The INTASC Portfolio. What is INTASC? Who belongs to this organization? What are “Core Standards” What is a reflective portfolio? Why does WSU Teacher Education have you create a portfolio? Reflection Growth over time Level 1 license and my portfolio How do I create my portfolio?
Information for this presentation is drawn from the web site developed by the Council of Chief State School Officers. The primary document is “Model Standards for Beginning Teacher Licensing, Assessment and Development: A Resource for State Dialogue (1992). Downloaded on March 11, 2008 from:
Also located information about creating a Teacher Education portfolio: http://faculty.weber.edu/vnapper/portfolios/portfolio.htm
Information about development of a portfolio after leaving teacher eduction training: http://www.schools.utah.gov/cert/other/EYE.htm
INTASC: The Interstate New Teacher Assessment and Support Consortium (INTASC) is a consortium of state education agencies and national educational organizations dedicated to the reform of the preparation, licensing, and on-going professional development of teachers. Created in 1987, INTASC's primary constituency is state education agencies responsible for teacher licensing, program approval, and professional development. Its work is guided by one basic premise: An effective teacher must be able to integrate content knowledge with the specific strengths and needs of students to assure that all students learn and perform at high levels.
(taken from the CCSSO home page)
…the issuing of a license should have a common meaning: that the entrant is prepared to practice responsibly as the primary teacher of record for students. We have consequently established these standards with this criterion in mind. Students' needs for well-grounded and adaptive teaching are what must ultimately define the standards for teachers. (p 9)
Prior to the State of Utah adopting the INTASC standards as a foundation for licensure, the principle of reciprocal agreement was used to determine which states licenses would be honored for transfer
Principle #1: 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
Principle #2: The teacher understands how children learn and develop,
and can provide learning opportunities that support their intellectual,
social and personal development.
Principle #3: The teacher understands how students differ in their
approaches to learning and creates instructional opportunities that are
adapted to diverse learners.
Principle #4: The teacher understands and uses a variety of instructional
strategies to encourage students' development of critical thinking,
problem solving, and performance skills.
Principle #5: The teacher uses an understanding of individual and group
motivation and behavior to create a learning environment that
encourages positive social interaction, active engagement in learning,
Principle #6: The teacher uses knowledge of effective verbal, nonverbal,
and media communication techniques to foster active inquiry,
collaboration, and supportive interaction in the classroom.
Principle #7: The teacher plans instruction based upon knowledge of
subject matter, students, the community, and curriculum goals.
Principle #8: The teacher understands and uses formal and informal
assessment strategies to evaluate and ensure the continuous
intellectual, social and physical development of the learner.
Principle #9: 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.
Principle #10: The teacher fosters relationships with school colleagues,
parents, and agencies in the larger community to support students'
learning and well-being.
Reflection is a process that allows development of meaning through exploring an event. Reflection is more than a list of activities that occurred. Reflection is asking questions of yourself about why you did something, how you did something, and what you learned from doing it.
Research shows that the process of reflection allows the development of “deeper” learning.
A reflective portfolio is one that requires you to think deeply about what you have learned and how you have applied that knowledge through performance based skills. This process also is a means to show your “dispositions” or tendency to do something.
At the end of your training in Teacher Education, you may apply for a Level 1 teaching license. This license is granted by the State Board of Education through the WSU Teacher Education Program. A Level 1 license will allow you to be hired by a District and teach in a classroom as the “teacher of record.”
The Level 2 license is not issued until after you have been in the schools, teaching for three years. You will also participate in the Entry Year Educator program and be mentored during those 3 years (UT Admin Code R22-522). After 3 years, you will be re-evaluated by the Principal of your school for meeting the Level 2 license requirements. For additional information about Level 2 license, see the State of Utah, Board of Education web site for EYE (http://www.schools.utah.gov/cert/other/eye/required.htm)
The Utah State Board of Education requires a portfolio evaluation to be part of the process of granting a “Level 2” license. The Level 2 license indicates you have become a “highly qualified” educator and is necessary to achieving professional status as a teacher. Each District has its criteria for format and content arrangement of the teaching portfolio you will continue to develop once you have left the Teacher Education Program. Whatever the format, the portfolio will contain the 10 INTASC core standards as well as professional core standards appropriate to your major (i.e. elementary education, special education, physical sciences, etc.