Course Reflection: Applied Inquiry & Assessment

6.2 Designing Student Assessments with an Emphasis on Formative Assessment

 Teacher has a well-developed strategy to using formative assessment and has designed particular approaches to be used. To me this means the teacher has purposefully designed assessments to be used within a lesson or unit. These assessments are meant to provide meaningful feedback a teacher can use to guide instruction. Formative assessments are the guiding force of a lesson. They are low-stakes assessments that work as routine check-ups of student learning. They influence how a teacher teaches, as well as, what to review, adjust, or re-teach. Therefore, it is vital that a teacher have a comprehensive plan for how these assessments will be used to improve student learning. EDU 6160 Applied Inquiry and Assessment, has shown me that a teacher needs to use a variety of formative assessments types to assess students effectively. The teacher has planned assessments that are aligned not only with the desired learning outcome, but also with the individual learners in mind.

In my own Secondary Language Arts Classroom, I have put to use many of the types of formative assessments suggested by our text, Classroom Assessment: Supporting Teaching and Learning in Real Classrooms (Taylor & Nolan, 2008). The image shown is an example of student work of a formative assessment on our current in-class novel, Bud, Not Buddy, by Christopher Paul Curtis. In conjunction with our novel, students worked on and practiced many literary devices including context clues, character traits, inference, and text evidence. The example is a portion of a comprehension and skill check in which students answered questions on their most recent text reading using the prescribed literary devices. This was done first individually and then in group discussions. In addition, we reviewed, as a class, the questions in which I overheard misconceptions about. This process allowed students to first use their skills individually and then peer-assess with other students. Major misconceptions were cleared up with whole class discussion.

Whether it be a worksheet, quiz, test, or pre-assessment, formative assessments are a teacher’s guide to effective student learning. Moving forward, I still have concerns regarding how to best choose an assessment for specific skill evaluation.  In order to grow in this area, I plan to seek colleague collaboration and feedback. I feel there are many valuable lessons to be learned from my co-workers and that I don’t need to “re-create the wheel” when there are resources available.

Reference

Taylor, C. S., & Nolen, S. B. (2008). Classroom assessment: Supporting teaching and learning in real classrooms. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.

EDU 6134 Professional Issues Reflection

8. 2 Growing and Developing Professionally

Teachers occupy a position of trust. They are upheld as role models within the community and as such bound by a high moral code of ethics and policies. Throughout this course, we have discussed the underlying responsibilities and trouble areas teachers encounter. Beneath the designing of lessons and tests, there lies an array of policies and procedures that a new teacher needs to be aware of. These policies and responsibilities govern many aspects of the teaching profession including interactions with parents and students, collaboration with colleagues, reporting suspected abuse or neglect, and pursuing professional development.

One topic covered that has really stuck with me is the isolation factor of teaching. “It is ironic that in a profession which is so centered around human interaction, teachers can find themselves feeling very isolated in their environment” (Teacher Isolation). Every teacher behind a closed door does not promote a sense of comradery. All teachers, especially new teachers, need support and a chance to connect with one another. The push for teacher collaboration and communication within schools and in the teaching field in general seems a necessary step in education reform and with today’s technology is readily available. There is a multitude of organizations and online teaching communities teachers can join. Teacher collaboration is beneficial not only to teacher development but also student success. (Desimone 2011). The article by Brown (2012), Now that I Know, relates the importance of new teachers to make connections with colleagues to “pick colleagues’ brains, figure out what works, and apply it to your class” (p. 27). Meaningful collaboration in staff meetings, as well as, grade level team meetings has really been a guiding force in my first year of teaching.  Discussions with and observations of colleagues has been an informal but powerful part of my developing professionally, as well as, in building my “teaching persona”. I have been observed by many members of my school’s administration, colleagues, and an ESD coach. I look forward to them sitting in and giving me real time feedback, so I can improve my teaching ability.  I always welcome feedback, and I can see how I have improved my teaching instruction and classroom management through their advice and feedback.

