Improving Instruction

Landri Vogelsang
Saint Marys University of Minnesota
Schools of Graduate and Professional Programs
Portfolio Entry for Wisconsin Teacher Standards 7 and 8
EDUW 693 Instructional Design and Assessment
Sara Heisler, Instructor
December 15, 2015

WTS 7 and 8

Page 2

Entry Introduction
This entry documents completion of a comprehensive learning process to improve skills
related to instructional design (WTS 7) and instructional assessment (WTS 8). Centered,
italicized headings added to APA headings organize the entry corresponding to the seven-step
process, which is summarized below:
A Brain-based Learning
Process for All Ages
1. Expand perspectives
(Learning assumes
moving beyond what we
already know/do.)

Applied to Improving Educator Effectiveness

as a Seven-step Professional Learning Process
1. Expand perspectives
(Standards for educators and education serve as a common starting
point, representing collected wisdom of the profession. Vanguard
ideas offer another option for proposed solutions for improving
educator effectiveness.)

2. Assess current abilities

from evidence
(Define: What to learn?)

2. Assess current professional knowledge/skills/attitudes

developmentally. (Determine areas to improve compared to
standards for educators and student learning. Assess three types of
evidence: (a) teaching practices based on educator standards,
(b) whole-class and lowest-median-highest student performance
based on academic standards that guide subject learning, and
literacy standards that guide tasks to prove learning, and (c) student
participation and learning environment evidence (observations,
ongoing student feedback, anonymous student surveys, etc).
Reason inductively from assessment conclusions to define an
inquiry question that addresses areas most in need of improvement.)

3. Learn

3. Research/Learn from professional/credible sources for practical

answers/insights to improve targeted areas.

4. Plan
(connect learning to
perception of realities)
5. Try and gather evidence
(connect learning to world)
6. Post assess from
evidence. (Connect/define:
What learned well?
What remains to learn?)
7. Reflect
(Process/connect entire
learning experience for
more efficient and
effective recall in future)

4. Incorporate learning into a plan. (Teachers in the Master of

Education Program improve lesson plans.)
5. Implement plan and gather comparable a-b-c evidence.
6. Post-assess from evidence.
Valid, developmental assessment requires evidence that provides
direct comparisons of a-b-c evidence from multiple perspectives.
7. Reflect. Process the entire learning experience from the
personal perspective to strengthen brain connections for more
efficient and effective learning next time: What actions/attitudes
worked best/least to learn efficiently and effectively? What are my
next learning steps in this area?

WTS 7 and 8

Page 3

Learning Step 1: Expand Perspectives (Start with Standards for the Profession)
Learning Step 2: Assess Evidence Compared to Standards to Define Areas to Improve
Educator Standards
Targeted Descriptors from Wisconsin Standards for Teacher Development and Licensure
The descriptors listed for each Wisconsin Teacher Standard (WTS) on this page
originated from the Wisconsin Department of Public Instruction website.
Areas emphasized during EDUW 693 are preceded by a rather than a symbol.
Underlined text indicates two areas in each standard that emerged as most in need of
improvement after studying the descriptors and self-assessing current teacher performance.
Wisconsin Teacher Standard (WTS) 7: Teachers are able to plan different kinds of lessons.
The teacher organizes and plans systematic instruction based upon knowledge of subject
matter, students, the community, and curriculum goals.
Knowledge
The teacher understands learning theory, subject matter, curriculum development, and
student development and knows how to use this knowledge in planning instruction to meet
curriculum goals.
The teacher knows how to take contextual considerations (instructional materials,
individual student interests, needs and aptitudes, and community resources) into account in
planning instruction that creates an effective bridge between curriculum goals and students'
experiences.
The teacher knows when and how to adjust plans based on student responses and other
contingencies.
Dispositions
The teacher values both long-term and short-term planning.
The teacher believes that plans must always be open to adjustment and revision based
on student needs and changing circumstances.
The teacher values planning as a collegial activity.
Performances
As an individual and a member of a team, the teacher selects and creates learning
experiences that are appropriate for curriculum goals, relevant to learners, and based upon
principles of effective instruction (e. g. that activate students prior knowledge, anticipate
preconceptions, encourage exploration and problem-solving, and build new skills on those
previously acquired).
The teacher plans for learning opportunities that recognize and address variation in
learning styles, learning differences, and performance modes.
The teacher creates lessons and activities that operate at multiple levels to meet the
developmental and individual needs of diverse learners and help each progress.

