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¶ … domain I: During this stage the teacher concentrates on identifying the learner's level of preparation and creates an environment where he or she can develop effectively.
Artifact for standard 1: research paper Artifact for standard 5: case studies
Rationale for artifact: The teacher goes further by gaining an understanding of each student's ability to accumulate information by using research papers.
Artifact for standard 2: lesson plan
Rationale for artifact: The teacher gets actively involved in developing a set of ideas likely to have a positive effect on the learner.
Artifact for standard 3: academic involvement
Rationale for artifact: The teacher encourages individuals to play more active roles in class and to be unhesitant about collaborating with the purpose to achieve progress.
Overview sheet for Domain II: At this stage the teacher gains a more complex understanding of his or her position and of the tools he or she has access to in order to facilitate the learning process.
Artifact for standard 4: field study trips
Rationale for artifact: This would likely stimulate students' interest in learning more about a particular topic. Individuals would be provided with the chance to observe the respective topic from a first-person perspective, thus becoming better acquainted with it.
Rationale for artifact: Through observing students and understanding what the best means of communicating with them are, teachers can successfully accomplish their goals.
Overview of Domain III: The teacher attempts to connect with students to a higher degree, as he or she gets actively involved in enabling them to identify their strengths and weaknesses and to progress based on these.
Artifact for standard 6: Evaluation of students' work
Rationale for artifact: Teachers need to be able to determine students' level of preparation and in order to do this they have to use a series of tools meant to assess each individual's progress.
Artifact for standard 7: Setting goals
Rationale for artifact: Consequent to understanding students' level of understanding, teachers can attempt to project goals associated with these respective individuals.
Artifact for standard 8: Plans for professional development
Rationale for artifact: The teacher acknowledges the benefits associated with evolving alongside of students and endeavors to make sure that he or she is equally prepared to come up with new and more efficient ideas.
Overview of Domain IV: The teacher concentrates on developing professionally and attempts to constantly review…
INTASC Standard III ARTIFACT: Gardner and Levine INTASC Standard III: Adapting Instruction for Individual Needs -- The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. This artifact demonstrates mastery of INTASC Standard III by demonstrating understanding of what the leading experts in the needs of alternate learners, Howard Gardner, Ph.D., and Melvin Levine, M.D., have to say. They both recognize that
INTASC Standard IV Artifact: "Educational Software" INTASC Standard IV: Multiple Instructional Strategies -- The teacher understands and uses a variety of instructional strategies to encourage student's development of critical thinking, problem solving, and performance skills. This artifact evaluates educational software. Computer utilization is one way add instructional strategies into the classroom. In the process, it looks beyond the design of the software to consider how the software might mesh with current instructional practices.
Artifact: "Fieldwork Observation Report" INTASC Standard: COMMUNICATION SKILLS: The teacher uses knowledge of effective verbal, non-verbal and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. In this artifact, the writer considered and analyzed what he observed during about 20 hours in a high school classroom. He noted both strengths and weaknesses in the teaching he saw. He noted that many students were actively engaged in the
INTASC I ARTIFACT: THE SWEET HEREAFTER: Novel compared to the Movie INTASC STANDARD: Knowledge of subject matter -- The teacher understands the central concepts, tools of inquiry, and structure of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. This artifact demonstrates mastery of INTASC Standard I because it shows mastery of the novel form. The artifact compares two novels with
INTASC Lesson Plan Artifact ARTIFACT: "Introducing Poetry Unit Plan" INTASC Standard: PLANNING INSTRUCTIONAL SKILLS: The teacher plans and manages instruction based upon knowledge of subject matter, students, the community, and curriculum goals. This artifact shows a lesson plan designed to create enthusiasm for the topic, poetry, in the students. It demonstrates mastery of subject matter by including a wide variety of poetic forms, including acrostic, chants, Cinquain, Haiku, and limericks, as wall as visual
In the work entitled: "Idaho Standards for Blended Early Childhood Education/Early Childhood Special Education Teachers" stated is that: "The characteristics of development and learning of young children are integrally linked and different from those of older children and adults. Listed as 'Standard One' is "Knowledge of Subject Matter" explained as the teacher understanding the "central concepts, tools of inquiry, and structures of the disciplines taught and creates learning experience