Another area I found enlightening was the legalities involved in teaching. Teachers are responsible for student well-being. This idea pertains not only to classroom and academics but to the mental and physical well-being of students. Teachers are by law “mandatory reporters” of child abuse, violence, and neglect, as such, teachers need to be cognizant of the legal nuances and responsibilities that accompany their profession. Federal laws set forth that “Agency and school personnel are legally and ethically obligated to safeguard the confidentiality of student data” (Protecting the Privacy of Student Records). Understanding the responsibilities and procedures for maintaining student confidentiality and reporting suspected child abuse or neglect are critical elements of a teacher’s professional responsibilities.  

Overall, this course has illustrated that teaching is a “profession” with an emphasis on how to establish a professional persona and what it means to be part of a community of professionals. It has provided an understanding of my role and work as a teacher in regards to legal and ethical issues within the school and community.

Reference

Brown, D. (2012, May). Now That I know. Educational Leadership 69 (8), 24-28.

Desimone, L. M. (2011). A Primer on Effective Professional Development. Phi Delta Kappan, 92(6), 68-71. doi:10.1177/003172171109200616

Protecting the Privacy of Student Records: Guidelines for Education Agencies. (n.d.). Retrieved November 25, 2016, from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=97527

Teacher Isolation. (n.d.). Retrieved November 25, 2016, from http://www.educ.ualberta.ca/staff/olenka.bilash/Best of Bilash/isolation.html

5. Learning Environment: the teacher fosters and manages a safe and inclusive learning environment that takes into account: physical, emotional and intellectual well-being.

5.4 Managing Student Behavior:

For students to be successful the teacher must first create a classroom environment that is safe for all students and that nurtures learning.  Good classroom management is a necessity for an effective classroom in which learning takes place. Classroom management is “the actions and strategies teachers use to solve the problem of order in classrooms” (Emmer and Stough, pg. 103) and is focused on what and how students “do” things in the classroom. For a classroom to run smoothly, students must be informed as to what is expected of them.  Expectations must be clear and precise. It is also beneficial for students to feel involved in the process, providing them with a sense of control in their classroom life.

 Recently, I was fortunate enough to observe a coworker’s classroom and was impressed with the discussion/management strategy I encountered there. The classroom was an eighth-grade Social Studies classroom studying the Constitution and people’s rights. Using the lesson topic of rights, the teacher allowed students to express their grievances and wants, as well as, propose changes to classroom expectations. For example, the students wanted the ability to keep their binders on their tables during class. The established class rule prohibited this. The teacher amended the class rule providing the students could show responsibility and not have their binders be distractions. The teacher provided clear and precise expectations of how and when binders are used in order for students to maintain their new right. The teacher in this regard gave the students a sense of voice and control in their classroom life.

Another inspired and creative use of classroom management was this teacher’s Samurai Wall. In establishing student expectations at the beginning of the year, this teacher used Samurai warriors and their code of honor as a basis of behaviors and respect expected in his classroom. The teacher created a Samurai Wall in which all student’s names were placed. Students then maintain their place on the wall with positive behavior. Multiple negative behaviors result in being removed from the wall. Students then must earn back their “honor” through positive actions. This method of classroom management both reinforces positive behaviors and requires the student to reflect on their actions.

In my own classroom, I can employ the same technique of discussing expectations and allowing students a voice. A regularly scheduled meeting for expectation management would also be beneficial. It would include both me expressing areas of my concern and my students expressing their thoughts and concerns. A guiding though in my future classroom management strategies is  just as students learn through trial and error so too do teachers. Teachers must be willing to try various strategies, make errors, and try again to find the strategies and techniques that work best for instruction and assessment in their classrooms.  Classroom dynamics are apt to change throughout the year, expectations need to be revisited, re-established and amended keeping in mind the needs of all students.

Reference

Emmer, E. T., & Stough, L. M. (2001). Classroom Management: A Critical Part of Educational Psychology, With Implications for Teacher Education. Educational Psychologist, 36(2), 103-112. doi:10.1207/s15326985ep3602_5

5.1 2A Creating an Environment of Respect and Rapport.   There are many elements that factor into a teacher having a successful year.  Creating an environment that welcomes each student and says this is a place where the student is valued and respected, as well as, a place where learning will happen is critical. In the book “The First Days of School” Harry and Rosemary Wong maintain that “effective teaching is all about teacher-student relationships” (pg. 68). Therefore, it’s crucial that teachers establish a positive partnership with students right from the start. As teachers we are task with connecting and “seeing” each student as an individual. This can only be accomplished by learning details about our student’s such as likes, dislikes, hobbies, future goals, strengths and weaknesses.

