Johns Hopkins University Ali Batmanghelidj Department of Teacher Preparation

INTASC 1 – MAKING CONTENT MEANINGFUL

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches
and can create learning experiences that make these aspects of subject matter meaningful for students.

Required How does this relate to a specific

Element Specific Evidence from aspect of the principle?
Examples of Pieces of Evidence
(The Teaching Experience How does this support good
Artifact) teaching practice?
 Teacher action research into 1) 1.1 a – Content Rich Lesson 1)The first step in providing effective
specific content (then applied in a Demonstration of teacher instruction is the preparation of content-rich
lesson with student work) content knowledge on planning. lessons by the teacher (1.1a). In this sense, I
 Content-rich lesson plans in that incorporated a research paper I had completed
clearly demonstrate influence of
1.1 b– Teacher action research on post World War II Japan into a lesson(1.1
teacher content knowledge on
planning Teacher incorporated personal b). Students consequently used my example
 Content self-assessments with research thesis into lesson as as a guide in writing their own research papers
accompanying project to address example for students. (1.1c). Lessons that demonstrate in-depth
1.1 content gaps teacher planning and understanding of
Central 2) 1.1 c –Student Examples concepts is critical to good teaching because
Content
Using my example, students they are instrumental to students acquiring a
Concepts
completed their own research rich understanding of lessons, rather than a
projects. mere surface understanding.

