a. Demonstrating Knowledge of Content and Pedagogy
SAMPLE 1:
Content-Related Pedagogy - How to Prepare a Microscope Slide and Use a Microscope Lesson
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LINK: November 10, 2017 1:45 pm Class Recording (anyone with link can access) |
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LINK: January 16, 2018 11:20 am Class Recording
(anyone with link can access) |
b. Demonstrating Knowledge of Students
SAMPLE 1:
Special Needs - Teacher Input for Evaluation Report: ER/RR input (document below) provided in format ascribed by the Agora Cyber Charter School Special Education department. The student for this particular input was being considered for special education services.
Additionally, as a member of a foundations team, I provide teacher input for the IEP document of each special education student. That input includes, but is not limited to the questions below (in image). My student roster of 66 students includes:
Special Needs - Teacher Input for Evaluation Report: ER/RR input (document below) provided in format ascribed by the Agora Cyber Charter School Special Education department. The student for this particular input was being considered for special education services.
Additionally, as a member of a foundations team, I provide teacher input for the IEP document of each special education student. That input includes, but is not limited to the questions below (in image). My student roster of 66 students includes:
- 11 level 3 special education students (description below),
- 44 level 2 special education students (description at top of next section) students, and
- 11 level 2 general education students.
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SAMPLE 2:
Learning Process - Student MTSS Referral: The MTSS Referral process is started by completing the MTSS Referral form. Teachers were asked to provide "running notes" on this student's progress in the learning process. A Manifestation Determination meeting was held on February 2, 2018 after 8 unexcused absences. Only notes for Science are recorded in the document below.
Learning Process - Student MTSS Referral: The MTSS Referral process is started by completing the MTSS Referral form. Teachers were asked to provide "running notes" on this student's progress in the learning process. A Manifestation Determination meeting was held on February 2, 2018 after 8 unexcused absences. Only notes for Science are recorded in the document below.
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c. Setting Instructional Outcomes
SAMPLE 1:
Value, Sequence & Alignment - General Education Pacing Guide with Modified Pacing Guide for Foundations - Level 2/Foundations Students are to be engaged in grade level content in all subject areas. To ensure grade level content is presented, the general education pacing guide is used to create a modified pacing guide for Level 2/Foundations Students [green column (R)].
Value, Sequence & Alignment - General Education Pacing Guide with Modified Pacing Guide for Foundations - Level 2/Foundations Students are to be engaged in grade level content in all subject areas. To ensure grade level content is presented, the general education pacing guide is used to create a modified pacing guide for Level 2/Foundations Students [green column (R)].
SAMPLE 2:
Balance - Wolves Webinar: Students attended a webinar/virtual field trip to explore adaptations and predator/prey relationships. The learning objectives varied from defining and explaining to providing examples and comparing and contrasting.
Balance - Wolves Webinar: Students attended a webinar/virtual field trip to explore adaptations and predator/prey relationships. The learning objectives varied from defining and explaining to providing examples and comparing and contrasting.
LINK: March 8, 2018 - Wolves Webinar Lesson Plan
(access granted with approval) |
d. Demonstrating Knowledge of Resources
SAMPLE 1:
For Classroom - BrainPOP: With annual school membership, I create a teacher account and have students create individual student accounts. Using the BrainPOP account, I can introduce or enrich content by having students access and watch the informative videos and/or complete quizzes and other activities.
For Classroom - BrainPOP: With annual school membership, I create a teacher account and have students create individual student accounts. Using the BrainPOP account, I can introduce or enrich content by having students access and watch the informative videos and/or complete quizzes and other activities.
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LINK: Invasive Species Case Study CLASS Ticket
(anyone can access with link) |
e. Designing Coherent Instruction
SAMPLE 1:
Learning Activities - Escape Rooms: created to increase student engagement while connecting to the content; both individual and group formats have been utilized with success.
Learning Activities - Escape Rooms: created to increase student engagement while connecting to the content; both individual and group formats have been utilized with success.
- Individual Escape Room: Breakout rooms are set up for each question. A timer is set for one minute for each room/question, ie., 4 roooms/questions = 4 minutes. Students are placed in the first room to answer the question in the room by selecting the correct polling response and then are moved to the next breakout room. When students have answered all questions correctly, they are placed in the "You Escaped" room. Students are encouraged throughout the activity over the microphone, using chat/pop-out announcements and the "thumbs up/down" feature (thumbs down means, "wrong answer, try again.") All answers are reviewed after the timer sounds.
- Group Escape Room: Breakout rooms are set up for 2, 3 or 4 students (independently assigned by Blackboard, unless other instructional groups are used) depending on the tasks of the activity. Students must interact using chat, mic and board tools to complete the tasks of each slide. Students must all give a "green check" when they finish the task on a slide to have the work checked and be moved to the next slide. When all tasks are completed, students are moved to the "You Escaped" room if the timer has not sounded. Answers are reviewed after the timer sounds.
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SAMPLE 2:
Lesson Structure - Daily Lesson Plans for the Year (following prescribed template); sample and link to all lesson plans, below.
Lesson Structure - Daily Lesson Plans for the Year (following prescribed template); sample and link to all lesson plans, below.
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LINK: Daily Lesson Plans
(access granted with approval) |
f. Designing Student Assessment
SAMPLE 1:
Congruence with Instructional Outcomes - Weekly Quizzes: created to assess the understanding of students on the content presented weekly. Below is one example.
Congruence with Instructional Outcomes - Weekly Quizzes: created to assess the understanding of students on the content presented weekly. Below is one example.
Learning Objective for Quiz 14, Semester 2:
Describe the relationship between genes and mutations. LINK: Quiz 14, Semester 2 (anyone with link can access) |
SAMPLE 2:
Designing Formative Assessments - Quarterly Common Assessments: working with a colleague, we prepared the common assessments for the 7th grade band of Science utilizing the SAS Portal (https://www.pdesas.org/). Below is one example.
Designing Formative Assessments - Quarterly Common Assessments: working with a colleague, we prepared the common assessments for the 7th grade band of Science utilizing the SAS Portal (https://www.pdesas.org/). Below is one example.
LINK: Quarter 4 Common Assessment
(anyone with link can access) |