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Standard 1: Instructional Planning

April 24, 2011

The artifact attached here is the curriculum that I designed for my 10th grade students who are assigned to read the book Night, by Elie Wiesel. The book is about the author’s experience surviving the Holocaust when he was a teenage boy. This curriculum satisfies the requirements in standard 1 – Instructional Planning: Designs and monitors long and short-term plans for students’ academic success. This document shows that I can design curriculum, and connect it to student goals and understandings.

Night – Understanding by Design Unit

While the artifact above was created during the course EDU 6524: Curriculum Design, at the same time I was taking the course EDU 6613: Standards Based Assessment. I used this opportunity to create assessments that could be used in conjunction with the unit that I designed. Those assessments (which are also included in my entry for Standard 5: Assessment) are also attached here, because I think that they are great examples of my ability to design long and short-term assignments that facilitate student success.

Reading Response Journals

Literary Terms Worksheet

Final Night Unit Test

Final Unit Essay

Standard 2: Learning Environment

April 24, 2011

I have included two artifacts here which show that I have satisfied Standard 2 – Learning Environment: Creates and maintains school-wide and classroom environments that are safe, stable, and empowering.

The first document is my final reflection from the course EDU 6655: Human Development and Principles of Learning, which I have included because it is a straight-forward analysis of the connection between human development and education. In this essay, I show that can describe and apply the theories of development to the world of education

and to the individual classroom teacher.

Reflection Essay

This second artifact is a case study in which I use Lawrence Kohlberg’s theory of moral development to analyze Greg, a fictitious eleven year-old middle school student. Through the lens of Kohlberg’s six stages of moral development I provide an analysis of the student, and show how he could be assisted and encouraged in the processes of education and moral development. Through this process I explain how individual classroom teachers can help students like Greg, and illuminate the processes necessary to help Greg advance through the stages of development.

Case Analysis – Greg

Standard 3: Curriculum

April 24, 2011

The artifact below is a unit plan created following the “Understanding by Design” template. The unit is designed around te book Night by Elie Wiesel, and is meant to be part of a 10th grade Language Arts curriculum. The unit is aligned with the Washington State curriculum content standards, and explains the various activities that the students will engage in while reading the book. This artifact satisfies the requirements for Standard 3 – Curriculum: Provides knowledge and skills that bring academic subjects to life and are aligned with state content standards. This artifact clearly shows that I can not only develop units designed to engage students, but also align units  to the state content standards.

Night – Understanding by Design Unit

Standard 4: Pedagogy

April 24, 2011

The artifact attached below satisfies the requirements for Standard 4: Pedagogy, which is defined as the following: Engages students in learning experiences that are meaningful, stimulating, and empirically proven to promote intellectual growth.

The document, entitled “Direct Cooperation: Effectively Combining Direct Instruction and Cooperative Learning”, was written in an attempt to clarify my process of illuminating autonomy, academic achievement and community as important aspects of a students education. I explain this process in detail, though it essentially boils down to establishing and maintaining a balance of direct instruction and cooperative learning strategies, which a teacher can use to promote both academic achievement and student well-being. My conclusions are based on evidence gathered that proves the effectiveness of both direct instruction and cooperative learning in engaging student interest and increasing academic achievement.

Directed Cooperation

Standard 5: Assessment

April 24, 2011

The following documents were created to show mastery of Standard 5 – Assessment: Assesses students’ mastery of curriculum and modifies instruction to maximize learning.

These artifacts were created for the course EDU 6613: Standards-Based Assessment. In this course, we were to create artifacts that would be used to assess student growth and understanding of a given topic. At the time, I was teaching the book Night by Elie Wiesel, so I chose to focus on creating artifacts that would assess student understanding of that text. Each of the artifacts was designed to assess students in a different way. For example, the Reading Response Journals are designed to let students reflect upon the content of the reading and therefor show me what ideas they encounter as they go. Likewise, the Literary Terms Worksheet is designed so the students can show their understanding of both the content of the book and the literary terms that they study. The Final Night Unit Test was designed to meet a very specific set of learning targets (explained in detail within the document), while the Final Unit Essay assignment was created to allow students to explore the content and explain their understandings in an unfettered manner. All of these assignments allow me to assess my students in different ways, and show that I can adeptly create assignments that effectively assess students mastery of curriculum.

Standards 6 and 7: Communication and Collaboration

April 24, 2011

The following school action plan meets the requirements set forth by standards 6 and 7, as described below:

Standard 6 Communication: Communicates regularly and effectively with colleagues, parents, and students through a variety of mediums.

Standard 7 Collaboration: Cooperates with other professionals to bridge gaps between schools and community and between departments/disciplines within schools.

I completed this action plan using information from and about the school that I was teaching in at the time: Tyee Middle School in the Bellevue School District. This document describes both the strengths and weaknesses of Tyee, and the process that could be taken to “fill in the gaps” that are identified. In the document, I identify the recent school improvement plans which have been implemented at Tyee, and the elements of collaboration and communication that exist at the school and district already. I then go on to link the Tyee improvement plans to the characteristics of high performing schools to show both the strengths and shortfalls of collaboration and communication in this Middle School.


Standard 8: Exceptionality

April 24, 2011

The following PowerPoint presentation satisfies the requirements for Standard 8 – Exceptionality: Addresses the unique learning and behavioral needs of all children, collaborating with other educators and professionals where necessary.

For this presentation, I chose to research and present information about Asperger Syndrome, which is a form of Autism. I chose to focus on this topic because I have had quite a bit of experience teaching students on the high-functioning Autism spectrum, and as such i desired to learn more about it.

This presentation is meant to be an informative piece for teachers of students with Asperger Syndrome, that should give them a good deal of information, as well as some tips and best-practices for working with these students.

Asperger Syndrome Presentation