I. The Learner and Learning

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 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.

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.

II. Content

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 the discipline accessible and meaningful for learners to assure mastery of the content.

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.

III. Instructional Practice

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.

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, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

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.

IV. Professional Responsibility

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.

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.

Source: http://www.ccsso.org/resources/programs/interstate_teacher_assessment_consortium_%28intasc%29.html

Jei's Note:

I personally feel strongest in Standard 1, 4, 8, 10. But I strive for improvement in Standards 3 and 7.

I.e.

o 2(l) The teacher believes that all learners can achieve at high levels and persists in helping each learner reach his/her full potential.

I want to have the best future for my students. I push them more and more so they can see how successful they can be. I know they can do upper level concepts such as linguistics and writing reports. I help them along the way, but at the end of a long week of building concepts, I give them activities to solidify their concepts. Sometimes, we watch videos in the language and break down what they say. They’re often surprised by what they can comprehend and I praise them in the language. I believe in their fullest success is possible and they’re all incredibly smart in wonderful ways.

o 6(v) The teacher is committed to the ethical use of various assessments and assessment data to identify learner strengths and needs to promote learner growth.

So, I spent the entirety of last year helping creating an Ojibwemowin based reading assessment due the fact that there wasn’t really any for our school or state to use. We have BICs which is for oral assessment, but nothing for Ojibwemowin literacy. I have discovered so many students that can ‘read’ so much better than speak, or visa versa. Also, I learned that ‘reading’ isn’t what I expected and that comprehension is a key aspect of their literacy that I have to focus on.

o 8(r) The teacher is committed to exploring how the use of new and emerging technologies can support and promote student learning.

I can’t tell you how ecstatic I was the day I discovered Kahoot. I was able to make a game out of EVERYTHING. I also make engaging Powerpoints pretty well at this point and I keep up with basic HTML formatting to track down resources and enhance any existing materials. I also use some anime dubs for Ojibwemowin to strengthen my lessons.

o 10(r) The teacher takes initiative to grow and develop with colleagues through interactions that enhance practice and support student learning.

So, yes, while I do have to meet with my master teacher, she doesn’t know Ojibwe. I meet with my other Ojibwe language teachers and my master teacher in team meetings so we can collaboratively bring me up as an educator that upholds the standards of our school and our community. We also have a mentor immersion teacher that helps me with my lessons and language questions. I want to keep improving so that when I do get my ELA license, I also can integrate that into the language.