1.2  Lessons and student work to 1) 1.2 a - The Writing Process As a teacher, I present the central concepts of
Content support the lesson, that show use of Structured application of the what I teach in a structured and organized
Specific primary sources (social studies), use legal writing process. IRACC; manner that facilitates learning for my
Pedagogy of manipulatives (math), use of lab
students know that their legal students. For my law students, I provide a
and Tools of work, inquiry, and the scientific
process (science), use of the writing
writings must address the Issue, structured method of the writing process (1.2
Inquiry
process(English) Rule, Argument, Counter- a) so that students know exactly what is
Argument, and Conclusion. The expected and the process becomes a
visual allowed students to clearly meaningful application. In this effort, I
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Johns Hopkins University Ali Batmanghelidj
see the multiple steps that are
required in writing an essay.
2) 1.2 b - Primary Sources
I integrate primary sources,
including newspaper articles,
pictures, videos, and audio to
supplement lessons. Working
with primary source documents
gives students an opportunity to
examine content from a first-
hand perspective.
3) 1.2 c – Structured Tools
Organizational tools such as
sequence charts, cause and effect
charts, and Venn diagrams help
structure my student’s learning.
1.3  Interdisciplinary lessons and/or 1) 1.3 a – Moral dilemma lesson
Interdisciplin projects Lesson plan that incorporate the integrate new content across disciplines. By
ary Learning  Lessons and student work that many components of social
Experiences demonstrate connections to studies.
students' prior knowledge and/or life
experiences
2) 1.3b Interdisciplinary Reading add relevance to each other. Consequently, a
Strategies
Frayer model and other reading
strategies
3) 1.3 c – Students’ Life
Department of Teacher Preparation
incorporate primary source documents that
give my students an opportunity to examine
content from a first-hand perspective (1.2b).
The use of organizational tools such as
sequence charts, cause and effect charts, and
Venn diagrams help structure my student’s
analysis and personalization of such primary
source documents (1.2c). All these aspects of
structure and inquiry are important to good
teaching because they empower students to
become active learners and create learning
experiences that students can truly utilize.
Effective teaching includes strategies that
definition, social studies incorporates many
fields of study (history, law, economics,
philosophy, geography) that draw upon and
lesson on moral dilemma (1.3a) draws upon
the divergent fields of law, philosophy, and
history. In addition to content, I utilize
interdisciplinary teaching strategies, such as a
language arts Frayer model to facilitate
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Johns Hopkins University Ali Batmanghelidj
Experiences
Students compare and contrast
someone they know to the
Champions of Courage they
studied in class.
Department of Teacher Preparation
understanding of key topics for my students
(1.3b). In this effort, it is vital that students
draw upon prior knowledge and life
experiences (1.3c) to facilitate learning of new
content. These strategies are important to good
instruction because they allow students to
generalize content to their larger life settings
rather than limiting lessons to isolated
activities.
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Johns Hopkins University
INTASC 2 – DEVELOPMENT
The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual,
social, and personal development.
Required
Examples of Pieces of
Element
Evidence
(The Artifact)
 Lesson plans that indicate
connections to prior
knowledge to scaffold new
learning
 Lesson plans that
2.1
encourage cognitive
Cognitive
development.
Development
(scaffolding and  Lesson plans, teacher
prior knowledge) created materials, activities
that include current
teaching strategies,
procedures, content that
are appropriate for the
needs of the learners
2.2  Lesson plans that support
Affective social development
Development  Student work that
(social, emotional demonstrates
and moral) developmental
appropriateness of
assignments
 Lesson plans that are
developmentally
appropriate
Ali Batmanghelidj
Specific Evidence from
Teaching Experience
1) 2.1 a – Lesson-Issue and Rule In teaching content, it is essential that students
What is the issue at hand and
what is the rule(s) that govern it?
2) 2.1 b – Lesson-Argument
Creating an argument to defend a ruling is determined by the issue at hand and
position based on the rule.
3) 2.1 c – Lesson-Counter
Argument and Conclusion
Analyzing a counterargument
and deciphering its merit in a
conclusion
1) 2.2a – Seating Charts
Arrangements based on MSA
test scores that facilitate
cooperative activities.
2) 2.2b – Letters of Sympathy
Students are encouraged to
empathize with the victims of
war, tragedies, or disasters.
3) 2.2c – Lesson-Moral
Department of Teacher Preparation
How does this relate to a specific
aspect of the principle?
How does this support good
teaching practice?
are able to monitor their own learning. This
kind of cognitive development is fostered in
my classroom via lesson plans that scaffold
content. First, students realize that a legal
the rule that governs such issues. (2.1
a). Based upon the issue and the rule, students
construct an argument, (2.2 b). Finally,
students weigh a counter argument and
decipher its merit in a conclusion (2.2
c). Encouraging students’ cognitive
development is important to good teaching
because it helps students adopt the strategies
they need to construct knowledge and develop
the habits to constantly monitor their own
growth.
Teachers must keep in mind that learning is
not simply an academic activity. Instead,
students mature socially, emotionally, and
morally and all such aspects influence student
achievement. Consequently, I facilitate social
development through seating charts that
enable cooperative activities (2.2a). Students
are also encouraged to empathize with others
and write letters of sympathy to victims of
tragedies such as Hurricane Katrina (2.2b). By
definition, the study of law requires students
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Johns Hopkins University Ali Batmanghelidj
Decisions
Students consider the moral
implications of issues ranging
from detainment, police
interrogation, and societal
common good.
Department of Teacher Preparation
to make moral decisions. In this sense,
students are asked to consider the moral
implications of issues ranging from
detainment, police interrogation, and societal
common good (2.2 c). This principle reminds
educators that student learning is not only
based on content, but social, and emotional
skills as well. Ignoring one aspect may
negatively influence development in others as
well.
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Johns Hopkins University Ali Batmanghelidj Department of Teacher Preparation
INTASC 3 – DIVERSITY

The teacher understands how students differ in their approaches to learning and creates instructional opportunities
that are adapted to diverse learners.

Required How does this relate to a specific

Element Specific Evidence from aspect of the principle?
Examples of Pieces of Evidence
(The Teaching Experience How does this support good
Artifact) teaching practice?
1) 3.1a – Group assignments Teachers must be aware of the various
Students are given tasks in their disabilities and gifts that students bring to
groups based on respective class. This can be accomplished through
skills. lesson plans with adaptations and
modifications for students with special needs
2) 3.1b – Models (3.1a). Students can work in small groups, for
 Lesson plans with
adaptations/modifications for
Teacher-created worksheets that example, with tasks being given to individual
3.1
Differentiat students with special needs related provided clear instructions and a students based on their skills. Similarly,
ion of to student IEP model of the expected task. teachers can provide models or instructional
instruction  Reflections on how to teach aids for students in need of such structure
for ability students with IEPs 3) 3.1c – Reflections (3.1b). Teachers would also benefit by
level  Student work showing differentiated Teacher reflections on how to researching the components of an IEP or
products to meet a common rubric teach students with IEPs or section 504 and reflecting on how to teach
section 504 designations. students with them (3.1c). These differentiated
products and instructional methods are
important to good instruction because all
students should be able to obtain success, no
matter their ability level.