Evidence 1

As a Language Arts teacher, one of the first activities I engaged my students in worked not only as a “getting to know you” activity but also served as a formative assessment for writing. This was a Fingerprint Writing activity and an example is shown in Evidence 1. As one can see I was able to learn a lot about my students from their favorite colors, subjects in school, pets, and foods to sports and vacations. This assignment also let me assess writing skills, as well as, ability to follow directions. This project gave me lots of information I can use in designing lessons and giving examples. I find that using students within examples helps to make the instruction more fun and engaging. In Evidence 2, you can see an example of my using a student in an example and my knowledge of his playing soccer to help demonstrate the context clue of inference. My question to my students was, What sport does Sam play? How do you know? I knew I could engage a large amount of my students (specifically boys) with this question because I had gone and watched their game. Little details can have large impact.

Evidence 2

Effective teachers have to do more than just know their student’s names. They have to greet them with a smile, engage them in interesting conversations, Listen and Respond when they speak, and help students celebrate each other’s successes. This establishes a foundation of warmth, respect and community within the classroom. The effective teacher has students build upon each other’s ideas providing a means of feedback and critical thinking.  In an article from EDU 6160, Hattie and Timperley (2007) write, “Specifically, feedback is more effective when it provides information on correct rather than incorrect responses…” (85). It is important for students to know what they are doing well so that they remain motivated and stay engaged.

By designing curriculum that is engaging and gets kids critically thinking, a teacher can eliminate a good portion of student misbehaviors. Students that are bored or don’t understand the lesson, inevitably cause disruptions. That’s why it’s important for teachers to know their students background, how they learn and design lessons with the students in mind.

At this point I am very pleased with the progress I have made in forming connections with my students both in and out the classroom and will continue to make conscious efforts in this area.  Building and maintaining positive teacher-student relationships is an area that needs continued, thoughtful attention and diligence. It is always a work in progress.

References

Hattie, J., & Timperley, H. (2007, May). The Power of Feedback. Review of Educational Research, 77, 81-112.

Wong, H. K. & Wong, R. T. (2009). The first days of school: how to be an effective teacher. Mountain View, CA: Harry K. Wong Publications, Inc.

EDU 6918 Course Reflection

8.2 Growing and Developing Professionally. The profession of teaching is an ever evolving field that requires educators to pursue opportunities for growth. To me, the standard 8.2 Growing and Developing means an educator recognizes the changes in society and the need to continually reflect and receive feedback on practices used. The educator is open to new pedagogical practices and strives to advance with their ever changing profession to remain an effective educator.

Across many of this quarters coursework, I have seen the term “culture”. It has been used in a variety of ways and phrases: culturally relevant, culturally responsive, differentiation in regards to culture. This repetition has really shown the importance “culture” plays in the classroom. One analogy that has stuck with me, is America not as a “melting pot” but America as a “salad bowl”. In the salad bowl, students remain distinct in their culture while enhancing the class as a whole. They mix with other ingredients (students) to form a unified dish (class) but each gets to keep its unique characteristics. In the classroom, this relates to being an educator who values diversity and recognizes cultural differences. In this way, the educator is culturally responsive. The educator values and makes use of the language and culture students bring to the mix.

Figure 1

Figure 1 is from an Intro to Teaching discussion topic. This post describes my thoughts as to the characteristics of a teacher distinguished on demonstrating knowledge of content and pedagogy. In it, I discuss the importance of a teacher being culturally responsive. One statement that shows my awareness of the need to be culturally responsive as an educator is, “The teacher, concerned with maintaining an engaging, culturally responsive curriculum, continues to educate themselves by visiting other classrooms with successful programs, and reading and researching materials that will help further their understanding, and clear misconceptions or bias.”

