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Katie Krakow
Dr. Smith
Edu 334
December 4th, 2023
InTASC Standard 9 – Professional Development

Throughout my clinical experience this semester I had the privilege to participate in part

of St. Columbkille’s professional development day, one on one meetings Mrs. Behnke, meetings

with all the kindergarten teachers, and teacher support meetings every other Wednesday. During

these meetings we discussed different curriculum and standards, student data, behavior in the

classroom, ways to improve my skills and teaching, and much more.

While attending St. Columbkille’s professional development day, the principle announced

that they would start the rebuild of their new school summer of 2024. The teachers discussed the

layout of the school, things they would like to keep and change, and things to consider. The

design that they chose was to best suit and fit the students’ needs. St. Columbkille staff is excited

for the new school to be built but know that they will be facing challenges throughout the build.

During that time the elementary school grades and students will be split among two buildings.

This may be difficult for students and staff. We discussed the code of ethics and professional

standards of practice that need to take place. Staff , students, and parents need to stick together to

support one another throughout the coming year. This professional experience supported the

InTASC standard 9(n) “The teacher sees him/herself as a learner, continuously seeking

opportunities to draw upon current education policy and research as sources of analysis and

reflection to improve practice.” And 9(o) The teacher understands the expectations of the

profession including codes of ethics, professional standards of practice, and relevant law and
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policy.” because we looked at students learning environments and the opportunities for growth

after and during the rebuilding process.

Throughout the semester I fulfilled InTASC standard 9(h) “The teacher knows how to use

learner data to analyze practice and differentiate instruction accordingly” and 9(c)

“Independently and in collaboration with colleagues, the teacher uses a variety of data (e.g.,

systematic observation, information about learners, research) to evaluate the outcomes of

teaching and learning and to adapt planning and practice.” Mrs. Behnke and I went over students’

FAST scores and other assessments that she had conducted. During the meeting students were

split into reading groups that best fit their learning needs and levels. We discussed what students

would need introvert and support to boost and improve their reading scores. Each day during

quiet time she pulled out students to work on phoneme and grapheme correlation, number, or

things that they had missed, or they needed more assistance on.

I have also exhibited InTASC standard 9(I) “The teacher understands how personal

identity, worldview, and prior experience affect perceptions and expectations, and recognizes

how they may bias behaviors and interactions with others,” 9(m) “The teacher is committed to

deepening understanding of his/her own frames of reference (e.g., culture, gender, language,

abilities, ways of knowing), the potential biases in these frames, and their impact on expectations

for and relationships with learners and their families,” 9(d) “The teacher actively seeks

professional, community, and technological resources, within and outside the school, as supports

for analysis, reflection, and problem-solving,” and 9(e) “The teacher reflects on his/her personal

biases and accesses resources to deepen his/her own understanding of cultural, ethnic, gender,

and learning differences to build stronger relationships and create more relevant learning

experiences.” This semester I attended a Future Teacher Network session that discussed Building
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Routines and Procedure in the Classroom. During this session the speaker gave us many

examples that she or her colleagues have used. We then went into breakout rooms and had the

privilege to talk to other students who will be student teaching next semester as well. We

discussed the things we have tried that worked and did not work and the things we wanted to try

throughout student teaching. We discussed the grade levels we had been placed in and where we

would be doing our student teaching. Many of the girls in my session were in middle school, so

their experience was a lot different than mine in kindergarten. During clinical I was also in a

Catholic school and everyone else was placed in a public school. Before my clinical experience

at St. Columbkille, I had little experience with a Catholic classroom. After the breakout room the

present gave us different resources for classroom management and how to support students

inside and outside of the classroom. At the end of the session, we went over the use of

appropriate technology and how to maintain social media. This related the InTASC standard 9(f)

“The teacher advocates, models, and teaches safe, legal, and ethical use of information and

technology including appropriate documentation of sources and respect for others in the use of

social media.” I have also seen Mrs. Behnke go over how to use laptops and what the students

should be doing while using them. This was very different from our zoom session because they

are kindergarteners who have limited access. While our speaker taught high school and they

always had access to laptops and their phone.

Throughout the semester I did multiple modules to expand my learning and develop new

skills. During Dr. Sayler EDU 337 class I completed modules: Understanding and Observing the

Literacy Skills Associated with Dyslexia, Effective Vocabulary Instruction (Frayer Model), and

Using Text Structure to Understand/Summarize Text. This meets InTASC standard 9(a) “The

teacher engages in ongoing learning opportunities to develop knowledge and skills in order to
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provide all learners with engaging curriculum and learning experiences based on local and state

standards.” and 9(b) “The teacher engages in meaningful and appropriate professional learning

experiences aligned with his/her own needs and the needs of the learners, school, and system.

This semester each week I completed a reflection. This helped me analysis my teaching. I

focused on strengths in my lesson while also looking for room to improve. I suggested things to

do differently next time I taught. I was able to look at my weaknesses and research or ask my

professor or co-teacher ways to improve on certain areas. This included things like transitions

throughout the lesson, managing behavior, the order of my teaching, and different ways to go

about a lesson or my teaching strategies. This relates to InTASC standards 9(g) “The teacher

understands and knows how to use a variety of self- assessment and problem-solving strategies

to analyze and reflect on his/her practice and to plan for adaptations/adjustments.” and 9(l) “The

teacher takes responsibility for student learning and uses ongoing analysis and reflection to

improve planning and practice.”

Throughout the semester every other Wednesday morning before school teachers met

with other staff to go over plans, student behaviors, and things that they could implement or try

with students. This gave teachers the opportunity to bounce around ideas and come up with

solutions. This meets InTASC standard 9(j) “The teacher understands laws related to learners’

rights and teacher responsibilities (e.g., for educational equity, appropriate education for learners

with disabilities, confidentiality, privacy, appropriate treatment of learners, reporting in situations

related to possible child abuse).”

During the semester Mrs. Behnke gave me feedback after observing my lessons, she

answered questions, and often gave me advice on things to try. She also filled out a disposition

form at Midterm that have me evaluation and feedback. Throughout the semester I had four
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observations where Dr. Smith came to observe. During these lessons she evaluated my teaching.

She then gave me positive and corrective feedback. This relates to InTASC standard 9(k) “The

teacher knows how to build and implement a plan for professional growth directly aligned with

his/her needs as a growing professional using feedback from teacher evaluations and

observations, data on learner performance, and school- and system- wide priorities.”

Professional development is extremely important for teachers and their students. This

semester has given me opportunities to reflect and grow as a teacher. This has also given me

resources and ways to provide and help support my students.

References

Beer, M. and Golderg B. Building Routines and Procedures in the Classroom. (2023) Future

Teacher’s Network.

Effective Vocabulary Instruction After Reading: Frayer Model (Grades 1-5). (2023). Iowa

Reading Research Center.

INTASC: Model Core Teaching Standards and Learning Progressions for Teachers. (2013)

Council of Chief State School Officers.