B1 Communicates accurately and effectively with students
Communicates clear instructions to students
Utilizes a variety of methods to communicate with students
Attempts to engage all students in discussion
Uses effective questioning and discussion techniques
1. Regularly updated Edline. Sent e-mails regarding important information to both students and parents.
3. Utilized teaching methods that foster debate and engages all students in discussion through techniques such as: partner think pair share, small group discussion, whole class discussion, fishbowl debates, small group and whole class presentations, and posting thoughts and comments on student blogs.
On-going
On-going
B2 Defines learning expectations and provides timely evaluative feedback on student performance
# All assignments and learning expectations for each unit are posted on the Science Edline page for each class.
a. Edline is updated twice per quarter with students’ grades.
b. Graded student work and assessment evaluations were returned to students in a timely manner.
On-going
On-going
B3 Uses appropriate assessment techniques to guide instruction
Communicates clearly assessment criteria to students
Monitors individual student and class progress
Uses the results of assessments to guide instruction
Guides all students in self- assessment
1. Each major assessment is graded using a rubric. Students are given and asked to self-evaluate and go over assessment criteria before turning in final work.
2. Students’ blogs are linked to my Netvibes page which is routinely reviewed at the beginning of class with regards to completion of assignments.
B4 Uses appropriate assessment techniques to measure and report student learning
1. Utilizes multiple sources of information to assess and report on student learning
2. Assesses students using SAS standards and benchmarks
3. Uses appropriate assessment tools
4. Uses appropriate assessment strategies for ESOL and AS students
5. Acknowledges achievement of student learning goals
6. Maintains accurate documentation
2. All rubrics and assessment are created using SAS standards and benchmarks.
2,3,4
In collaboration with Grade 8 Science teachers from both campuses, develop one new common assessment for each of the four units of study. Common assessments completed and added to our individual plans on Atlas.
On going
On going 08/09
B5: Motivates and engages all students in meaningful learning and growth
Utilizes diverse instructional strategies and resources
Provides opportunities for higher level thinking skills
Provides opportunities for active engagement
Makes learning relevant in a variety of ways
Conveys enthusiasm for learning and teaching
Demonstrates flexibility and responsiveness to student engagement
3. Students are engaged in hands-on learning activities daily in science class. Over 50% of instructional time is devoted to hands on activities and lab investigations.
4. Projects and independent research assignments are used each unit to allow students to connect content to their own lives.
5. As part of the Environmental Science unit I frequently shared my previous professional and personal experiences related to environmental education and stewardship, and grass-roots community development.
On-going
On-going
First quarter
B6 Differentiates instruction to meet the needs of their students
1. Differentiates content, process, product, and /or learning environment
2. Differentiates according to students’ interest, readiness, and learning profile
3. Differentiates according to English language proficiency
4. Differentiates to promote literacy learning
3. Worked with ESOL department to adapt classroom instruction and activities to best reach and challenge ESOL and all other students.
On-going
B7 Integrates the use of technology in instruction and learning goals
Demonstrates understanding of the National Educational Technology Standards (NETS) and benchmarks appropriate to grade level for students
Integrates appropriately the use of technology as an instructional tool
Uses technology routinely to enhance learning
1. Appropriate technology integrated throughout the curriculum.
2. In three out of four units students use Lab-Pro software and data collection devices (www.vernir.com) to collect accurate information and gain experience using advanced scientific laboratory equipment.
3. Students use Stellarium (www.stellarium.com) a powerful astronomy software program to enhance their understanding of related concepts. They use this tool to increase their ability to visualize and grasp concepts related to space and also to answer their own questions.
Performance Area B: Instruction and Assessment
3. Utilized teaching methods that foster debate and engages all students in discussion through techniques such as: partner think pair share, small group discussion, whole class discussion, fishbowl debates, small group and whole class presentations, and posting thoughts and comments on student blogs.
On-going
b. Graded student work and assessment evaluations were returned to students in a timely manner.
On-going
1. Each major assessment is graded using a rubric. Students are given and asked to self-evaluate and go over assessment criteria before turning in final work.
2. Students’ blogs are linked to my Netvibes page which is routinely reviewed at the beginning of class with regards to completion of assignments.
http://www.netvibes.com/#Science_1
On going
On going
1. Utilizes multiple sources of information to assess and report on student learning
2. Assesses students using SAS standards and benchmarks
3. Uses appropriate assessment tools
4. Uses appropriate assessment strategies for ESOL and AS students
5. Acknowledges achievement of student learning goals
6. Maintains accurate documentation
2. All rubrics and assessment are created using SAS standards and benchmarks.
2,3,4
Common assessments completed and added to our individual plans on Atlas.
On going
On going 08/09
4. Projects and independent research assignments are used each unit to allow students to connect content to their own lives.
5. As part of the Environmental Science unit I frequently shared my previous professional and personal experiences related to environmental education and stewardship, and grass-roots community development.
On-going
First quarter
1. Differentiates content, process, product, and /or learning environment
2. Differentiates according to students’ interest, readiness, and learning profile
3. Differentiates according to English language proficiency
4. Differentiates to promote literacy learning
3. Worked with ESOL department to adapt classroom instruction and activities to best reach and challenge ESOL and all other students.
On-going
1. Appropriate technology integrated throughout the curriculum.
2. In three out of four units students use Lab-Pro software and data collection devices (www.vernir.com) to collect accurate information and gain experience using advanced scientific laboratory equipment.
3. Students use Stellarium (www.stellarium.com) a powerful astronomy software program to enhance their understanding of related concepts. They use this tool to increase their ability to visualize and grasp concepts related to space and also to answer their own questions.
On-going
First, Third, and Fourth Quarter.
Third Quarter