A second option, and one that is
becoming more popular, is to set up the portfolio based on the
INTASC Standards. You may view the entire INTASC website (Interstate
New Teacher Assessment And Support Consortium ). Since some of
you may not be familiar with the INTASC principles, they may be viewed
As you look through this information, you will probably
note that many of the items that are included in the more traditional
portfolio, also have a place in your INTASC portfolio.
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.
The teacher understands major concepts,
assumptions, debates, processes of inquiry, and ways of knowing that are
central to the discipline(s) s/he teaches.
The teacher understands how
students' conceptual frameworks and their misconceptions for an area of
knowledge can influence their learning.
The teacher can relate his/her
disciplinary knowledge to other subject areas.
The teacher realizes that subject matter knowledge
is not a fixed body of facts but is complex and ever-evolving. S/he
seeks to keep abreast of new ideas and understandings in the field.
The teacher appreciates multiple perspectives and
conveys to learners how knowledge is developed from the vantage point of
The teacher has enthusiasm for the discipline(s)
s/he teaches and sees connections to everyday life.
The teacher is committed to continuous learning and
engages in professional discourse about subject matter knowledge and
children's learning of the discipline.
The teacher effectively uses multiple
representations and explanations of disciplinary concepts that capture
key ideas and link them to students' prior understandings. The teacher
can represent and use differing viewpoints, theories, "ways of knowing"
and methods of inquiry in his/her teaching of subject matter concepts.
The teacher can evaluate teaching resources and
curriculum materials for their comprehensiveness, accuracy, and
usefulness for representing particular ideas and concepts.
The teacher engages students in generating
knowledge and testing hypotheses according to the methods of inquiry and
standards of evidence used in the discipline.
The teacher develops and uses curricula that
encourage students to see, question, and interpret ideas from diverse
The teacher can create interdisciplinary learning
experiences that allow students to integrate knowledge, skills, and
methods of inquiry from several subject areas.
The teacher understands how learning occurs--how
students construct knowledge, acquire skills, and develop habits of
mind--and knows how to use instructional strategies that promote student
The teacher understands that students' physical,
social, emotional, moral and cognitive development influence learning
and knows how to address these factors when making instructional
The teacher is aware of expected developmental
progressions and ranges of individual variation within each domain
(physical, social, emotional, moral and cognitive), can identify levels
of readiness in learning, and understands how development in any one
domain may affect performance in others.
The teacher appreciates individual variation within
each area of development, shows respect for the diverse talents of all
learners, and is committed to help them develop self-confidence and
The teacher is disposed to use students' strengths
as a basis for growth, and their errors as an opportunity for learning.
The teacher assesses individual and group
performance in order to design instruction that meets learners' current
needs 17 in each domain (cognitive, social, emotional, moral, and
physical) and that leads to the next level of development.
The teacher stimulates student reflection on prior
knowledge and links new ideas to already familiar ideas, making
connections to students' experiences, providing opportunities for active
engagement, manipulation, and testing of ideas and materials, and
encouraging students to assume responsibility for shaping their learning
The teacher accesses students' thinking and
experiences as a basis for instructional activities by, for example,
encouraging discussion, listening and responding to group interaction,
and eliciting samples of student thinking orally and in writing. 18
The teacher understands and can identify
differences in approaches to learning and performance, including
different learning styles, multiple intelligences, and performance
modes, and can design instruction that helps use students' strengths as
the basis for growth.
The teacher knows about areas of exceptionality in
learning-- including learning disabilities, visual and perceptual
difficulties, and special physical or mental challenges.
The teacher knows about the process of second
language acquisition and about strategies to support the learning of
students whose first language is not English.
The teacher understands how students' learning is
influenced by individual experiences, talents, and prior learning, as
well as language, culture, family and community values.
The teacher has a well-grounded framework for
understanding cultural and community diversity and knows how to learn
about and incorporate students' experiences, cultures, and community
resources into instruction.
The teacher believes that all children can learn at
high levels and persists in helping all children achieve success.
The teacher appreciates and values human diversity,
shows respect for students' varied talents and perspectives, and is
committed to the pursuit of "individually configured excellence."
The teacher respects students as individuals with
differing personal and family backgrounds and various skills, talents,
The teacher is sensitive to community and cultural
The teacher makes students feel valued for their
potential as people, and helps them learn to value each other.
