Maria Sutton
Content Knowledge
Candidates demonstrate knowledge of English
language arts subject matter content that
specifically includes literature and multimedia
texts as well as knowledge of the nature of
adolescents as readers. They also demonstrate
knowledge of content that specifically
includes language and writing as well as
knowledge of adolescents as language users.
Content Pedagogy
Candidates plan instruction and design
assessments for reading and the study of
literature to promote learning for all students.
They also plan instruction and design
assessments for composing texts (i.e., oral,
written, and visual) to promote learning for all
students.
Learners and Learning
Candidates plan, implement, assess, and
reflect on research-based instruction that
increases motivation and active student
engagement, builds sustained learning of
English language arts, and responds to diverse
students’ context-based needs.
Professional Knowledge and Skills
Candidates demonstrate knowledge of how
theories and research about social justice,
diversity, equity, student identities, and
schools as institutions can enhance students’
opportunities to learn in English Language
Arts. Candidates are also prepared to interact
knowledgeably with students, families, and
colleagues based on social needs and
institutional roles, engage in leadership and/or
collaborative roles in English Language Arts
professional learning communities, and
actively develop as professional educators.
My first artifact under the Technology
competency illustrates the importance of
sharing content with real-life applications.
The Google Slides share the content (email
etiquette) with students in a way that captures
their attention and allows them to see how it
connects to their own lives and prior learning.
Students learned not only how to identify
good email etiquette, but how to convey it as
well.
One practice activity that accompanies the
email etiquette lesson assesses student
understanding by requiring students to
identify specific examples. They are then
prompted to locate examples that lead to good
email etiquette as well as examples that do the
opposite. I asked students to elaborate on their
responses and explain how that specific
example relates to the rules of email etiquette.
The pre-assessment I created for students
focused on thesis statements, although it did
include other general writing-related items as
well. This allowed me to see each of my
students’ strengths and weaknesses in regards
to this particular area of English. The pre-
assessment was given as the first content-
related assignment of each class, so it truly
measured their knowledge and learning based
on prior interactions and experiences.
For this standard, I believe both my welcome
letter and lesson plan from the
Developmentally Appropriate competency
demonstrate my ability to display knowledge
of and a personal commitment to equal
learning opportunities as well as diversity.
The welcome letter served as an
encouragement for students to do their best
since I pledged to do the same by providing
them with equal, high-quality learning
opportunities. Furthermore, the lesson itself
brought about great discussion of identity and
what that means. One student told me how
 Maria Sutton

much she enjoyed reading the story and being

able to relate to the main character. We had a
wonderful talk where we connected over
shared cultural experiences and compared
ours with those of the main character in our
story.