Week 1 Reflection Assignment

Research and Summary of the InTASC Standards:

InTASC Standards cover four realms to be implemented in the Moreland University TEACH-NOW program.

The first category of the Learned and the Learning addresses how learners develop, how they differ from each other in diverse and cross-cultural attributes, and how the learning environment should be structured to accommodate the learners in positive and engaging ways.

The second category covers content knowledge. This encompasses a teacher’s understanding of the content and his or her ability to present that content in a meaningful and authentic way which ensures students master the core ideas.

Instructional practice is the next category, and this can be broken down into three areas. The teacher’s understanding and implementation of assessments to track student’s growth and learning, planning for instruction is imperative. This coincides with planning for instructions, where the teacher plans to target the learning goals that will best suit the diverse and cross-disciplinary skills of the students in their context. The pillar is the implementation of instructional strategies which allow students to develop concrete understanding of their target areas of content.

The final realm of the InTASC standards is Professional responsibility. First This is the standard of teacher’s professional and evidence-based self-aware actions and interactions with learners in ways which accommodate the learning needs of the learner. It is also the standard of leadership and collaboration, in which the teacher works together with students and the community through self- initiated leadership roles to further support the ongoing role of the teacher profession in the community.

3. The EDpuzzle was helpful in exploring the resources available to fulfill the InTASC Standards. The information given provided the pathways for finding answers to questions and information needed in the future regarding the TEACH NOW program standards and procedures. Some of this assistance can come from the course instructors and program advisor and there was clarity provided on which roles each of these positions fills.

The information in the course catalog is extremely helpful. It covers a broad spectrum of information that every candidate needs to know to be successful in the program. A few of these are attendance, program structures, withdrawal regulations, clinical teaching procedures, course timelines, and code of conduct. The handbook is well organized and broken down into sections which are easy to locate when needed. These will be helpful in the future, particularly when navigating clinical teaching logistics.

The InTASC standards and clinical rubric guide provide the standards, procedures and implementation models for becoming a successful educator. They lay out clear expectations for candidates to follow and aim for while processing the program. The clinical rubric clearly outlines the goals and expectations to track the candidate’s growth through specified teaching assignments which are tracked and analyzed by the mentor.