Descriptors of Knowledge, Skills and Attributes Related to Interim Certification
Teachers who hold an Interim Professional Certificate must possess the Knowledge, Skills and Attributes Related to Interim Certification (Interim KSAs), and apply them appropriately toward student learning. During their first two years of teaching, teachers should use the Interim KSAs to guide their teaching, reflect on their practice, and direct their professional development in collaboration with their supervisors and evaluators.
As situations warrant, teachers who hold an Interim Professional Certificate are expected to demonstrate consistently that they understand:
c.) the purposes of the Guide to Education and programs of study germane to the specialization or subject disciplines they are prepared to teach. They know how to use these documents to inform and direct their planning, instruction and assessment of student progress
The following link is a mathematics lesson plan that was planned based on outcomes stated in the program of studies. My objectives were derived from those outcomes, and all other highlighted components clearly demonstrate the influence the program of studies, specifically the achievement indicators section, had on my instructional and assessment strategies throughout the lesson. As well, the highlighted portion of the self-assessment that follows illustrates further the impact the program of studies has on my approach to teaching mathematics, as well as my level of confidence when doing so.
Teachers who hold an Interim Professional Certificate must possess the Knowledge, Skills and Attributes Related to Interim Certification (Interim KSAs), and apply them appropriately toward student learning. During their first two years of teaching, teachers should use the Interim KSAs to guide their teaching, reflect on their practice, and direct their professional development in collaboration with their supervisors and evaluators.
As situations warrant, teachers who hold an Interim Professional Certificate are expected to demonstrate consistently that they understand:
c.) the purposes of the Guide to Education and programs of study germane to the specialization or subject disciplines they are prepared to teach. They know how to use these documents to inform and direct their planning, instruction and assessment of student progress
The following link is a mathematics lesson plan that was planned based on outcomes stated in the program of studies. My objectives were derived from those outcomes, and all other highlighted components clearly demonstrate the influence the program of studies, specifically the achievement indicators section, had on my instructional and assessment strategies throughout the lesson. As well, the highlighted portion of the self-assessment that follows illustrates further the impact the program of studies has on my approach to teaching mathematics, as well as my level of confidence when doing so.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
math_december_4_2013.doc | |
File Size: | 54 kb |
File Type: | doc |
d.) the subject disciplines they teach. They have completed a structured program of studies through which they acquired the knowledge, concepts, methodologies and assumptions in one or more areas of specialization or subject disciplines taught in Alberta schools
The first of the following links does a fine job of showing that I have an in-depth knowledge of the mathematics program of studies, and that I appreciate the underlying beliefs, goals, processes, outcomes and structure of mathematics education in Alberta. It is a document I created in the opening weeks of PS1 to be used as a handout to my peers with the purpose of concisely explaining the nature and structure of the mathematics program of studies.
While the first link demonstrates my grasp on how the program of studies and curriculum is set up and how it functions, the second link is meant to prove my ability in mathematics and all that is found in the curriculum itself. While I don't have an electronic version of what I completed and how well I completed it in high school, an unofficial university transcript was easy to acquire. As can easily be seen, my background is mathematics based, and most of the courses I've taken are so far beyond what is learned in K-12 that if those concepts weren't mastered, I wouldn't have experienced any level of success in any of them. My background in mathematics, as well as the passion I have for it, largely guide the way I tackle a lesson on any given day.
The first of the following links does a fine job of showing that I have an in-depth knowledge of the mathematics program of studies, and that I appreciate the underlying beliefs, goals, processes, outcomes and structure of mathematics education in Alberta. It is a document I created in the opening weeks of PS1 to be used as a handout to my peers with the purpose of concisely explaining the nature and structure of the mathematics program of studies.
