My E-Portfolio
Iowa Teaching Standard Three:
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Demonstrates competence in planning and preparing for instruction.
The teacher:
a. Uses student achievement data, local standards, and the district curriculum in planning for instruction.
b. Sets and communicates high expectations for social, behavioral, and academic success of all students.
c. Uses student’s developmental needs, backgrounds, and interests in planning for instruction.
d. Selects strategies to engage all students in learning.
e. Uses available resources, including technologies, in the development and sequencing of instruction.
The teacher:
a. Uses student achievement data, local standards, and the district curriculum in planning for instruction.
b. Sets and communicates high expectations for social, behavioral, and academic success of all students.
c. Uses student’s developmental needs, backgrounds, and interests in planning for instruction.
d. Selects strategies to engage all students in learning.
e. Uses available resources, including technologies, in the development and sequencing of instruction.
Teacher Identified Artifacts Demonstrating Proficiency:
Teacher Reflection:
Planning each lesson is an opportunity to incorporate 21st Century, district goals and Iowa CORE standards for the arts into the bigger picture of what I expect students to learn. Since most assignments are student centered and activity based, it is a goal to have students engaged in higher order thinking skills, supporting the processes and techniques presented in each unit. As district art teachers, we continue to explore how to implement more "choice-based" strategies. I feel this will allow even greater student engagement as lessons are adapted to allow more student choice.
I believe the most productive classrooms have high expectations for both academic and behavioral success.
I spend class time early each semester having students establish those components that are most beneficial for them to reach their potential, giving them ownership in the expectations for the classroom.
Planning each lesson is an opportunity to incorporate 21st Century, district goals and Iowa CORE standards for the arts into the bigger picture of what I expect students to learn. Since most assignments are student centered and activity based, it is a goal to have students engaged in higher order thinking skills, supporting the processes and techniques presented in each unit. As district art teachers, we continue to explore how to implement more "choice-based" strategies. I feel this will allow even greater student engagement as lessons are adapted to allow more student choice.
I believe the most productive classrooms have high expectations for both academic and behavioral success.
I spend class time early each semester having students establish those components that are most beneficial for them to reach their potential, giving them ownership in the expectations for the classroom.
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Artifact Identification Artifact 1: Student Work & Participation Rubric Artifact 2: Mr. Weber, "Stop-in" Artifact 3: Student Artist Statement, Jack Beam |