Element

Emerging Exploring Applying Integrating Innovating

1.1
Learns about Gathers Uses data from Uses data from Uses
students additional data a variety of multiple comprehensive
through data to learn about formal and measures to knowledge of
provided by individual informal make students to make
the school students. sources to learn adjustments to ongoing
and/or about students instruction and adjustments and
assessments. and guide meet accommodations
selection of individual in instruction.
instructional identified
Using
strategies to learning needs.
knowledge
Students meet diverse Students take
of students
Some students engage in learning needs. ownership of
to engage
may engage in single lessons Students their learning by
them in
learning using or sequence of Student engage actively utilize choosing from a
learning
instructional lessons that in learning a variety of wide range of
strategies include some through the use instructional methods to
focused on the adjustments of adjustments strategies and further their
class as a based on in instruction to technologies in learning that are
whole. assessments. meet their learning that responsive to
needs. ensure their learning
equitable needs.
access to the
curriculum.
Since my school
is an
independent
study and an
online school, I
am very reliant
on data, both
formal and
informal. In
addition to
school provided
data, I conduct
weekly phone
calls to check
Evidence
for content
knowledge. By
forming close
one on one
relationships
with students, I
am able to use
my knowledge
of the students
to engage in
content
understanding
and knowledge.
Each student
follows the
same school
provided
curriculum, but
I am able to use
flexibility and
modification in
my instruction
on a one to one
basis. I feel this
is one of my
biggest
strengths given
my ability for
modification.
Element 1.2 Emerging Exploring Applying Integrating Innovating
Develops Uses gathered Uses school Integrates Develops and
awareness of information resources and broad systematically
prior about family contacts knowledge of uses extensive
knowledge, students’ prior to expand students and information
culture, knowledge, understanding their regarding
backgrounds, cultural of students’ communities students’
life backgrounds, prior to inform cultural
experiences, life knowledge, instruction. backgrounds,
and interests experiences, cultural prior
Connecting
represented and interest to backgrounds, knowledge, life
learning to
among support life experiences, experiences,
students’
students. student and interests to and interests.
prior
learning. connect to
knowledge,
student
backgrounds,
learning. Students are Students can
life
Students actively articulate the
experiences,
Some students participate in Students make engaged in relevance and
and interests
connect single lessons connections curriculum, impact of
learning or sequences between which relates lessons on their
activities to of lessons curriculum, and their prior lives and
their own lives. related to their their prior knowledge, society.
interests and knowledge, experiences,
experiences. backgrounds, and interests
life experiences, within and
and interests. across learning
activities.
This element
is similar to
Element 1.1
for me. Again,
given that I
work closely
on a one to
one basis and
gain
knowledge of
a student’s
Evidence background,
life,
experiences,
and interests,
I am able to
apply these
aspects to a
student’s
learning
which
enriches
their
experience.
With weekly
contacts (or
more) I am
able to see
students’
weakness
and strengths
and adjust
the
curriculum as
needed. This
is a strength
of mine
which I
continue to
try and
approve
upon.
Element
Emerging Exploring Applying Integrating Innovating
1.3
Uses real-life Explore using Integrates Integrates Engages
connections additional real- connections from connections to student in
during life connections subject matter to meaningful, actively
instruction as to subject meaningful, real- real-life making
identified to matter in single life contexts, contexts in connections to
curriculum. lessons or including those planning subject relevant,
sequence of specific to matter meaningful,
lessons to students’ family instruction and and real-life
support and community. is responsive contexts
understanding. during throughout
Connecting instruction to subject matter
subject engage students instruction.
matter to Some Students utilize in relating to
meaningful, students Students make real-life subject matter.
real-life relate subject use of real-life connections Students
contexts matter to connections regularly to Students routinely
real-life. provided in develop actively engage integrate
single lessons or understandings in making and subject matter
sequence of of subject matter. using real-life into their own
lessons to connections to thinking and
support subject matter make relevant
understanding to extend their applications of
of subject understanding. subject matter
matter. during
learning
activities.
Given the
nature of my
school, I am
able to
connect the
subject and
lessons I am
teaching to
real-life
contexts quite
easily but not
Evidence
always
successfully
depending on
the student’s
willingness for
openness.
This is easier
to do one on
one but I
believe I need
improvement
 when I teach
my weekly
virtual lesson.
I struggle
sometimes to
connect the
subject matter
in a
meaningful
way to
multiple
students from
different
backgrounds.