The teacher identifies and designs instruction
appropriate to students' stages of development, learning styles,
strengths, and needs.
The teacher uses teaching approaches that are
sensitive to the multiple experiences of learners and that address
different learning and performance modes.
The teacher makes appropriate provisions (in terms
of time and circumstances for work, tasks assigned, communication and
response modes) for individual students who have particular learning
differences or needs.
The teacher can identify when and how to access
appropriate services or resources to meet exceptional learning needs.
The teacher seeks to understand students' families,
cultures, and communities, and uses this information as a basis for
connecting instruction to students' experiences (e.g. drawing explicit
connections between subject matter and community matters, making
assignments that can be related to students' experiences and cultures).
The teacher brings multiple perspectives to the
discussion of subject matter, including attention to students' personal,
family, and community experiences and cultural norms.
The teacher creates a learning community in
which individual differences are respected.
The teacher understands the cognitive processes
associated with various kinds of learning (e.g. critical and creative
thinking, problem structuring and problem solving, invention,
memorization and recall) and how these processes can be stimulated.
The teacher understands principles and techniques,
along with advantages and limitations, associated with various
instructional strategies (e.g. cooperative learning, direct instruction,
discovery learning, whole group discussion, independent study,
The teacher knows how to enhance learning through
the use of a wide variety of materials as well as human and
technological resources (e.g. computers, audio-visual technologies,
videotapes and discs, local experts, primary documents and artifacts,
texts, reference books, literature, and other print resources).
The teacher values the development of students'
critical thinking, independent problem solving, and performance
The teacher values flexibility and reciprocity in
the teaching process as necessary for adapting instruction to student
responses, ideas, and needs.
The teacher carefully evaluates how to achieve
learning goals, choosing alternative teaching strategies and materials
to achieve different instructional purposes and to meet student needs
(e.g. developmental stages, prior knowledge, learning styles, and
The teacher uses multiple teaching and learning
strategies to engage students in active learning opportunities that
promote the development of critical thinking, problem solving, and
performance capabilities and that help student assume responsibility for
identifying and using learning resources.
The teacher constantly monitors and adjusts
strategies in response to learner feedback. The teacher varies his or
her role in the instructional process (e.g. instructor, facilitator,
coach, audience) in relation to the content and purposes of instruction
and the needs of students.
The teacher develops a variety of clear, accurate
presentations and representations of concepts, using alternative
explanations to assist students' understanding and presenting diverse
perspectives to encourage critical thinking.
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.
The teacher can use knowledge about human
motivation and behavior drawn from the foundational sciences of
psychology, anthropology, and sociology to develop strategies for
organizing and supporting individual and group work. The teacher
understands how social groups function and influence people, and how
people influence groups.
The teacher knows how to help people work
productively and cooperatively with each other in complex social
settings. The teacher understands the principles of effective classroom
management and can use a range of strategies to promote positive
relationships, cooperation, and purposeful learning in the classroom.
The teacher recognizes factors and situations that
are likely to promote or diminish intrinsic motivation, and knows how to
help students become self-motivated.
The teacher takes responsibility for establishing a
positive climate in the classroom and participates in maintaining such a
climate in the school as whole.
The teacher understands how participation supports
commitment, and is committed to the expression and use of democratic
values in the classroom.
The teacher values the role of students in
promoting each other's learning and recognizes the importance of peer
relationships in establishing a climate of learning.
The teacher recognizes the value of intrinsic
motivation to students' life-long growth and learning.
The teacher is committed to the continuous
development of individual students' abilities and considers how
different motivational strategies are likely to encourage this
development for each student.
The teacher creates a smoothly functioning learning
community in which students assume responsibility for themselves and one
another, participate in decision making, work collaboratively and
independently, and engage in purposeful learning activities.
The teacher engages students in individual and
cooperative learning activities that help them develop the motivation to
achieve, by, for example, relating lessons to students' personal
interests, allowing students to have choices in their learning, and
leading students to ask questions and pursue problems that are
meaningful to them.
The teacher organizes, allocates, and manages the
resources of time, space, activities, and attention to provide active
and equitable engagement of students in productive tasks.
