Standard 1: Understanding and
Addressing Each Child's
Developmental and Learning Needs
Candidates use their understanding of child
growth and development, individual
differences, and diverse families, cultures and
communities to plan and implement inclusive
learning environments that provide each child
with equitable access to high quality learning
experiences that engage and create learning
opportunities for them to meet high standards.
They work collaboratively with families to
gain holistic perspective on children’s
strengths and needs and how to motivate their
learning.
Standard 2: Understanding and
Applying Content and Curricular
Knowledge for Teaching
Candidates demonstrate and apply
understandings of major concepts, skills, and
practices, as they interpret disciplinary
curricular standards and related expectations
within and across literacy, mathematics,
science, and social studies.
Standard 3: Assessing, Planning, and
Designing Contexts for Learning
Candidates assess students, plan instruction
and design classroom contexts for learning.
Candidates use formative and summative
assessment to monitor students’ learning and
guide instruction. Candidates plan learning
activities to promote a full range of
competencies for each student. They
To meet this competency, a teacher needs to
ensure that lessons are engaging for the level
of the learners. I created several lessons that
engaged learners of many backgrounds
(including SPED and ELL). These lessons
included physical movement and cooperative
learning strategies that keep students engaged.
I differentiated my lessons to meet the needs
of students with a variety of learning
differences. I was careful to ensure that
whatever I assigned my students was an
authentic representation of their learning. For
example, I would record myself reading
directions for a social studies assignment to
ensure students of a lower reading level or
ELL background would not misunderstand the
directions. Differentiated lessons means that
every student, regardless of background or
ability, can understand what is being taught.
I demonstrated content knowledge by aligning
my lessons closely to the Virginia Standards
of Learning. To ensure students fully
understood the content they were expected to
learn, I created engaging lessons with several
activities and cooperative learning strategies.
I demonstrated how students can apply
content to their everyday life by connecting
my personal experiences and the experiences
of others to the content I taught the students.
By doing this, I modeled how a person can
synthesize their learning with their real-world
experiences.
I assessed students both formally and
informally, using a variety of assessment tools
such as exit tickets, quizzes, projects,
worksheets, and “thumbs up or thumbs down”
to quickly gauge student understanding. I let
this assessment guide my lesson planning as I
discovered what I needed to re-teach or which
students I needed to meet with for
remediation.
differentiate instructional materials and
activities to address learners’ diversity.
Candidates foster engagement in learning by
establishing and maintaining social norms for
classrooms. They build interpersonal
relationships with students that generate
motivation, and promote students social and
emotional development.  would enjoy each lesson and stay engaged.
Standard 4: Supporting Each Child's
Learning Using Effective Instruction
Candidates make informed decisions about
instruction guided by knowledge of children
and assessment of children’s learning that
result in the use of a variety of effective
instructional practices that employ print, and
digital appropriate resources. Instruction is
delivered using a cohesive sequence of
lessons and employing effective
instructional practices. Candidates use explicit
instruction and effective feedback as
appropriate, and use whole class discussions
to support and enhance children’s learning.
Candidates use flexible grouping
arrangements, including small group and
individual instruction to support effective
instruction and improved learning for every
child.
Standard 5: Developing as a
Professional
Candidates promote learning and
development of every child through
participation in collaborative learning
environments, reflective self-study and
professional learning, and involvement in
their professional community.
I planned lessons for each day that provided a
detailed explanation for every activity (to
include whole group, small group, and
independent instruction). I followed the
pacing guide of the school district and aligned
each lesson to a specific learning standard. I
used creativity to ensure that the students
I used several instructional strategies that
engaged students with each other throughout
the day, helped maintain an orderly
classroom, and solidified the content in the
students’ minds. Some of these strategies
included anchor charts, slideshow
presentations, “Turn and Talk,” “Think-Pair-
Share,” “Ask Three Before Me,” and a variety
of call and responses to maintain the attention
of the students.
I fostered a learning environment in the
classroom that frequently required students to
engage with each other. This social interaction
forces students to grow in their empathy,
understanding, and communication. When
difficulties arose in the classroom, I modeled
problem-solving and reconciliation skills with
the students.
I further encouraged students to be engaged
with the material by making lessons fun (with
call and response, interesting stories, fun
pictures, etc).
I reflected on my lessons after each day,
noting areas of growth and planning my future
lessons to adjust for these growth areas. I
worked with my cooperating teachers and
other school staff to ensure I was engaging
with students, parents, and staff members in a
professional and appropriate manner. I
practiced fair discipline with my students to
students, focusing on positive behaviors but
also giving natural consequences when
necessary (for example, a student who throws
mulch on another student at recess will sit
with me for the remainder of the recess time).

I took initiative in my student teaching

placements to plan lessons for the planning
team and involve myself in meetings and
events. I collaborated with my cooperating
teachers each day to ensure the learning
environment was the best possible for the
students. I further worked with students to
help them learn to problem-solve and take
initiative themselves.