Standard 1: Learner Development
learners and adapt my teaching strategies to meet
The teacher understands how learners
grow and develop, recognizing that
patterns of learning and development
vary individually within and across the
cognitive, linguistic, social, emotional, and
physical areas, and designs and
implements developmentally appropriate
and challenging learning experiences.
Standard 2: Learning Differences
The teacher uses understanding of
individual differences and diverse cultures chose to use a non-fiction text to highlight the
and communities to ensure inclusive
learning environments that enable each
learner to meet high standards.
Standard 3: Learning Environments
The teacher works with others to create
environments that support individual and
collaborative learning, and that
encourage positive social interaction,
active engagement in learning, and self-
motivation.
Standard 4: Content Knowledge
The teacher understands the central
concepts, tools of inquiry, and structures
of the discipline(s)he or she teaches and
creates learning experiences that make
the discipline accessible and meaningful
for learners to assure mastery of the
content.
Standard 5: Application of Content
The teacher understands how to connect
I am able to recognize challenging concepts for
the diverse needs of my students. The moon phase
board I used to teach the phases of the moon
provided visual, kinesthetic, and auditory
opportunities for my fourth-grade students.
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demonstrates competency of this standard.
The use of literature to reinforce positive examples of
people from different cultures helps connect students
of all cultures connect to the world around them. I
struggles and strengths of a member of a minority
culture.
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demonstrates competency of this standard.
I worked to create a learning environment that
fostered academic responsibility, appropriate social
behaviors, and productive relationships among all
who entered my classroom. By actively developing
relationships with each student during the morning
greeting, expecting students to be responsible for
their learning through morning work, and treating
students equitably using name sticks, I can provide a
positive learning environment for students to succeed
in.
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demonstrates competency of this standard.
All instructional lessons were designed to be
engaging for learners while keeping the objective of
the Standard of Learning central. I enjoy creating
lessons with the goal of making the learning
experience so engaging that the learner does not
realize they are actively learning. I successfully put
this into practice using an engaging learning activity
that integrated a Kindergarten science and writing
objectives.
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demonstrates competency of this standard.
By using technology in creative ways as part of a
research project I was able to supplement reading
materials, engage students, and help them to
concepts and use differing perspectives
to engage learners in critical thinking,
creativity, and collaborative problem
solving related to authentic local and
global issues.
Standard 6: Assessment
The teacher understands and uses
multiple methods of assessment to
engage learners in their own growth, to
monitor learner progress, and to guide
the teacher’s and learner’s decision
making.
Standard 7: Planning for Instruction
The teacher plans for instruction that
supports every student in meeting
rigorous learning goals by drawing upon
knowledge of content areas, curriculum,
cross-disciplinary skills, and pedagogy,
as well as knowledge of learners and the
community content.
Standard 8: Instructional Strategies
The teacher understands and uses a
variety of instructional strategies to
encourage learners to develop deep
understanding of content areas and their
connections, and to build skills to apply
knowledge in meaningful ways.
Standard 9: Professional Learning
and Ethical Practice
The teacher engages in ongoing
consider the topic from different perspectives. My
lesson effectively taught students how to use different
resources to extract information for the purpose of
writing an informative piece about the possibility of
traveling to Mars.
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demonstrates competency of this standard.
Using carefully chosen assessments throughout the
instructional process provided the objective
information on which to drive instruction to achieve
the desired learning objectives for my fourth-grade
gifted students. I used pre- and post-assessments to
decide where to begin math instruction based on
background knowledge and what areas of science
instruction needed to be retaught.
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demonstrates competency of this standard.
Once I determine my student’s learning needs then I
can develop effective differentiation strategies to
meet the individual academic needs of my students.
When I planned the Kindergarten lesson, I considered
the age appropriate high need for active movement
and engagement, and low amount of background
knowledge about computer coding. I also
demonstrated the ability to creatively plan
supplemental review strategies that helped my fourth-
grade students master science content that was
presenting challenges for them.
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demonstrates competency of this standard.
By using strategies that present information in
multiple formats learners are given the platform they
need to make deeper connections and application of
knowledge to real life. In the cross-discipline lessons
for Kindergarten and fourth grade, I demonstrate use
of meaningful instructional strategies that exemplify
this standard.
Click here to access the referenced example that
demonstrates competency of this standard.
Participating in collaboration meetings and being
proactive with the information garnered is essential
for the success of the students, grade level, student
families, and school community. The pacing guide I
professional learning and uses evidence
to continually evaluate his/her practice,
particularly the effects of his/her choices
and actions on others (learners, families,
other professionals, and the community),
and adapts practice to meet the needs of
each learner.
Standard 10: Leadership and
Collaboration
The teacher seeks appropriate leadership
roles and opportunities to take
responsibility for student learning, to
collaborate with learners, families,
colleagues, other school professionals,
and community members to ensure
growth, and to advance profession.
created assisted parents with their child’s learning at
home while following the guidelines set by
administration. The content in the pacing guide is the
result of the collaborative effort of all the grade level
teachers, including myself.
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demonstrates competency of this standard.
Effective communication and proficient collaboration
with students, parents, and colleagues will determine
the amount of success achieved by the learners, the
teacher, and the community. The use if a digital
morning message to communicate my behavioral and
academic expectations for my students demonstrates
successful collaboration between student/teacher and
shifts the responsibility of learning onto the learner.
Click here to access the referenced example that
demonstrates competency of this standard.