​

​

​

​

​

​

​

​

​

​

​

​

​

1B: Demonstrating knowledge of students.

• The teacher understands the active nature of student learning and acquires information about levels of development for individual students. The teacher also systematically acquires knowledge from several sources about individual students’ varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritages

​

​

1C: Setting instructional outcomes.

• All outcomes represent high-level learning in the discipline. They are clear, are written in the form of student learning, and permit viable methods of assessment. Outcomes reflect several different types of learning and, where appropriate, represent both coordination and integration. Outcomes are differentiated, in whatever way is needed, for individual students.​​

​​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

1D: Demonstrating knowledge of resources.

• The teacher’s knowledge of resources for classroom use and for extending one’s professional skill is extensive, including those available through the school or district, in the community, through professional organizations and universities, and on the Internet.

  • Notes from Formal Observation (2/1/2021): Distinguished: "Miss Houston has utilized many resources, from local Historical Society to AP US online groups to District Instructional Coach and numerous educational technology sites/programs to further student learning and engagement.  I applaud her efforts in using things outside a traditional textbook to facilitate student learning and the study of American History."​

​

​

1E: Designing coherent instruction.

• The sequence of learning activities follows a coherent sequence, is aligned to instructional goals, and is designed to engage students in high-level cognitive activity. These are appropriately differentiated for individual learners. Instructional groups are varied appropriately, with some opportunity for student choice.

  • Integration Plan: During the summer of 2020, I began classes through Wilson College for my MET and ITS certifications. For a final project in EDU: 900 (Tech Infused Classroom), I had to redesign a unit to increase student engagement. I chose a unit that students often complained about in prior years, because sometimes world history can be dry. I went through each day of instruction and thought of how I could increase student interest and deep thinking skills. When I taught the revamped unit, I saw a whole new attitude among my group of students. They were instantly engaged and asking questions about the topic. They were inspired by all of the creative technology outlets that I included. It showed me just how impactful technology can be.

    • Unit Plan

    • Folder

​

​

1F: Designing student assessments.

• All the instructional outcomes may be assessed by the proposed assessment plan, with clear criteria for assessing student work. The plan contains evidence of student contribution to its development. Assessment methodologies have been adapted for individual students as the need has arisen. The approach to using formative assessment is well designed and includes student as well as teacher use of the assessment information.​​

  • In AP United States History, students are presented with a detailed syllabus at the start of the year that sets a layout for the year to come.

    • AP United States History Syllabus​