Understanding and Organizing Subject Matter for Student Learning. 3.1 Demonstrating knowledge of subject matter, academic content standards, and curriculum frameworks
Understanding and Organizing Subject Matter for Student Learning. Teachers exhibit in-depth working knowledge of subject matter, academic content standards, and curriculum frameworks. They apply knowledge of student development and proficiencies to ensure student understanding of content. They organize curriculum to facilitate students’ understanding of the subject matter. Teachers utilize instructional strategies that are appropriate to the subject matter. They use and adapt resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students. They address the needs of English learners and students with special needs to provide equitable access to the content.
Understanding and Organizing Subject Matter for Student Learning. 1. Demonstrating knowledge of subject matter content and student development.
Understanding and Organizing Subject Matter for Student Learning. In order to provide readily available and inclusive access to learning expectations, instructional materials and assignments, secondary teachers are required to use the District’s adopted Learning Management System (Schoology) to electronically-post their course syllabus, instructional materials, and assignment handouts. Secondary teachers are required to post graded homework assignments, assessment (e.g. lab, project, essay) due dates and test/quiz dates on the Schoology Calendar (with the exception of pop quizzes).
Understanding and Organizing Subject Matter for Student Learning. 1. Reinforces the learning stated in the objectives with appropriate practice.
Understanding and Organizing Subject Matter for Student Learning. Demonstrates knowledge of teaching as discrete skills as described in the California Standards for Teaching Professionals (CSTP). Expands knowledge of related elements of effective instruction, learning goals, assessments, and content as informed by the CSTP. Utilizes knowledge of CSTP to make connections between elements of effective instruction, learning goals, assessments, and content standards. Articulates knowledge of the inter-relationships between elements of effective instruction, learning goals, assessments, and content across the CSTP. Applies in depth knowledge of the CSTP to interconnect effective instruction, learning goals, and assessment within and across content areas.
Understanding and Organizing Subject Matter for Student Learning. □ Demonstrating knowledge of subject matter content and student development. Interrelating ideas and information within and across subject matter areas. Using materials, resources, and technologies to make subject matter accessible to students. Organizing curriculum to support student understanding of subject matter. Developing student understanding through instructional strategies that are appropriate to the subject matter. Standard IV. PLANNING INSTRUCTION & DESIGNING LEARNING EXPERIENCES FOR ALL STUDENTS: □ Drawing on and valuing students’ backgrounds, interests, and developmental learning needs. Developing and sequencing instructional activities and materials for student learning. Modifying instructional plans to adjust for student needs. Establishing and articulating goals for student learning. Designing short-term and long- term plans to xxxxxx student learning. 8 Meets Standards = M Unsatisfactory = U 10 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 RIM OF THE WORLD UNIFIED SCHOOL DISTRICT CERTIFICATED PERFORMANCE APPRAISAL Employee Name: School Year: JOB PERFORMANCE RATING FACTORS Exceeds Standards = E Needs Improvement = N Does Not Apply = D Meets Standards = M Unsatisfactory = U RATING Standard V. ASSESSING STUDENT LEARNING: □ Establishing and communicating learning goals for all students Using the results of assessments to guide instruction Collecting and using multiple sources of information to assess student learning Communicating with Involving and guiding all students in assessing their own learning students, families, and other audiences about student progress
Understanding and Organizing Subject Matter for Student Learning. The level of “Meets Standard” is reached when at least four (4) of the objectives in the standard are rated at “Satisfactory or above”.
Understanding and Organizing Subject Matter for Student Learning. 25 a. Demonstrating knowledge of subject matter, academic content standards, and curriculum 26 frameworks.
Understanding and Organizing Subject Matter for Student Learning. Demonstrating knowledge of subject matter content and student development Organizing curriculum to support student understanding of subject matter Interrelating ideas and information within and across subject matter areas Developing student understanding through instructional strategies that are appropriate to subject matter Using materials, resources, and technologies to make subject matter accessible to students #4—Planning Instruction & Designing Learning Experiences for All Students Drawing on and valuing students’ backgrounds, interests, and developmental learning needs Establishing and articulating goals for student learning Developing and sequencing instructional activities and materials for student learning Designing short-term and long-term plans to xxxxxx student learning Modifying instructional plans to adjust student needs #5—Assessing Student Learning Establishing and communicating learning goals for all students Collecting and using multiple sources of information to assess student learning Involving and guiding all students in assessing their own learning Using results of assessing to guide instruction Communicating with students, families, and other audiences about student progress #6—Developing as a Professional Educator Reflecting on teaching practice and planning professional development Establishing professional goals and pursuing opportunities to grow professionally Working with families, communities, and colleagues to improve professional practice Balancing professional responsibility and maintaining motivation This portfolio is designed to give you the opportunity to showcase one of your best units. It will document progress towards achieving goals and your progress towards the California Standards for the Teaching Profession. In addition this portfolio will assist with the development of curriculum across grade levels, contents and build our school’s collection of best units. Guidelines - Select a unit for your portfolio. - Review your selected CSTP’s for focus. - Collect lesson plans, standards, and samples of student work for reflection. - Organize artifacts into categories identified below. - Write reflections and answer questions. The contents of this portfolio include: -Description or timeline of where the unit fits into school year plan -Reflection- prior to teaching the unit Why did you choose this unit? What do you hope to achieve? How does this unit fit into your year of instruction or the bigger picture? Do the skills bein...
