3.

1 Demonstrate knowledge of subject matter, academic content standards, and

curriculum frameworks

● Level of Development: Applying

● Date:12/2020
● Evidence:
○ I am able to read a lesson and determine what knowledge the students
must have in order to understand the lesson.
○ I have changed the order of lessons from the previous year (in a specific
curriculum) to better scaffold the learning.
○ I am able to add lessons between the lessons given to us in the curriculum
to fill the gaps that I see.
○ I read through the required text and, based on the language, will choose to
either have the students read it on their own with little support, on their
own with me reviewing key pieces, or me reading it to them to highlight the
key pieces or define key terms.
○ I make sure to align content with appropriate academic content standards.

3.2 Apply knowledge of student development and proficiencies to ensure

student understanding of subject matter

● Level of Development: Exploring

● Date:12/2020
● Evidence:
○ I utilize pretests to gauge students understanding which I use to determine
if there is any background information that I need to cover.
○ I use warmup questions to both find out student background knowledge
and to help students connect new material to previous material.
○ When utilizing adopted material/lessons, I read through the lesson and
make decisions about what information to add or take out based on my
understanding of what the students know and are able to do. For example,
I used this virtual lab activity but only module 1 because the others
introduce genetics and our curriculum has genetics after evolution.

3.3 Organize curriculum to facilitate student understanding of the subject matter

● Level of Development: Integrating

● Date: 12/2020
● Evidence:
○ I take instructional materials and adjust them to help facilitate student
understanding. For example, our Pre-AP curriculum asked for the students
to read this text and take notes about the nitrogen cycle but I decided to
set it up like this so that it is chunked by paragraph and keywords are
highlighted.
○ I build concepts up starting with information that is needed in order to
understand future content
 ○ When planning a lesson I think about what students need to know in order
to understand each part of the lesson. I then scaffold the parts that I feel
the students need more background information on.
○ I don’t always follow the planed out curriculum order if I feel like the
students will benefit from learning specific parts earlier or later.

3.4 Utilize instructional strategies that are appropriate to the subject matter

● Level of Development: Applying

● Date: 12/2020
● Evidence:
○ I ask probing questions to lead students to answers
○ I use think-pair-share to
○ I use digital labs like this one (especially in the distance learning setting)
○ I have students investigate topics using guiding questions like this
example

3.5 Use and adapt resources, technologies, and standards aligned instructional
materials, including adopted materials, to make subject matter accessible to all
students

● Level of Development: Integrating

● Date: 12/2020
● Evidence:
○ On this assignment, I added questions to the text to help guide student
notes to make it more accessible to all students, especially students with
specific learning disabilities
○ I often adapt paper assignments into digital assignments in order to make
them more accessible, especially in the distance learning setting. Here is
an example: I adapted this into this
○ I use graphic organizers to help students organize information, for
example, I had students fill out this graphic organizer based on this article
○ I use and adapt online resources like Better Lessons, Teach Engineering,
and PBS learning media to find resources that are aligned to NGSS
○ I regularly meet with a PLC to discuss instructional strategies

3.6 Address the needs of English learners and students with special needs to
provide equitable access to the content

● Level of Development: Exploring

● Date: 12/2020
● Evidence:
○ I work to chunk longer assignments and projects to make them more
manageable and accessible to all students
○ I translate documents using the translate tool in word or google translate
for students that are very new to the English language
○ I incorporate lessons on academic language. Here is an ELD student
example
○ I talk to the ELD teacher to get information about ELD students and
strategies that they suggest for particular students.
○ I will read a text to the class that I feel has a significant amount of
academic language in order to break down the meanings as I read.
○ I add images to text/slides to help with context