Performance+Area+A

toc = = __Performance Area A: Effective Planning and Preparation__ =Standard 1A = SAS teachers will demonstrate knowledge of content and pedagogy  **Benchmarks:**  **1.** //**Displays relevant content knowledge**//  I received a minor in biology, along with my Bachelor's Degree from Elmira College, and my teacher training from the University of Illinois at Urbana-Champaign, but the majority of my science knowledge comes from working with a master teacher in California. In order to better prepare myself to be a science teacher I gave up every single one of my prep. periods to observe other teachers in action and to learn what was necessary to be a successful teacher. At the end of my first year as a high school science teacher I took the California Subject Examinations for Teachers (CSET) and was able to receive my "Clear Single Subject Teaching Credential". Ever since, I have continued to improve my understanding of my content, by reading, researching and striving to better understand my subject.

 **2. //Connects curriculum and real work in a variety of ways//**  Recently, students have been engaged in a project that demonstrates their understanding of bacteria, viruses and protists. The project was created under the premise that the students were members of the organization [|Doctors Without Borders], and that they were producing a presentation that would be addressed to the United Nations, regarding a particular disease.  The rubric asks students to discuss the symptoms, treatment and means of prevention for this disease, as well as to develop an action plan that could be implimented to help fight the disease. Examples of this project can be found on our class wiki, under the Bacteria and Viruses home: "Project".

 **3. //Demonstrates pedagogy that reflects current research on best practices//**  As a result of one of our recent, school-wide initiatives I have re-evaluated my grading practices and have been able to adopt a number of the "15 fixes for broken grades" into my teaching practice. I no longer include formative work, behavior or extra credit in the final grade. This, along with many other "fixes" have become a regular part of my teaching.

=Standard 2A = SAS teachers will demonstrate knowledge of students  **Benchmarks:**  **1.** //**Allows for flexible adjustments based on students'/class needs**//  I firmly believe that all students learn at their own pace, and that it is very important to allow for flexibility in a classroom setting. Evidence for this can be found in feedback that I received from a parent:

I appreciate emails when Danny is having issues in the class and your willingness to help address his deficits and being a bit flexible with helping him complete his work and gain the benefits from this class. Providing study guides to the students to help them organize getting ready for unit tests. Blogging of homework assignments and lab work.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students learn at different speeds and in a variety of ways. I work very hard to ensure that all different learner needs are met in my classroom. T <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The content has been developed to be age-appropriate, and assessments are designed to reflect a number of styles.
 * <span style="font-family: 'Times New Roman',Times,serif;">// 2. Chooses content and assessment that appropriately reflects students' knowledge, experience and developmental needs where appropriate // **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">As a middle school, we have worked very hard to implement and assessment policy that reflects best teaching practices. We have worked together to create a [|Grading Policy] that outlines these beliefs. In addition, I use a number of strategies that help students learn through assessment. One method is though the quizzes that I give. I have attached a sample [|here]. There quizzes are peer assessed, in class, and returned immediately to the students. They will know, instantly, where they need to improve their understanding, as well as a method to do so.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">3. Utilizes assessment to improve knowledge of students **

=<span style="color: #0100ff; font-family: 'Times New Roman',Times,serif;">Standard 3A = <span style="color: #0100ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">SAS teachers will demonstrate effective planning and organization <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Benchmarks:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> **1. //Designs instruction based on SAS standards and benchmarks//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**// All of our units begin with the ends in mind. By using backwards design we are able to [|develop our instruction] in order to make sure that we are teaching to the standards and benchmarks. We have also, as a 7th Grade science department, have begun to include the benchmark that pertains to certain labs [|at the top of the lab paper]. //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> **2. //Designs coherent instruction//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> As a result of participating in an on-campus professional development course on unit design I was fortunate enough to be able to attend a weekend semenar offered by Jay McTighe - one of the authors of "Understanding by Design". The weekend was dedicated to helping the participants better understand the process of backwards design, and to give then an opportunity to develop and share unit plans with teachers from all over Asia. Throughout the course and the workshop I was able to form a better understanding of what makes good, coherent instruction, and how to develop a unit that best meets the needs of my students.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> **3. //Demonstrates knowledge of resources//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> **4. //Utilizes assessment to guide instructional planning//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> **5. //Participates in collaborative planning//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> As a 7th Grade Science team, we work very closely, along side our ESOL staff, to create a cohesive, parallel curriculum. Students participate in the same activities, on the same days, to ensure that lessons are equitable for all students in 7th Grade. Assessment methods are also discussed and reviewed, to ensure that, regardless of who they have for a teacher, the will still receive fair grade for their work. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> The 7th Grade, as a whole, also participates in collaborative planning on a number of activities throughout the year. The activities include [|Pompeii Day], where the students re-enact the events of the last days of Pompeii, and Black Plague Day, where students participate in a simulation of the spreading of the Plague during the Middle Ages.