The teacher maximizes the amount of class time
spent in learning by creating expectations and processes for
communication and behavior along with a physical setting conducive to
The teacher helps the group to develop shared
values and expectations for student interactions, academic discussions,
and individual and group responsibility that create a positive classroom
climate of openness, mutual respect, support, and inquiry.
The teacher analyzes the classroom environment and
makes decisions and adjustments to enhance social relationships, student
motivation and engagement, and productive work.
The teacher organizes, prepares students for, and
monitors independent and group work that allows for full and varied
participation of all individuals.
teacher uses knowledge of effective verbal, nonverbal, and media
communication techniques to foster active inquiry, collaboration, and
supportive interaction in the classroom.
The teacher understands communication theory,
language development, and the role of language in learning.
The teacher understands how cultural and gender
differences can affect communication in the classroom.
The teacher recognizes the importance of nonverbal
as well as verbal communication.
The teacher knows about and can use effective
verbal, nonverbal, and media communication techniques.
The teacher recognizes the power of language for
fostering self-expression, identity development, and learning.
The teacher values many ways in which people seek
to communicate and encourages many modes of communication in the
The teacher is a thoughtful and responsive
The teacher appreciates the cultural dimensions of
communication, responds appropriately, and seeks to foster culturally
sensitive communication by and among all students in the class.
The teacher models effective communication
strategies in conveying ideas and information and in asking questions
(e.g. monitoring the effects of messages, restating
ideas and drawing connections, using visual, aural, and kinesthetic
cues, being sensitive to nonverbal cues given and received).
The teacher supports and expands learner expression
in speaking, writing, and other media.
The teacher knows how to ask questions and
stimulate discussion in different ways for particular purposes, for
example, probing for learner understanding, helping students articulate
their ideas and thinking processes, promoting risk taking and
problem-solving, facilitating factual recall, encouraging convergent and
divergent thinking, stimulating curiosity, helping students to question.
The teacher communicates in ways that demonstrate a
sensitivity to cultural and gender differences (e.g. appropriate use of
eye contact, interpretation of body language and verbal statements,
acknowledgment of and responsiveness to different modes of communication
The teacher knows how to use a variety of media
communication tools, including audio-visual aids and computers, to
enrich learning opportunities.
teacher plans instruction based upon knowledge of subject matter,
students, the community, and curriculum goals.
The teacher understands learning theory, subject
matter, curriculum development, and student development and knows how to
use this knowledge in planning instruction to meet curriculum goals.
The teacher knows how to take contextual
considerations (instructional materials, individual student interests,
needs, and aptitudes, and community resources) into account in planning
instruction that creates an effective bridge between curriculum goals
and students' experiences.
The teacher knows when and how to adjust plans
based on student responses and other contingencies.
The teacher values both long term and short term
The teacher believes that plans must always be open
to adjustment and revision based on student needs and changing
The teacher values planning as a collegial
As an individual and a member of a team, the
teacher selects and creates learning experiences that are appropriate
for curriculum goals, relevant to learners, and based upon principles of
effective instruction (e.g. that activate students' prior knowledge,
anticipate preconceptions, encourage exploration and problem-solving,
and build new skills on those previously acquired).
The teacher plans for learning opportunities that
recognize and address variation in learning styles and performance
The teacher creates lessons and activities that
operate at multiple levels to meet the developmental and individual
needs of diverse learners and help each progress.
The teacher creates short-range and long-term plans
that are linked to student needs and performance, and adapts the plans
to ensure and capitalize on student progress and motivation.
The teacher responds to unanticipated sources of
input, evaluates plans in relation to short- and long-range goals, and
systematically adjusts plans to meet student needs and enhance learning.
The teacher understands the characteristics, uses,
advantages, and limitations of different types of assessments (e.g.
criterion-referenced and norm-referenced instruments, traditional
standardized and performance-based tests, observation systems, and
assessments of student work) for evaluating how students learn, what
they know and are able to do, and what kinds of experiences will support
their further growth and development.
The teacher knows how to select, construct, and use
assessment strategies and instruments appropriate to the learning
outcomes being evaluated and to other diagnostic purposes.
The teacher understands measurement theory and
assessmentrelated issues, such as validity, reliability, bias, and
The teacher values ongoing assessment as essential
to the instructional process and recognizes that many different
assessment strategies, accurately and systematically used, are necessary
for monitoring and promoting student learning.
