C4: Monitoring students’
understanding of content through a variety of means, providing feedback to students to assist learning, and adjusting learning
activities as the situation demands
The table on the right is an analysis of the grades of my students in the first marking period. WIth this information,
I can see the big picture and draw conclusions about the students' performance in my classes and make adjustments in my instruction.
As the school year goes on, I will continue to keep a record of the grade distribution of my students.
The lesson observation form on the right was written by my MCPS coach. In the highlighted section at the bottom,
she commends my ability to differentiate the same content for two different classes. In theory, both classes are the
same level, but the students in each class have different needs. In this particular lesson, we watched a video about
the ancient Sumerian culture. One class needed more guidance in completing the capture sheet I created to go with the
video, and I had to pause the video more often to check that students understood the content. The other class required
less guidance and assistance with the video, so we were able to go at a faster pace or discuss items with greater detail.
A5: Creating or selecting evaluation strategies that are appropriate for the students that are aligned with
the goals of the lesson
The handwritten note on the right is from the principal at my school. She walked into my classroom unannounced
during the first week of school, and when she came in, students were presenting personal timelines they had written.
The timelines were posters that included five important events from their lives, and each student stood up in front of
the class to share the events with the group. After observing this activity, my principal praised my ability to get
students "accountable" for participating actively in the first week of school. She also noted that she saw a "positive
and business-like tone" in my class.
