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See attached Answer questions on Help 3 use the other attachments for assistance Answer the questions in yellow

November 8, 2024

See attached

Answer questions on Help 3 use the other attachments for assistance

Answer the questions in yellow

Candidate Name:	Standard: 7 Positive Learning Environment: The teacher provides a well-managed, safe, and orderly environment that is conducive to learning and encourages respect for all. Domain 2: Classroom Environment 2a: Creating an environment of respect and rapport Domain 3: Instruction 3c: Engaging students in learning
Description of the artifact: Class Rules and Expectations Display: This artifact shows how I display clear rules to create a structured environment, helping students understand expectations and fostering a respectful, focused atmosphere. Annotated Photo of Classroom Layout: The photo of my classroom layout with annotations highlights how I arrange the space to support various learning activities, ensuring an environment conducive to both collaboration and independent work. 10-15 Minute Video of a Lesson and Reflection: This video captures a lesson I teach, showcasing my approach to engaging students. I then use a reflection template to analyze what went well and areas for improvement, helping me refine my teaching. Annotated Lesson Plan and Student Work Samples: I’ve included a lesson plan that connects content to students’ experiences, along with their work samples to demonstrate how they applied their learning. This allows me to assess effectiveness and adjust future lessons. Purpose (with “in order to” statement): The academic purpose for students in this Warm-Up Activity was to build a foundational understanding of division terminology and the process of writing division equations. By focusing on terms like dividend, divisor, and quotient, students gained clarity on the components of division problems. The activity aimed to strengthen their ability to recognize and identify division situations and then represent them mathematically, reinforcing their problem-solving skills for later, more complex tasks in the lesson. Additionally, the worksheet provided an opportunity for students to practice using division in real-world contexts, setting the stage for hands-on learning and deeper engagement with the concept.

How does the artifact demonstrate proficiency in the TAPS standard and related Danielson competencies?	What did you learn? What insights have you gained about your professional practice?
What have you realized about what else you need to know and what skills you need to develop in relation to this standard and these competencies?	Identify one high-leverage action step that you can take that will have a positive impact on teaching and learning.

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