The teacher is committed to using assessment to
identify student strengths and promote student growth rather than to
deny students access to learning opportunities.
The teacher appropriately uses a variety of formal
and informal assessment techniques (e.g. observation, portfolios of
student work, teacher-made tests, performance tasks, projects, student
self-assessments, peer assessment, and standardized tests) to enhance
her or his knowledge of learners, evaluate students' progress and
performances, and modify teaching and learning strategies.
The teacher solicits and uses information about
students' experiences, learning behavior, needs, and progress from
parents, other colleagues, and the students themselves.
The teacher uses assessment strategies to involve
learners in self-assessment activities, to help them become aware of
their strengths and needs, and to encourage them to set personal goals
The teacher evaluates the effect of class
activities on both individuals and the class as a whole, collecting
information through observation of classroom interactions, questioning,
and analysis of student work.
The teacher monitors his or her own teaching
strategies and behavior in relation to student success, modifying plans
and instructional approaches accordingly.
The teacher maintains useful records of student
work and performance and can communicate student progress knowledgeably
and responsibly, based on appropriate indicators, to students, parents,
and other colleagues.
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.
The teacher understands methods of inquiry that
provide him/her with a variety of self-assessment and problem-solving
strategies for reflecting on his/her practice, its influences on
students' growth and learning, and the complex interactions between
The teacher is aware of major areas of research on
teaching and of resources available for professional learning (e.g.
professional literature, colleagues, professional associations,
professional development activities).
The teacher values critical thinking and
self-directed learning as habits of mind.
The teacher is committed to reflection, assessment,
and learning as an ongoing process.
The teacher is willing to give and receive help.
The teacher is committed to seeking out,
developing, and continually refining practices that address the
individual needs of students.
The teacher recognizes his/her professional
responsibility for engaging in and supporting appropriate professional
practices for self and colleagues.
The teacher uses classroom observation, information
about students, and research as sources for evaluating the outcomes of
teaching and learning and as a basis for experimenting with, reflecting
on, and revising practice.
The teacher seeks out professional literature,
colleagues, and other resources to support his/her own development as a
learner and a teacher.
The teacher draws upon professional colleagues
within the school and other professional arenas as supports for
reflection, problem-solving and new ideas, actively sharing experiences
and seeking and giving feedback.
The teacher understands schools as organizations
within the larger community context and understands the operations of
the relevant aspects of the system(s) within which s/he works.
The teacher understands how factors in the
students' environment outside of school (e.g. family circumstances,
community environments, health and economic conditions) may influence
students' life and learning.
The teacher understands and implements laws related
to students' rights and teacher responsibilities (e.g. for equal
education, appropriate education for handicapped students,
confidentiality, privacy, appropriate treatment of students, reporting
in situations related to possible child abuse).
The teacher values and appreciates the importance
of all aspects of a child's experience.
The teacher is concerned about all aspects of a
child's wellbeing (cognitive, emotional, social, and physical), and is
alert to signs of difficulties.
The teacher is willing to consult with other adults
regarding the education and well-being of his/her students.
The teacher respects the privacy of students and
confidentiality of information.
The teacher is willing to work with other
professionals to improve the overall learning environment for students.
The teacher participates in collegial
activities designed to make the entire school a productive learning
The teacher makes links with the learners'
other environments on behalf of students, by consulting with
parents, counselors, teachers of other classes and activities within
the schools, and professionals in other community agencies.
The teacher can identify and use community
resources to foster student learning.
The teacher establishes respectful and
productive relationships with parents and guardians from diverse
home and community situations, and seeks to develop cooperative
partnerships in support of student learning and well being.
The teacher talks with and listens to the
student, is sensitive and responsive to clues of distress,
investigates situations, and seeks outside help as needed and
appropriate to remedy problems.
The teacher acts as an advocate for students
You could thus set up your portfolio using the INTASC standards and
providing documentation and other supporting material for each of these
standards. While this may, at first glance, seem like more work,
you will find that it will actually make for a more effective portfolio
as it breaks down the portfolio into sections about which you will often
be asked questions during the interview process.
Let's take a look at some material that could be included in each of
these standards in your portfolio.