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Johns Hopkins University Ali Batmanghelidj Department of Teacher Preparation
1) 3.2a – Lesson—First Teachers should appreciate the diversity
Amendment inherent in students’ approaches to learning.
Students use multiple modalities This can be accomplished through lesson
to learn about the first plans that present multiple learning modalities
 Lesson plans that highlight different amendment. (3.2a). Students can express themselves
learning modalities
3.2 through poems, raps, stories, or articles (3.2b).
 Student work that demonstrates
Differentiat 2) 3.2b – Student work Teachers would also benefit by reflecting on
different learning modalities.
ion of Students write poems, raps, how diversity of learning styles affects
 Analyses of student learning styles.
instruction stories, articles. instruction (3.2c). Utilizing each student’s
for learning  Lesson plans that highlight different
types of intelligence different learning style is important to good
styles 3) 3.2c – Reflections teaching because a student’s different
 Reflections on how diversity of learning
styles affects instructional decisions. Reflections on how diversity of approach to learning should be fostered and
learning styles affects strengthened rather than discouraged. .
instruction.

3.3  Lesson plans, units, selection of 1) 3.3a – Lesson—Champions of This principle allows teachers to appreciate
Integration material that demonstrate strong Courage the growing diversity of our country. Teachers
of commitment to cultural diversity Students research historical can celebrate the Champions of Courage that
Culturally  Lesson plans that promote figures contributing to our contributed to such diversity (3.3a) as well as
Diverse awareness of and respect for nation’s diversity enabling students to researching their specific
Content cultural differences and similarities accomplishments (3.3b). Students are also
1) 3.3b – Student samples encouraged to study fables passed down by
Student research from primary slaves to their children (3.2c). By celebrating
sources about their champion of the diversity that comprises our nation,
courage students gain an increased awareness and
respect for others in both their school and
3) 3.3b – Slave fables civic settings.
Students study fables passed
down by slaves to their children.

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Johns Hopkins University Ali Batmanghelidj Department of Teacher Preparation

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Johns Hopkins University Ali Batmanghelidj Department of Teacher Preparation
INTASC 4 – INSTRUCTIONAL STRATEGIES

The teacher understands and uses a variety of instructional strategies to encourage students' development of critical
thinking, problem solving and performance skills.

Required
How does this relate to a specific
Element Specific Evidence from
Examples of Pieces of Evidence aspect of the principle?
(The Teaching Experience
How does this support good teaching practice?
Artifact)
1) 4.1a – Handout-KWL chart One of the best methods of keeping
Students break up larger students engaged is to vary
concepts into manageable instructional strategies. In this
components respect, teachers can aid students in
their journey by breaking up concepts
2) 4.1b – Lesson components into more manageable components
 Multiple lesson plans with
Clear delineation of class, (4.1a). By dividing lessons
reflections on varied group, and individual components into varied class, group,
4.1 components and individual segments, students are
instructional strategies and why
Purposeful able to meet objectives through
they were chosen
Use of a 3) 4.1c – Student work
 Teacher-created handouts or differing strategies (4.1b).
Variety of Student work respective to the
Instructional
tasks linked to clear instructional Consequently, students are thus
goals and higher order thinking differing strategies used empowered to use varied strategies
Strategies
(how you  Student work that demonstrates through the lesson. to meet the daily objective (4.1c). By
teach) lesson objectives were met employing varying strategies in such
through the use of a specific manner, students are engaged and
instructional strategy. enabled to increasingly move towards
higher-order activities.

4.2  Lessons with questioning 1) 4.2a – Lesson—Questioning Challenging critical thinking

Critical highlighted script problems serve the dual role of
Thinking  Student answers to higher order Questioning script and keeping students engaged while
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Johns Hopkins University Ali Batmanghelidj Department of Teacher Preparation
potential student answers honing higher order skills. In this
included regard, it is important for a teacher to
have prepared prior to a lesson a
2) 4.2b – Student answers questioning script with potential
Students answers to higher student answers included (4.2a).
questions order legal cases Given such preparation, students are
 Examples of performance-based provided greater structure and will
Problem activities completed by students 3) 4.2c – Political Cartoons be much more likely to produce
Solving  Problem-solving lessons Political cartoons presented to higher order work of their own (4.2b)
Performance  Examples of instructional and created by students and to engage in activities that
Activities activities/projects/products that develop critical habits of mind (4.2c).
(what kids do) help students develop critical Encouraging such analytical thinking
habits of mind. is important for good teaching as
developing critical habits of mind will
benefit students across their
curriculum and will continue to serve
them beyond graduation.

