My E-Portfolio
Iowa Teaching Standard Five:
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Uses a variety of methods to monitor student learning.
The teacher:
a. Aligns classroom assessment with instruction.
b. Communicates assessment criteria and standards to all students and parents.
c. Understands and uses the results of multiple assessments to guide planning and instruction.
d. Guides students in goal setting and assessing their own learning.
e. Provides substantive, timely, and constructive feedback to students and parents.
f. Works with other staff and building and district leadership in analysis of student progress instruction.
The teacher:
a. Aligns classroom assessment with instruction.
b. Communicates assessment criteria and standards to all students and parents.
c. Understands and uses the results of multiple assessments to guide planning and instruction.
d. Guides students in goal setting and assessing their own learning.
e. Provides substantive, timely, and constructive feedback to students and parents.
f. Works with other staff and building and district leadership in analysis of student progress instruction.
Teacher Identified Artifacts Demonstrating Proficiency:
Teacher Reflection:
I use a variety of instructional strategies and activities in my classroom. I believe very strongly that my students need to have their basic needs met (belonging, respect, freedom and fun) in order to work to their full potential. Their needs coupled with multiple intelligences require me using a variety of tools daily in order to effectively teach my students.
With each strategy I teach, I ask students to place that “tool” in their own toolbox and demonstrate how best to use those skills or techniques as they progress throughout the semester. While it often requires more class time, I periodically have student peer critiques to self assess their work in progress. I give specific items to look for, broader suggestions, particular expectations of the lesson, or details of a technique learned. Allowing students the necessary peer feedback can impact the quality of their work instead of traditional after-the-fact reflections alone.
I use a variety of instructional strategies and activities in my classroom. I believe very strongly that my students need to have their basic needs met (belonging, respect, freedom and fun) in order to work to their full potential. Their needs coupled with multiple intelligences require me using a variety of tools daily in order to effectively teach my students.
With each strategy I teach, I ask students to place that “tool” in their own toolbox and demonstrate how best to use those skills or techniques as they progress throughout the semester. While it often requires more class time, I periodically have student peer critiques to self assess their work in progress. I give specific items to look for, broader suggestions, particular expectations of the lesson, or details of a technique learned. Allowing students the necessary peer feedback can impact the quality of their work instead of traditional after-the-fact reflections alone.
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Artifact Identification Artifact 1: Student Evaluation of Teacher Effectiveness Artifact 2: Sr. Independent Project Planning Guide Artifact 3: Artist Student Statement, Brenna Bodensteiner |