Standard

Interpretation

Evidence

Standard 1: The
candidate
understands the
central concepts,
tools of inquiry and
structures of the
discipline(s) within
the context of a
global society and
creates learning
experiences that
make these aspects of
subject matter
meaningful for
students.

In order to be a strong and effective

teacher in ELA, it is critical to have a
working knowledge of many
different types of literature. An
effective teacher must have a solid
understanding of the writing process,
literary terminologies, application of
those terms on a daily basis, and
knowledge of content specific
vocabulary. Knowing these
concepts is important, but more
important is the ability to teach those
concepts effectively to students in
each grade level. Further, being able
to connect reading materials to the
students real lives is a skill that can
engage students and improve their
understanding of the importance of
the reading, as well as, demonstrate
the connection to themselves and
their current lives. By providing the
materials in a variety of ways,
students with diverse learning styles
benefit in different ways.

Standard 1 suggests that I make the subject matter meaning

for my students. In my student teaching, I focused on
ways to connect the material to the students in a
meaningful way. For example, when the 7th graders were
reading A Long Walk to Water, I spent time discussing
aspects of the book and comparing their lives in NY. We
discussed how difficult it would be to be without power, to
walk to get water, to live in the middle of a war, and to be
alone without their families. These discussions provided
insight into their minds and experiences and allowed them
to ask questions to make better connections. The main
characters in the book are roughly the same age as the 7th
graders, so the students connect with the characters
because they are children, too. Further, because the main
character, Salva, is based on a real person, the students
connected with him on a deeper level. This sparked much
discussion on humanitarian efforts, how their class could
make a difference on global level. They discussed raising
money for Salvas organization, Water for South Sudan.
In my edTPA learning segment, I focused on analyzing
texts and using strategies to assist students in tackling a
complex text or book. I introduced many different ways
that students can better understand complicated materials
annotating, word parts, dictionary, chunking materials,
using google to define words, small group discussions,
graphic organizers and others. Students were encouraged
to use strategies that work the best for them when
approaching a complicated text.
In my second student teaching placement, I utilized nonfiction texts in the classes with my 10th graders to provide
context to the book we are reading. I introduced them to a
New York Times article that connected the information
they were reading in Macbeth about Lady Macbeths guilt,
and they wrote a paragraph response. Later, we had a class
discussion about the connections. To help with the
comprehension of Shakespeare, I showed several different
film adaptations of Macbeth to demonstrate differences
and to help promote their understanding of a complex play.
Additionally, I showed a PBS special called Shakespeare
Uncovered which provided a more in-depth study of
Macbeth.
For my 12th grade Noir Fiction course, I offered different
types of learning techniques, and the application of
learning, for students to maximize their abilities in a variety
of areas. As an example, I integrate non-fiction articles,
have students write paragraphs, do short presentations,
participate in paired and small group activities, integrate
video clips into lessons, and use other technologies, where
possible. I created a noir poetry assignment, where
students had to create their own poetry and include noir
elements to create the overall noir tone.

Standard 2: The
candidate
understands how
students learn and
develop, and provides
learning
opportunities that
support the
intellectual, social,
and personal
development of all
students.

Effective teachers understand that

students learn in different ways and
process information at different
rates. It is important to present
information to students so that they
learn from the different formats,
which could include written text,
read-alouds, video, music, hands-on
activities, small group cooperative
learning, and a variety of others.
Students are encouraged to tap into
their prior knowledge, to expand
upon topics they are learning, and
make connections within disciplines
to understand the concepts and their
connections to other subjects.

Standard 2 focuses on understanding students learning and

providing opportunities for learning in a variety of ways.
During my student teaching, daily I provided students with
learning opportunities that supported different learning
styles. Using small group and collaborative learning, thinkpair-share activities as well as teaching the material in a
variety of ways, written, verbal, and hands-on, provides
students who learn differently to benefit from different
ways. Additionally the use of technology helps to
complement the learning process. For example, in my first
student teaching placement, I utilized the SMARTboard
daily to provide visual notes and supports along with verbal
directions and information. During many lessons, the
SMARTboard provided opportunities for students to get
up and interact with the board to answer questions, play
interactive games, and to write responses. Students
connected the material to their social studies classes
(cultures) or to science (making inferences) and helped to
strengthen that skill by practicing in another content area.
During my edTPA segment, one of the activities was a
jigsaw activity, which allowed for students to participate in
an activity based on a non-fiction text, and collaborate in
two small groups. Students shared their information with
their classmates and then taught their material to a different
small group. Students practiced the skill of annotation to
read and comprehend subjects in an informational text on
the Sudan Civil War in addition to synthesizing information
from their classmates. Then, they were able to connect the
information they learned to our main character in A Long
Walk to Water.

