Standard 3: Content and Curriculum Expertise
Teacher leaders have a deep knowledge of the subjects they teach and understanding of curriculum theory and development. They value collaboration and the interconnectedness of disciplines. They understand the importance of curriculum relevance in engaging students in content. Indicators are:
- Demonstrate in-depth knowledge of curriculum, instruction, and assessment.
- Model the integration of 21st century content and skills into educational practices.
- Develop relevant, rigorous curriculum.
Context:
This IRA Standards Matrix artifact was
created as part of class RE 5525, Product of Learning, under the
instruction of Dr. Woodrow Trathen. The matrix documents how the
standards for Reading Language Arts from the International Reading
Association have been met through my education in Appalachian's Reading
Education Master's Program. I aligned each standard with
artifacts from the master's program and accompanied a rationale
statement as to how that standard was addressed by the artifact.
Rationale:
This artifact shows I have gained a deep understanding of the reading
and writing processes through the master's program in Reading Education
at Appalachian State University and that I understand the importance of
curriculum relevance in engaging students in content.
Furthermore, the matrix demonstrates my in-depth knowledge of
curriculum, instruction, and assessment in reading, writing and
spelling. It also demonstrates my ability to integrate the 21st century
content and skills into educational practices. The Matrix shows
the relevant and rigorous curriculum I gained through Appalachian's
Master's in Reading Education Program. I have met the criteria to
be deemed a highly qualified literacy teacher.
RE 5100 Midterm and Final Exam
Context:
In RE 5100, Teaching Beginning Reading and Writing, I had to describe and defend the curriculum design of a literacy program that allows differentiated instruction for students at any stage of their literacy development. The final exam discusses emergent and beginning readers and how I would effectively teach students in both of these stages of reading development.
Rationale:
These two artifacts demonstrate my understanding of the development of reading and writing in emergent and beginning readers. They also demonstrate my knowledge of the components necessary to build a successful literacy program in my classroom. Through this course I learned the importance of using instructional level texts and how to design my language arts block to maximize student growth.