My Portfolio Kentucky Experienced Teacher Standards
Standard 3: Designs/Plans Instruction
Overview

Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
Standard 6
Standard 7
Standard 8
Standard 9
Standard 10

List of documents associated with this portfolio

Scoring Guide:
3 = Meets indicator, high competency
2 = Meets some components of indicator, improvement required
1 = Does not meet indicator, instruction and practice required.

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The teacher designs/plans instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

Performance criteria - the extent to which the teacher... Self-scoring and examples
Pre-program Final assessment
3.1. Focuses instruction on one or more of Kentucky's learning goals and academic expectations.
2 3

I have used a major instructional design project completed for EDC607, Instructional Design I, as an illustration of many of the indicators of this standard. Preparing for Digital Storytelling is a design for a two-day professional development experience which will prepare teachers to use simple video editing software in support of the writing process in their classrooms. This project contains several support documents and resources, including scoring rubrics reflecting academic expectations for the targeted student population.
3.2. Develops instruction that requires students to apply knowledge, skills, and thinking processes.
3 3

See above.
3.3. Integrates skills, thinking processes, and content across disciplines.
2 3

Since this project requires instruction for the use of a variety of technologies, incorporates strategies for the teaching of writing, and uses music and visual images in support of the process, it qualifies as a project "across disciplines." 

3.4. Creates and utilizes learning experiences that challenge, motivate and actively involve the learner.
3 3

See above.
3.5. Creates and uses learning experiences that are developmentally appropriate for learners.
2 3

This professional development design is aimed at teachers, for whom there is an assumption of minimum capability in their subject areas. However, the instructional design provides for a variety of competencies in the negotiation of the support technologies.
3.6. Develops and incorporates strategies that address physical, social, and cultural and that show sensitivity to differences.
2 3

See above.
3.7. Arranges the physical classroom to support the types of teaching and learning that are to occur.
3 3

This professional development class is designed to take place in a district computer lab.
3.8. Includes creative and appropriate use of technologies (e.g., audiovisual equipment, computers, lab equipment, etc.) to improve student learning.
2 3

See above. 
3.9. Develops and implements appropriate assessment processes.
2 3

Both formative and summative assessment are a part of the design.
3.10. Secures and uses a variety of appropriate school and community resources to support learning.
2 3

This professional development class is designed to take place in a district computer lab.
3.11. Develops and incorporates learning experiences that encourage students to be adaptable, flexible, resourceful, and creative.
2 3

In a workshop setting such as this, participants will be allowed to select the details and approach to their project. 
3.12. Uses knowledge acquired from past teaching experiences to anticipate instructional challenges.
2 3

This design is based on my participation in digital storytelling trainings and resource management, Further refinement will come from the embedded formative assessment.