* INSTRUCTIONAL STRATEGIES INCLUDE (BUT ARE NOT LIMITED TO): CONCEPT ATTAINMENT, DIRECT
INSTRUCTION, INQUIRY, PRESENTATION, COOPERATIVE LEARNING, DISCUSSION, SYNECTICS, CONCEPT
FORMATION, AND MNEMONICS.

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Johns Hopkins University Ali Batmanghelidj Department of Teacher Preparation
INTASC 5 – MOTIVATION/BEHAVIOR

The teacher uses an understanding of individual and group motivation and behavior to create a reaming environment
that encourages positive social interaction, active engagement in learning, and self-motivation.
Required
How does this relate to a specific
Element Specific Evidence from
Examples of Pieces of Evidence aspect of the principle?
(The Teaching Experience
How does this support good teaching practice?
Artifact)
1) 5.1a – Seating charts This principle provides a framework
Arranged by heterogeneous for teachers to motivate students
standardized test grouping both individually and as a group to
help create a positive social
 Individual behavior contracts, 2) 5.1b – Classroom procedures interaction. Scaffolding can be better
reward systems and reflections on Clear delineation of classroom provided by arranging students in
individual students activities and expectations seating charts based on
5.1
 Lesson plans with motivational heterogeneous standardized test
Individual,
activities highlighted 3) 5.1c – Reward system
Group and grouping (5.1a). A clear delineation of
 Seating Charts
Self- Sport dollars given to classroom activities and expectations
 Teacher-created classroom
Motivation
management system
reward positive behavior. (5.1b) provides the structure
 List/descriptions of procedures Can be used to redeem necessary for student achievement.
 Positive reinforcement systems prizes. Reward systems (5.1c) recognize
such student achievement and
positive behavior. Through such
methods, teachers can find the right
mix to reach students on an individual
level.
5.2  Cooperative Learning lessons 1) 5.2a – Photos of classroom This principle reinforces the concept
Positive  Team-building activities Inviting classroom environment of a self-fulfilling prophecy; student
Learning  Student work that demonstrates where students feel engaged and achievement is often based on the
Environme working together to achieve a welcome belief that each student can succeed.
nt common goal
Consequently, I endeavor to provide
 Reflections on encouraging
2) 5.2b – Photos of classroom an inviting classroom environment
positive social interaction
 Photos of inviting classroom
Inviting classroom environment where students feel engaged and
environment where students feel engaged and welcome (5.2a) and (5.2b).
welcome Concurrently, by providing for team-