Standard 3: The
candidate
understands how
students differ in
their approaches to
learning and creates
instructional
opportunities that are
adapted to diverse
learners.

The 21st century classroom is an

inclusive one that integrates students
of diverse abilities, strengths and
challenges. An effective teacher
must have the knowledge and skills
to differentiate the materials for
students of different learning styles
and abilities. Making instructional
choices that meets the needs of the
struggling learner as well as the high
achiever and students with cultural
differences is critical to the learning
needs and maximizing the learning
potential of all students. It is
important to communicate with
other professionals who work with
students with learning needs
including special education, ENL
teachers and counselors. It is
important to determine any
educational needs and meet those
needs in the classroom setting.

Standard 3 focuses on understanding the different

approaches to students learning styles and tailoring lesson
plans to meet diverse needs. In my student teaching, I had
the opportunity to begin the school year with the 7th grade
students. I was able to discuss challenges based on the
IEPs, 504s and testing scores with my cooperating teacher.
We created seating charts based on knowledge we had
about students (ie: need to sit up front or near a door). On
the first day, we had the students complete an index card
with content information, which also included their favorite
learning style. We also asked how they rate themselves as a
reader, out of 5. As a prelude to their first assignment, I
wrote the students a letter, and their first assignment was to
write a letter back to me (Example of a letter from my high
achiever). I was able to learn more about what they enjoyed
doing outside of school and how they learn the best.
One of the ways that I provided a different learning style
daily was by using the SMARTboard to post directions and
other information. I discussed what the students were to
do, but also provided the visual representation. This is an
example of one set of SMARTboard slides. The slides
show my edTPA class assigned into heterogeneous groups
for the jigsaw activity.

During my student teaching, I had the opportunity to

attend IEP and 504 meeting with parents to further
understand challenges facing the students in my classes.
The 7th grade team met several times per week to discuss
issues pertaining to students, learning issues, continuity
between subjects and to keep communication open.
Further, I was able to attend the Response to Intervention
(RTI) meeting focusing on students who were having
difficulty. This group consisted of the guidance counselor,
school psychologist, 7th grade team leader, and director of
Special Education. As a result of the RTI meeting and
recommendations, the 7th grade team met and discussed
how they could work together and best meet the students
needs for success in the educational setting. Based on
these meetings and the information, it allowed me to tailor
lessons and assignments to certain students to maximize
their potential. Finally, in the edTPA class, because we had
four students with IEPs, the special education teacher
pushed into the classroom daily to provide support for
those students with learning needs. She was able to work
with them outside of class in the resource room to help
them with some of their challenges. She attended the 7th
grade team meetings, as well.
My 12th grade Noir Fiction course has Regents level
students of varying ability levels. Because the course is
short-story based, it can be difficult to keep track of each
story and the extensive details. As a result, I created a
Noir Short Story Organizer for students to use, if they
would like to, to keep track of all of the elements in each
story. This helps students stay organized and assist in recall
of the story details. Many students have chosen to use the
tool to enhance their learning.

Standard 5: The
candidate uses a
variety of
instructional
strategies to
encourage students'
development of
critical thinking,
problem solving, and
performance skills.

An effective teacher must engage

students in a variety of ways to
encourage critical thinking, problem
solving and skills necessary to take
responsibility for understanding the
world around them. In the ELA
classroom, an effective teacher uses a
variety of teaching strategies,
technology, graphic organizers,
discussions, Socratic seminars, and
materials to encourage students to
evaluate, analyze, assess, and make
deeper connections. By using nonfiction/informational texts as a
complement to fiction in the
classrooms, students are able to
connect global and current events to
required ELA texts making it more
relevant. Further, it is important that
students gain experience with public
speaking skills in a classroom setting.
This skill is transferrable to all
content areas and to their lives
outside of school. Through these
different activities, students can
explore concepts more deeply,
question, research and analyze in a
more meaningful way.

