InTASC Standards
Standard:
STANDARD 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 the aspects of subject
matter meaningful for
students.
STANDARD 2 –
The teacher understands
how children learn and
develop, and can provide
learning opportunities that
support their intellectual,
social and personal
development.
STANDARD 3 –
The teacher understands
how students differ in their
approaches to learning and
creates instructional
opportunities that are
adopted to diverse learners.
Quick-link Components:
I can use my content knowledge to create fun and engaging
learning experiences for the students that have purpose and meet
the academics standards and state objectives.
https://yangchanmieportfolio.weebly.com/content-knowledge-in-
interdisciplinary-curriculum.html
Please feel free to access the link to view InTASC Standard 1
Reflection to review a few lesson plans to represent how I have
planned and carried out my lessons in the classroom. I also have
included writing work from the students that include ideas
completely related to their interests and personal experiences.
https://yangchanmieportfolio.weebly.com/additional-
artifacts.html
I used additional materials to encourage the students’
academic growth in my 1st grade class, such as
marshmallows, a snowman paper cutout, and an
accompanying worksheet. We often used unifix cubes, math
chips, ten frames, and circles to meet the needs of our
learners in 1st grade.
https://yangchanmieportfolio.weebly.com/additional-
artifacts.html
For 5th grade, we consistently provided kinesthetic, visual,
and auditory work to fit the students’ needs. Those who
needed auditory assistance when working on online quizzes
who struggled with reading were always provided with a
“read-aloud” option and asked to prepare their headphones
in advance.
Throughout my student teaching placements, I had the
challenge of adapting the lessons to meet the learning needs
of students that were all at different learning levels. It was
more challenging for the 4th grade students because some
would be extremely smart
https://yangchanmieportfolio.weebly.com/student-
centered-andor-differentiated-instruction.html
STANDARD 4 –
The teacher understands
and uses a variety of
instructional strategies to
encourage students’
development of critical
thinking, problem solving,
and performance skills.
STANDARD 5–
The teacher uses an
understanding of individual
and group motivation and
behavior to create a learning
environment that
encourages positive social
engagement in learning and
self-motivation.
I made sure that my students were learning how to resolve
conflicts with their friends independently. By incorporating a
conflict resolution method, such as the one found on the
“Developmentally Appropriate Instruction Reflection”
section of my ePortfolio, my students were able to practice
verbally speaking up for oneself, identifying the key issue(s),
addressing their classmates with respect, and responding
appropriately when being confronted.
https://yangchanmieportfolio.weebly.com/developmentally-
appropriate-instruction.html
my 1st grade class and I would always make anchor charts
together, where they consisted mostly of the students’
ideas. This allowed the students to think more about the
content that was being introduced and retain the
information much longer.
https://yangchanmieportfolio.weebly.com/additional-
artifacts.html
Not until towards the end of my first placement with 4th
grade did I realize that I was not incorporating the students
enough in the actual presentation of my lessons so I do not
think I encourage a lot of self-motivation to learn (most of
the science learning was completed via Schoology
assignments on a Chromebook), so I headed more attention
to encourage positive social engagement in learning and
self-motivation in my second placement with 1st grade. The
class and I would always make anchor charts together,
where they consisted mostly of the students’ ideas. This
allowed the students to think more about the content that
was being introduced and retain the information much
longer. I always made the lesson relate to the students. For
example, when I was giving an example about consumers
and producers, I pretended the class was going to have a
bake sell and create thirty cakes. I included two students as
the producers and told them that Miss Yang was going to ask
“student 2” for five cakes. They remembered that I was the
consumer and that they were the producer the next day
because the story was about themselves.
Please feel free to access the link and scroll to InTASC
Standard 5 Reflection to see examples of the anchor charts.
https://yangchanmieportfolio.weebly.com/additional-
artifacts.html

STANDARD 6 –
The teacher uses knowledge
of effective verbal,
nonverbal, and media
communication techniques
to foster active inquiry,
collaboration, and
supportive interaction in the
classroom.
STANDARD 7 –
The teacher plans
instruction based upon
knowledge of subject
matter, students, the
community, and curriculum
goals.
STANDARD 8 –
The teacher understands
and uses formal and
informal assessment
For my 5th grade class, I adapted to the procedure that was
created by my cooperating teacher and the joint teacher
next door. We printed out green and blue circle letters of
“We Are RoFo Ready” as an incentive to reward students for
respectful and upright behavior as a whole class.
https://yangchanmieportfolio.weebly.com/classroom-and-
behavior-management.html
For my second placement, at Western Branch Primary, the
grade level would prepare morning work for the students to
practice previously learned materials and current content
that is being introduced or taught. As I transitioned into
taking over the classroom procedures, I began leading the
students in checking their morning work. The students and I
would fix the sentences together, and then I would
personally call the students up to solve the math problems
on the SMARTboard to increase student participation, which
also increased their motivation to find answers. Correcting
the sentences were a great idea because I could call on
multiple students to assist me in recalling the rules for
writing and spelling. This routine was already implemented
before I came to do my placement, so the students would
know to pull out their morning work journals first thing after
unpacking their backpacks in the morning.
https://yangchanmieportfolio.weebly.com/intasc-standard-
6.html
For my 4th grade class, I adapted to the routine that my
cooperating teacher had implemented because the students were
already well accustomed to her routine. This did not prevent me
from provided excellent digital assignments and math small group
sessions that helped the lowers students progress in their math
scores. My cooperating teacher and I always made sure to get
together each week to match the lessons’ objective and
accompanying classwork to the state and local objectives.
Technology was used frequently at Rosemont Forest Elementary
so naturally I adapted to the school’s learning resources and took
extra time to create interactive assignments via Google Forms,
Google Drawing, Wixie, Quizziz, Kahoot!, etc.
https://yangchanmieportfolio.weebly.com/planning-preparation-
instruction-and-assessment.html
For my 4th grade class, I was able to administer a few of the
weekly math assessments to check students’ understanding of
what was taught during the period of two weeks. I also created
various informal and formal assessments via Quizziz, Google
Forms, Kahoot!, and Microsoft Word.
strategies to evaluate and
ensure the continuous
intellectual, social and
physical development of the
learner.
STANDARD 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
personally.
STANDARD 10 –
The teacher fosters
relationships with school
colleagues, parents, and
agencies in the larger
community to support
students’ learning and well-
being.
For 1st grade, I was able to administer two of their checkpoint
assessments for math, a few of their UNWRAP (understanding of a
passage and the questions) assessments, literacy skills, and
formative assessments for the units I taught in social studies. I
also adapted various informative assessments previously used by
the grade level teachers in the form of puppet characters or
bubble map activities. We did reviews using jeopardy and fun
group reviews as well. I used some of the materials the grade level
prepared as well, such as the economics power point.
https://yangchanmieportfolio.weebly.com/planning-preparation-
instruction-and-assessment.html
https://yangchanmieportfolio.weebly.com/content-knowledge-in-
interdisciplinary-curriculum.html
https://yangchanmieportfolio.weebly.com/additional-
artifacts.html
I have continuously worked to improve my methods of teaching
and have frequently asked students whether or not the lessons I
have taught aided their growth or were ineffective and in what
ways they were ineffective. The feedback from my instructor, Dr.
Mannarino after her in-class observations were extremely helpful
in aiding me to develop my lesson plans to be more engaging and
inclusive. Receiving evaluations on my skill sets also allowed to
realize which areas were my strengths and which areas I would
need to continue to work on and develop over the years.
https://yangchanmieportfolio.weebly.com/summary-observation-
reports-and-progress-reports.html
Please feel free to access the link and scroll to InTASC Standard 9
Reflection to review my student survey from my first placement
with 4th grade.
I attended all the collaboration meetings throughout my student
teaching experience and was able to sit through a few teacher-
parent conferences as well. I came out to Rosemont Forest’s
Monster Mash on the last week of my first placement to stop by
and deliver cookies and cupcakes to my students and take
polaroid photos with them for them to keep. I made sure to
always introduce myself to the parents if they stopped by the
school as well. I learned so much from just observing the
collaboration meetings among the technology specialist, reading
specialists, math specialists and the teachers. Having skilled and
dedicated specialists made all the different at Rosemont Forest
Elementary. Everyone was so inviting, and that made the kids love
coming to school. I have been keeping in contact with a teacher
from my first practicum placement at Rosemont Forest, and she
has been a wonderful encourage in pushing me to become a
better educator and individual.

Throughout the second placement, I was able to sit in on about

four to five parent conferences and familiarize myself with a few
of the parents. Meeting the parents helped to understand my
students better, and, even if they were short, I was able to
observe a lot of smaller details about the students’ families. Mrs.
Austin also always informed of afterschool trainings. I stayed after
for a training on behavioral intervention and methods for
disciplinary standards. I will be attending their holiday party next
week, even though my student teaching placement has come to
an end.

https://yangchanmieportfolio.weebly.com/effective-
communication-and-collaboration.html