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 relationships with students
I focused a majority of my time during
student teaching on the student’s
environment and lessons, I continuously
sought out careful planning that allowed
for students to grow in their academics
through their strengths while allowing
them to be exposed to new methods.
Evidence of the above lessons can be
found under Student Centered and
Differentiated Instruction and
Developmentally Appropriate
Instruction.
All of the classes that I have taken at
Regent University have prepared me to
create lessons that incorporate the
Standards of Living. I was continuously
aware of making sure make sure lessons
are interdisciplinary and foster real
world emphasis as well as all of the
concepts in a differentiated way that is
tailored to each student.
Evidence of these lessons can be found
under Content Knowledge in
Interdisciplinary Curriculum.
During my placements pre and post
assessments were created to help
monitor-learning progress as well as
guide the teacher’s understanding of the
student’s growth. Entrance and Exit
tickets were used multiple times a week
to allow for continuous understanding of
were each student was.
Evidence of assessments can be found
under Planning, Preparation,
Instruction and Assessment and
Student Centered and Differentiated
Instruction.
that generate motivation, and promote
students social and emotional development.
Standard 4 – Supporting Each Childs
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.
My first placement was in a district that
was 1:1 ratio for chrome books. The
students already had a great deal of
knowledge and understanding of
technology over the traditional paper
and pencil. Students used a program
called Flipgrid where students had to
respond to questions that were asked by
me by recording their answers to make
predictions to form a scientific
hypothesis on a science experiment that
we would be starting.
Evidence of the lesson can be found
under Integration of Technology and
Media Resources
In my 5th grade placement weekly
collaboration happened on Friday’s with
all grade level teachers. In the beginning
of the meeting all of the teachers discuss
any overall important information, then
the math/science and language
arts/social studies teachers work
together to lesson plan. I was able to
meet with the teachers to plan along side
with them. I was also apart of language
art specialist meetings to review data
and strategically create lessons for those
students that needed additional
understanding.
Evidence of collaboration can be found
under Effective Communication and
Collaboration.