InTasc #10
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
Daily Reflections – April 16, 2026
After a meeting that many teachers felt was ineffective and were frustrated by, a teacher in our pod had a conversation with another student teacher and I about the professional expectations for those types of meetings so that we would know when we are working in schools. The first was to let people know the topic of the meeting ahead of time. The second was to call the meeting with the fewest number of people that need to be there. The third was to try to facilitate the meeting to finish in a timely manner.
This artifact demonstrates collaborating with colleagues and other school professionals to advance the profession. Through this conversation, the other student teacher and I were made aware of how we should go about collaborating with colleagues. We have limited time as teachers to have as significant an impact as we can, so in order to make the best use of that time and advance the profession it is important to maximize the time available to us in a day.
The experience helped prepare me for when I am in meetings as a professional so that I know what is expected of myself and others. It also has prepared me for when I am responsible for running meetings. I need to know what is expected of me so that I can conduct myself as professionally as possible and give myself and my colleagues the best opportunity to be successful.
Group Lesson on Y-intercept
This lesson plan was written with a colleague in the math education program. It is a lesson that introduces y-intercepts through a scaffolded exploration comparing graphs and tables of the same slope. It was designed for an 8th grade math class and address standards 8.PFA.3(a), (c), and (d).
This artifact relates to collaborating with colleagues to ensure learner growth. The lesson was designed with a colleague, and we worked together to design the activities and various forms of assessment to ensure student growth. The lesson includes key questions throughout, the engagement and exploration, an elaboration section that involves group work and students checking each other's solutions, and an exit ticket as a final check-in at the end of class. Each of these measure student growth while the monitoring, key questions, and formalizing of key concepts in the explanation ensure growth takes place.
This artifact gave me an opportunity to plan with a colleague, share ideas, and see how their process differs from mine. I had never made an activity like the Elaborate in this lesson that has students work through a problem, trade with another group of students, and then reverse the problem to check each other’s answers before. This we new to me and I like the opportunity for students to catch each other’s mistakes, discuss them, and learn from each other.
Parent Teacher Conference Notes - April 16, 2026
These are notes on a parent teacher conference that took place with the family of a 6th grade student who has been on the receiving end of bullying from a group of students. The student is an English Language Learner (ELL) with very limited English proficiency, and the group of students also speak her native language which can make it difficult to monitor what is being said. The students faced consequences before but because of the language barrier and the student’s hesitancy to come forward again, the behavior was able to continue. Measures were agreed to among teachers, administrators, counselors, family, and the student to keep the group of students in entirely separate classes next year and limit contact for the remainder of this year.
This artifact demonstrates how a teacher can seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth. This was done through being a part of the discussion with the student, her family, teachers, administrators, and counselors about the next steps and taking on a role in limiting contact between the students in the classroom to make sure both the student and the group responsible for the negative behavior have space to grow socially and academically and make positive decisions.
This artifact was a moment in which I had to decide how we could limit interactions in the classroom while still making sure all students were receiving the services they needed. The challenges of the language barrier made it difficult to monitor what was being said and for the student to communicate when something was wrong. As a team we were able to come with a solution to the communication issue by setting up a procedure through email and, through discussion with my cooperating teacher and the ELL specialist, we came up with a solution to provide services and monitor conversations in the room.