2g. Coach teachers in and model effective use of technology tools and resources to continuously assess student learning and technology literacy by applying a rich variety of formative and summative assessments aligned with content and student technology standards.
Truly taking the time to research, understand, and practice Backward Design theory of unit and lesson planning was one of the experiences of this program that has (and will continue to) impact student learning in my classroom. Focusing on the assessment piece of a unit or lesson from the start really allows the teacher to consider the content and technology standards.
Creating original curriculum and units of study using Backward Design theory takes time to thoughtfully and thoroughly go through the process. However, when teachers collaborate and analyze data to determine what instruction is needed and then share the task of creating lessons to address student needs, the task can seem less daunting. With today’s technology teachers can collaborate and share ideas and get feedback from each other asynchronously at their convenience and use PLNs to collaborate with teachers around the world.
I have worked to demonstrate proficiency with this substandard as shown through the following evidence: