Content Knowledge

Danielson Framework
Components
Planning and Preparation
1A: Demonstrating
Knowledge of content
and pedagogy

InTASC Standard
Artifact description: My Rock Audit is an #4 Content Knowledge
overview of the courses and grades received at The teacher understands
Slippery Rock. Shown is 43 of my 120 credits the central concepts,
earned. All courses shown are relevant to my tools of inquiry, and
early childhood education major including structures of the
diversity, early literacy, math, assessment, and discipline(s) he or she
interventions teaches and creates
learning experiences that
Artifact Justification: This portion of my make the discipline
transcript show my overall proficiency in my accessible and
education courses. The exhibits my knowledge meaningful for learners
to assure mastery of the
of content and pedagogy
content.
 Instructional Strategies

Danielson Framework
Components
Instruction
3c: Engaging Students in
Learning

Artifact description: Students are engaging in

small groups sharing their culture. This activity
InTASC Standard
was a part of a social studies unit introducing
#8: Instructional
America. On the first day we talked about the Strategies. The teacher
meaning of culture. Students had a week to understands and uses a
collect pictures and objects that represent their variety of instructional
culture. They were put into diverse groups to strategies to encourage
share. learners to develop deep
Artifact Justification: Rather than giving understanding of content
students a worksheet, I invited them to go areas and their
home and have a conversations with their connections, and to build
family to dive into their own culture and skills to apply knowledge
become experts. They then had the in meaningful ways
opportunity to use the knowledge the acquired
and apply it by creating a “suitcase”
 Learning Environment

Danielson Framework
Components
Classroom Environment
Thankful poster
2a: Creating an
Environment of Respect
and Rapport

Artifact description: I created a 23 reasons I am

InTASC Standard
grateful poster for my students. I listed each students
name and a characteristic that was special to me. I
#3: Learning
also included our student who mainly spends his day Environment The
is the AS room, but inclusion is important to me so his teacher works with
name appears on the poster as well. others to create
environments that
Artifact Justification: This helped further grow the support individual and
respect and rapport in my classroom. It was my final collaborative learning,
day student teaching and I wanted to leave them with and that encourage
something to remind them they are loved and they all positive social
are a special part of this class. I always told them interaction, active
positive self talk is important, so I am hoping by
engagement in learning,
highlighting their strengths they learn to love
and self-motivation.
themselves as well.
 Assessment

Danielson Framework
Components
Planning and Preparation
1f: Designing Student
Assessments Instruction
3d: Using Assessment in
Instruction

Artifact description: I created a social studies

unit about the United States of America and I
InTASC Standard
self created a pre-test and summative
#6: Assessment. The
assessment. The pre-test is to access prior
teacher understands and
knowledge so it was brief, but the summative
uses multiple methods of
assessment was more in depth involving
assessment to engage
different level of thinking for questions.
learners in their own
growth, to monitor
Artifact Justification: By having student
learner progress, and to
complete a pre-test I am able to track learner guide the teacherʼs and
growth. I was able to see which topics they learnerʼs decision making
improved in and which I needed to give further
instruction.
 Application of Content

Danielson Framework
Components
instruction
3a: Communicating with
Students
3c: Engaging Students in
Learning
3f: Demonstrating
Flexibility and
Responsiveness

Artifact description: I introduced the students

to socratic seminars. They are student led InTASC Standard
conversations. They are provided text related #5: Application of
questions that require different levels of critical Content. The teacher
thinking. The goal is for it to flow like a understands how to
conversation or debate, students should connect concepts and
provide reasoning or evidence. use differing
perspectives to engage
Artifact Justification: Rather than writing or having learners in critical
a teacher led discussion, students are the ones in thinking, creativity, and
charge and can collaborate with their peers. They collaborative problem
have also participated in a socratic seminar about solving related to
Earth Day, sharing about the global issue providing authentic local and
reasoning and creating new ideas to be global issues
environmentally friendly.
 Leadership and Collaboration

Danielson Framework
Components
Professional
Responsibilities
4c: Communicating with
Families
4d: Participating in a
Professional Community
4f: Showing
Professionalism

Artifact description: Above is my mentor

teacher comments about our experience with InTASC Standard
parent teacher conferences. I participated in #10: Leadership and
each conference sharing assessment and Collaboration. The teacher
seeks appropriate
behavior information. I also created slides for
leadership roles and
each student.
opportunities to take
responsibility for student
Artifact Justification: I was excited for the learning, to collaborate
opportunity to speak with the families and with learners, families,
share my responsibly for the students learning. colleagues, other school
Since I was the lead teacher in the classroom professionals, and
the week prior to conference's I was able to community members to
communicate with parents what I have ensure learner growth, and
to advance the profession
collected from their children and share the
learner growth.
 Application of Content

Danielson Framework
Components
Instruction
3a: Communicating with
Students
3c: Engaging Students in
Learning
3f: Demonstrating
Flexibility and
Responsiveness

Artifact description: At the end of the severe

weather unit students had to create a house out InTASC Standard
of provided materials that would withstand a #5: Application of
Content. The teacher
hurricane. They had to use their knowledge on
understands how to
hurricanes and how costal houses were built to
connect concepts and
inspire their project.
use differing
perspectives to engage
Artifact Justification: Students collaborated
learners in critical
with their peers to create a “house”. They
thinking, creativity, and
brainstormed together and used everyone’s
collaborative problem
input for the final product. This project solving related to
required critical thinking and creativity authentic local and
because they only had popsicle sticks, playdoh, global issues.
and paper.
 Learner Development

Danielson Framework
Components
Planning and Preparation
1b: Demonstrating
Knowledge of Students
1c: Setting Instructional
Outcomes
1e: Designing Coherent
instruction Instruction
3c: Engaging Students in
Learning

Artifact description: Students were grouped by InTASC Standard

ability to participate in math stations. This #1. Learner Development
occurred near the end of a multiplication and The teacher understands
division unit. Students visited 4 different stations: how learners grow and
work with teacher, multiplication board game, develop, recognizing that
division puzzles, and technology patterns of learning and
development vary
individually within and
Artifact Justification: The work with the teacher
across the cognitive,
group was doing a review allowing for more one
linguistic, social, emotional,
on one time. The board game was to review and physical areas, and
multiplication facts. There were two different designs and implements
division puzzles, one required more critical developmentally
thinking so students had a choice. The technology appropriate and
group were assigned Iready lessons that met their challenging learning
needs. experiences.