Teaching Artifacts Cheat-sheet
The sheet attached below will help you locate specific standards and criteria fast and easy.
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Iowa Teaching Standards and Criteria PDF
The document below list all Teaching Standards and Criteria for Iowa Educators. This page will show how I have met each of the various criteria through my teaching artifacts.
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Artifact #1 - Twitter Page
This artifact meets the following Iowa Teach Standards and Criteria:
Standard 1 Criteria G - Twitter allows me to communicate effectively with staff and the community.
Standard 1 Criteria G - Twitter allows me to communicate effectively with staff and the community.
Artifact #2 - Robot Coding VideoThis artifact meets the following Iowa Teach Standards and Criteria:
Standard 2 Criteria C - In this lesson we were working on communicating with our partners who had their eyes covered by bean bags. The "programmers" were to tap their "robots" on the shoulder when it was time to move. In this lesson and unit we were discussing how it is important to work as a team and work together in PE, even if it is challenging. I made the connection across content areas with robots and programming which is something our students are beginning to get introduced to in our science classes. Standard 4 Criteria E In this lesson I connected students learning to their past experiences with robots and coding in class. Standard 4 Criteria D In this lesson, student's social and cognitive needs are being met. They are working with one another and the lesson challenges them to think ahead on where the students are supposed to move. |
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Artifact #3 Gymnastics Lesson Plan |
This artifact meets the following Iowa Teaching Standards and Criteria:
Standard 3 Criteria C This lesson plan demonstrates competence in planning and preparing for instruction. This was used to help guide my teaching as well as my sub's teaching during my absence. Standard 4 Criteria A This lesson plan aligns classroom instruction with National SHAPE Standard #1 "The physically literate individual demonstrates competency in a variety of motor skills and movement patterns." Students worked on jumping and balance and showed competency in both. Standard 6 Criteria E This lesson plan reflects a purposeful and safe environment. The lesson took place in the wrestling room to insure significant padding and protection. There are 7 different activities structured in to the lesson so that everything remained purposeful and aimed at the goal of the lesson. |
Artifact #4 Certificate from Professional Development in Des MoinesThis artifact meets the following Iowa Teaching Standards and Criteria:
Standard 7 Criteria A Attending this conference shows my continued interest of inquiring and learning. Standard 7 Criteria C This conference offered tremendous insight in assisting students with behavior management problems. I have implemented many of these strategies into class. |
Artifact #5 Notes from Meeting with Connector Teacher Michelle Klein.
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This artifact meets the following Iowa Teaching Standards and Criteria:
Standard 7 Criteria B
These notes are from a meeting held between myself and Connector Teacher Mrs. Klein. The goal was to improve my professional practice and improve student learning.
Standard 8 Criteria C
These notes are from a meeting I had with one of our Connector Teachers, Mrs. Klein. Part of our district's and building's goals is to "connect" our Teacher Connectors with the district's staff in order to help collaborate and to help produce more effective teachers. We were discussing how I could incorporate technology into the PE classroom.
Standard 8 Criteria E
Standard 8 Criteria E talks about getting together with an colleague and working on way to benefit our students. By meeting with Mrs. Klein we were able to come away with multiple uses of technology that I can use in the PE setting to benefit my students.
Standard 7 Criteria B
These notes are from a meeting held between myself and Connector Teacher Mrs. Klein. The goal was to improve my professional practice and improve student learning.
Standard 8 Criteria C
These notes are from a meeting I had with one of our Connector Teachers, Mrs. Klein. Part of our district's and building's goals is to "connect" our Teacher Connectors with the district's staff in order to help collaborate and to help produce more effective teachers. We were discussing how I could incorporate technology into the PE classroom.
Standard 8 Criteria E
Standard 8 Criteria E talks about getting together with an colleague and working on way to benefit our students. By meeting with Mrs. Klein we were able to come away with multiple uses of technology that I can use in the PE setting to benefit my students.
Artifact #6 - Formal Lesson Evaluation "Uber Driver" |
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This artifact meets the following Iowa Teaching Standards and Criteria:
Standard 3 Criteria D
In the game "UBER Driver" students are in charge of driving their classmates around the gym by listening to the passengers directions. The driver pushes the car to its destination while following the cities traffic laws. Once the driver reaches the destination, the driver and passenger switch roles. The students learned what an UBER driver was and they also practiced following traffic laws throughout the game. By having the students practice both roles and learn from watching, practicing, and working together they stayed engaged the entire class and kept moving.
