InTASK Standards
Standard 1: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning and
development vary individually within and across the cognitive, linguistic, social, emotional, and
physical areas, and designs and implements developmentally appropriate and challenging learning
experiences
Standard 3: Learning Environments
The teacher works with others to create environments that support individual and collaborative
learning, and that encourage positive social interaction, active engagement in learning, and self-
motivation.
Standard 5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in
critical thinking, creativity, and collaborative problem solving related to authentic local and global
issues.
Standard 2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to
ensure inclusive learning environments that enable each learner to meet high standards
Standard 4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or
she teaches and creates learning experiences that make these aspects of the discipline accessible and
meaningful for learners to assure mastery of the content
Standard 6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own
growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Standard 7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as
well as knowledge of learners and the community context.
Standard 9: Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate
his/her practice, particularly 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.
Standard 8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build skills to apply
knowledge in meaningful ways.
Standard 10: Leadership and Collaboration
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.
Name of Artifact: Teacher Welcome Letter
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Date of Artifact: January 29th, 2024
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Course: EDUC 101, Intro to Teaching
Rationale: I have included this artifact, Teacher Welcome Letter, under Standard Ten, because the letter is used to seek leadership and collaboration. Standard Ten states that teachers 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, and to advance the profession. This letter allowed me to share some information about my life and some of my goals as a teacher.
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1. What does this artifact represent me as a teacher?
This artifact demonstrates that I am able to use leadership and collaboration with my students and parents. I used details from my specific goals as a teacher so that way I can be held accountable and am able to ask for help when needed.
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2. How does this artifact reflect my personal growth and strengths as a teacher?
This artifact signifies the type of teacher I am. I am organized, professional, and kind. I think these strengths are what makes a great teacher. The letter gives students and parents an opportunity to create a personal relationship with myself as a teacher, but also as an individual.
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3. What skills do I want to improve in relationship to this standard?
Some skills I want to improve would be my adaptability, time management, and critical thinking skills. Since I am not yet a teacher, I still need to master all of these skills to become a great teacher. I hope with the help of my peers, fellow colleagues, and administration that I will master these aspects of teaching to the best of my ability.
Name of artifact: Parent Interview
Date of Artifact: April 7th, 2024
Course: EDUC 121, Child/Adolescent Development
Rationale: I have included this artifact, Parent Interview, under Standard One, Learner Development because this interview was used to gain knowledge on what milestones toddlers/young children should be achieving. Standard One states that the teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social,
emotional, and physical areas, and designs and implements developmentally appropriate and challenging
learning experiences. This letter allowed me to better understand the milestones children are supposed to be achieving at a certain age.
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1. What does this artifact represent about me as a teacher?
This artifact represents I am committed to my students and their well-being. I want to know their strengths and struggles so I can support them not just in my classroom, but also when they leave it.
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2. How does this artifact reflect my personal growth and strengths as a teacher?
This artifact signifies that I have effective communication skills. I have the ability to articulate the child's progress, areas of improvement, and strategies. It also signifies that I am empathetic and understanding. I am able to listen to their concerns, empathize with their perspective, and address their questions or worries.
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3. What skills do I want to improve in relationship to this standard?
Some skills I want to improve in regards to this standard include differentiated instruction, metacognitive strategies, and cultural responsiveness. I want to develop my ability to differentiate instruction to meet the diverse needs, interests, and learning styles of my students. I also strive to foster the development of metacognitive skills in my students by teaching them how to plan, monitor, and evaluate their own learning. Lastly, I strive to create a culturally responsive learning environment where students' diverse backgrounds, experiences, and perspectives are recognized, respected, and integrated into the curriculum.
Name of Artifact: Marva Collins Wall Cards
Date of Artifact: April 3rd, 2025
Course: EDUC 245, Science of Reading II
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Rationale: I have included this artifact, Marva Collins Wall Cards, under Standard Eight, Instructional Strategies, because it demonstrates my use of creative and meaningful instructional strategies to support early literacy development. Each card pairs a phonics element (letter, sound, and image) with an affirmation designed to build student confidence, persistence, and a love of learning. Standard Eight states that the teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. These wall cards reflect key values that support rigorous thinking, perseverance, and confidence—core principles in Marva Collins’ philosophy.
1. What does this artifact represent me as a teacher?
This artifact represents my commitment to supporting early literacy development through purposeful and effective instructional strategies. The letter and sound wall cards were created to help students connect letters to their corresponding sounds using clear visuals and consistent cues. They serve as an everyday reference point for students as they develop phonemic awareness, decoding skills, and overall reading confidence.
This artifact reflects who I am as a teacher: someone who values structure, clarity, and strong foundational instruction. I believe that when students have access to tools that are visually engaging and easy to understand, they are more likely to internalize key concepts. These cards are an example of how I intentionally design materials that make learning accessible and meaningful, especially for young or emergent readers. They align with InTASC Standard 8 by showing my ability to use age-appropriate strategies that support deep understanding and long-term retention of essential literacy skills.
2. How does this artifact reflect my personal growth and strengths as a teacher?
This artifact, the Letter and Sound Wall Cards, highlights my growth in designing purposeful, engaging, and developmentally appropriate resources for early literacy instruction. By creating these cards, I’ve become more intentional in my approach to supporting phonemic awareness and understanding that early literacy skills form the foundation for all future learning. This artifact also reflects my strengths in using visual tools that meet diverse learning needs and support students in connecting letters to sounds. It demonstrates my commitment to fostering foundational skills that will allow students to grow as confident, capable readers.
3. What skills do I want to improve in relationship to this standard?
I want to improve my ability to differentiate phonics instruction for diverse learners, ensuring that each student receives the level of support they need to master letter-sound relationships. Additionally, I aim to incorporate more technology tools to enhance engagement and expand learning opportunities in phonics practice. Lastly, I plan to focus on developing more structured assessment methods to better track student progress and adjust instruction accordingly.
Name of Artifact: Journal 3
Date of Artifact: April 14th, 2025
Course: EDUC 245, Science of Reading II
Rationale: I have included this artifact, Journal 3, under Standard Six, Assessment, because this journal was a summary of an assessment I gave to a student at Joshua Academy. Standard Six states that the teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. The completion of this journal allowed me to reflect on the assessment I gave and why keeping data is important for student growth.
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1. What does this artifact represent about me as a teacher?
This artifact demonstrates my ability to use assessment data to reflect on and improve my instructional decisions. By analyzing patterns in student performance, I was able to identify areas where students needed additional support and adjust my teaching accordingly. This aligns with InTASC Standard 6, as it shows my commitment to using assessment to guide both my teaching and my students’ learning.
2. How does this artifact reflect my personal growth and strengths as a teacher?
Reflecting on assessment data has helped me grow as a teacher by showing me how to truly meet students where they are. I’ve developed a strength in analyzing results, not just for the numbers, but for what they say about my teaching and my students’ needs. Standard 6 represents my commitment to thoughtful, data-driven instruction that supports both student growth and my own development as an educator.
3. What skills do I want to improve in relationship to this artifact?
This artifact represents a meaningful step in my growth as a teacher. Reflecting on assessment data helped me see how powerful it can be—not just for grading, but for truly understanding my students and improving how I teach. It pushed me to think deeper about what my students were showing me through their work, and how I could adjust my instruction to better support them.
As I continue to grow, I want to get better at breaking down data in ways that really inform my teaching. I also want to create more intentional formative assessments and use that information to better differentiate for different learners in my classroom. One area I’m especially excited to explore is involving students more in the process—helping them look at their own data, reflect on it, and set goals. I believe this kind of reflection can empower both me and my students to grow together.
Name of Artifact: Teacher-Made Test
Date of Artifact: April 14th, 2025
Course: EDUC 250, Educational Psychology
Rationale: I have included this artifact, Teacher-Made Test, under Standard Two, Learning Differences. I create tests that are mindful of diverse learners, adjusting language or format when necessary to ensure all students can demonstrate their understanding effectively. Standard two states that the teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. This assignment allowed me to address diverse learning differences in my classroom. I used a mix of visual and auditory parts in my test. Instead of the students having to read the test, it was designed to be read for them and included pictures for multiple-choice questions.
1. What does this artifact represent about me as a teacher:
This artifact represents that I am intentional, responsive, and student-centered. By designing my own assessment based on Indiana Standard K.RF.4, I demonstrated my ability to align assessments with learning goals, differentiate for student needs, and use data to inform instruction. It represents my commitment to meeting each learner where they are, understanding how young children learn best, and creating meaningful tools to support their academic journey.
2. How does this artifact reflect my personal growth and strengths as a teacher?
This artifact demonstrates my personal growth in understanding how to design assessments that are both developmentally appropriate and aligned with academic standards. Creating this teacher-made test pushed me to think deeply about what my students truly need to demonstrate in terms of phonemic awareness and letter-sound recognition. It reflects how I’ve grown in my ability to break down standards (like K.RF.4) and translate them into clear, accessible tasks for young learners. This required not only content knowledge but also an understanding of how young children think, process, and respond.