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Johns Hopkins University Ali Batmanghelidj
3) 5.2c– Team-building activities
Designated students raise and
lower the flag
Department of Teacher Preparation
building activities (5.2c) a sense of
camaraderie is provided, which
provides a positive classroom
environment where students not only
come to learn, but help others in the
learning process as well. By thus
creating a positive learning
environment, teachers can foster
positive social interactions among
students, which will serve them long
after their academic pursuits.
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Johns Hopkins University
INTASC 6 – COMMUNICATION
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active
inquiry, collaboration, and supportive interaction in the classroom.
Required
Element Examples of Pieces of
(The Evidence
Artifact)
 Examples of verbal (spoken
and written) and non-verbal
(body language, gestures)
communication strategies
6.1  Reflections on gender/cultural
Communicati differences in communication
on Strategies  Examples of clear, detailed
directions for activities
 Self-reflection, student
reflection and student surveys
6.2  Lesson plans for discussion
Questioning activities that include scripted
Techniques questions
 Student-completed hand-outs
that promote critical thinking
through questioning
 Lesson plans and student
responses to questioning
Ali Batmanghelidj
Specific Evidence from
Teaching Experience
1) 6.1a – Written communication
Written communication on
blackboard.
2) 6.1b – Word wall
Written communication on
blackboard.
3) 6.1c – Detailed directions
Detailed directions for
class activities
1) 6.2a – Scripted questions
Lesson plans with scripted
questions.
2) 6.2b – Legal questions
Hypothetical legal scenarios and
scripts
3) 6.3a – Lesson plans
Scripted questions and student
journal responses
Department of Teacher Preparation
How does this relate to a specific
aspect of the principle?
How does this support good teaching practice?
As students learn best in differing
ways, effective instruction should
similarly be conveyed in differing
approaches. The first and most obvious
form is written communication in the
form of my daily objective, drill, and
homework assignments found on my
blackboards (6.1a). Word walls also
provide effective communication tools
by delineating important vocabulary
that students will be using throughout
a particular unit (6.1b). Detailed
directions for class activities
concurrently serve as effective
communication strategies, reducing
confusion to maximize efficiency.
Clear communication strategies facilitate both
instruction and classroom management for the
teacher. This can be accomplished through
scripting questions and including potential student
answers in lesson plans (6.2a). Hypothetical legal
scenarios and scripts (6.2b) and student journal
responses to scripted questions (6.3a) demonstrate
the value of such questioning techniques. Such
questioning techniques provide students the
structure necessary to promote learning at higher
cognitive levels.
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Johns Hopkins University
 Photos with descriptions of
bulletin boards/centers with
accompanying description
 Teacher-created handouts,
6.3 transparencies
Media  PowerPoint presentations
Communicati  Student projects utilizing the
on Tools that internet or other technology 3) 6.3c – Student use of computers African-American trivia contests (6.3b)
Promote  Electronic applications for
Learning grading, attendance, etc.
 Lessons and student work
showing use of electronic
devices, such as graphing
calculators, computers, etc.
* Media communication tools include (but are not limited to): advance or graphic organizers, handouts/overheads,
bulletin boards and learning stations.
Ali Batmanghelidj Department of Teacher Preparation
1) 6.3a – Handouts, transparenciesWhen students are provided a modality
Teacher created handouts and that they best respond to, they will be
transparencies-Hurricane Katrina. better able to take ownership of their
learning. Teacher created handouts
2) 6.3b – PowerPoint presentations and transparencies (6.3a) bring to life
African-American trivia important national topics like
PowerPoint presentations. Hurricane Katrina. PowerPoint
presentations that prepare students for
Incorporation of computers and the incorporation of computers for
for student use. student use (6.3c) utilize the power of
media tools to elicit student interest.
Consequently, such media techniques
provide teachers excellent motivational
tools that concurrently enhance
student learning.
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Johns Hopkins University Ali Batmanghelidj Department of Teacher Preparation
INTASC 7 - PLANNING
The teacher plans instruction based upon knowledge of subject matter, student, the community and curriculum goals.

Required
How does this relate to a specific aspect
Element Specific Evidence from
Pieces of Evidence of the principle?
(The Teaching Experience
How does this support good teaching practice?
Artifact)
All of these pieces are 1) 7.1a – Unit overview INTASC 7 reminds teachers of the holistic
required for a complete unit Civil rights unit overview linked to importance of tying subject matter to
plan. national and state standards. curriculum goals as well as student and
communal interests. This process begins with
 Unit overview (linked to 2) 7.1b – Lesson plans the initial planning involved in a unit overview
national/state/local Five daily US History plans linked (7.1a). By connecting curriculum to engaging
standards)
to national and state standards. activities, students are much more likely to be
 5 daily plans (links to
7.1 motivated to learn (7.1b). Formal and informal
state/local standards)
Reflective 3) 7.1c – Unit assessment unit assessments help gauge student
 Unit assessment
Long and Samples of formal and informal unit progression (7.1c). Thorough consideration
 Reflection on unit
Short assessments. must be put into long range planning to
 Student work
Range facilitate this process, while thoughtful
Planning 4) 7.1d – Reflection on unit reflection must be given to individual plans to
Reflection on unit components, best analyze effective techniques (7.1d).
successes, and possibilities for Through such methods, content matter can
extension. best be brought to life for students who will be
much more likely to appreciate its value (7.1d).
5) 7.1d – Student work
Sample student activities and class
assignments.

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Johns Hopkins University Ali Batmanghelidj Department of Teacher Preparation
INTASC 8 – ASSESSMENT
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous
intellectual, social and physical development of the learner.