This particular posting, I wrote as a foreseen weakness in my current teaching disposition. I welcome diversity and believe all students have the right to a safe, caring learning environment. I also believe teachers must be of the disposition of acceptance and respect for all kinds of learners and cultures.  My weakness comes in a lack of experience and contact with the possible cultural variations in a classroom and community. Because I am aware and concerned with this lack of cultural experience, I will take extra steps to recognize diversity in my classroom. I will also seek out ways to educate myself in this area by engaging in some of the afore mentioned activities: visiting other classrooms, reading and researching, also reflecting on my actions and lessons, and interacting with parents. Maintaining good communication with the parents of students with cultural considerations, will be a valuable tool not only help the student succeed but also to further my cultural knowledge.

For educators the following thoughts are simple and profound, “Perhaps the most important thing diversity issues teach educators is that the opportunity to learn does not end when one leaves school with a teaching degree. Rather, the chance to learn about other people is a lifelong process that is never really "finished." (Franklin).

References

Franklin, J. (2001, March). The Diverse Challenges of Multiculturalism. Retrieved August 16, 2016, from http://www.ascd.org/publications/newsletters/education-update/mar01/vol43/num02/The-Diverse-Challenges-of-Multiculturalism.aspx

Meta-Reflection: Curriculum Design

I came into Seattle Pacific University’s Alternate Route to Certification Program with what I thought was a working knowledge of the teaching profession. I had worked in many classrooms both as a volunteer and as a paraprofessional. The reality is that I knew little of the scope of what teaching entails, particularly in the area of designing and implementing effective curriculum. The Curriculum Design course helped me to realize there is much more to successful teaching than worksheets and lectures. In module one’s lecture the professor related designing lessons to a road trip. A teacher’s job is to make sure the destination is clear and the chosen sites and stops along the way are meaningful and engaging. Our course work then centered on how to design these meaningful, engaging lessons that will take students on their trip to successful learning.

Standards are the road signs of curriculum design and planning. Using state standards as guidelines is important for making sure lessons are taking students to where they need to go. Educators are frequently provided a curriculum which they are to teach. While this curriculum might be aligned to standards, it is rarely perfect for meeting the needs of students. Effective educators know their students are individuals and that each student learns differently(Medina), therefore each classroom will be unique to the students it contains. An effective educator is able to analyze a provided curriculum, identify strengths and weaknesses, and then modify that curriculum to better fit their classroom needs. The end result being students get to their destination with the sites along the way that were most beneficial to them.

“A standard answers the question, Where am I going in my learning? while learning targets show students the path to get there.” [Schuhl; (Goodwin, 2009, p. 90)]. Writing daily learning targets is the next step in creating a clear curriculum. Daily learning targets are the stops or sites that move students incrementally closer to their learning destination. Daily learning targets should be posted in the classroom and discussed with students multiple times throughout a lesson, so that expectations are clear and students, and administrators can see what students are working on. It is then important to design engaging learning activities based on the learning targets. These should be tasks or skills that keep in mind the interests and prior knowledge of students. In the article, Teaching That Emphasizes Active Engagement, I learned that “To engage students, the teacher must do more than lecture. While teaching the concepts and skills, the teacher must help students draw on their own experiences to build a "scaffold" on which they can "hang" new ideas. When students are actively engaged, they focus on what is being taught and better process new information.” (Lorain). One instructional strategy that builds on student’s prior knowledge and works to promote student responsibility in their own learning is the gradual release model.

The unit I chose to focus on as an ongoing class assignment, was a literary unit on character study, which specifically addressed the 8^th grade standards: RL.8.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision, and SL.8.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. The Big Idea for this unit was to show how “Authors use characters and dialogue to teach life lessons.” After establishing the standards, writing daily learning targets, and designing engaging learning activities for ten lessons, I further developed five complete daily lessons. A more complete view of this can be seen in LessonPlan Artifact. I worked to provide opportunities for formative assessment throughout the lessons. The use of ongoing assessment will allow me to determine where students are in meeting the daily learning target and which teaching strategies are proving effective. It also allows for determining which students need differentiation as struggling or exceptional students. Because each student learns differently, it is important to be vigilant and flexible in providing students multiple ways to engage with informational materials. Throughout this course work of designing curriculum, I had the opportunity to share my work with classmates, receive feedback, and adjust my lessons to be more effective and engaging.