3. What skills do I want to improve in relationship to this artifact?
In connection with this artifact, I would like to continue improving my ability to design differentiated, developmentally appropriate assessments that meet the diverse needs of all learners. I also aim to strengthen my skills in analyzing assessment data to inform instruction more effectively, as well as exploring more authentic, play-based approaches to literacy assessment for young children.
Name of Artifact: Behaviorism Theory Video
Date of Artifact: April 2nd, 2025
Course: EDUC 250, Educational Psychology
Rationale: I have included this artifact, Behaviorism Theory Video, under Standard 5, Application of Content. This artifact demonstrates my understanding of how foundational learning theories can be applied to real-world classroom practices. Standard Five states the teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local/global issues.
Through this video, I reflected on how behaviorist strategies like positive reinforcement, modeling, and structured routines can be used to support skill development, classroom management, and student motivation. This aligns with InTASC Standard 5, as it shows my ability to connect theoretical concepts to practical applications that enhance student engagement and learning.
1. What does this artifact represent about me as a teacher?
Creating a video about behaviorism shows that I am not only learning key psychological concepts but also actively thinking about how to apply them in ways that positively impact student learning and behavior. It reflects that I am a teacher who is intentional about understanding how students learn and respond to instruction, and I use that knowledge to shape effective strategies—such as reinforcement, modeling, and structured routines—to support classroom success. This artifact also shows that I approach teaching with a foundation in research and theory, and I strive to create a learning environment that is thoughtful, responsive, and rooted in best practices.
2. How does this artifact reflect my personal growth and strengths as a teacher?
This artifact reflects my personal growth in understanding how learning theory influences classroom practice. As I explored behaviorism, I deepened my ability to connect psychological principles—like reinforcement, repetition, and conditioning—to strategies I can use to support student learning and behavior in real time. Creating this video pushed me to think critically about the “why” behind many teaching techniques I’ve seen or used, helping me become a more intentional and reflective educator.
3. What skills do I want to improve in relationship to this artifact?
In connection with this artifact, I want to improve my ability to apply behavioral theory more intentionally and flexibly in the classroom. While I understand the key principles of behaviorism, I want to grow in how I translate those ideas into differentiated classroom strategies that support all types of learners—especially students who may respond differently to reinforcement or external motivation.
I also want to strengthen my skills in balancing behaviorist techniques with other learning theories. As I grow, I hope to become more confident in recognizing when a behaviorist approach is most effective and when a more constructivist, student-centered approach might better support engagement and deeper thinking.
Name of Artifact: Physical and Health Education Newsletter
Date of Artifact: April 6th, 2025
Course: EDUC 240, Intro to PE and Health Education
Rationale: I have included this artifact, Physical and Health Education Newsletter, under Standard Three because physical and health education supports safe, inclusive, and engaging environments. Your newsletter may share ways to promote healthy routines, emotional regulation, and active lifestyles, which all contribute to a positive learning environment. Standard Three states
the teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. I recognize the importance of designing supportive learning environments that foster not only academic growth but also physical and emotional well-being. The EDUC 240 Newsletter I created exemplifies this commitment by providing families with accessible and engaging ideas that integrate physical activity and healthy eating into daily routines.
1. What does this artifact represent about me as a teacher?
This newsletter reflects my identity as a teacher who values the whole child—not just academically, but physically, socially, and emotionally. It demonstrates my belief that learning happens in all environments, including the home, and that family involvement is a crucial part of student success. I aim to create meaningful partnerships with families by offering practical tools that extend learning beyond the classroom. I understand that a child’s ability to learn is directly influenced by their health and well-being.
2. How does this artifact reflect my personal growth and strengths as a teacher?
Creating the Physical & Healthy Eating Activities for Families newsletter represents my growth as a future educator who values the whole child and actively works to build strong connections between school and home. This artifact highlights my strength in designing inclusive, practical, and engaging learning experiences that extend beyond the classroom, promoting not only academic development but also physical health and family involvement. Through this project, I grew in my understanding of how to support diverse learners and families by creating accessible resources that encourage active participation and joyful, hands-on learning. It also reflects my ability to communicate effectively, think creatively, and develop meaningful tools that foster a supportive and collaborative learning environment.
3. What skills do I want to improve in relationship to this artifact?
In relationship to this artifact, I want to improve my skills in differentiating family engagement strategies to better meet the diverse cultural, linguistic, and socioeconomic needs of all families. While the newsletter provides general ideas for healthy activities, I recognize the importance of tailoring resources to reflect the unique backgrounds and experiences of the students and families I will serve. I also want to strengthen my skills in designing visually engaging and accessible materials that are easy to navigate for all caregivers, including those with limited time, literacy, or digital access. Additionally, I hope to grow in my ability to gather feedback from families to refine and adapt resources that are truly meaningful and supportive. Developing these skills will help me create even more inclusive, effective, and collaborative learning environments.
