Domain 3: Instructional Practice
TASC Standards, in Domain 3, requires Assessment, Planning for Instruction and Instructional Strategies.
Practicum 3 Reflection for Planning justifies instructional decisions and how I have worked to improve teaching practices to meet the individual needs of students and assess student learning.
Cultural Awareness in a diverse society and a multi-cultural classroom impacts student learning. As a reflective teacher, each students cultural and societal needs are considered in instructional practices.
Below is a list of Teaching Website Resources that are consistently used for instruction.
Below you will find two assessments of the course work in the Masters in Teaching degree. The Math Formative Pre-Assessment was completed at the beginning of EDMT 6460 Pedagogy of Mathematics in Middle School Instruction. In comparison, the Summative Assessment at the end of the course elicited a 9 out of 10, which is a great improvement, and the final course grade was an A. The next document, the Math Reflection Summative Assessment, is a document that displays a mid-term writing assignment that has corrections by the professor of EDMT 7560 Theory and Pedagogy of Mathematics Instruction. The grade assigned at the end of this course was also an A.
All student assessments are computerized and written feedback is not given. Following two weeks of instruction, teachers administer a Common Formative Assessment (CFA)/standardized quizzes. After two additional weeks of instruction, teachers administer an RCPS Common Unit Assessment (CUA) /standardized tests that are designed by the District. Students are always encouraged to do their best and praised for participation in formative assessments that are ongoing during classes.
