Standard 3: Demonstrates Competence in planning and preparing for instructionThe teacher:
a. Uses student achievement data, local standards and the district curriculum in planning for instruction.
b. Sets and communicates high expectations for social, behavioral, and academic success of all students.
c. Uses student developmental needs, background, and interests in planning for instruction.
d. Selects strategies to engage all students in learning.
e. Uses available resources, including technologies, in the development and sequencing of instruction.
a. Uses student achievement data, local standards and the district curriculum in planning for instruction.
b. Sets and communicates high expectations for social, behavioral, and academic success of all students.
c. Uses student developmental needs, background, and interests in planning for instruction.
d. Selects strategies to engage all students in learning.
e. Uses available resources, including technologies, in the development and sequencing of instruction.
Reflection:
In the image box at the top of the page, you will see a snapshot of the curriculum mapping work that I have completed on our district Atlas site. These images are only a small portion of my planning and preparation abilities. They are proof of my capabilities to not only adhere to district curriculum guides, but to also develop them and align them to the Core standards.
I have also included another image that I feel represents my competency in Standard 3. This artifact is an example of how I use student developmental needs to plan responsive instruction. This re-take ticket was designed in response to student achievement data that I collected after giving a vocabulary quiz. A large portion of my students were either ill-prepared for the quiz, or did not understand a word or words that had been taught. Taking inspiration from a professional development meeting, I created this re-take ticket. This ticket allowed the student to re-do their quiz (after some preparation). I found the information included on the ticket to be very informative of gaps in teaching, and used the information to develop more thorough practice and study activities so the students could be more successful on future quizzes.
In the image box at the top of the page, you will see a snapshot of the curriculum mapping work that I have completed on our district Atlas site. These images are only a small portion of my planning and preparation abilities. They are proof of my capabilities to not only adhere to district curriculum guides, but to also develop them and align them to the Core standards.
I have also included another image that I feel represents my competency in Standard 3. This artifact is an example of how I use student developmental needs to plan responsive instruction. This re-take ticket was designed in response to student achievement data that I collected after giving a vocabulary quiz. A large portion of my students were either ill-prepared for the quiz, or did not understand a word or words that had been taught. Taking inspiration from a professional development meeting, I created this re-take ticket. This ticket allowed the student to re-do their quiz (after some preparation). I found the information included on the ticket to be very informative of gaps in teaching, and used the information to develop more thorough practice and study activities so the students could be more successful on future quizzes.