Ms. Rumble's Portfolio
Standard #7:
Planning for Instruction
The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community, and pedagogy to plan instruction that supports every student in meeting rigorous learning goals.
Artifact #1: Teacher Work Sample
Description: The teacher work sample is a very involved unit that requires you to plan for instruction very thoroughly. Within my teacher work sample, I created three learning goals that guided my unit in the direction that I wanted to. So, for each learning goal, I assessed and analyzed that assessment to guide further instruction to ultimately help my students meet or exceed those goals. I also designed six formal lesson plans, did some informal planning too, reflected on the entirety of my work every step of the way, and I also have a matrix mapping out my entire unit. The teacher work sample forced me to think with a bigger picture in mind and to plan accordingly.
Refer to external binder
Rationale: The instructional planning I had to do for my teacher work sample is the epitome of standard seven. The results of the pre-assessments helped me plan for instruction by letting me know what I needed to focus on for them to achieve the learning goals. I created three learning goals that challenged my students and helped them explore the text. I modified lesson plans to meet my students’ needs, which you can read in my instructional decision making (tab 4). I communicated and collaborated with my students every step along the way so I could create the best possible lesson plans for optimum learning.
Artifact #2: Student Survey on TWS
Description: After we had completed the book, I Am The Messenger, and the learning goals respectively, I had my students complete a survey on the unit as a whole. It’s a reflective tool to get student input, but I also used it to see what students wanted to see in future lessons. I asked questions like, “When do you feel you learned most?” and “What was the most memorable part of this unit?” Students responded with activities that made an impact with them, and indicated which ones did not.
Rationale: I want to keep my students interested in the material we work with in class. This means getting them involved in the process of planning for future lessons and starting that dialogue for change if they would like to see changes. I asked students specifically to give me activities that they would like to see more of and less of, ultimately helping me differentiate instruction with a variety of activities for future lesson plans. I noticed that my students expressed that they wanted to continue to read aloud and that they wanted to do more hands-on activities. So, when we started to get into Hamlet, we all read aloud, every student reading a role, and the activities in class were more hands-on, like using Kahoot for a quiz and playing Death Bingo.
