Outstanding educators continually monitor and evaluate students' academic and social progress.

They demonstrate a genuine interest for the individual student ensure each learner has the opportunity to reach their potential. They have the ability to inspire students to believe in their natural talents and take responsibility for their own learning. They are lifelong learners, who strive to raise their level of competence. Outstanding educators are facilitators of learning and motivators of knowledge setting high expectations for learners. They provide a range of ways for students to learn content material to accommodate their diverse learning styles. of all people, the art of Surrealisms should remind us of our cause.

Teachers Comments:

To accommodate exceptionally able students, instruction and materials are adapted to match the special needs of each student. I employ a wide range of teaching techniques and instructional approaches to accommodate students diverse ability levels and talents. In addition, it is essential to collaborate with parents, professional colleagues, and child study team to accommodate IEPs goals, enabling all students to progress towards individual goals. In addition, it is essential to have a classroom management plan with interventions that promote positive reinforcement. These interventions should help students to work through problems.

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F An important part of planning and preparing successful lessons a teacher needs to identify and design instruction appropriate to the students stage of development, learning styles, strengths and needs. In my opinion, I have been committed to and have demonstrated ability to implement this kind of thoughtful planning into my instruction. In order to meet the needs of all learners I used a wide range of teaching techniques and instructional approaches. In addition, I valued students personal developmental progress and prior knowledge in order to create learning experiences that made subject material meaningful. Throughout the course of the year, it has become apparent that it an essential component to creating a positive learning environment is effectively managing students behavior. I have been committed to and have demonstrated ability to implement this kind of thoughtful planning into my instruction. In order to meet the needs of all learners I used a wide

range of teaching techniques and instructional approaches. In addition, I valued students personal developmental progress and prior knowledge in order to create learning experiences that made subject material meaningful.

and instruction appropriate to the students stage of development, learning styles, strengths and needs.

To accommodate multiple learning styles, I demonstrate a genuine interest in students' personal talents or interests to create learning experiences that make subject material meaningful. Therefore, I differentiate the instruction to create various learning opportunities for my students to develop and practice skills. I accomplish this by using a wide range of teaching techniques and instructional approaches. I vary activities within a given lesson and engage my students in active participation using technology, music, games, art, and kinesthetic activities.

They use instructional strategies that engage students in active learning that promote critical thinking skills. They inspire students to believe in their own abilities and talents.

and

a given lesson. and engage my students in active participation using technology, music, games, art, and kinesthetic activities.

I differentiate the instruction

To accommodate multiple learning styles, I provide opportunities for authentic learning based on my students' needs, interests and talents. I accomplish this by using a wide range of teaching techniques and instructional approaches that engage my students in active participation.

I use Howard Gardners theory of multiple intelligences as template in constructing strategies for student success. Therefore, I vary activities within a given lesson to give my
students opportunity to develop and practice skills using different mediums such as technology, music, games, poetry, art, and or kinesthetic activities.

To accommodate exceptionally able students, instruction and materials are adapted to match the special needs of each student. It is essential to collaborate with parents, child study team professional colleagues, and to accommodate IEPs goals, enabling all students to progress towards individual goals. Teaching techniques and instructional approaches accommodate students diverse ability levels and talents. I find special education an intriguing area of education to teach and research. For the past two years, I have had the privilege of working with many different kinds of learners who have taught me so much. Every day brings new challenges and rewards. There are many facets of special education I hope to explore in my teaching career. Success in the inclusive classroom requires collaboration by all involved including students, parents, child study team, professional colleagues and administration. I believe learners benefit from this model. Some children have the chance to model behavior and practice social skills, while other children learn how to accept differences among people. How would you address a wide range of skills and abilities in your classroom?

To address classroom diversity, I would implement the INCLUDE strategy which contains elements of both universal design and differentiated instruction. I would implement a wide range of teaching techniques and instructional approaches to accommodate students diverse ability levels and talents. The instruction would be differentiated to create various learning opportunities for my students to develop and practice skills. I would vary the activities within a given lesson and engage my students in active participation using technology, music, games, art, and kinesthetic activities.

In addition, I would use a variety of classroom grouping arrangements, including large-and small-grouping instruction, mixed-and same-skill groupings, and teacher-centered or peermeditated group instruction. The group size would be arranged to enhance the instructional objectives for all learners.

Describe the skills or attributes you believe are necessary to be an outstanding teacher. Outstanding educators demonstrate a genuine interest for students' academic and social growth. They continually monitor and evaluate students progress to ensure each learner is provided an environment and opportunity to reach their potential. They establish a classroom culture for learning by creating an environment of respect and rapport. They use instructional strategies that engage students in active learning that promote critical thinking skills. They inspire students to believe in their own abilities and talents. They encourage students to be life-long learners motivated to set challenging goals. Outstanding educators have high expectations for all learners and provide a range of ways for students to learn content material. They reflect on teaching practices and seek out professional growth opportunities. They are creative, patient, and most of all, they love teaching children.

How would you address a wide range of skills and abilities in your classroom? I would plan class activities and lesson presentations that are appropriate to students stage of
development, learning styles, and strengths, including those set forth in a student's IEP, or

other specialized instructional plans. I would implement a wide range of teaching

techniques and instructional approaches to accommodate students diverse ability levels and talents. The instruction would be differentiated to create various learning opportunities for my students to develop and practice skills. I would vary the activities within a given lesson and engage my students in active participation using technology, music, games, art, and kinesthetic activities. In addition, I would use a variety of classroom grouping arrangements, including largeand small-grouping instruction, mixed-and same-skill groupings, and teacher-centered or peer-meditated group instruction. The group size would be arranged to enhance the instructional objectives for all learners. In addition, I would implement the INCLUDE strategy which contains elements of both universal design and differentiated instruction because it is a decision-making process to help teachers to make reasonable adaptations for students based on their individual needs.

I would implement a wide range of teaching techniques and instructional approaches to accommodate students diverse ability levels and talents. The instruction would be differentiated to create various learning opportunities for my students to develop and practice skills. I would vary the activities within a given lesson and engage my students in active participation using technology, music, games, art, and kinesthetic activities.

In addition, I would use a variety of classroom grouping arrangements, including large-and small-grouping instruction, mixed-and same-skill groupings, and teacher-centered or peermeditated group instruction. The group size would be arranged to enhance the instructional objectives for all learners.

In addition, I would continually monitor and evaluate my students' academic and social progress. They have the ability to inspire students to believe in their natural talents and take responsibility for their own learning. They are life-long learners, who strive to raise their level of competence. Outstanding educators are facilitators of learning and motivators of knowledge setting high expectations for learners. They provide a range of ways for students to learn content material to accommodate their diverse learning styles. I would plan class activities and lesson presentations that are appropriate to students stage of development, learning styles and strengths, including those set forth in a student's IEP, or other specialized instructional plans.

How would you address a wide range of skills and abilities in your classroom? accommodate multiple learning styles: To accommodate multiple learning styles, I would provide a range of ways for students to learn content material. I would accomplish this by varying my teaching techniques and instructional approaches. The instruction would be differentiated to create diverse learning opportunities for my students to develop and practice skills. I would vary the activities within a given lesson and engage my students in active participation using technology, music, games, art, and or kinesthetic activities. In addition, I would use a variety of classroom grouping arrangements, including large-and small-grouping instruction, mixed-and same-skill groupings, and teacher-centered or peermeditated group instruction. The group size would be arranged to enhance the instructional objectives for all learners. In addition, I would implement the INCLUDE strategy which contains elements of both universal design and differentiated instruction because it is a

decision-making process to help teachers to make reasonable adaptations for students based on their individual needs. This strategy helps teacher design instructional materials, methods, and assessments with have built-in supports and accommodations.

Use the space provided below to discuss your approach or philosophy for three of the following topics (Candidates for special subject areas should focus on that area): 1. Effective lesson design. An intriguing area of education. 2. Inclusion.

Accommodating exceptionally able students: To accommodate exceptionally able students, I would plan activities and lesson presentations that are age-appropriate for the class as well as meet the individual needs, interests and ability levels of all pupils, including those set forth in a student's IEP, or other specialized instructional plans. I would adapt materials to match the special needs of each student and employ a wide range of teaching techniques and instructional approaches to create various learning opportunities for my students to develop and practice skills. I would continually monitor and evaluate my students' academic and social progress and collaborate with parents, professional colleagues, and child study team enabling all students to progress towards individual goals. I would develop whole group and individual behavior plans that promote positive reinforcement. I would inspire students to believe in their natural talents and encourage them to take responsibility for their own learning.

I believe that special educators have a calling to teach special needs children. We are very comfortable working with learners with diverse needs. We provide a non-threatening, welcoming environment that nurtures each of our students. We know each of our students well, and we know what motivates them. We give learners an opportunity to vocalize their ideas and encourage independent risk taking. We scaffold activities to ensure that maximum learning occurs. We thrive on challenge and can easily build relationships with our students and their parents. We have a never ending willingness to ensure that all students reach their maximum potential. We constantly strive to reach and teach every student under our care. We demonstrate a genuine interest for students' academic and social growth. We inspire our students to believe in their natural talents and encourage them to take responsibility for their own learning. We are life-long learners committed to our profession.

To address a wide range of issues among learners, it is essential to have a classroom management system with interventions that promote positive reinforcement for the whole class as well as the individual student. Interventions should help students work through any obstacle that is getting in the way of optimal learning. In addition, communication between teacher, parents, and students is vital; therefore, it is important to establish a classroom culture for learning by creating an environment of respect and rapport. As a result, parents

should be informed of students' academic and social progress on a continuous basis or as the need arises.

To address a wide range of issues among learners, it is essential to have a classroom management system with interventions that promote positive reinforcement for the whole class as well as the individual student. Interventions should help students work through any obstacle that is getting in the way of optimal learning. In addition, communication between teacher, parents, and students is vital; therefore, it is important to establish a classroom culture for learning by creating an environment of respect and rapport. Teachers can establish a rapport with students by demonstrating a genuine interest in students' personal talents or interests. In addition, teachers can establish a partnership with parents by keeping them informed of their child's academic and social progress on a continuous basis and or whenever the need arises.

Teachers use a variety of ways to assess students learning. Teachers can use both informal and formal ways of monitoring and documenting student progress. For example, a teacher can use a checklist when they observe a student, to check off what the students knows. Teacher s can set time aside to work with an individual student and makes anecdotal notes about their involvement in the given task at hand or activity. A teacher may use an informal observation to document behavior Another option for teachers are conferences. This is where students talk to their teachers so that they teachers can monitor their progress in language art activities. There are also checklists that can be used. The teacher will have a checklist in front of them as they observes students, and check off what the students know. Portfolios are another option for teachers. They keep documentation of the students work. Lastly for assigning grades teachers may use assignment checklists and/or rubrics.

teacher plans a specific time to focus on particular students and makes anecdotal notes about their involvement in the given task at hand or activity.

What is differentiated instruction? Differentiated instruction is an instructional theory that allows teachers to face this challenge by taking diverse student factors into account when planning and delivering instruction. Based on this theory, teachers can structure learning environments that address the variety of learning styles, interests, and abilities found within a classroom.

provide several learning options, or different paths to learning, which help students take in information and make sense of concepts and skills. provide appropriate levels of challenge for all students, including those who lag behind, those who are advanced, and those right in the middle.