While the first link demonstrates my grasp on how the program of studies and curriculum is set up and how it functions, the second link is meant to prove my ability in mathematics and all that is found in the curriculum itself. While I don't have an electronic version of what I completed and how well I completed it in high school, an unofficial university transcript was easy to acquire. As can easily be seen, my background is mathematics based, and most of the courses I've taken are so far beyond what is learned in K-12 that if those concepts weren't mastered, I wouldn't have experienced any level of success in any of them. My background in mathematics, as well as the passion I have for it, largely guide the way I tackle a lesson on any given day.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
handout-_tessmann_m.docx | |
File Size: | 33 kb |
File Type: | docx |
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
unofficial_transcript.pdf | |
File Size: | 3 kb |
File Type: |
e.) all students can learn, albeit at different rates and in different ways. They know how (including when and how to engage others) to identify students' different learning styles and ways students learn. They understand the need to respond to differences by creating multiple paths to learning for individuals and groups of students, including students with special learning needs
The following link is a plan for a lesson I taught that involved students learning about gravity and weight. For auditory learners, there are verbal explanations. For visual learners, there are videos featuring adrenaline based sports that rely on gravity and demonstrations involving ramp-cars in the classroom. For hands on learners, there are opportunities to create ramp-cars and manipulate the different variables to get different results, all under the effect of gravity. To tie it all together, there is a written lab log to be completed. In the midst of all of it, questions were posed and discussions had, both of which assisted the learning that was taking place. All of these work together to illustrate a lesson that incorporates several different ways of learning about gravity and weight.
The following link is a plan for a lesson I taught that involved students learning about gravity and weight. For auditory learners, there are verbal explanations. For visual learners, there are videos featuring adrenaline based sports that rely on gravity and demonstrations involving ramp-cars in the classroom. For hands on learners, there are opportunities to create ramp-cars and manipulate the different variables to get different results, all under the effect of gravity. To tie it all together, there is a written lab log to be completed. In the midst of all of it, questions were posed and discussions had, both of which assisted the learning that was taking place. All of these work together to illustrate a lesson that incorporates several different ways of learning about gravity and weight.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
science_november_19_2013.doc | |
File Size: | 51 kb |
File Type: | doc |
j.) the functions of traditional and electronic teaching/learning technologies. They know how to use and how to engage students in using these technologies to present and deliver content, communicate effectively with others, find and secure information, research, word process, manage information, and keep records
As mentioned on the home page, this website started out as a way for me to showcase my understanding of and ability to integrate technology into the classroom. If you peruse the blog I kept, as well as the assignments I posted (see Education 3508 Blog and other additions), it is evident that I have put much thought into how technology can be used in the classroom, the advantages and disadvantages of its use, and thereby when it is appropriate to incorporate it. We have studied many different ways to use it and how those may complement a variety of individual learning styles. As a general rule, this website is, in my mind, sufficient in demonstrating at least partial aptitude with technology. For further considerations, I would like to direct your attention to the blog once more. The following link is a very simple example of how a SmartBoard presentation can be used to improve upon a lesson that would be fine otherwise, but is even better with the additional visual component.
As mentioned on the home page, this website started out as a way for me to showcase my understanding of and ability to integrate technology into the classroom. If you peruse the blog I kept, as well as the assignments I posted (see Education 3508 Blog and other additions), it is evident that I have put much thought into how technology can be used in the classroom, the advantages and disadvantages of its use, and thereby when it is appropriate to incorporate it. We have studied many different ways to use it and how those may complement a variety of individual learning styles. As a general rule, this website is, in my mind, sufficient in demonstrating at least partial aptitude with technology. For further considerations, I would like to direct your attention to the blog once more. The following link is a very simple example of how a SmartBoard presentation can be used to improve upon a lesson that would be fine otherwise, but is even better with the additional visual component.
![](http://www.weebly.com/weebly/images/file_icons/file.png)
quadrilaterals.notebook | |
File Size: | 12 kb |
File Type: | notebook |
k.) the purposes of student assessment. They know how to assess the range of learning objectives by selecting and developing a variety of classroom and large scale assessment techniques and instruments. They know how to analyse the results of classroom and large scale assessment instruments including provincial assessment instruments, and how to use the results for the ultimate benefit of students
Now, almost at the end of PS1, I consider myself largely successful in the area of formative assessment. One of my PS1 goals was to try as many formative assessment strategies as I could, with the hopes of finding a few that strongly complement my unique instructional style and that I appreciate for the results they yield. I am successful in that I tried a lot of different assessment strategies over the course of the practicum....
FINISH LATER
Now, almost at the end of PS1, I consider myself largely successful in the area of formative assessment. One of my PS1 goals was to try as many formative assessment strategies as I could, with the hopes of finding a few that strongly complement my unique instructional style and that I appreciate for the results they yield. I am successful in that I tried a lot of different assessment strategies over the course of the practicum....
FINISH LATER