Standard 5 focuses on the use of a variety of strategies to

engage the learner, to encourage critical thinking, and
facilitate problem solving. During my student teaching and
edTPA segments, I utilized technology every day. The
SMARTboard was used in each and every lesson to
augment the small group, paired or whole class discussions.
I used photographs, music and video to help connect
students to the materials being taught. I created graphic
organizers to assist students during the unit. This example
of a graphic organizer was based on one from the
expeditionary learning module that I added to, and also
added the 7th grade header for consistency within the team.
In my second student teaching placement, I had the
students create a newscast with the highlights of Act 4 in
Macbeth, and present their newscast. They had very little
structure for this assignment, and for some of them, it
created some anxiety. However, the goal was to see if they
were able to synthesize the information, be creative and to
demonstrate effective public speaking skills when they were
finished. They were required to write and submit their
script. This provided the students the opportunity to think
critically and be creative while also synthesizing the
information in Act 4. Further it was an opportunity to hear
their classmates version of the events. Here is an example.
In a discussion with my cooperating teacher, I discovered
that the students struggled with iambic pentameter. I did a
mini lesson on iambic pentameter and included examples
from a twitter feed focused on real life examples using
iambic pentameter. I projected these on the SMARTboard.
Students practiced the examples in the correct cadence out
loud, tapping it out on their desks. The students were then
required to create tweets in iambic pentameter related to
Act 5, scene 1. Examples of these were, Lady Macbeth
has really lost her mind and Lady Macbeth needs to go
wash her hands.
Additionally, in my second student teaching placement, I
had the opportunity to take the lead on a 12th grade
elective, Noir Fiction, and plan the entire unit. One of the
projects the students completed was a mini authors study.
Each student chose a different author from our anthology
of short stories, created a short presentation and wrote a
short paper integrating at least 3 sources. Examples from
an AP English student (taking Noir as an elective), an
average student and a struggling student. A victory for me
(and for a student) was when a student who had refused to
do her senior speech and took a zero for that presentation,
completed her mini author study presentation without any
hesitation.

Standard 8: The
candidate uses an
understanding of
individual and group
motivation and
behavior to create a

An effective teacher creates a

positive learning community and
encourages active engagement within
the classroom. It is important to use
a variety of techniques in creating
positive social interactions and

Standard 8 focuses on motivation and creating a positive

learning environment. As was stated before, I began my
student teaching at the beginning of the school year, which
provided me the opportunity to help set up the classroom
community. Students were introduced to the classroom
using a scavenger hunt to try and find items in the class

learning environment
that encourages
positive social
interaction, active
engagement in
learning, and selfmotivation.

effective group dynamics. By

creating a structure, rules, and
expectations within a classroom early
in the school year, students
understand what is expected of them,
Further, by getting to know students
on a personal level, teachers can
better meet the needs of the student
and make the materials more
applicable to them. Finally, creating
a welcoming, friendly and supportive
classroom encourages students to
learn in a safe and positive way.

(stapler, pencil sharpener, word wall, writing journals,

pencils, scrap paper). We began the year with a seating
chart, which was posted for several days on the
SMARTboard. Throughout the year, tables were moved
around for small group activities, and students participated
in paired activities daily to discuss assignments.
After students were comfortable in the classroom, they
picked different partners based on an activity in the
module. Each day, when they arrived in class, they were
assigned different partners (ie: Ethiopia or Kenya partners)
with whom they sat and interacted.
In my second placement, I came into the middle of already
established routines and classroom dynamics. It was
important to continue the positive working relationships
already established by my cooperating teacher. Small group
and paired techniques were already established as tools, and
worked well with the 10th grade honors classes. Selfmotivation and active engagement were not concerns with
the honors 10th grade students. They were goal directed
and motivated learners. They integrated concepts well,
asked high-level questions, made connections and were
engaged in the learning process. It was important for me
to learn their names and some interests as soon as possible
when I arrived in the classroom, in order to develop a
rapport with the students and begin a relationship with
them.
The 12th grade elective started during my second
placement, at the start of the 2nd quarter. I was able to
begin with these groups from the start of the quarter and
establish expectations, dynamics and positive interactions.
Expectations are high for these students, but because they
are seniors, the tendency is to lose focus as they are looking
toward graduation. Reminding them of their
responsibilities and keeping them accountable with the
work required are important for keeping them engaged.

Standard 10: The

candidate
understands and uses
formal and informal
assessment strategies
to evaluate and
ensure the
continuous
intellectual, social,
and physical
development of the
learner.

Assessment occurs in a variety of

ways in an effective classroom and
includes formative and summative
assessments. Asking for
understanding in a variety of ways,
exit and entrance tickets,
observations, questioning or students
surveys can be used as formative
assessments. Whereas, essays, final
projects, performance tasks, quizzes
and tests, are used as summative
assessments. It is important that a
variety of assessment activities occurs
during the school year so that
student is able to use the assessment
information and make improvements
to their performance. By receiving a
variety of assessments, students can
immediately self-correct and move

Standard 10 focuses on different types of assessment.

During my student teaching experience, I had the
opportunity to assess my students in a variety of ways. In
some instances, I used observation when students were
working in paired or small-group activities. This allowed
me to stop and ask questions or receive clarification, when
needed, to check for understanding. I used other formative
assessments, like KW charts, and exit tickets. I also
checked for understanding by asking if there were any
questions, and used a thumbs up/thumbs down method
for understanding, which the students were familiar with. I
used summative assessments in the form of dictations,
vocabulary tests and a final unit paper. Linked here are
three exhibits of the final paper to show ability range A,
B, C from focus students.) Following a mini lesson on the
words then and than, I gave the students a dictation of
2 sentences to determine whether they could use the words
properly. Because of the results of the dictation, we spent
more time on this on an additional day. Further, based on

toward mastery of knowledge.

