InTASC and Licensure/Content Standard Artifact with Implications for Future Teaching

Artifact: Eurasian Multidisciplinary Forum (EMF) Presentation

InTASC Standard #9: 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.
Licensure/Content Standard(s):
Exceptional Children #5: Learning Environments
Exceptional Children #9: Professional & Ethical Practice
Exceptional Children #10: Collaboration
Early Childhood #1c: Learning Environments
Early Childhood #6d: Reflective Practices
Early Childhood #6e: Advocacy
Description of Evidence and How it Demonstrates the Standard(s): Acting as a paper
presenter at the EMF gives the presenter the chance to share their expertise and knowledge of a
subject with a large crowd. This high profile presentation requires a high amount of
professionalism and decorum.
Implications for Future Teaching: One of my professors at Franciscan University was part of a
collaborative research paper project on the impact of international student teaching on preservice teachers. She wrote this paper based on Franciscan Universitys ELISA program. The
program places pre-service teachers in Austrian grade schools to act as aides in English
classrooms. While I was in the ELISA program in Gaming, Austria, I was asked by two of my
professors to be the student representative in their paper presentation. My professors, myself and
a few school teachers from Gaming, Austria all went to Vienna, Austria to attend the 4th annual
Eurasian Multidisciplinary Forum (EMF) to present our paper in front of various international
scientists as well as the heads of the European Scientific Journal (ESJ). While it was a great
honor being asked to accompany my professors in such a prestigious presentation, I also was
able to gain valuable experience in professionalism. During the presentation, I was by far the
youngest in the room. Because I was the guinea pig of my professors paper, many of the
scientists and upper level professionals had a lot of questions for me. Though I did prepare what
I was going to say, a few of the questions caught me off guard and I had to practice off-the-cuff
responses in a professional manner since I was interacting with my superiors.