Interstate New Teacher Assessment And Support Consortium

Through encouraging learners or athletes to act out a strategic activity or skill, the learner learns the drill in an informal manner. This also helps aid memory retention and muscle memory retention, especially for improving motor skills or conditioned behaviour.

Benjamin Franklin once said “Tell me and I forget. Teach me and I remember. Involve me and I learn.” So, the question I pose today is how do we involve children so that they learn? How do we spark that want inside of a student to because a lifelong learner. The best way to build students’ knowledge and thirst for greater understanding is by creating connections. Having connections between prior knowledge, different subject areas, the “outside” world, and what is being learned now and in the future will help students to achieve higher levels of thinking, as well as, the twenty-first century knowledge and skills that are needed in the collegiate and professional words today. One way to make these connections is by using integrated thematic units. Inga Randle (1997) discussed the fourth grade students of Barbara Pedersen who were so eager to learn they would willingly skip recess to be in the classroom learning. Pedersen used integrated thematic instruction to inspire her students. So, by learning what an integrated thematic unit is, why integrated thematic units should be used, and how to use integrated thematic units teachers can become more like Barbara Pedersen and prepare students more for independent thinking and higher education.

INTASC stands for The Interstate Teacher Assessment and Support Consortium. It is part of an organizations that is made up of heads of education from every state, they are responsible for developing national standards for beginning teachers. The Intasc standards covers everything beginning teachers should know and be able to do. The Intasc projects was launched in the late 1980s. Many of the standards refer to professional responsibility, instructional practice,content knowledge and understanding of the learners. The Intasc standards are intended to ensure that new teachers are prepared to run a classroom,while states are not required to use The Intasc standards many states do to measure a new teacher's readiness.

There are pros and cons related to the four pillars on the act. Pros for assessment-driven reform are if the tests are carefully designed to be consistent with the kinds of learning desired in the classroom and if there is a tight connection between cognitive learning theory, the curriculum, classroom activities and assessment items (Educational Research, 2015). The con is standardized tests undervalue the sensitive interaction between teachers and their students in the complex, social system of the classroom (Educational Research, 2015). Another con is, by imposing standards on students’ minds we are, in effect, depriving them of their fundamental intellectual freedom by applying one standard set of knowledge. These tests oversimplify knowledge

Principle 1: Instructors are professional, practicing artists, and are valued with compensation for their expertise and investment in their professional development

INTASC Principle 1 focuses on Content Pedagogy. As stated by the Ball State University website, “The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teachers and can create learning experiences that make these aspects of subject matter meaningful for

The ISTE framework will be used to integrate this individualized learning method and promote its focus in the school. Within the ISTE framework, there are fourteen (14) essential conditions to be met in order for an implementation plan to be successful. The following section will detail a few of the critical elements needed to make this integration successful. These elements include developing a shared vision, empowering leaders,

As a future elementary educator, I know that there are various methods for assessing students. In my opinion, assessment should vary depending on the age group being assessed. Students throughout elementary school learn in different ways and develop different levels of thinking as their learning progresses. A kindergarten student does not learn material in the same manner as a fifth grader; therefore, assessments should fit the objectives and goals of the students and also project their level of thinking and learning. I want to teach fourth or fifth grade students, so I will discuss the variety of assessments I will use, why I seek to use them, how I will incorporate them in my classroom, and weight their importance in my evaluations of

In today’s education world, there is a glaring lack of effectiveness of teachers in teaching elementary students to be successful when solving word problems. Evidence of a need for improvement in this area is low standardized test scores on these types of problems as well as poor student attitudes toward even attempting these types of problems (Benko, Loaiza, Long, Sacharski, & Winkler, 1999). A recent study indicated that today’s assessment of mathematics has progressively become an assessment of student’s ability to interpret and perform problems rather than an assessment of computation skills (Pearce, Bruun, Skinner, & Lopez-Mohler, 2013). Furthermore, the authors stated that in studying the 2009 state released test,

This paper was created to explore the world of assessment issues in the education community. This paper was focused on using state tests in order to formally evaluate teachers. Teachers are being evaluated all the time to determine whether they are fit to be in the classroom. This paper focuses on the issues created by NCLB as well as race to the top. It has become a competition to have teachers get the best state scores on tests. These scores are how we are evaluating our current and possibly even future teachers.

While researching the topic of effective instruction, Herman Astleitner’s “Principles of Effective Instruction” was found. Astleitner’s principles go well with the belief system and practices of critical pedagogy because they are straightforward in addressing what every educator ought to know in order to deliver meaning, effective instruction, and the focus of your delivery of the that particular information to your students. The principles do the following:

Teachers daily interact with students, colleagues, peers, and parents. Teachers need to respect students, peers, and parents to gain their trust (2.1). The respect that a teacher shows should not vary based on race, ethnicity, or diversity (2.d). If a teacher is consistent with how he or she treat students it shall be noted by students. Authenticity is crucial for a teacher to display in the classroom. Students and parents need an advocate who is real and honest when it comes to teaching and teamwork. Enthusiasm and passion for teaching, learning, and collaboration shall positively effect students, and parent child relationships (2.6). Teachers not solely interact on a specialized level, but also in a personal level. One way teachers interact with students in a personal level is by caring for them. Caring is expressed in numerous ways: compassion, patience, establishing standards,

As an educator in an ever demanding society the roles that are required are not only numerous but critical to future prosperity as well. For years educators have been in the mix of progress from promoting revolutions, establishing rights, setting up protocols and they are the communicators of the very essence of knowledge itself. From Plato and Aristotle to Sigmund Freud and Erik Erickson education has made great leaps and bounds to keep up with society; however, one question always comes up. How are they sure that the methods they practice are effective? To combat and reinforce the standards that education was setting up assessments would become the norm for testing out how knowledge was being transitioned from teacher

It follows then that these principles call for research in and the use of technology, the modes of delivery, issues in student learning, and pedagogy in relation to the subject areas. In their turn, these involve the following issues amongst many others.

Over the years, educational researchers have investigated many factors considered to affect student learning. At the heart of this line of inquiry is the core belief that teachers make a difference. Indeed, teacher plays an important role in the intellectual development of the students, using various assessments and teaching styles to improve students’ performance in school subjects.