On 3/25/17, Jenny wrote: > I attended WEAs Jump Start training. They confirmed that it > does not need to be linked to the assessment you are doing. > It can be anything within the last couple of years > (specific time span is discussed in the instructions...I > can't remember off the top of my head what it is). > > On 3/24/17, Ms. G wrote: >> I cannot seem to find clarity if the prof. and the > student >> need must be linked. Can someone please help explain. >> >> Thank you.
On 3/25/17, Donna Wood wrote: > I had a similar ques...See MoreQuestion Answered! p. 12 is the "Written Commentary" directions - different from the Electronic Submission "Evidence" page requirements. It really is important to read EVERYTHING multiple times and very closely - sorry for the unnecessary question.
On 3/25/17, Donna Wood wrote: > I had a similar question regarding the evidence pages. > The most recent MC/Gen Component 4 Portfolio Instructions > seem to contradict each other on p. 12 & 13. P. 12 states > the 2 pages of evidence should answer questions related > to both the need for professional learning and the > student need. However, on p. 13, the Electronic > Submission at a Glance, its broken into two separate file > submissions: 1) Professional Learning Need Form with 2 > pages of evidence; and 2) Student Need Form with 2 pages > of evidence. I interpret this as 4 pages of total > evidence. Can someone clarify? Thanks so much! > > On 3/25/17, Jenny wrote: >> I attended WEAs Jump Start training. They confirmed that >> it does not need to be linked to the assessment you are >> doing. It can be anything within the last couple of >> years (specific time span is discussed in the >> instructions...I can't remember off the top of my head >> what it is). >> >> On 3/24/17, Ms. G wrote: >>> I cannot seem to find clarity if the prof. and the >> student >>> need must be linked. Can someone please help explain. >>> >>> Thank you.
On 3/24/17, TG wrote: > I feel like I'm just missing something but I don't > understand on the Group Information and Profile Form what > information we are supposed to gather? It says include > evidence that you gathered information from at least two of > the following sources: families, colleagues, professionals > in district, or community members. I don't understand what > information am I supposed to gather on these students? I'm > feeling dense here...but I'm just not sure what it's asking.
On 3/21/17, A. Bounds wrote: > On Component 4 for Early Childhood Generalist, when we have > to submit evidence of the student need, does anyone know if > this refers to a group of students or just one single > student? I'm thinking its supposed to be a group of > students, but I'm having a hard time getting a class set of > data that shows the need. I am much more able to provide > this for one student from the class, however.
Is it just asking about the self-assessments I submitted? Should I talk about how I used it with specific students or how I adapted my instruction based on the results of their self-assessments? And I'm not sure what it means by how did I support students' use.
On 3/15/17, arock18 wrote: > I am struggling with this prompt: > How did you support students' use of self-assessment during > the unit to achieve the unit objectives? > > Is it just asking about the self-assessments I submitted? > Should I talk about how I used it with specific students or > how I adapted my instruction based on the results of their > self-assessments? And I'm not sure what it means by how did > I support students' use.
When writing component 3 commentary for video and citing specific examples from the video, do we need to include the "timestamp" so the evaluator can find that specific evidence in the video? Thanks!
JennyYou can cite, but I was told it was not necessary.
On 3/20/17, Tomi Vensel wrote: > When writing component 3 commentary for video > and citing specific examples from the video, do we > need to include the "timestamp" so the evaluator > can find that specific evidence in the video? > Thanks!
Mrs. SOn 3/22/17, Mrs. D wrote: > I was curious about the "unit" also. I am a special education > teacher in a resource classroom. I do not teach units like > the general education teachers do. I focus on IEP > goals/benchmarks (math and reading skills). Your "units" would > be acceptable (I think) if you can explain an...See MoreOn 3/22/17, Mrs. D wrote: > I was curious about the "unit" also. I am a special education > teacher in a resource classroom. I do not teach units like > the general education teachers do. I focus on IEP > goals/benchmarks (math and reading skills). Your "units" would > be acceptable (I think) if you can explain and answer all the > questions necessary in component 4. > > On 3/22/17, TG wrote: >> On 3/21/17, TG wrote: >>> I teach intellectually gifted students and I'm working on >>> component 4. I'm not sure what kind of unit they are asking >>> for? I usually just teach a thematic unit of my choice, for >>> example last fall we did a presidential/American unit, the >>> year before I did Greek mythology, we've studied France, >>> etc. Is this the type of "unit" that would be acceptable? >>> I'm so very clueless to all of this as this is my first > time >>> and first component I'm working on. >> I forgot to say that I'm exceptional needs specialist with a >> focus on gifted and talented.
The term "unit" is a fairly vague term, and what is mentioned here will certainly apply. Remember the focus of this comp is "effective and reflective practitioner". The purpose of Comp 4 is to show you know your students, and use assessment along with other sources (people, data, observation) to improve your teaching and student learning.
TGOn 3/23/17, Mrs. S wrote: > On 3/22/17, Mrs. D wrote: >> I was curious about the "unit" also. I am a special >> education teacher in a resource classroom. I do not >> teach units like the general education teachers do. I >> focus on IEP goals/benchmarks (math and reading skills). >> You...See MoreOn 3/23/17, Mrs. S wrote: > On 3/22/17, Mrs. D wrote: >> I was curious about the "unit" also. I am a special >> education teacher in a resource classroom. I do not >> teach units like the general education teachers do. I >> focus on IEP goals/benchmarks (math and reading skills). >> Your "units" > would >> be acceptable (I think) if you can explain and answer >> all the questions necessary in component 4. >> >> On 3/22/17, TG wrote: >>> On 3/21/17, TG wrote: >>>> I teach intellectually gifted students and I'm working >>>> on component 4. I'm not sure what kind of unit they >>>> are > asking >>>> for? I usually just teach a thematic unit of my >>>> choice, for example last fall we did a >>>> presidential/American unit, the year before I did >>>> Greek mythology, we've studied France, etc. Is this >>>> the type of "unit" that would be acceptable? I'm so >>>> very clueless to all of this as this is my first >> time >>>> and first component I'm working on. >>> I forgot to say that I'm exceptional needs specialist >>> with a focus on gifted and talented. > > The term "unit" is a fairly vague term, and what is > mentioned here will certainly apply. Remember the focus > of this comp is "effective and reflective practitioner". > The purpose of Comp 4 is to show you know your students, > and use assessment along with other sources (people, > data, observation) to improve your teaching and student > learning.
Formative assessment: 5 senses book that the students focus on a sense a day and cut out magazine photos that match the sense
Summative: Cut and paste activity matching pictures to the correlating body part that you would use to explore the picture.
Self assessment: Draw a self portrait then color yes or no if they drew head, body, eyes etc....
Professional and Student Need: Inclusion in the classroom (specifically PreK)
I teach 4 and 5 year olds in a public school PreK program and I am currently the only inclusion class. I have two students 2 days a week from the EC PreK class
On 3/17/17, Carpe diem wrote: > The directions state...See MoreI wrote to them too and asked about one on one instruction and they couldn't answer that either. I used a large group of students to teach a whole group math lesson and them taught a whole group science lesson that broke into small groups to conduct an experiment. I hoping that works.
On 3/17/17, Carpe diem wrote: > The directions state,