There are many different ways to assess students learning. One way is through observations. The observations may be informal or formal. Informal observations happen when the teacher spontaneously watches the student and is attentive to the behavior and comments that the student makes. A formal observation happens when the teacher plans a specific time to focus on particular students and makes anecdotal notes about their involvement in literacy events and other language arts activities. The main focus is on what the student's do as they use oral and written language. Another way to assess student's learning is through anecdotal notes. This means that teacher's write brief notes as they observe the students. The notes that are most wanted are notes that describe specific events, rather than notes that evaluate. Another option for teachers are conferences. This is where students talk to their teachers so that they teachers can monitor their progress in language art activities. There are also checklists that can be used. The teacher will have a checklist in front of them as they observes students, and check off what the students know. Portfolios are another option

for teachers. They keep documentation of the students work. Lastly for assigning grades teachers may use assignment checklists and/or rubrics
1. Get to know your students.

Identify the level at which individual students are working in your subject area. Standardized test scores and other information found in student records can help determine this information. Administer a learning style inventory to determine how your students best learn. An instrument can be obtained through the guidance department at your school. Determine student interests. On a regular basis, ask students to identify topics that interest them and activities that occupy their non-school time.

2. Identify areas of your curriculum that could be adapted to differentiated instruction.

Study the instructional goals and objectives for your subject established by your state's department of education. Identify the major concepts, principles, and skills students should learn. Choose one or two broad concepts or skills that lend themselves to being taught at different degrees of complexity. Brainstorm ideas for activities, tasks, and assessments that address a specific concept or skill. Ideas should cover a range of learning preferences, abilities, and interests.

3. Examine your role as teacher in the differentiated classroom.

Brainstorm ways to vary your instructional delivery methods. Target auditory, visual, and kinesthetic learners in your approaches. Develop a general plan for facilitating time, space, and materials in your classroom. On any given day, not all students will be working on the same assignment at the same time. You must have a plan for student access to necessary materials, where individuals or groups will work, and how much time can be allotted to specific tasks. Identify alternative methods of assessing student performance and understanding. Assessment results should increase teacher understanding of students' abilities, interests, and needs, and should be incorporated into future planning.

Strategies for Successfully Implementing Differentiated Instruction Instruction can be differentiated based on three general areas. These areas include:

the content of instruction the processes and techniques used to help make sense of a given topic the products produced by students that demonstrate their learning

The chart below shows general strategies that can be applied in most classrooms. After studying the chart, review the subject-specific articles to find how differentiated instruction can be applied in your specific subject area.

Strategies for Differentiating Instruction Based on Utilize pre-tests to assess where individual students need to begin study of a given

Content Based on Process

topic or unit. Encourage thinking at various levels of Bloom's taxonomy. Use a variety of instructional delivery methods to address different learning styles. Break assignments into smaller, more manageable parts that include structured directions for each part. Choose broad instructional concepts and skills that lend themselves to understanding at various levels of complexity. Provide access to a variety of materials which target different learning preferences and reading abilities. Develop activities that target auditory, visual, and kinesthetic learners. Establish stations for inquiry-based, independent learning activities. Create activities that vary in level of complexity and degree of abstract thinking required. Use flexible grouping to group and regroup students based on factors including content, ability, and assessment results. Use a variety of assessment strategies, including performance-based and openended assessment. Balance teacher-assigned and student-selected projects. Offer students a choice of projects that reflect a variety of learning styles and interests. Make assessment an ongoing, interactive process.

Based on Product

Liam Brady Since our last visit to you (about 3 weeks ago), Liam had one major nose bleed yesterday where he did require Stimate. He also had a small nose bleed not requiring medicine. Dr. Kamalaka was consulted yesterday over the phone because it took a bit longer for the bleed to stop with the Stimate. Dr. Kam called in Amicar 1,000mg for Liam to take 2 tablets 4 times a day for three days to reduce bleeding tendencies. We happened to have todays visit with you as a recheck from our last emergency visit. Dr. Kam asked me to check with you to see if there were any other bleeding points beside his nose like the back of his throat. (I didnt think so, its only always been his nose.)