Back to Main Page

DOMAIN 3: Instruction and Assessment
Exceeds the Standard
Meets the Standard
Partially Meets the Standard
Does Not Meet the Standard

A. Instruction
Teacher demonstrates extensive initiative and creativity in using innovative instructional techniques and modifying them to meet changing instructional situations.
Teacher uses a variety of appropriate, differentiated activities in a logical sequence and pace.
Teacher attempts to implement instruction effectively but is weak in one or more areas of variety, sequencing, pace, and/or clarity of objectives.
Teacher attempts to implement instruction but is weak in a number of areas.
  • Emonitor/ Wind turbine
Students have access to real-time data for study and analysis of energy usage and energy production at the high school. The platform that provides this data is easy to use and students find it very engaging. All students have access to this data. It is used regularly thoughout the year in my global science curriculum.
Screen shot 2012-12-01 at 10.52.16 AM.png

  • NASA
Another site that is used during the second semester gives students access to real-time planetary data. This site gives students access to relevant data that allows them to develop understanding through evidence. It is a very dynamic site and students find it very engaging.
Screen shot 2012-12-01 at 11.00.44 AM.png
  • Lab activities
Labs are an important component of the science classroom. Labs must be directly linked to learning goals. One example is a recent moonwatch. Students had to make 10 observations over the course of 3 weeks. The learning goal that this in and out of class lab is related to is: "I can create and use 3-D and 2-D models of the sun, Earth and Moon system to explain moonphases, eclipses, time and seasons.

  • Course evaluation
Part of each quarter course evaluation is to evaluate how effective and engaging activities and labs are. Students provide their subjective feedback on class activities.

  • Kinesthetic Astronomy
An important part of my practice is that every year I attend the research in science education conference in Orono, Maine. There I am able to learn about practices and lessons that have evidence to support their effectiveness. One area that I have started curriculum revisions is to include activities that help students enhance their spatial reasoning skills. Astronomy (seasons, moon phases, time on Earth, constellation motion, etc.) are all concepts that perfect for practice with spatial reasoning. These concepts are also ones that are begun in middle school yet students do not fully grasp the content. These concepts are in our learning results and will be included in the Next Generation Science Standards. Kinesthetic astronomy is where students use themselves to relate to motion and 3-D ideas and translate into 2-D models.

B. Assessment
Teacher develops and utilizes a variety of high quality assessments and consistently uses the results to modify instruction for both individuals and groups of students.
Teacher develops and utilizes a variety of assessments and uses the results to modify instruction.
Teacher develops and utilizes some assessments of mixed quality to determine what students have or have not learned.
Teacher develops and utilizes a minimal number of assessments of mixed and/or low quality but does little with the results.
  • Student work sample for goalless problem, lab and practice assignment
Students use lab notebooks and keep all practice assignments, labs and goalless problems in their notebook. A copy of a student lab notebook will be available to look at.

  • Example of a student exam
I design exams to be opportunities for student to demonstrate understanding of the content but to also give them experiences that they may have in Maine High School Science Assessment, NAEP or SAT/AP style. Students have practice opportunities prior to exams.

  • Course evaluation and grade analysis
I use evaluations/feedback from students and also look at long term trends to see both how I am doing and how the students in a particular year are doing compared to those in past years.

C. Communication Skills
Teacher effectively and consistently communicates with a variety of students by clearly presenting ideas, listening carefully and thoughtfully to students. and responding to student questions and comments in a manner to promote inquiry.
Teacher usually communicates with a variety of students by clearly presenting ideas, listening carefully and thoughtfully to students, and responding to student questions and comments in a manner to promote inquiry.
Teacher sometimes communicates with students in an unclear and/or inappropriate manner.
Teacher regularly communicates with students in an unclear and inappropriate manner.
  • Google docs
I use google docs frequently with students. I use forms in google docs which allows me to simulate a clicker type environment, where students respond to questions and we look at results immediately. Students use google docs to collaborate on writing. I am able to provide feedback online. I can also assess the contribution each student made to a writing task.
Screen shot 2012-12-02 at 12.53.46 PM.png
  • Website/ iCal
Students can access what happened in every class and what the independent work is from either iCal or the class website.
Link to Class Website
Screen shot 2012-12-02 at 12.56.43 PM.png
  • Emails and Jing
It is common for students to regular email with questions for clarification. I will respond to everyone but if it is a question that they could get from the website I will direct them there. I have a lot more emails early in the year and they taper off to those questions that are more content based. One of my struggling students was having a hard time using the website so I can make a quick screencast in moments. Here is an example;Link to screencast
  • Evaluation
Feedback on evaluations clearly indicate that students feel I am meeting their needs for clarity, consistency, rigor and relevance.
  • Standards Based Curriculum
I have revised my global science program to be a standards based course. This means that students are given the learning goals of a unit at the start, they connect all activities and assessments to those standards and then are required to apply their understanding of the standards to a new circumstance using a goalless problem. Here are two examples of the learning goals for the first two units of global science.