Required
How does this relate to a specific
Element Examples of Pieces of Specific Evidence from
aspect of the principle?
(The Evidence Teaching Experience
How does this support good teaching practice?
Artifact)
 Exit tickets completed by 1) 8.1a – Class drills As students learn best in differing ways,
students Class drills to review previous assessments must similarly be provided in
 Drills objectives or stimulate student differing ways. Class drills provide efficient
8.1  Homework thought regarding new ones. methods to review previous objectives or
Informal  EPR strategies stimulate student thought regarding new ones
Assessment  KWL charts 2) 8.1b – Exit tickets (8.1a). Through exit tickets, students are provided
that check  Discussions Exit tickets provide informal informal assessment of a day’s objective (8.1b)
for student  Observation checklists assessment of a day’s objective while homework provides students an opportunity
understand to review topics and refine skills taught in class
ing Examples of assessments 3) 8.1c – Interview Parent (8.1c).
completed by students should be Homework
included Students review topics and refine
skills taught in class.
8.2  Teacher created selected 1) 8.2a – Law selected response tests Educators must be cognizant of differing
Formal response tests Teacher created selected formal and informal assessment strategies as
Assessment  Teacher created constructed response test for well as their strengths and limitations.
response tests introduction to law course Selected response assessments (8.2a)
 Teacher created performance provide teachers an opportunity to assess a
tasks and projects 2) 8.2b – Brief constructed response range of topics. Concurrently, brief
Brief constructed student responses constructed response (8.2b) and extended
Examples of assessments
demonstrating student knowledge of constructed response assessments (8.2c)
completed by students should be
the issue, rule, argument, provide teachers the opportunity to focus
included
counterargument, and conclusion assessments on key topics.
(IRACC) of a 4th Amendment case.

3) 8.2c – Extended constructed

response
Extended constructed student
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Johns Hopkins University Ali Batmanghelidj Department of Teacher Preparation
responses using IRACC format and
supporting facts for a law case.

 Action Research on Student 1) 8.3a – MSA data analysis Researching prior student achievement levels
Learning Student MSA test scores and allows teachers to be more cognizant of student
 Pre-assessments with analysis consequent skill skill sets and to target instruction to improve such
of target areas of growth - incorporation skills. MSA data analysis (8.3a) provides teachers
includes action plan, one such method of familiarization with prior
8.3
reflection and/or follow-up 2) 8.3b – MSA skill assessments student skill sets. By creating an action plan that
Assessment
lesson plan focuses on the 21 tested MSA skills (8.3b),
/ Data Action plan to assess
 Analyses of assessments with teachers can improve student skills across the
Analysis students on 21 MSA skills
an aggregation and
and curriculum. Pre-assessments of necessary writing
disaggregation of results by
Subsequent 3) 8.3c – Pre-assessments skills and follow-up lesson plans best allow for
sub-group – includes action
Instruction Pre-assessments of the implementation of such action plan (8.3c).
plan, reflection and/or follow-
up lesson plan necessary writing skills and
follow-up lesson plan
incorporating IRACC legal
writing

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Johns Hopkins University Ali Batmanghelidj Department of Teacher Preparation
INTASC 9 – PROFESSIONAL GROWTH/REFLECTION

The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others
(students, parents, and other professionals in the learning community) and who actively seeks out opportunities to
grow professionally.

Required
Element Examples of Pieces of Specific Evidence from
(The Evidence Teaching Experience
Artifact)
1) 9.1a – Lesson plan reflection
Reflection on Hurricane
 Reflective journal entries Katrina lesson plan and
 Lesson plan reflections with thoughts for expansion
revisions to lesson
 Analysis of audio/video tapes 2) 9.1b – Lesson plan reflection
of teaching Reflection on Moral
Dilemma lesson plan—
9.1
Reflection Tragedy of the Commons
3) 9.1c – Reflective self-assessment
Self-assessment reflection
based on questionnaires
students completed
How does this relate to a specific
aspect of the principle?
How does this support good teaching practice?
By engaging in continuous self-evaluation,
teachers can monitor improvement of knowledge,
skills, and instruction. Reflections on lesson plans
ranging from Hurricane Katrina (9.1a) to moral
dilemma issues (9.1b) allow teachers both an
introspective opportunity regarding presentation
of such vital issues and consideration of student
understanding. Such self-assessment, when
combined with questionnaires students complete
about the course and instruction (9.1c) provide
teachers ideal opportunities for self-improvement
and evaluation.