Additionally, a student is able to selfevaluate their performance
throughout the year to gauge their
learning, to determine their own
strengths and challenges.

some of the incorrect use of apostrophes, we added a mini

lesson on apostrophes after the dictation.
An additional level of assessment used in the 7th grade ELA
class was a computer application called Accelerated Reader.
This program allowed the students to set goals for
themselves for their silent reading books, and then upon
the completion of a book, they logged into the program
and took a reading comprehension quiz of 10-20 questions,
and received a score. Based on the complexity of the book,
and the score on the test, they received a certain number of
points (for example, A Diary of a Wimpy Kid book may be
worth 4 points total, but Harry Potter and the Goblet of
Fire might be worth 35). Each student had a point goal for
the marking period depending on a number of factors the
type of reader they were, the types of books they like,
interest level, learning challenges. This program allowed
the students to work at the own pace and within the
comfort of their own reading level. The first quarter was a
time to assess ability. The second quarter required the to
student choose books that were of a more advanced level.
When I switched student teaching placements from 7th
grade to 10th & 12th grades, one of the first assignments I
gave my 10th grade honors students was to write an
editorial to the Daily Scotsman in Macbeths time to
assess the writing ability of a 10th grade honors student.
This assignment provided me with not only their writing
ability, but also their level of creativity when presented with
a prompt with little to no structure.
An additional example from my second placement in the
12th grade English elective, noir fiction, is a quiz that I gave
to the students the first week to determine understanding,
but also to keep the students accountable for reading the
material. Here are a few examples of the results. By this
assessment, I was able to determine whether the students
understood and were able to synthesize and apply the
concepts in the short story, and to assess who was doing
the homework.
In a recent classroom activity, we connected Machiavellis
The Prince, chapters 17-18, to Macbeth. To assess
learning, students were asked to write a paragraph to
answer the question, Was Macbeth a good prince based
on Machiavellis definition? Students effectively
integrated the concepts into high-level, well written
paragraphs which demonstrated their understanding.
Evidence is seen here.

Standard 11: The

candidate is a
reflective practitioner
who continually
assess the effects of
choices and actions
on others. This
reflective practitioner

An effective teacher constantly

reflects on their teaching. It is
important when teaching to selfevaluate, to change a lesson or
activity if it is not working, and to
reteach a concept if students did not
understand it the first time. It is
important to recognize what worked,

During my student teaching, I had the benefit of teaching

five sections of 7th grade. This provided me the
opportunity to plan lessons, teach it to the 1st period class,
and constantly be updating and improving it throughout
the day. I adjusted or changed it depending on the
composition of the class.
I attended the professional development opportunities

actively seeks out

opportunities to grow
professionally and
utilizes the
assessment and
professional grow to
generate more
learning for more
students.

and what didnt from class to class.

This allows an effective teacher to
make adjustments, as needed, since
each class composition, abilities, and
dynamics are different.
Further, continuing education is
important for teachers. Professional
conferences, in-school inservices and
collaboration with other teachers are
valuable in continually evaluating
effectiveness.

offered during my student teaching placements to add to

my knowledge as a teacher. These included subjects on
formative assessment, working with students on the autism
spectrum, and on the state tests.
In a recent activity in 10th grade honors, I was leading an inclass activity connecting Macbeth to Machiavellis The
Prince. The small group activity required groups to analyze
a quote from The Prince and write down evidence from
Macbeth. The groups rotated through the different quotes
building on the other groups thoughts and adding to the
ideas. In reflecting about this activity after class, I would
have done the activity differently. Rather than quotes, I
would have used broad concepts from The Prince. I
believe that I would have gotten a better result. The
students did a great job with the activity, but in the future, I
would have adjusted it. Further, if I were doing this activity
in a Regents level class, I would have had to change it
considerably, breaking down the concepts into manageable
parts, and likely taking more time to complete the activity.
This reflection was helpful to focus on the next steps, what
worked, and improvement in the future.
In both of my student teaching placements, I have had the
opportunity to teach the same prep more than once. For
example, in my first placement, I taught 5 sections of the
same prep. This allowed me to reflect between classes and
adjust based on what worked, the size of the class or the
student abilities. Likewise, in my second placement, I had
the opportunity to teach each of my classes twice, back to
back. This allowed me to adjust the material, if need be,
and make improvements.