INTASC Principles
McDaniel College requires that all teacher
candidates seeking initial certification successfully complete an exit
portfolio, based on the INTASC (Interstate New Teacher Assessment and Support Consortium)
principles. These principles include the knowledge, dispositions and
performances that are essential for all beginning teachers. Skim read the INTASC
principles listed on pages 14- 33 in the Model Standards for Beginning Teacher
Licensing, Assessment and Development guide on the website below. Your portfolio will consist of
your resume, philosophy of education, site descriptions, table of contents, 2
artifacts for each INTASC principle and a rationale statement per
artifact.
Beginning Teacher Standards- http://www.ccsso.org/content/pdfs/correstrd.pdf
Here is an example of an
artifact and rationale statement from a recent graduate. She highlighted specific parts of
her artifact that give support to her principle connection. .
INTASC 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. Excerpt
from Artifact #2: Case Study
Qualitative Reading Inventory III: Analysis
John Doe a fifth-grade student
had been identified as a struggling reader for grade level texts. His teacher mentioned that he has difficulty constructing
meaning when reading struggles when he is asked to summarize a text. John Doe, himself, feels that he is
“kinda” good at reading and that he would like to improve. He stated that he does not like to read at home and that
he would rather play outside than sit inside and read a story. When he does read, he loves to read
about animals, especially dogs.
John Doe would like to work on his spelling, because he feels that in order
to become a better reader and writer, he must become a better speller.
Initially John Doe was tested
with the fifth-grade word list. He
automatically scored within the instructional level, at a 70 percent. Although this is a low instructional
level, John Doe made common miscues for unknown words. When analyzing the miscues he had made,
it was apparent that John Doe was able to recognize and provide the beginning
sound for each word, such as threten
for threatened. For most of the unknown words he was
also able to provide an ending sound, as seen in reading, pollition for pollution. The middle sounds are what generally give
him the most difficulty when solving for an unknown word.
Since John Doe scored within the
instructional range for the level-five word list, I administered the level-five
graded passage was used for analysis. The passage selected was The Octopus, an expository piece. This passage was selected because it was
about an animal, a topic that would interest the student. Once John Doe completed the reading, he
did once again, score within the instructional range on the level-five reading
passage.
A review of John Doe’s
miscues indicated that he substitutes words that have initial graphic
similarity to the text word. After
making the miscue he read on. Once
he realized that the miscue did not make sense, he re-read the sentence,
self-correcting the miscue.
His miscues were often initially similar to the textual word, as seen in
him reading the for this and that, as well as when he read fighting
for frightened. When making a miscue, John Doe was able
to self-correct about half of the time.
When he did not
self-correct, the uncorrected miscue was usually semantically unacceptable. John Doe read, first, when fighting, the octopus can push water from its body on a
powerful stream. The sentence
should have read: First, when frightened, the octopus can push
water from its body in a powerful stream. Both of the miscues, fighting for frightened and on for in, change the author’s original
meaning in the text and therefore, are not semantically acceptable.
The student demonstrated visual
cues when initially solving for an unknown word.
Rational Statement:
Description of the Artifact:
I implemented
the Qualitative Reading Inventory-III (QRI III) with a struggling fifth-grade
reader at Elmer Wolfe Elementary School.
The QRI-III was administered as part of a course EDU 4205: Assessment for Reading Instruction for
Dr. Sharon Craig. The assessment
consisted of graded word lists and leveled passages which assessed the
student’s word recognition, prior knowledge, processing strategies and
implicit and explicit comprehension.
An analysis of the results revealed which text levels were independent,
instructional and frustration, as well as helped identify strengths and areas
of growth in reading. The QRI-III
can be used to determine a student’s word solving strategies and cue use,
along with the appropriate text level for reading instruction.
Connection to the Artifact and to the INTASC
Principle:
This artifact shows evidence of INTASC Principle #8,
which states: The teacher understands and uses formal and informal assessment
strategies to evaluate and ensure the continuous intellectual, social and
physical development of the learner.
This particular standard shows that I know how to select and construct
assessment strategies and instruments to diagnose students’ literacy
abilities and to plan for meeting the needs of my case study student. By using the graded word lists I was
able to determine which leveled passage would be at the instructional level for
my student. I was able to use the
leveled passages to determine my student’s word solving strategies, as
well as his implicit and explicit comprehension of the text. I used the information I derived from
the assessment to develop lessons to identify my student’s strengths, as
well as promote my student’s areas of growth. By using ongoing assessments I have been
able to monitor and document the academic growth of my case study student.
Self-reflection:
After
implementing the QRI-III, I was able to assess my student’s strengths and
areas for growth in reading. The
assessment provided an opportunity to analyze my student’s difficulties
with comprehension. I felt very
confident in administering the QRI-III, although it was somewhat difficult to
administer because the student would respond faster than my pencil could
move. I found the QRI-III very
useful when I planned my lessons.
The assessment helped me to find an instructional level text for my
student and provided me with many areas of growth for which I could focus my
lessons on. The student seemed to
enjoy the assessment because he liked reading about animals and he retained a
great deal of information about the article for his retelling. The student was able to pay full
attention to the assessment, because it did not take very long to
administer. After analyzing the
assessment, I realize that the student uses visual cues to solve for unknown
words when reading, and experiences difficulty in comprehending implicit
questions. I plan to use the
QRI-III to determine the reading levels of future students, as well as assess
their strengths and their areas of growth.
Using the teaching
artifacts that you have collected, choose one artifact and match it to the
appropriate principle. Next write a
rationale statement to support your understanding of the principle following
these guidelines.
1.
Description of the artifact: Answer who, what, when, where, why and
how.
2.
Connection to the principle:
Clearly state how the artifact connects to the principle. The narrative should explicitly show
your understanding of the principle.
3.
Reflection:
a. What did you
learn about the students?
b.
What did you learn
about teaching?
c. What will
you do differently or continue doing in the future?