3.

1 Demonstrating knowledge of subject matter academic content standards

Level of Development: Applying
 Understands and explains the relationship between essential subject matter concepts, academic
language, and academic content standards.

Evidence:

 I support students learning by connecting the content to their prior knowledge and life experiences to
make the content relevant. When teaching citizenship, I ask students to share how they have helped their
community. When practicing writing a paragraph I use their experiences to write about and provide
examples. Ways I Can Show Self Restraint Writing
Date: 11/18.2019

3.2 Applying knowledge of student development and proficiencies to ensure student

understanding of subject matter

Level of Development: Applying

 Adapts instruction in response to knowledge of student development and proficiencies to meet students’
diverse learning needs. Ensures understanding of subject matter including related academic language.

 Provides explicit teaching of essential vocabulary, idioms, key words with multiple meanings, and
academic language in ways that engage students in accessing subject matter text or learning activities.
Evidence:
 Pre-teach essential vocabulary words prior to introducing my lesson. Working with EL leaners, I have to
set aside time to teach the essential vocabulary in order to make my input comprehensive. I post my new
set of vocabulary on my word wall where it is visible to students to refer to as needed. I use pictures to
illustrate the meaning of words. Word Wall Vocabulary
Date: 11/14/2019

3.3 Organizing curriculum to facilitate student understanding of the subject matter

Level of Development: Applying

 Uses knowledge of curriculum and student readiness to organize and adjust the curriculum to ensure
student understanding.

Evidence:
 In our PLC meetings, we go over what students learned in the previous years and build on their
knowledge to plan the annual curriculum. This way, I learn more about what I should teach in my class
and where my starting point should be.
 I also like to start my lessons with pretests to assess students knowledge and build on it to ensure student
understanding of the new content.
Date: 11/19/2019

3.4 Utilizing instructional strategies that are appropriate to the subject matter
Level of Development: Applying
Selects and adapts a variety of instructional strategies to ensure student understanding of academic
language appropriate to subject matter and that addresses students’ diverse learning needs.
Evidence:
 Using my knowledge of students learning styles from the learning style survey conducted at the
beginning of the school year, I make sure to use various strategies in my lessons that ensures
engagement of all students. Examples are: visual support, videos, poems, hands on activities. In
their social studies lesson, they are asked to show their learning in different ways. Students
choose between Wiritng, a Diorama, a Google Slides presentations when learning about different
Ecosystems. Ecosystem Research
Date: 11/5/2019

3.5 Using and adapting resources, technologies, and standards-aligned instructional materials
including adopted materials, to make subject matter accessible to al. students

Level of Development: Integrating

 Integrates a wide range of adapted resources, technologies, and instructional materials to meet
identified student needs and make subject matter accessible to students.

 Assists student with equitable access to materials, resources, and technologies. Seeks outside
resources and support.
Evidence:
 To help me differentiate my instruction, I use Freckle education platform, and prodigy. Freckle
Education Platform
Date: 11/5/2019

3.6 Addressing the needs of English learners and student with special needs to provide
equitable access to the content

Level of Development: Applying

 Identifies language proficiencies and English learner strengths in the study of language and content.
Differentiates instruction using one or more components of English language development to support English
learners.

 Creates and implements scaffolds to support standards-based instruction using literacy strategies, SDAIE, and
content level English language development in order for students to improve language proficiencies and
understand content.
Evidence:
 I use leveled reading passages to ensure readings are just right to the students proficiencies. I use a lot of
graphic organizers and visual support to make content accessible to all students.
Date: 10/27/2019

3.6 Addressing the needs of English learners and student with special needs to provide
equitable access to the content
Level of Development: Exploring
 Seeks additional information on the full range of students identified with special needs to address challenges or
supports in single lessons or sequence of lessons.
  Cooperates with resource personnel, para-educators, and families during meetings and activities in support of
learning plans and goals.
 Seeks additional information on struggling learners and advanced learners to determine appropriateness for referral.
Evidence:
 I meet regularly with the RSP teacher and conference with the students families to discuss students
progress and update the learning goals accordingly.11/14/2019