Domain 1 Evidence and Reflection 21-22

DOMAIN 1:
PLANNING &
PREPARATION
1a. Demonstrating Knowledge of Content and Pedagogy
§ Knowledge of content and the structure of the discipline
§ Knowledge of prerequisite relationships
§ Knowledge of content-related pedagogy
ARTIFACT/EVIDENCE HOW THE ARTIFACT/EVIDENCE SATISFIES THE COMPONENT

Email to New Math teachers This evidence shows my knowledge of math curriculum and what
with 6 inch ruler strategies work best to teach certain standards. The emails shows that I
have previous knowledge and experience teaching the upcoming 3rd grade
math standard and actively plan ahead and share my knowledge with
collogues.
REFLECTION
DISTINGUISHED HIGH PROFICIENT PROFICIENT BASIC UNSATISFACTORY
I came to Doral having some years experience with teaching 3rd grade math common core standards and
using the Investigations curriculum to teach them. I have utilized my experience to enhance the learning
experiences of my students. Using these printable rulers has been a teaching strategy I have used for multiple
years when introducing measuring to the nearest fraction. My evidence also shows that I share my knowledge
with my colleagues.
With this evidence and reflection, I would categorize myself as Proficient.

DOMAIN 1:
PLANNING &
PREPARATION
1b. Demonstrating Knowledge of Students
§ Knowledge of child and adolescent development
§ Knowledge of the learning process
§ Knowledge of students’ skills, knowledge & language proficiency
Knowledge of student’s special needs

Test with accommodations for This evidence shows my knowledge of necessary and appropriate
student with an IEP accommodations for students. This student has an IEP and has an optional
accommodation for limiting the number of options given on assessments.
After meeting with the SPED teacher, I white out 1-2 incorrect options.
REFLECTION
I take a very active role in getting to know my students as individuals. I take seriously my responsibility for
knowing the learning difficulties and accommodations my SPED students. The SPED teacher and I meet weekly,
to discuss our students’ progress, upcoming assessments, and what accommodations should be given. We then
modify the assessment or activity and set a plan for when it will be administered.
With this evidence and reflection, I would categorize myself as proficient.

DOMAIN 1:
PLANNING &
PREPARATION
1c. Setting Instructional Outcomes
§ Value, sequence and alignment
§ Clarity
§ Balance
§ Suitability for diverse learners

Writing rubric printed and taped This artifact is one example of how I set instructional outcomes for my
inside student journals students. The rubric is from the Lucy Calkins curriculum and sets the
expectations for their persuasive writing pieces.
REFLECTION
Throughout my teaching I have found one way to increase students’ motivation and confidence is by setting
clear expectations and a stable routine. While there are always those students that can pick up new material
with minimal direction, most students need a clear vision of what they should be able to produce. I try to give
my students examples and clear expectations for all their learning experiences. This evidence shows that one of
the ways I provided my students these clear expectations was through a rubric/checklist. I purposely printed it
small and back and front so that student could fit it in their writing journal and refer to it throughout their
writing. Students previously used it on one of their first persuasive writing pieces.
With this evidence, I would categorize myself as Proficient.

DOMAIN 1:
PLANNING &
PREPARATION
1d. Demonstrating Knowledge of Resources
§ Resources for classroom use
§ Resources to extend content knowledge and pedagogy
§ Resources for students

OSMO Kits Set Up for Student This evidence shows that I know and use the resources at my disposal to
Choice during centers enhance student learning. I have set up each of the 4 OSMO kits with
games according to subject and with a base. Four students are allowed to
choose an OSMO kit during center time.
REFLECTION
Student choice is a key component to helping students stay motivated and feel impowered in their own
learning. One of my goals this year was to play each of the OSMO games Doral provides and understand how
they could promote learning. Through playing the games myself, I was able to organize them by subject and set
them up for easy student access. We are also provided with 6 ipads at Doral. Before giving students access to
the OSMO kits, I also organized all the OSMO apps on the ipads to help students find what they need and to
mitigate extra exploration that would take away from their learning. The ipads are also organized in an area for
student easy access.

DOMAIN 1:
PLANNING &
PREPARATION
1e. Designing Coherent Instruction
§ Learning activities
§ Instructional materials and resources
§ Instructional groups
§ Lesson & unit structure

Picture of Reading Groups for This evidence shows my planning when grouping my students. These
Leveled readers reading groups are based off of student MAP data and aligned with their
Lexile reading level. The groups are adjusted throughout the year
according to their MAP data.
REFLECTION
This is my second year using the Wonders curriculum to teach 3rd grade reading standards. One piece I was
striving to incorporate into my teaching this year, were the leveled readers provided by Wonders. After the
students first MAP reading results came back, I grouped students into their leveled reading groups based on
their Lexile levels. I did this again after the Winter MAP data came in. Students know what color reader they get,
and also get their level of matching questions. The routine occurs on even weeks of the Wonders curriculum,
after students finish reading the anchor text on Monday and is due by the end of Friday that week. This is an
expectation students have learned to rely on. They understand what to do, know where the resources are, who
to ask for help, and where to submit it.

DOMAIN 1:
PLANNING &
PREPARATION
1f. Designing Student Assessments
§ Congruence w/ instructional outcomes
§ Criteria and standards
§ Design of formative assessments
§ Use for planning

Math test with certain questions This evidence shows how I have designed student tests that require
removed for students with accommodations, to still assess all standards for that unit. 3.NBT.A.3,
accommodations. 3.OA.A.1, 3.OA.A.2, 3.OA.A.3, 3.OA.A.4, 3.OA.B.5, 3.OA.B.6, 3.OA.C.7,
3.OA.D.8
REFLECTION
Assessments should be used as a learning experience and to adjust teaching to student needs. For this to
happen, all areas of a concept must be assessed. When I modify assessments for SPED students, I assure that
they still engage with all standards being covered and that we gather data on their proficiency in all standards
taught in that unit. In my evidence you will see that there is one question on the assessment for each of the
above-mentioned standards.

Domain 1 Evidence and Reflection 21-22

Uploaded by

Copyright:

Available Formats

Domain 1 Evidence and Reflection 21-22

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Domain 1 Evidence and Reflection 21-22

Uploaded by

Copyright:

Available Formats

DOMAIN 1:

ARTIFACT/EVIDENCE HOW THE ARTIFACT/EVIDENCE SATISFIES THE COMPONENT

With this evidence and reflection, I would categorize myself as Proficient.

ARTIFACT/EVIDENCE HOW THE ARTIFACT/EVIDENCE SATISFIES THE COMPONENT

With this evidence and reflection, I would categorize myself as proficient.

ARTIFACT/EVIDENCE HOW THE ARTIFACT/EVIDENCE SATISFIES THE COMPONENT

With this evidence, I would categorize myself as Proficient.

ARTIFACT/EVIDENCE HOW THE ARTIFACT/EVIDENCE SATISFIES THE COMPONENT

With this evidence and reflection, I would categorize myself as Proficient.

ARTIFACT/EVIDENCE HOW THE ARTIFACT/EVIDENCE SATISFIES THE COMPONENT

With this evidence and reflection, I would categorize myself as Proficient.

ARTIFACT/EVIDENCE HOW THE ARTIFACT/EVIDENCE SATISFIES THE COMPONENT

With this evidence and reflection, I would categorize myself as Proficient.

You might also like