9.2 1) 9.2a – Supervisor observation In continually seeking to refine their instruction,

Professiona Observation notes from JHU teachers should seek the input of colleagues and
l Growth  Conference notes and supervisor and evidence of mentors. Observation notes from such mentors
and examples of classroom changes in practice and supervisors (9.2a-9.2c) should be used to
Related application assess professional growth. Such input serves as a
Research  Action research projects 2) 9.2b – Supervisor observation reminder that good teachers are lifelong learners
Activities  Supervisor observation notes Observation notes from JHU and that such feedback allows teachers to
and evidence of changes in supervisor and evidence of continually hone their craft.
practice
changes in practice

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Johns Hopkins University Ali Batmanghelidj Department of Teacher Preparation

3) 9.2c – Supervisor observation

Observation notes from JHU
supervisor and evidence of
changes in practice
INTASC 10 – COLLABORATION
The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support
students' learning and well-being.

Required
How does this relate to a specific
Element Specific Evidence from
Examples of Pieces of Evidence aspect of the principle?
(The Teaching Experience
How does this support good teaching practice?
Artifact)
 Parent newsletters 1) 10.1a – Parent letters By working with parents and
 Volunteer logs Letter outlining goals, objectives, guardians, educational lessons can
 Parent letters which encourage seeking input continually be reinforced to individual
two-way communication students. By presenting parents letters
 Parent phone contact records 2) 10.1b – Parent phone contact encouraging two-way communication
 School/family/community records (10.1a) the initial avenue of discourse
involvement plan Anecdotal log of contact with between teacher and parents is
 Resource binder for parents parents and guardians opened. Such collaboration is
10.1 reinforced through parent phone calls
Relationshi 3) 10.1c – Parent back to school (10.1b) and logs of visits during back to
ps with logs school (10.1c). Creating such dialogue
Families Log of parents visiting to check facilitates positive interactions
their child’s progress between teacher and parents so that
they can work together for the benefit
of the student. In this sense, this
principle provides parents and
guardians first hand account of student
learning while concurrently providing a
resource for teachers to reinforce
daily instruction.
10.2  Team meeting agenda/minutes 1) 10.2a – Collaborative grant As students learn best in a myriad of
Relationshi with indication of how student
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learning is supported proposal
 Collaborative planning Collaborative attempt with a
 Collaborative projects school colleague to gain SAT
 Participation in after-school material funding
and/or extra-curricular
activities 2) 10.2b – Collaborative teaching
Collaborative effort with a
ps with colleague to teach a lesson about
Colleagues Watergate
and School
3) 10.2c – Extra-Curricular
Activities
Participating in graduation and
prom committees
10.3  Grants 1) 10.3a – Class visit by Assistant
Use of  Volunteer projects with larger D.A. of Maryland
Community community Bonnie Greenberg’s visit and
Resources  Collaborative field trips with/to lecture to my students about a
community agencies Supreme Court case
 Interaction with community
members (interviews, business 2) 10.3b – Collaborative field trip
advisory council, chamber of to Maryland District Court
commerce)
Opportunity for students to sit on
 Community mapping of
jury and view a mock trial enacted
resources
for their benefit
1) 10.3c – Interaction with MD
District Court Judges
Opportunity for students to
interview MD District Court
Judges and ask questions
Department of Teacher Preparation
ways, it is essential that teachers foster
relationships with school colleagues to
support student learning and well-
being. Such interaction with colleagues
can yield the benefit of a collaborative
grant proposal (10.2a) or even a
collaborative teaching effort (10.2b).
When students consequently receive
collaborative lessons from divergent
sources, it serves to reinforce material
in a much more meaningful manner.
Taking part in vital school activities,
such as the graduation and prom
committees (10.2c) serves the dual role
of enhancing school environment while
demonstrating to students how much
their teacher cares for them.
As student learning is impacted
significantly by their communal
perceptions, it is important that
teachers work towards extending
opportunities for learning beyond their
textbooks. In this regard, class visits by
leading community members, such as
the Assistant D.A. of M.D. (10.3a)
provide students reinforcement of the
value of education. By sitting on a
district jury and viewing a mock trial
enacted for their benefit (10.3b)
curriculum comes alive for students.
Finally, opportunities to interview
community leaders such as District
Court Judges (10.3c) provide students
models that they can aspire to. Such
convergent validity in the form
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Johns Hopkins University Ali Batmanghelidj Department of Teacher Preparation
community resources serves to
emphasize class material and bring it
to life for students.

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