WTS 7 and 8

Page 4

The teacher creates short-range and long-term plans that are linked to student needs and
performance, and adapts the plans to ensure and capitalize on student progress and motivation.
The teacher responds to unanticipated sources of input, evaluates plans in relation to
short- and long-range goals, and systematically adjusts plans to meet student needs and enhance
learning.
Wisconsin Teacher Standard (WTS) 8: Teachers know how to test for student progress.
The teacher understands and uses formal and informal assessment strategies to evaluate
and ensure the continuous intellectual, social, and physical development of the learner.
Knowledge
The teacher understands the characteristics, uses, advantages, and limitations of
different types of assessments (e.g. criterion-referenced and norm-referenced instruments,
traditional standardized and performance-based tests, observation systems, and assessments of
student work) for evaluating how students learn, what they know and are able to do, and what
kinds of experiences will support their further growth and development.
The teacher knows how to select, construct, and use assessment strategies and
instruments appropriate to the learning outcomes being evaluated and to other diagnostic purposes.
The teacher understands measurement theory and assessment-related issues, such as
validity, reliability, bias, and scoring concerns.
Dispositions
The teacher values ongoing assessments as essential to the instructional process and
recognizes that many different assessment strategies, accurately and systematically used, are
necessary for monitoring and promoting student learning.
The teacher is committed to using assessment to identify student strengths and promote
student growth rather than to deny students access to learning opportunities.
Performances
The teacher appropriately uses a variety of formal and informal assessment techniques
(e.g. observation, portfolios of student work, teacher-made tests, performance tasks, projects,
student self-assessments, peer assessment, and standardized tests) to enhance her or his
knowledge of learners, evaluate students progress and performances, and modify teaching and
learning strategies.
The teacher solicits and uses information about students' experiences learning behavior,
needs, and progress from parents, other colleagues, and the students themselves.
The teacher uses assessment strategies to involve learners in self-assessment activities,
to help them become aware of their strengths and needs, and to encourage them to set personal
goals for learning.
The teacher evaluates the effect of class activities on both individuals and the class as a
whole, collecting information through observation of classroom interactions, questioning, and
analysis of student work.
The teacher monitors his or her own teaching strategies and behavior in relation to
student success, modifying plans and instructional approaches accordingly.
The teacher maintains useful records of student work and performance and can
communicate student progress knowledgeably and responsibly, based on appropriate indicators,
to students, parents, and other colleagues.

WTS 7 and 8

Page 5

Wisconsin Educator Effectiveness Expectations

The guiding source for defining expectations from pre- and post-assessment perspectives
was Danielsons Enhancing Professional Practice: A Framework for Teaching (2007). To
envision Danielson Framework expectations in action to accommodate diverse needs, specialand regular-education teachers referenced Danielsons Special Ed Scenarios, Extended examples
of Levels of Performance in Special Education (2014). Early learning teachers referenced
Possible Framework for How the Framework for Teaching could Apply to Early Childhood
Teachers, published by the Pennsylvania Department of Education Standards Aligned System.
Eight tables in Artifact A summarize teaching expectations related to instructional design
and assessment. Tables 2, 3, and 4 address instructional design elements related to outcomes,
learning process, and student engagement, respectively. Tables 4, 5, 6, and 7 address assessment
design for learning, teacher assessment practices, and student participation and practices related
to formative assessment. Each table shows pre- and post-assessment results.
Student Performance Standards
Artifact D, Tables 8 and 9, show pre- and post-assessments of student performance for
the targeted subject of instruction during my learning process. These assessments were based on
two sets of standards: Wisconsin Early Learning Model Standards and Wisconsin Common Core
State Standards for English-Language Arts guided content expectations. Wisconsin Common
Core State Standards for Literacy in All Subjects guided communication expectations for tasks.
Student Participation (Learning Environment) Expectations
See Artifact A, Tables 5, 6, and 7. Table 5 references Danielson Framework assessments
that included learning environment aspects. Tables 6 and 7 draw from WTS 8 expectations that
relate to self-assessment practices among students.