Standard 5 Criteria E
This artifact shows myself providing feedback to the students in the note "addressed individual issues as they arose"
Standard 6 Criteria C
In this lesson the students were asked to sit on the blue line, and to wait for instructions.
Artifact #7 - Formal Lesson Evaluation "Gymnastics"
Gymnastic's Lesson Evaluation | |
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This artifact meets the following Iowa Teaching Standards and Criteria:
Standard 1 Criteria D Supporting the learning of every student is important to me. Mr. Pottebaum notes how I give positive reinforcements to Brayden due to him getting emotional if he gets called out. This is an example of how I work to meet each student's needs so they all have a learning environment they can succeed in. Standard 1 Criteria E As an educator creating an environment where students feel welcomed and are excited to participate is one of my core values. I make sure I know every students name, at least one thing about them, and I try to at talk to each of them 2-3 times each class. This is shown as noted in the evaluation, "wonderful demeanor with the kids! Kids like Mr. Green a lot." Standard 3 Criteria B Setting high expectations for students in all aspects of class is important. Whether this be behavioral, social, or cognitively. I work to make sure all of my students are aware of my expectations for every lesson and class. This is shown in the notes with the statement from Mr. Pottebaum..... (fill in) Standard 4 Criteria C In this class there are a couple of students who struggle listening for extended periods of time and need things to move quickly for them. For this lesson I kept instruction to a minimum and kept the students moving with up to 7 activities. By planning multiple activities the students that typically struggle were able to stay on task and on the same page as the rest of the class. Standard 6 Criteria A Similar to Standard 1 Criteria E I work to stay positive with all of my students. I feel that when I am positive about their actions and movements, then the kids will want to continue being physically active outside of class and show positive behavior towards others. This is reflected on this evaluation with the notes"......(need to fill in) Standard 6 Criteria B Part of developing a classroom where students feel welcomed is having consistent expectations and reactions to behavior. I work to be as consistent as I can be with my students and this is reflected in the notes where I talk about expectations and being responsible ....(need to fill in) Standard 6 Criteria D In my PE classrooms I do not believe it is to the students benefit to have me standing in front of the class giving examples and talking the entire time. I believe kids need rest and can not be going 100mph for a 40 minute PE class. I try to use my time as wisely as I can to keep the students moving. This is reflected on this evaluations with the notes "lots of movement and very short times to sit and listen" |
Artifact #8 - Comparison between Two Evaluations
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This artifact meets the following Iowa Teaching Standards and Criteria:
Standard 7 Criteria D
From year 1 of teaching leading up to year 2 a big focus of mine has been to improve time used on instruction. The walk through evaluation from 10/27/16 states "a lot of time spent on direction". The formal evaluation from 11/9/17 shows that I have in fact improved on my original goal with the notes "lots of movement and very short times to sit and listen"
Standard 7 Criteria D
From year 1 of teaching leading up to year 2 a big focus of mine has been to improve time used on instruction. The walk through evaluation from 10/27/16 states "a lot of time spent on direction". The formal evaluation from 11/9/17 shows that I have in fact improved on my original goal with the notes "lots of movement and very short times to sit and listen"
Artifact #9 - Underhand Throwing Lesson and Assessment
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This artifact meets the following Iowa Teaching Standards and Criteria:
Standard 1 Criteria B This lesson uses instruction strategies like "Tick - Tock" that support student goals. The goal is to learn and practice the underhand throw in this lesson. Standard 1 Criteria F Our school is focused on high achievement and high expectations. This assessment form shows that I am focusing on student improvement. This form shows a scale that can allow students to continue to progress as they work through the school year. Standard 2 Criteria B This lesson focuses on teaching at least 2 of the 5 mature pattern movements of the underhand throw. I am only stressing two of the movements because these students are not developmentally ready to handle all 5 at once. Standard 3 Criteria A For this lesson I followed the guidelines of the National Grade Level Outcomes, This lesson addresses GLO (S1.E13.1) and instructs the students on proper underhand throwing. Standard 5 Criteria A In this lesson plan I made sure to instruct based upon the standards that I would be assessing the students on. We talked about swinging your arm back (tick) and then stepping forward with the opposite foot when you are ready to throw forward (tock). The assessment form on the right is how I keep track of the student's progressions. |
Artifact #9 Sub Plans 2/3/17
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This artifact meets the following Iowa Teaching Standards and Criteria:
Standard 8 Criteria A
Part of our school policy is to create sub plans when you are sick/absent. These were sub plans from my first year as a teacher.
