Electronic Portfolio:
Charles E. Lewis

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Interstate New Teacher Assessment and
Support Consortium (INTASC) Standards

1. Subject Matter Knowledge: Candidates understand the major concepts, assumptions, debates, processes of inquiry and ways of knowing that are central to the subjects they teach.
Early American History Modern American History Early World History Modern World History
Irish Immigration (Paper) This Hallowed Ground (Critical Review) Going Viking (Paper) Garibaldi: The Red Gaucho (Paper)
2. Technology: Candidates understand and know how to use computer technology in their teaching.
Budgetary Analysis Storyboarding Factual Presentation Animation
New Teacher Budget (Spreadsheet) Visual Planning (Presentation) Financing Education (Presentation) Flag Lesson (Presentation)
3. Student Learning: Candidates understand how learning occurs-how students construct knowledge and acquire skills-and how to use instructional strategies that promote student learning.

Teaching vs. Training

Instructional Strategies

The End of Education (Critical Review) Teaching Strategy (Organization Chart)
4. Diverse Learners: Candidates understand how students may differ in their approach to learning and create instructional opportunities that are equitable and adaptable to diverse learners.
Multi-modal Learning SPED Instructional Strategies
Great Famine Unit Project (Rubric)
Police Agency Project (Rubric)
Computation of Square Area and Volume (Strategy)
Preamble to the Constitution (Strategy)
5. Planning Instruction: Candidates understand learning theory, curriculum development, and student development and how to use this knowledge in planning instruction to meet curricular goals.
Instructional Strategies The Great Famine (Unit Plan)
6. Instructional Strategies: Candidates understand and know how to use a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
Background Knowledge Inventory The Great Famine (BKI)
7. Learning Environment: Candidates know how to help students work productively and cooperatively with each other in complex social settings.
Group Projects and Collaborative Education American History Group Project (Outline & Rubric)
8. Communication: Candidates communicate effectively, understand the role of language in learning, and foster active inquiry. collaboration, and interaction in the classroom.
Language and Communication Propaganda (Essay)
I (Still) Have a Dream (Essay)

Bosnia (Article Analysis through Personal Letters)
9. Assessment: Candidates understand the uses, advantages, and limitations of different types of formal and informal student assessments.
Formal Assessment Informal Assessment
World War I Unit Test Current Events Reading/Participation Assessment
10. Reflection and Professional Development: Candidates understand the importance of reflection, self-assessment, and learning as ongoing process and actively seek opportunities for professional growth.

Journal #1

Student Teaching Journals Journal #2
Journal #3 Journal #4 Journal #5
11. Collaboration, Ethics, and Relationships: Candidates understand schools as connected to larger community contexts and foster relationships with parents, school colleagues, and organizations that will support student's learning and development.
Climate Surveys

West-End (Davenport) Schools
Bettendorf High School

The preceding standards were gleaned from the University of Iowa's Education Web Site: