School Culture (Standards 1, 2, and 3)

“Equal education is not all students getting the same, but all students getting what they need.”  

– Rebecca Alber*

*Rebecca is an instructor at UCLA's Graduate School of Education, a literacy specialist, and consulting editor at Edutopia, committed to equity and access for all students.


Summary: One-size-fits-all instruction does not work. The teacher must possess solid content knowledge, know how to apply the content using engaging and relevant instructional strategies, and must meet each child where they're at by providing appropriate supports and accommodations. The ultimate goal is to keep the child stretching just beyond his or her learning edge. 


Standard 4 : Content Knowledge
Artifacts / Rationale

• Design Thinking at Honolulu Zoo
• Candy Box Lesson Plan

Commendation: I think it is a beautifully written lesson plan! I love the seamless integration of math and science standards in supporting the overall PBL. I love this! I have seen SBAC tasks structured like this! The final individual assessment looks super awesome! I can tell that you really took time to focus on the standards with a focus on rigor. Let me know when you teach this during the year so that I may reinforce the same concepts during math.  (Joseph Villaluz, 5th grade math teacher)

  

Standard 5 : Application of Content
Artifacts / Rationale

• Marketing Budget Lesson Plan
• Pourquois Tales

Commendation: Her content knowledge is extensive allowing the lesson to be presented in a logical progression. She enhances student learning by providing different examples and guides the learning using an inquiry process.  When defining the concept of “ethical”, teacher guides the students with modeling, using examples and critical questions to develop a definition. (Gabe Garduque, College Supervisor)

Standard 8 : Instructional Strategies
Artifacts / Rationale

• Hybrid Classroom
• Defronting the Classroom

Commendation: In each interaction with students, it is so obvious that students are “first.” Very responsive to their needs and often what they need is “first” and curriculum or the goal is “second.” Students have opportunities to do what they need (breakout rooms helped to differentiate the experience and instruction). (Steve Ross, Elementary Principal) 

Standard 2 : Learner Differences
Artifacts / Rationale

• Americans with Disabilities Act Analysis
• Professional Resource

Commendation: Teacher continues to provide support for visually impaired student; positive encouragement, adaptation of procedures and supplemental use of technology, additional time, enlarged worksheets, audio captions for video. The dyslexic student accommodation consists of not being called upon to read aloud in class.  (Gabe Garduque, College Supervisor)