Standard 8 Criteria A
Part of our school policy is to create sub plans when you are sick/absent. These were sub plans from my first year as a teacher.
Artifact #10 List of Leadership Roles for Myself at Jesup |
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This artifact meets the following Iowa Teaching Standards and Criteria:
Standard 8 Criteria B
By partaking in all of these rolls at Jesup as a teacher, coach, and administrator type role I have shown professional and ethical conduct in order to maintain my positions.
Standard 8 Criteria B
By partaking in all of these rolls at Jesup as a teacher, coach, and administrator type role I have shown professional and ethical conduct in order to maintain my positions.
Artifact #11 Video of PowerPoint Used in ClassThis artifact meets the following Iowa Teaching Standards and Criteria:
Standard 1 Criteria A This video shows evidence of student learning as the student presents correct throwing form. Standard 3 Criteria E This video shows the use of available technologies for use in instruction. Standard 4 Criteria F This video shows the use of a PowerPoint during class that I used for instruction. |
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Artifact #12 Email Correspondence with Principal and other Staff
This artifact meets the following Iowa Teaching Standards and Criteria:
Standard 8 Criteria D
This picture shows a level of respect and flexibility to work with other staff members.
Standard 8 Criteria D
This picture shows a level of respect and flexibility to work with other staff members.
Artifact #13 Plickers Assessment
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This artifact meets the following Iowa Teaching Standards and Criteria:
Standard 1 Criteria C (Picture on the Left)
I use Plickers to get a feel of where my students are at in a certain lesson. This lets me know whether or not we need to spend extra time on a certain area of instruction.
Standard 4 Criteria B (Picture on the Right)
I use Plickers to assess students cognitive knowledge in PE.
Standard 5 Criteria C (Picture on the bottom
This assessment tells me that our of 17 students, 6 of them still need more practice stepping with the opposite foot when throwing overhand. With this number being above 33% I will take more time in class to deliberately cover this part of the throw.
Standard 5 Criteria D (Picture on the Left)
This type of assessment allows students to self-assess which helps them better understand where they are at in relation to their goals.
Standard 7 Criteria E (Picture on the right and on the bottom)
This graph provides an analysis of student learning and achievement.
This artifact meets the following Iowa Teaching Standards and Criteria:
Standard 1 Criteria C (Picture on the Left)
I use Plickers to get a feel of where my students are at in a certain lesson. This lets me know whether or not we need to spend extra time on a certain area of instruction.
Standard 4 Criteria B (Picture on the Right)
I use Plickers to assess students cognitive knowledge in PE.
Standard 5 Criteria C (Picture on the bottom
This assessment tells me that our of 17 students, 6 of them still need more practice stepping with the opposite foot when throwing overhand. With this number being above 33% I will take more time in class to deliberately cover this part of the throw.
Standard 5 Criteria D (Picture on the Left)
This type of assessment allows students to self-assess which helps them better understand where they are at in relation to their goals.
Standard 7 Criteria E (Picture on the right and on the bottom)
This graph provides an analysis of student learning and achievement.
Artifact # 14 Letter to Parents
This artifact meets the following Iowa Teaching Standards and Criteria:
Standard 5 Criteria B
In this letter I describe the process I will be using to grade students over the upcoming unit.
Standard 5 Criteria B
In this letter I describe the process I will be using to grade students over the upcoming unit.
Artifact #15 Communication with Mr. Zuck
This artifact meets the following Iowa Teaching Standards and Criteria:
Standard 5 Criteria
Mr. Zuck and I work together often on putting together stronger lesson plans that will benefit our students. This document we have used to share the lesson plans we have each created so that we each have a larger library of plans.
Standard 5 Criteria
Mr. Zuck and I work together often on putting together stronger lesson plans that will benefit our students. This document we have used to share the lesson plans we have each created so that we each have a larger library of plans.