K-6 Standards
Standard 1: Understanding and
Addressing Each Childs’ Developmental
and Learning Needs
Candidates use their understanding of child
growth and development, individual differences,
and diverse families, cultures and communities to
plan and implement inclusive learning
environments that provide each child with
equitable access to high quality learning
experiences that engage and create learning
opportunities for them to meet high standards.
They work collaboratively with families to gain a
holistic perspective on children’s strengths and
needs and how to motivate their learning.
Standard 2: Understanding and Applying
Content and Curricular Knowledge for
Teaching
Candidates demonstrate and apply
understandings of major concepts, skills, and
practices, as they interpret disciplinary curricular
standards and related expectations within and
across literacy, mathematics, science, and social
studies.
Standard 3: Assessing, Planning, and
Designing Contexts for Learning
Candidates assess students, plan instruction and
design classroom contexts for learning.
Candidates use formative and summative
assessment to monitor students’ learning and
guide instruction. Candidates plan learning
activities to promote a full range of competencies
for each student. They differentiate instructional
materials and activities to address learners’
diversity. Candidates foster engagement in
learning by establishing and maintaining social
norms for classrooms. They build interpersonal
Esther Boner, Regent University
I focused my attention form the start of my
student teaching on student centered
environments and lessons. This careful planning
provided student with the ability to engage in
their learning through their strengths and
motivations. I also incorporated lesson plans I
created for multiculturalism in the classroom
through a Flat Stanley activity. This also fosters
an environment at home that is inclusive of the
whole family and their values.
Evidence of the above lessons can be found
under Student Centered and Differentiated
Instruction and Developmentally Appropriate
Instruction.
During my time at Regent I have had the
opportunity to create many lesson plans
including ones that incorporated Standards of
Learning that were across the curriculum. These
Interdisciplinary lessons provide the ability to
teach students the skills, and foster an
understanding of content far beyond factual
knowledge. These allow the student to put a real
world emphasis on the content through each
area of study.
Evidence of these lessons can be found under
Content Knowledge in Interdisciplinary
Curriculum.
I was able to practice this standard both outside
of the classroom in my classes at Regent as well
as apply it to student teaching. I created Pre and
Post Assessments and monitored the data
through out the unit to engage and differentiate
for each of my students. I used resources in both
whole and small group and adapted my lesson
plans as needed to fit the needs and expectations
I set for my students. This in turn created an
environment where students felt motivated and
loved so much that they invested in their learning
and selves.
relationships with students that generate
motivation, and promote students social and
emotional development.
Standard 4: Supporting Each Child’s
Learning Using Effective Instruction
Candidates make informed decisions about
instruction guided by knowledge of children and
assessment of children’s learning that result in
the use of a variety of effective instructional
practices that employ print, and digital
appropriate resources. Instruction is delivered
using a cohesive sequence of lessons and
employing effective instructional practices.
Candidates use explicit instruction and effective
feedback as appropriate, and use whole class
discussions to support and enhance children’s
learning. Candidates use flexible grouping
arrangements, including small group and
individual instruction to support effective
instruction and improved learning for every child.
Standard 5: Developing as a Professional
Candidates promote learning and development
of every child through participation in
collaborative learning environments, reflective
self-study and professional learning, and
involvement in their professional community.
Evidence of this can be found under Planning,
Preparation, Instruction and Assessment.
The students in my first placement for student
teaching were in an environment that required
use of technology often. The students are at a
1:1 ratio for chrome books in this school and I
used this to my advantage and theirs. The
students respond well to using the technology
and prefer it over pencil and paper activities. I
created a lesson that required the use of the
Chromebook as well as group work. Students
worked together to define the main idea of a set
of clues and wrote about how they concluded
and how they were able to connect to the
content. The students then came together in
whole group closure and if they wanted, they
shared their narratives. All students submitted a
portion of the work and those whom enjoy
sharing and being heard got the chance to do so.
Evidence of this lesson can be found under
Integration of Technology and Media Resources.
Collaboration happened every week in both of
my placements. I had the opportunity to
participate in lesson planning as well as
environments that helped me understand the
curriculum and how to set forth what I was
learning in the classroom. I also had the
opportunity to sit through professional
development in the schools with the teachers in
my teams to learn how to implement strategies
of performance based assessments as well as
guided reading strategies.
Evidence of collaboration can be found under
Effective Communication and Collaboration.