mind, Brain, and Heart for the

Ideal Classroom Learning Environment. Brain Sciences, 13(9), 1314–1314.

[Link]