Standard
3: Demonstrates
competence in planning and preparing for instruction.
a. Uses student achievement data, local standards and the district curriculum in planning for instruction.
Description of Artifact: Lesson Plan
Data Source: Counselor
Interpretation: This artifact demonstrates how I used one of our district's initiatives in planning for instruction. When designing this lesson for our kindergarten classrooms, I based some of the objectives on our Bondurant's BEST/PBIS program - specifically, the B component of being kind and respectful in the classroom.
b. Sets and communicates high expectations for social, behavioral, and academic success of all students.
Description of Artifact: Simon's Hook hallway bulletin board
Data Source: Counselor
Interpretation: Whether in my office, in the classroom, or in other areas of the school building, I work hard to create an environment that embraces and encourages students to show "Bondurant's BEST." One way I have communicated expectations is through my Simon's Hook lesson and follow-up hallway display. The coping skills addressed in this lesson and the visual reminder with this bulletin board will aid students in achieving social, behavioral, and academic success at school.
a. Uses student achievement data, local standards and the district curriculum in planning for instruction.
Description of Artifact: Lesson Plan
Data Source: Counselor
Interpretation: This artifact demonstrates how I used one of our district's initiatives in planning for instruction. When designing this lesson for our kindergarten classrooms, I based some of the objectives on our Bondurant's BEST/PBIS program - specifically, the B component of being kind and respectful in the classroom.
b. Sets and communicates high expectations for social, behavioral, and academic success of all students.
Description of Artifact: Simon's Hook hallway bulletin board
Data Source: Counselor
Interpretation: Whether in my office, in the classroom, or in other areas of the school building, I work hard to create an environment that embraces and encourages students to show "Bondurant's BEST." One way I have communicated expectations is through my Simon's Hook lesson and follow-up hallway display. The coping skills addressed in this lesson and the visual reminder with this bulletin board will aid students in achieving social, behavioral, and academic success at school.
c.
Uses student developmental needs, background, and interests in planning for
instruction.
Description of Artifact: Student Psychological Evaluation/Therapist Materials
Data Source: Counselor
Interpretation: In November, we had a new kindergarten student register and begin at our school. She is a foster child who at the time, had never attended in a public school setting before. In order to ease her transition and accommodate her needs, I have been able to better understand where she stands developmentally, psychologically, behaviorally, socially, and academically through materials and reports provided by her LISW/therapist. I have used the information gained to better prepare myself for working with the student in the classroom and on an individual/small group basis.
d. Selects strategies to engage all students in learning.
Description of Artifact: Evaluation
Data Source: Associate Principal
Interpretation: As evidenced in the evaluation written by my associate principal, I know and use instructional strategies that produce increased student participation and actively engage the students in the lesson/learning.
e. Uses available resources, including technologies, in the development and sequencing of instruction.
Description of Artifact: Howard B. Wigglebottom website
Data Source: Counselor
Interpretation: The Howard B. Wigglebottom website is one I have used for both instruction and review of skills. Students enjoy the change in instructional delivery and the website provides a great way to interactively engage students.
Description of Artifact: Student Psychological Evaluation/Therapist Materials
Data Source: Counselor
Interpretation: In November, we had a new kindergarten student register and begin at our school. She is a foster child who at the time, had never attended in a public school setting before. In order to ease her transition and accommodate her needs, I have been able to better understand where she stands developmentally, psychologically, behaviorally, socially, and academically through materials and reports provided by her LISW/therapist. I have used the information gained to better prepare myself for working with the student in the classroom and on an individual/small group basis.
d. Selects strategies to engage all students in learning.
Description of Artifact: Evaluation
Data Source: Associate Principal
Interpretation: As evidenced in the evaluation written by my associate principal, I know and use instructional strategies that produce increased student participation and actively engage the students in the lesson/learning.
e. Uses available resources, including technologies, in the development and sequencing of instruction.
Description of Artifact: Howard B. Wigglebottom website
Data Source: Counselor
Interpretation: The Howard B. Wigglebottom website is one I have used for both instruction and review of skills. Students enjoy the change in instructional delivery and the website provides a great way to interactively engage students.
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