InTASC+10



"Substance and style; as a teacher, you will need both." - Mr. Herzog (10s)

//InTASC Standard 10: Leadership and Collaboration //

 Being a teacher goes beyond interacting with students in a classroom in order to communicate discipline specific knowledge. After all, a student’s learning and day does not conclude at the end of a lesson. During this time in their lives, students are learning who they are and what their interests are. In order to encourage this development and guide students toward their own success in life, it is essential for teachers to communicate with many different people and establish a leadership role beyond the classroom (10m). The tenth InTASC Standard, “Leadership and Collaboration,” states that a teacher should seek appropriate leadership roles and opportunities to collaborate with others in order to further the growth of the students, the community, and the profession. In this case, leadership does not mean control; instead, leadership means working with the school, families, community, and students in order to gain an understanding of their needs and then work to develop a program that meets those needs. In such cases the teacher may work as the leader of the program in order to ensure that it is effectively run and that students are supervised in their endeavors (10k). Specific opportunities that exist for teachers in all schools include coaching a sports team, sponsoring and supervising musical productions throughout the year, and heading the yearbook staff. In these positions, the teacher acts as a leader who listens to their students, colleagues, and parents desires and then works to meet such needs in the best way possible (10d). Additionally, leadership opportunities that teachers can engage in beyond working with students include volunteering to attend seminars and relay the information to colleagues, working as the head of the content area department, and volunteering to work at school events. Through these types of leadership opportunities and collaboration, the instructor not only contributes to the growth of the community, but the teacher also emotionally connects and learns for the students, community, and their colleagues thus engaging in personal growth. Engaging in extra-curricular activities allows students to connect with a community of their peers, exercise their minds and bodies, and grow as they learn about their strengths and interests. Such growth cannot be achieved solely in the classroom and as it is the goal of a teacher to aid students as much as they possibly can, all teachers should lead at least one club or sports team each year.



Artifact Description

 What is this artifact? This artifact is a child study that I completed during my internship at Fallston Middle School on one of the students in one of my 8th grade language arts classes. The child study includes three classroom observational notes completed by myself, observational notes on the student filed by my mentor, observational notes on the student filed by the student's Special Educator, an observation of the student in an out-of-school activity, notes from a discussion with the student's guidance counselor, and notes on the student's cumulative folder. Also included are articles that address some of the cognitive challenges the student struggles with in school; these articles were chosen in order to help generate activities and resources to aid the student. Finally, there are reviews on the two articles as well as a reflection on the child study project.

How does this artifact demonstrate evidence of my mastery of the InTASC Standard? This artifact demonstrates my proficiency in InTASC 10: Leadership and Collaboration as I took a leadership role in the investigation of the child's developmental and cognitive needs by examining the child's completed assignments, behavior in class, cumulative folder, and by researching journal articles to assist me in my attempts to positively impact the student's overall comprehension. Additionally, throughout this study I continuously collaborated with professionals within the school to collect data on the student's behavior, background, and socialization. Specifically, I collaborated with my mentor teacher, the student's Special Educator, the student's guidance counselor, and the student's core content teachers.

In what way did this artifact contribute to/relate to positive impact on student learning during my final internship? The collaboration provided me with insight regarding the student's behavior and comprehension in various aspects of his life. By gaining insight into the student's life, interests, various behaviors, and socialization I was able to attempt to positively impact the student's learning experiences by tailoring activities to his strengths and discreetly aiding him in accordance with his IEP.

How does this artifact demonstrate the Planning-Teaching-Learning cycle? This child study demonstrates my ability to understand my student through continual observations and discussions in order to plan and implement lessons that will aid the student. It also shows my ability to work with professionals in order to develop a deeper understanding of students and to utilize the knowledge and insight of more experienced professionals.

Click on the link "Child Study" below to view the artifact related to the principle.

Child Study

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