Domain 3: Instruction
Engaging Students in Learning
Using Questioning and Discussion
Techniques
Differentiation
Instructional Expectations
● I begin most lessons with whole group instruction,
allowing time for questions from students about the
activity or review of previous classes.
● In my class, students often work in partners or small
groups. The makeup of the group depends on the
activity: high and low students may be matched up
together or groups may be matched in ability level.
● The groups are also flexible. For example, during a
recent unit on coding. While students were working
through course lessons, partners were matched with
similar progress. For the project, I matched a more
advanced student with a student who was not as
advanced.
● I instruct students on the use of positive feedback and
constructive commenting which helps students develop
higher level questions when commenting on each
others’ work. Students apply these commenting skills in
activities such as writing on Kidblog or sharing work
through SeeSaw and Google Classroom.
● I end each class with a closure period, summarizing the
work that was done. Students have an opportunity to
have a discussion on what was learned or ask questions
about challenges they encountered.
● I present my lessons in a variety of ways to address the
different learning styles of my students. For example, in
one lesson I might give verbal instructions, write
instructions on the white board, and use the projector
connected to a student computer to illustrate what the
students will see on their own computers.
● In each class, I identify the skill level at which each
student works, either through observation or online
teacher dashboards. I use this knowledge to form
groups and partnerships. As students are working, I am
constantly circulating the room, focusing on groups that
need more one on one instruction. More advanced
students have the opportunity to work at a faster pace
and try extension activities.
● Objectives for activities and projects are stated at the
beginning or each lesson.
● The beginning of each class period is a whole group
instruction solicit questions about prior knowledge of
topic, explain the activity, or answer questions to clarify
misunderstandings.
● I carefully observe students to identify changes that
need to be made in my instruction, and I keep notes on
my lesson plans or in each class folder.
● When applicable, during our closing discussions at the

Integration of Technology
Teacher-Student Interactions
Verbal and Nonverbal Communication
Assessment of Student Progress
Alignment with Objectives
end of each class, I ask students to explain why we are
learning what we are learning and how it can be applied
in other areas.
● Technology is vital to my instruction and is used in every
lesson in some way.
● When possible, information and directions are shared
with students so that when they are outside of the
classroom, they are able to access activities and
programs that we use in school.
● I collaborate with Classroom teachers so that the
projects we create in technology are relevant to the
curricular content students are learning in class.
● I maintain a ​class website​ from which parents are able
to contact me directly through email.
● One of my top priorities as an educator is to provide an
environment of mutual respect between myself and my
students. I want the children who enter my classroom to
feel comfortable and secure in the knowledge that I am
there to help them learn and become the best possible
students of which they are capable. Students are
encouraged to ask any and all questions without fear of
embarrassment. I believe I have been successful in
creating a warm and welcoming classroom.
● I individually confer with students as they are working to
check understanding or to challenge them to work
beyond their comfort zone.
● I use language and vocabulary that is appropriate to
each class, making adjustments for each grade level
that I instruct.
● I employ various verbal and non-verbal cues to keep
students on task. I am constantly circulating the room,
standing near students to get them back on track or
pointing to written instructions or needed information.
● I am consistent in using common body language to
reinforce cool tools, such as raising a quiet hand.
● Each project that students work on has a corresponding
rubric with clearly stated expectations for the objectives.
● When applicable, I use online teacher dashboards
(Typing.com, code.org, Google Classroom) to monitor
student progress.
● For certain programs (typing.com), students are able to
access assessment screens to monitor their own
progress.
● I often use observation during class activities to assess
student progress and understanding.
● All of my lessons start with an objective from the District
Technology Curriculum Map or a Common Core
Objective.
 ● Assessments are modified when needed for students
with IEPs or 504 plans.

Use of Assessment Data ● Objectives are stated to start each project and
repeatedly referred to throughout the time that students
are working on the project. Students are expected to
use provided checklists to determine whether they have
all necessary elements to complete the project
successfully.
● I have access to assessment data, such as MAPs,
which I will consult to make decisions on differentiating
my lessons. Websites and programs, such as code.org,
easily allow for differentiation. The class starts at a
basic level, and students who excel are allowed to jump
ahead in lessons in order to place them in the level that
is appropriately challenging.