As I reflect on my progress throughout this course, first with analyzing a familiar curriculum and then working to create my own, I realize how much my appreciation of the teaching profession has grown. My views on what makes a great teacher and what a classroom should look like has changed dramatically. Gone are the old school ideas that classrooms are quite places of learning. Now, I have images of classrooms filled with discussions, hand-on activities and movement. “Teaching is one of the most complicated jobs today. It demands broad knowledge of subject matter, curriculum, and standards; enthusiasm, a caring attitude, and a love of learning; knowledge of discipline and classroom management techniques; and a desire to make a difference in the lives of young people.” (GreatSchools). I now realize curriculum design is a critical element in effective teaching and student success. On my student’s road trip to successful learning, I am the driver and navigator. Through this course, I have discovered that there is an array of teaching methods and strategies available to be effective in this role. The first step is to first consider my students, then continually evaluate and adapt lessons to ensure they arrive at their learning destination with enduring memories and knowledge.

References

G. (2016, June 8). What makes a great teacher? Retrieved August 12, 2016, from http://www.greatschools.org/gk/articles/what-makes-a-great-teacher/

Lorraine, P. (n.d.). Teaching That Emphasizes Active Engagement. Retrieved August 12, 2016, from http://www.nea.org/tools/16708.htm

Medina. J. (2014). Brain rules. Seattle, WA: Pear Press

Schuhl, Sarah. (n.d.). How Do We Write Learning Targets to Assess Students? Retrieved on August 12, 2016 from, http://soltreemrls3.s3-website-us-west-2.amazonaws.com/solution-tree.com/media/pdf/HOE_Schuhl-WritingLearningTargets-CFF305.pdf

1.2 Component 3a: Communicating with Students in the area of Expectations. To me, 1.2 involves a few key teacher understandings and actions, including acknowledging each student as an individual, maintaining quality interactions with each student, assessing student knowledge and interests, and presenting lessons that access student knowledge and call for peer collaboration or feedback. Establishing each student as a person who feels valued and respected, is an essential first step in engaging them in the learning process. Marzano (2007) relates how the teacher treatment of high-versus low-expectancy students is one of the most influential differences in a student’s success therefore, I must form and maintain quality interactions with each student. In order to create a meaningful learning environment, I will need to get to know my students and provide ways in which I can assess students existing knowledge, skills and interests. When students can relate their own personal experiences with the lesson, they become active learners who are motivated to achieve because they care about what they are learning and according to Medina (2008), generate longer lasting retention of this learning. Embellishing explanations with vivid language and content that connects the lesson with prior student experiences and real world applications, produces more meaningful and transferable

understandings. The provided text box further addresses the benefits and methods of having students create personal connections with lessons. I wrote this for EDU 6132, Learners in Context.  One particular quote from this text box that acknowledges the need for connections to prior experiences is, “In a middle school classroom, the more personalized I can make a lesson the better, showing why they need to learn the information and when and where it will be used.” By presenting lessons in ways that incorporate more of the student’s senses, such as with visual, auditory, and hands-on components, as well as, providing ample time for students to think and talk about the presented information, I will help students make a more enduring memory (Medina 2008). I think it is important for students to realize that they have the information and skills to solve a lot of problems already. Lessons that call upon and promote this awareness will help build student’s self-confidence and result in engaged, active learners. A couple of ways I can increase my effectiveness in this area is by understanding the cultural backgrounds of my students, learning to incorporate multimedia components, and collaborating with teaching mentors on cross-curriculum projects.

Reference

Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction.

Medina, J. (2008). Brain rules. Seattle, WA: Pear Press

Reflection 2

To call myself a teacher, I must connect with my students somehow, which means interacting, relating, and engaging their learning in valuable ways. Given this perspective and focusing on the needs of effective educators, it is necessary to recognize certain theories and topics about human development and learning. Theorists agree children are born with a range of possible intelligence. This range is influenced by biological and environmental factors. Some theorist identify and label stages or age ranges in which children achieve specific development. Other theorist argue that change is gradual. According to Pressley & McCormick (2007), "for educators, it is important to be realistic about what to expect from children of particular ages, but not to be so tied to stage thinking as to ignore inconsistencies with it." (5). Another consideration an educator must keep in mind, is the individuality of the student. Perhaps a comment by my fellow classmate best summarizes this idea, “I think a large part of being a good teacher is taking the time to stop the act of teaching and pay attention to the individual student.”   In Brain Rules, Medina addresses the fact that each student perceives, learns, rationalizes, and remembers information differently because their brains are wired differently. This is a concept I am well aware of as I know each of my three children learn differently and have different strengths and weaknesses. As an educator, I must remember this and become familiar with my students so as to be able to vary instructions and teaching methods to reach all types of learners.

