Philosophy
NCATE 1, 4; INTASC 9

 

Professional   Employment
  Portfolio

Resume

Philosophy

Field Experiences

Lessons, Units, Tech Projects

Modifying
Lessons

Assessment

Teacher Work Sample

See Me at Work Photos,Videos

References 

Final Reflection

 





 


 

 

 

      

 

 


  A Strategy for Growing a Philosophy of Education
       begin by thinking about you 
INTASC 9

Three words that describe me as a teacher or that describe my teaching style…. 
1.___________________________________ 
2.___________________________________ 
3.___________________________________ 

Three beliefs I have about teaching… 
1.___________________________________ 
2.___________________________________ 
3.___________________________________ 

Three teacher related activities or lessons I have prepared that demonstrate my philosophy… 
could relate to INTASC 2-8, depending on selected examples
1.____________________________________
2.____________________________________
3.____________________________________

Learning /
 Assessment 
Portfolio

Standards

Courses

What's an 
Artifact?

Developing a 
Philosophy 
Statement

Service Learning

Field Experience

Lesson Plans

Curriculum Units

Tech Projects

Gallery/Exhibition 

Assessment 
Strategies

Action Research 
Projects

Working 
with Families
 

Recommendations

Reflection

 


. . .   then think about professional standards and how your work fits into these important concepts 
                           
                      INTASC Principles
        a summary phrase of each principle follows it in blue 

1. The 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.  Knowledge

2. The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development. Child development

3. The teacher understands how students differ in their approaches to leaning and creates instructional opportunities that are adapted to diverse learners. Respond to student differences   

4. The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving and performance skills. 
Vary instruction

5. The 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. Interaction and motivation

6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.   Communication

7. The teacher plans instruction bases upon knowledge of subject matter, students, the community, and curriculum goals. Planning

8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. Assessing

9. The 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 seek out opportunities to grow professionally. Reflecting

10. The teacher fosters relationships with school colleagues, parents and agencies in the larger community to support students.  Community


Match your teaching activities, lessons,  and behaviors that relate to standards . . .

_________________________Standard ________

_________________________Standard ________

_________________________Standard ________

_________________________Standard ________

________________________  Standard ________

             Put your ideas into paragraphs

Draft your philosophy from this outline using the standards you have demonstrated as themes emphasizing your beliefs about teaching, children, content, and learning. Have professional mentors and peers react to your ideas.  

     
     

Homepage

Roberta Devlin-Scherer, Seton Hall University
January 2, 2001
Updated  02/06/03
devlinrb@shu.edu