INTASC Standards and Portfolio Activities aligned by Deborah Kalkman

As a professional educator, you will be expected to meet a set of criteria that defines effective teachers. While individual states may have established their own set of standards, the Interstate New Teacher Assessment and Support Consortium (INTASC) [http://www.ccsso.org/projects/Interstate_New_Teacher_Assessment_and_Support_Consortium/ ], a national organization, has identified ten principles that encompass the knowledge, dispositions, and skills expected of beginning teachers. To help you reflect on your growth and development as a teacher, the Portfolio Activities at the end of each chapter of your text have been aligned with the INTASC Standards. These Portfolio Activities are also included on this website.

Each Portfolio Activity is followed by one or more links to the corresponding INTASC Standards/Principles. As you complete a Portfolio Activity, link to the principles to identify the specific knowledge, dispositions (attitudes and beliefs), and skills (behaviors) you demonstrated by completing this activity. You can keep a record of your growth in meeting the Standards by creating a portfolio based on the INTASC Standards.

Portfolios may be either electronic or paper (binder or file box). To create a portfolio based on INTASC Standards, you will need to create a folder for each Standard in which to store your work. For electronic portfolios, these folders will be digital files you store on your computer, a CD, or at a website. If you choose to keep a paper portfolio, develop a method for organizing and storing your work associated with each Standard. As you complete a Portfolio Activity, add it to the corresponding folder(s). This will help you identify the standards and indicators that you have met in this course. It will also help you document your growth in becoming a teacher.

To learn more about portfolios, go to the Portfolio Primer.

