Professional Documents
Culture Documents
I used daily feedback on Again, our math department I use technology such as I strive to create a climate of
google forms to adjust and laid out a sequence of learning google forms to design and trust and critical reflection in
modify the future lesson and to pathway for our students from implement a variety of order to engage colleagues in
see if there is any topic need to different background and formative and summative challenging conversations
be reteach. However, I should different knowledge levels a assessments such as the exit about student learning data
have used the various clear idea of how they could tickets that accommodate that lead to solutions to
assessments I collected from achieve their academic goals. learner needs, provide timely identified issues by learning
various of resources to help The math department feedback to students and from conferences such as
me redesign or adjust future collaborated with all math inform instruction.12/2/18 2014-2017 STEAM, 2 013-2017
lessons as well. 9/28/17 teachers and came up with an CMC and
up-to-date curriculum aligning 2016 CSUF Noyce Scholars
with CCRS vertically and 4/20/19
horizontally striving for
students’ comprehension and
mastery of math subject. As
we planned and update the
curricula, we took
consideration of the potential
cultural differences, so we
came up with an idea of
designing an EL Math course.
Even though it’s undergoing, I
believe it’s a right route for us
to strive for serving all students
and moving toward
differentiated lesson planning.
5/6/18
CSTP 5: Assessing Students for Learning
Informs students about Begins to encourage students Models and scaffolds student Implements structures for Provides systematic
learning objectives, outcomes, to establish learning goals self-assessment and goal students to self-assess and set opportunities for student
and summative assessment through single lessons or setting processes for learning learning goals related to self-assessment, goal setting,
results. Recognizes the need sequence of lessons that content and academic content, academic language, and progress
for individual learning goals. include goal setting exercises. language development. and individual skills.5/6/18 monitoring.4/20/19
9/28/17 12/2/18
5.5 Involving all students in Monitors progress using Provides students with Develops students’
self-assessment, available tools for recording. opportunities in single lessons Guides students to monitor Integrates student meta-cognitive skills for
goal-setting, and progress or sequence of lessons to and reflect on progress on a self-assessment, goal setting, analyzing progress and refining
monitoring monitor their own progress regular basis. 9/28/17 and progress monitoring goals towards high levels of
toward class or individual across the curriculum.5/6/18 academic achievement.
goals.
I provide the answer keys on I use survey form of “My Goals” I strive to create a climate of
the class website for students in the beginning of each term trust and critical reflection in
to work and check on their to kick off the lesson and order to engage colleagues in
results from the independent foster a culture where students challenging conversations
study I assigned to them. Also, take ownership of their learning about student learning data
I use the EdReady for students goals and outcomes in both that lead to solutions to
to self-assess themselves independent and group identified issues by learning
while they work on their settings.12/2/18 from conferences such as
homework assignments. Last 2014-2017 STEAM, 2 013-2017
but not least, I use google form Not just in the beginning of the CMC and
(exit tickets) and teach them term, students are asked to fill 2016 CSUF Noyce Scholars
how to debrief and reflect on up “goals,” but also the follow 4/20/19
one thing they have learned in ups at each unit test also made
class. 9/28/17 sure that students were stayed
on track. Finally, the visual
pattern activity I launched
recently provided an adequate
training for my students in
self-checking their conceptual
understanding and
self-assessing their
understanding on the
connections of multiple
content ideas. 5/6/18
CSTP 5: Assessing Students for Learning
Uses available technologies to Explores use of additional Uses technology to design and Integrates a variety of Use a wide range of
record assessments, determine technologies to implement implement assessments, technologies into t he technologies to design,
proficiency levels, and make individual assessments, record record and analyze results, and development, implementation, implement, and analyze
required communications results, and communicate with communicate about student analysis of assessments, and assessments and provides for
about student learning. administration, colleagues, and learning with administration, communication of student an in depth and ongoing
5.6 Using available families about student colleagues, families, and learning to all communication regarding
technologies to assist in learning. students. Ensure that audiences.9/28/17, 5 /6/18 student learning to all
assessment, analysis, and communications are received 12/2/18 audiences.4/20/19
communication of student by those who lack access to
learning technology.