Element
Emerging Exploring Applying Integrating Innovating
1.4
Uses Explores Utilizes a Creates, Refines the
instructional additional variety of adapts, and flexible use of an
strategies, instructional strategies integrates a extensive
resources, strategies, including broad range of repertoire of
and resources, and culturally strategies, strategies,
technologies technologies in responsive resources, and resources, and
as provided single lessons or pedagogy, technologies technologies to
Using a
by school sequence of resources, into meet students’
variety of
and/or lessons to meet and instruction diverse learning
instructional
district. students’ diverse technologies designed to needs.
strategies,
learning needs. during meet students’
resources,
ongoing diverse
and
instruction to learning
technologies
Students meet needs. Students take
to meet
participate in students’ responsibilities
students’
Some single lessons or diverse for using a wide
diverse
students sequence of learning Students range of
learning
participate in lessons related to needs. actively strategies,
needs
instructional their interests and engage in resources, and
strategies, experiences. Students instruction technologies
using participate in and make use that successfully
resources and instruction of a variety of advance their
technologies using targeted learning.
provided. strategies, strategies,
resources, resources, and
 and technologies
technologies to meet their
matched to individual
their learning students
needs. needs.
Since I teach
for a virtual
school, we are
obviously very
technology
focused. I often
having
difficulty
grasping new
technologies or
platforms at a
quick pace. It is
often
overwhelming
and
frustrating. I
need much
improvement
in this area.
Since I only
Evidence teach to a
virtual
classroom
once a week to
students who
are all using
the same
curriculum I
don’t employ
different
teaching
strategies
unless it is
through
explanation of
the material
one to one. I
believe I could
use some work
in this area as
well.
Element
Emerging Exploring Applying Integrating Innovating
1.5
Asks questions Includes Guide students Supports Facilitates
that focus on questions in to think students to systematic
factual single lessons or critically initiate critical opportunities
knowledge and a sequence of through use of thinking for student to
comprehension. lessons that questioning through apply critical
require students strategies, independently thinking by
to recall, posing/solving developing designing
interpret, and problems, and questions, structured
think critically. reflection on posing inquiries into
Promoting
issues in problems and complex
critical
Some students content. reflecting on problems.
thinking
respond to Students multiple
though
questions respond to perspectives.
inquiry,
regarding facts varied questions Students Students pose
problem
and or tasks designed respond to Students pose and answer a
solving,
comprehension. to promote questions and problems and wide-range of
and
comprehension problems construct complex
reflection
and critical posed by the questions of questions and
thinking in single teacher and their own to problems,
lessons or a begin to pose support reflect, and
sequence of and solve inquiries into communicate
lessons. problems of content. understandings
their own based on in
related to the depth analysis
content. of content
learning.
 By using
questions
based on the
content both
prior and
during a
virtual lesson,
I believe I
promote
critical
thinking
through
inquiry,
problem
solving and
reflection. I
actively ask
questions
Evidence based on the
lesson to
promote
discussion
and critical
thinking.
Students are
required to
submit a
reflection on
their essay
worth
sufficient
points to learn
about their
strengths and
areas which
need
improvement.

Element
Emerging Exploring Applying Integrating Innovating
1.6
Monitoring Implements Seeks to clarify Makes ongoing Adjusts Makes
student lessons instruction and adjustments to strategies adjustments to
learning following learning activities instruction during extend
and curriculum to support student based on instruction learning
adjusting guidelines. understanding. observation of based on the opportunities
instruction student ongoing and provide
while engagement and monitoring of assistance to
teaching. regular checks individual students in
for student needs mastering the
Students receive understanding. for assistance, concepts
Some assistance support, or flexibly and
students individually or in challenge. effectively.
receive small groups Students
individual during instruction. successfully Students
assistance participate and Students are monitor their
during stay engaged in able to progress in
instruction. learning articulate their learning and
activities. level of provide
understanding information to
and use teacher teacher that
guidance to informs
meet their adjustments in
needs during instruction.
instruction.
Again, given the
nature of my
school, this
element is
fairly easy to
apply to
students. In my
weekly calls I
check for
content and
lesson
understanding.
Evidence Students often
reach out to me
for explanation
or clarification
which provides
an excellent
opportunity for
monitoring
student
learning and
adjusting or
modifying
instruction.