Plans Curriculum and Instruction
Developing curriculum is one of my strengths as a teacher. As a vocational teacher, I bring a lengthy career in software development to the mix. Since transitioning to a career in education, I have taken several college level courses in curriculum development. These have been a combination of those required for my Technology Engineering initial licensure program, my MEd in Technology Education, as well as several others required by the DESE for professional level vocational licensure.
One of the consistent themes in all of my course work has been the importance of the frameworks in planning instructional activities. In addition, within the vocational education system, students are consistently assessed against the framework standards specific to their technical area. In addition to receiving grades for coursework, students' skills are assessed against each of the applicable framework strands as: "Introduced", "Attempted Not Attained", "Attained" or "Demonstrated In Field". Given the requirement that students be not only graded but assessed against the standards, I make every effort to optimize the inclusion of as many strands as possible in each lesson. I base subsequent lessons on the overall performance of my students; providing reinforcement and reteaching as necessary
I routinely provide students with relevant technical articles to read in support of our regular classroom instruction and activities. This practice is also in support of a school wide reading consultancy goal. My lesson plans require writing on the part of the students as they create content to be included on their web pages. In addition, I have begun to have students create blog entries that both provide them with the opportunity to write as they reinforce their understanding of the programming and web development concepts we are covering in class.
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Standard A - Plans Curriculum and Instruction |
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Indicators |
Evidence |
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1. Draws on content standards of the relevant
curriculum frameworks to plan sequential units of study, individual lessons,
and learning activities that make learning cumulative and advance students'
level of content knowledge.
2. Draws on
results of formal and informal assessments as well as knowledge of human
development to identify teaching strategies and learning activities
appropriate to the specific discipline, age, level of English language
proficiency, and range of cognitive levels being taught. 3. Identifies appropriate reading materials,
other resources, and writing activities for promoting further learning by the
full range of students within the classroom. 4. Identifies prerequisite skills, concepts,
and vocabulary needed for the learning activities and design lessons that
strengthen student reading and writing skills. 5. Plans lessons with clear
objectives and relevant measurable outcomes. 6. Draws on resources from
colleagues, families, and the community to enhance learning. 7. Incorporates appropriate
technology and media in lesson planning. 8. Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students with disabilities into general education classrooms. |
(1) Lesson Plan (Teaching, Learning, Assessment)- Freshman Exploratory (3) Blogging Assignments: Sample 1 | Sample 2 (4) Formal Classroom Observation (Highlighted) (5) Formal Classroom Observation (Highlighted) (6) Emails: Career Day | Advisory Board (7) Formal Classroom Observation (Highlighted) |