Educational Psychology, 3e Content as Related to the INTASC Standards

CHAPTER	CONTENT/TOPIC	PAGE #
Principle #1 - SUBJECT MATTER 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.
Chapter 11: Learning and Cognition in the Content Areas	Reading Writing Mathematics Science Social Studies	367-375 375-382 383-388 389-393 394-399
Principle #2 - HUMAN DEVELOPMENT The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.
Chapter 2: Cognitive and Language Development	The Brain Piaget's Theory Vygotsky's Theory Language Development	34-37 37-47 47-54 54-63
Chapter 3: Social Contexts and Socioemotional Development	Bronfenbrenner's Ecological Theory Erikson's Life-Span Theory Families Peers Schools The Self Moral Development	70-72   72-76 76-85 85-88 88-96 97-102 102-108
Chapter 4: Individual Variations	Personality Temperament	135-136 136-136
Chapter 7: Behavioral and Social Cognitive Approaches	Classical Conditioning Operant Conditioning Applied Behavioral Analysis Bandura's Social Cognitive Theory Observational Learning	229-232 232-234 235-242 243-244   244-248
Chapter 8: The Information-Processing Approach	Memory Expertise Metacognition	270-283 283-290 291-296
Chapter 9: Complex Cognitive Processes	Conceptual Understanding Reasoning Critical Thinking Decision-making Creative Thinking Problem Solving Transfer	302-306 307-309 308-309 309-312 314-319 319-326 327-330
Principle #3 - INDIVIDUAL DIFFERENCES The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Chapter 3: Social Contexts and Socioemotional Development	Families Peers Schools	76-85 85-88 88-96
Chapter 4: Individual Variations	Intelligence Sternberg's Triarchic Theory Issues in Intelligence Learning and Thinking Styles	114-132 118-120 125-32 132-135
Chapter 5: Sociocultural Diversity	Culture Socioeconomic Status Ethnicity Language Issues Multicultural Education Gender	144-147 147-150 150-153 153-155 157-164 165-178
Chapter 6: Learners Who are Exceptional	Sensory Disorders Physical Disorders Mental Retardation Speech and Language Disorders Learning Disabilities Attention Deficit Hyperactivity Disorder Emotional and Behavioral Disorders Children Who are Gifted	196-197 195-196 192-195 197-199   185-188 188-192  200-204 215-219
Diversity and Education Features		Throughout text
Principle #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.
Chapter 6: Learners Who are Exceptional	Exploring Instructive and Assistive Technologies	212-213
Chapter 7: Behavioral and Social Cognitive Approaches	Self-regulation	249-255
Chapter 8: The Information-Processing Approach	Teaching Strategies for Helping Students Improve Their Memory Metacognition	280 291-296
Chapter 9: Complex Cognitive Processes	Promoting Concept Formation Critical Thinking Creative Thinking Problem Solving Problem-Based Learning	305 308-309 314-319 319-326 322-323
Chapter 10: Social Constructivist Approaches	Social Constructivism Situated Cognition Cognitive Apprenticeship Tutoring Cooperative Learning Structuring Small-Group Work Social Constructivist Programs	336-338 338-339 340 340-344 345-349 349-353 354-359
Chapter 11: Learning and Cognition in the Content Areas	Approaches to Reading Approaches to Writing Approaches to Mathematics Approaches to Science Approaches to Social Studies	367-375 375-382 383-388 389-393 394-399
Chapter 12: Planning, Instruction, and Technology	Direct Instruction Teacher-Centered Instructional Strategies Learner-Centered Instructional Strategies Technology and Education	414-415 416-423 427-432  433-444
Technology and Education Features		Throughout text
Principle #5: MOTIVATION & CLASSROOM MANAGEMENT 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, and self-motivation.
Chapter 10: Social Constructivist Approaches	Cooperative Learning Structuring Small-Group Work Social Constructivist Programs	345-349 349-353 354-359
Chapter 13: Motivation, Teaching, and Learning	Motivation to Achieve Motivation, Relationships, and Sociocultural Contexts Hard-to-Reach, Low-Achieving Students	450-468 468-474 475-481
Chapter 14: Managing the Classroom	Why Classrooms Need to Be    Managed Effectively Designing the Physical Environment of the Classroom Creating a Positive Environment for Learning Dealing with Problem Behaviors	489-496 496-499 500-507 515-524
Principle #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.
Chapter 5: Sociocultural Diversity	Gender Differences in Relationship Skills	169-170
Chapter 10: Social Constructivist Approaches	Computer Supported Intentional Learning Environments	356
Chapter 12: Planning, Instruction, and Technology	Teaching Strategies for the Effective Use of Questions	416-416
Chapter 14: Managing the Classroom	Being a Good Communicator	507-514
Principle #7 - PLANNING The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
Chapter 12: Planning, Instruction, and Technology	Time Frames and Planning Creating Behavioral Objectives Analyzing Tasks Developing Instructional Taxonomies Learner-Centered Principles	407-409 410-411 411 411-414 423-427
Principle #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.
Chapter 1: Educational Psychology: A Tool for Effective Teaching	Research Methods Program Evaluation Research, Action Research, and the Teacher-as-Researcher	16-19 19-22
Chapter 15: Standardized Tests and Teaching	The Nature of Standardized Tests Aptitude and Achievement Tests The Teacher's Roles Issues in Standardized Testing	531-536 536-547 547-557 557-559
Chapter 16: Classroom Assessment	The Classroom as an Assessment Context Traditional Tests Alternative Assessments Grading and Reporting Performance Computers and Assessment	566-575 576-583 583-591 593-598 598-602
Principle #9 - REFLECTION & PROFESSIONAL DEVELOPMENT 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.
Chapter 1: Educational Psychology: A Tool for Effective Teaching	Effective Teaching Research in Educational Psychology	6-15 15-22
Principle #10 - COLLABORATION The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.
Chapter 3: Social Contexts and Socioemotional Development	School-Family Linkages	80-82
Chapter 6: Learners Who are Exceptional	Parents as Educational Partners	212
Chapter 15: Standardized Tests and Teaching	Teaching Strategies for Communicating Test Results to Parents	555
Chapter 16: Classroom Assessment	Reporting Students' Progress and Grades to Parents	595