Schooling is a road for students to become successful, responsible members of society. “As a society, we want young people to emerge from school to make social and ethical decisions responsibly"[Pressley, M. & McCormick 2007 p. 74. (Wentzel, 1991a, 1991b, 2003)]. In this way, educators are tasked with interacting with students in ways that create good moral reasoning and to instill an awareness of contemporary world problems and a sense of civic duty among students. Perhaps the greatest but most effectual challenge an educator faces is keeping the students sense of curiosity alive. Medina emphasizes curiosity as a key element in learning and wanting to keep learning. Providing fun, insightful activities, in which a student promotes their own interests and learning, is something I will strive to achieve in my classroom for it will allow me to engage my students in a valuable way and create thinking skills that a student can readily apply outside the classroom.

References

Pressley, M. & McCormick, C.B. (2007). Child and adolescent development for educators. New York, NY: Guilford Press.

Medina. J. (2014). Brain rules. Seattle, WA: Pear Press

Characteristics of an Effective Educator

The skills needed to be an effective educator involve more than just being knowledgeable in one’s subject area. Educators must view their students as individuals, each with a unique way of learning. Effective educators are prepared, set clear and fair expectations, have a patient and caring attitude toward students and provide a positive learning environment. They are able to recognize areas of weakness and adapt lesson plans to meet individual student needs. They should act as a positive role model for students, demonstrating the type of interactions and attitudes students need for successful school and societal interactions. An effective educator’s overall goal should be to prepare their students to be successful, independent members of society.

Reflection 1 EDU 6132

Each child/adolescent learns differently that is why they are individuals. There are many factors that can influence how a child learns. These factors are not only genetically inherent but come from a child’s surrounding environment. There are many theories as to how children develop and learn, the commonality being that both biological and environmental elements influence how a child develops. Factors that influence development include culture, family interaction, historical era, school availability, the individual child’s free will, sleep, etc.… Providing safe, positive environments for children to learn in greatly benefits the child and creates a higher level of success.

Being that each child is an individual, possesses their own free will and is subject to unique home environments, it is only logical that each child learns in their own way. As a teacher, one must be able to recognize and adjust curriculum to ensure the best possible outcome for a child. Forming good relationships and being aware of home and cultural environments can help a teacher create more effective lessons and instructions. A one size fits all teaching style is not effective in regards to the fact that students are individuals. A curriculum made up of a variety of teaching methods is needed to be able to reach each student.





Pressley, M. & McCormick, C.B. (2007). Child and adolescent development for educators. New York, NY: Guilford Press.

Program Standards and Elements of a Model Entry

Program Standards 

Expected outcomes are expressed as program standards, which are aligned with State-designated teacher preparation approval criteria shown in WAC 181-78A-270. Program standards include criteria (e.g. 1.), elements (e.g. 1.1), and examples. Any level of the program standard is appropriate for reflection, feedback, or evaluation.

1. Expectations – The teacher communicates high expectations for student learning.

1.1 Demonstrating Knowledge of Content and Pedagogy

E.g. Teacher recognizes the value of understanding students’ interests and cultural heritage and displays this knowledge for groups of students.

1.2 Communicating with Students

Teacher’s explanation of content is appropriate and connects with students’ knowledge and experience.

1.3 Engaging Students in Learning

The lesson has a clearly defined structure around which the activities are organized. Pacing of the lesson is generally appropriate.

2. Instruction – The teacher uses research-based instructional practices to meet the needs of all students.

2.1 Using Questioning and Discussion Techniques

Most of the teacher’s questions are of high quality. Adequate time is provided for students to respond.

2.2 Engaging Students in Learning

Most activities and assignments are appropriate to students, and almost all students are cognitively engaged in exploring content.

