Standard 9: Professional Learning and Ethical Practice

Category: Professional Responsibility

The teacher engages in ongoing professional learning and uses evidence to continually evaluate the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Artifact: Curriculum Analysis

Description: My Curriculum Analysis provides evidence that I have met InTASC Standard 9. My analysis examines the curricula of my student teaching placement district and classroom and compares aspects of these curricula to the Common Core Curriculum. With this analysis, I use evidence from my research to evaluate how to best reconcile the needs of learners, their families, and the community with the requirements of the curricula. Additionally, I look for opportunities within the curricula to meet the needs of each learner.

Reflection: The experience of working on my Curriculum Analysis allowed for my professional growth, as I was able to see the many elements that inform instructional practice, such as the needs of the specific community, district curriculum, and a teacher’s own knowledge of content areas and cross-disciplinary skills. In my future teaching practice I will be sure to look just as thoroughly at the different curricula that my district and school use.


Artifact: Talking to the Text (Reading Apprenticeship)

Description: My Talking to the Text strategy provides evidence that I have met InTASC Standard 9. During my student teaching placement, I had the opportunity to join my cooperating teacher for training in Reading Apprenticeship, a program that helps students develop skills and knowledge to improve their engagement, fluency, and comprehension of content-area materials and texts. At the training, we learned about the effectiveness of “Talking to the Text” (annotating text) for improving reading comprehension. I chose to implement this strategy from the professional learning opportunity in order to better serve the diverse needs of my students, who often have trouble with reading comprehension.

Reflection: My implementation of Talking to the Text allowed for my professional growth as I was able to partake in a professional learning opportunity and use evidence from Reading Apprenticeship to evaluate whether or not this strategy would positively affect the learning of my students. This experience taught me the value and practicality of professional development and I hope to take advantage of similar opportunities in the future.