Name of Artifact: Class Discussion Board- Case Study
Date of Artifact: March 27th, 2025
Course: EDUC 250, Educational Psychology
Rationale: I have included this artifact, Class Discussion Board about a Case study, under Standard Four, Content Knowledge. This standard is not only about what we teach, but how we use subject matter to promote curiosity, understanding, and connection among students. Standard Four states the teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.The discussion board scenario about Fairview Middle School powerfully illustrates this principle in action. Faced with a divided student body and incidents of bullying, the English department reimagined their content—literature and drama—as a tool for social growth, empathy, and inclusivity.
1. What does this artifact represent about me as a teacher?
As a future educator, this example reinforces my belief that content should be used to connect students to one another, elevate marginalized voices, and build classroom culture. I value inclusivity, community-building, and the power of meaningful engagement with content. I want to design lessons that go beyond academic goals and help students grow as individuals within a community. Content isn't static—it’s a dynamic tool for social change, and when taught intentionally, it can challenge stereotypes, bridge divides, and foster empathy. This case study scenario reminds me that how we teach matters just as much as what we teach—and that inclusive, meaningful content can transform lives.
2. How does this artifact reflect my person growth and strengths as a teacher?
This artifact reflects significant personal growth and strengths in my journey as a teacher, particularly in my understanding of how to use content to foster inclusion, empathy, and student empowerment. It shows my growth in recognizing that teaching goes beyond academic instruction—it’s about creating learning experiences that uplift every student and build a sense of belonging within the classroom. One of my key strengths shown through this artifact is my ability to see potential in all students, especially those who may be overlooked or marginalized, like the main character in the case study. I’ve grown in my ability to approach classroom challenges with creativity and compassion, using curriculum in innovative ways to support social-emotional development and peer relationships. This scenario also highlights my strength in advocating for collaborative, whole-class learning experiences where every student plays a meaningful role, reinforcing my belief in equitable participation and student voice.
3. What skills do I want to improve in relationship to this artifact?
In relationship to this artifact, I want to improve my skills in designing and facilitating inclusive, collaborative projects that intentionally support both academic goals and social-emotional development. While the scenario demonstrates the positive impact of whole-class engagement, I want to grow in my ability to plan and scaffold these types of experiences, ensuring that every student has a meaningful role that suits their strengths and needs.
Additionally, I want to strengthen my skills in conflict resolution and classroom dynamics, so I can more effectively address social divides and bullying when they arise. Building a classroom community takes more than just inclusive activities—it requires consistent, proactive relationship-building and classroom management strategies.
Name of Artifact: My Literacy Library Padlet
Date of Artifact: March 5th, 2025
Course: EDUC 235, Science of Reading
Rationale: I have included this artifact, My Literacy Library Padlet, under Standard Seven, Planning for Instruction. Standard Seven states that the teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. My Padlet showcases a thoughtfully organized classroom environment, indicating deliberate planning to create a space conducive to learning. This reflects your ability to design instruction that is well-structured and purposeful.
1. What does this artifact represent about me as a teacher?
This artifact represents me as a teacher who exemplifies InTASC Standard 7: Planning for Instruction by being intentional, organized, and student-centered in my approach. It highlights my ability to thoughtfully plan instruction that supports every learner by creating a welcoming, inclusive, and structured learning environment. Through the use of a digital tool like Padlet, I demonstrate my skill in integrating technology to enhance instruction and communicate effectively with students and families. This platform showcases my commitment to designing learning experiences that are engaging, accessible, and responsive to the diverse needs of my students. It also reflects my strength in using a variety of resources to support learning goals and promote collaboration both in and out of the classroom. Most importantly, this artifact shows that I am a reflective and intentional educator who values the planning process as a key component of student success.
2. How does this artifact reflect my person growth and strengths as a teacher?
This artifact highlights my growth in effectively integrating technology into your instructional planning. It also showcases my strength in creating an inclusive and engaging learning environment that considers the diverse needs of your students. My ability to plan instruction that is both innovative and student-centered is evident through this Padlet.
3. What skills do I want to improve in relationship to this artifact?
Skills I'd like to improve are enhancing interactivity, assessing impact, and expanding accessibility. I will develop strategies to assess the effectiveness of the resources and activities shared through my Padlet to ensure they meet learning objectives. I will explore ways to make my Padlet more accessible to all students, including those with varying levels of technological proficiency or access.