2.3 Reflecting on Teaching

Teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment.

3. Differentiation – The teacher acquires and uses specific knowledge about students’ cultural, individual intellectual and social development and uses that knowledge to adjust their practice by employing strategies that advance student learning.

3.1 Demonstrating Knowledge of Students

Teacher recognizes the value of understanding students’ skills, knowledge, and language proficiency and displays this knowledge for groups of – students.

3.2 Demonstrating Flexibility and Responsiveness in Lesson Adjustments

Teacher makes a minor adjustment to a lesson, and the adjustment occurs smoothly.

3.3 Demonstrating Flexibility and Responsiveness in Persisting to Support Students

Teacher persists in seeking approaches for students who have difficulty learning, drawing on a broad repertoire of strategies.

4. Content Knowledge – The teacher uses content area knowledge, learning standards, appropriate pedagogy and resources to design and deliver curricula and instruction to impact student learning.

4.1 Demonstrating Knowledge of Content and Pedagogy

Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline.

4.2 Setting Instructional Outcomes

All the instructional outcomes are clear, written in the form of student learning. Most suggest viable methods of assessment.

4.3 Designing Coherent Instruction in the area of Learning Activities

All of the learning activities are suitable to students or to the instructional outcomes, and most represent significant cognitive challenge, with some differentiation for different groups of students.

4.4 Designing Coherent Instruction in the area of Lesson and Unit Structure

The lesson or unit has a clearly defined structure around which activities are organized. Progression of activities is even, with reasonable time allocations.

5. Learning Environment – The teacher fosters and manages a safe and inclusive learning environment that takes into account: physical, emotional and intellectual well-being.

5.1 Creating an Environment of Respect and Rapport

Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the age and cultures of the students. Students exhibit respect for the teacher.

5.2 Managing Classroom Procedures through Transitions

Transitions occur smoothly, with little loss of instructional time.

5.3 Managing Classroom Procedures through Performance of Noninstructional Duties

Efficient systems for performing noninstructional duties are in place, resulting in minimal loss of instructional time.

5.4 Managing Student Behavior by Establishing Expectations

Standards of conduct are clear to all students.

5.5 Managing Student Behavior by Monitoring

Teacher is alert to student behavior at all times.

6. Assessment – The teacher uses multiple data elements (both formative and summative) to plan, inform and adjust instruction and evaluate student learning.

6.1 Designing Student Assessments around Criteria and Standards

Assessment criteria and standards are clear.

6.2 Designing Student Assessments with an Emphasis on Formative Assessment

Teacher has a well-developed strategy to using formative assessment and has designed particular approaches to be used.

6.3 Designing Student Assessments to Inform Planning

Teacher plans to use assessment results to plan for future instruction for groups of students.

6.4 Using Assessment to Provide Feedback to Students

Teacher’s feedback to students is timely and of consistently high quality.

7. Families and Community – The teacher communicates and collaborates with students, families and all educational stakeholders in an ethical and professional manner to promote student learning.

7.1 Communicating with Families

Teacher communicates with families about students’ progress on a regular basis, respecting cultural norms, and is available as needed to respond to family concerns.

8. Professional Practice – The teacher participates collaboratively in the educational community to improve instruction, advance the knowledge and practice of teaching as a profession, and ultimately impact student learning.

8.1 Participating in a Professional Community

Relationships with colleagues are characterized by mutual support and cooperation.

8.2 Growing and Developing Professionally

Teacher welcomes feedback from colleagues when made by supervisors or when opportunities arise through professional collaboration.

Elements of a Model Entry

There are different formats for writing portfolio entries. However, responding to writing prompts 1-6 helps to address desired performance on professional knowledge and skills, along with identifying steps for having a greater impact on K-12 student learning.

1. Citation of the program standard (either criteria, element, or example) along with an interpretation of what the standard means.

2. Presentation of evidence with description. The description includes context and related research or theory associated with the creation of the evidence.

3. Justification of how the evidence demonstrates competence, or emerging competence, on the program standard.

4. Summary of what was learned as a result of creating the evidence or having the experience.

5. Comment on the implications for student learning.

6. Propose specific changes or next steps to increase effectiveness in the area under examination.