WTS 7 and 8

Page 6

Analysis Conclusion and Essential Question to Guide Research

The chart below summarizes findings in in light of the essential question guiding
professional growth for the EDUW 693: How do I improve instructional design and assessment
to achieve each students developmental capabilities through confident and independently
competent learning? The visual below shows the analysis, interpretation, and conclusion steps
for reasoning inductively to a logical inquiry question best suited to my areas to improve:
Reasoning to a Valid Inquiry Question Based on Assessed Evidence
1. Analysis Step of Inductive Reasoning
Gathered Data for Analysis, Grouped by Type of Evidence:
Key Idea Representing
Next steps transferred from each pre-assessment at Artifact A.
Each Area to Improve
Instructional Design: underlined WTS 7 planning lessons descriptors (Pg. 3)
a. Activate prior
a. As an individual and a member of a team, the teacher selects
knowledge and
and creates learning experiences that are appropriate for curriculum
problem solving
goals, relevant to learners, and based upon principles of effective
b. Long term planning
instruction (e. g. that activate students prior knowledge, anticipate
preconceptions, encourage exploration and problem-solving, and build
new skills on those previously acquired).
b. The teacher values both long-term and short-term planning.
Instructional Design: next steps for Appropriate Outcomes (Table 1)
Area to Improve: Need a logical sequence of learning.
Instructional Design: next steps for Optimal Learning Processes (T.2)
Area to Improve: Need more coherent structure in lesson plan
Instructional Design: next steps for Designing Engaged Learning (T.3)
Area to Improve: Incorporate lessons on how students can discuss
Assessment Design: underlined WTS 8 descriptors (Entry Pages 3-4)
a. The teacher uses assessment strategies to involve learners in selfassessment activities, to help them become aware of their strengths and
needs, and to encourage them to set personal goals for learning
b. The teacher knows how to select, construct, and use assessment
strategies and instruments appropriate to the learning outcomes being
evaluated and to other diagnostic purposes.
Assessment Design: next steps for Designing Student Assessment
(Table 4). Area to Improve: Appropriate assessments
Current Student Performance in Academic Subject (Table 8)
Area to improve: Determine key ideas from a text
Current Student Performance in Literacy Skills (Table 9)
Area to improve: Conversational and following direction skills
Student Participation: next steps Related to Instructional (Formative)
Assessment (Table 5). Areas to improve: Self-reflection
Student Participation (Danielson): next steps Related to Assessment
Practices (Table 6). Area to improve: Student assessment
Student Participation (WTS 8) next steps Related to Assessment Practices
(T. 7). Area to improve: Feedback and Communicating learning objectives.

Sequence learning
Structure of the lesson
Increase student discussion
skills
a. Increase student selfreflection skills
b. Improve on selecting and
using assessment instruments
to help guide instruction

Creating and implementing

appropriate assessments
Comprehension, identifying
key ideas from text
Increase conversational skills
and following directions
Increase student participation
in assessment
Student participation and
responsibility for their work
Increasing feedback; ensuring
students know the objectives

WTS 7 and 8

Page 7

2. Interpretation Step of Inductive Reasoning. Group key idea words into one/two focus topics.
Assessment and lesson structure
3. Draw a Conclusion:
The general question guiding professional growth for this process: How do I improve instructional
design and assessment to facilitate independent competence in achieving each students developmental
capabilities?
The specific inquiry question that emerged from my pre-assessments: How do I improve my lesson
plan structure and assessment to facilitate independent competence in achieving each students
developmental capabilities?

Learning Step 3: Research to Find Answers/Insights

Introduction
Assessment is an essential component in the classroom. During instruction, educators
strive to provide continual formative assessments that are efficient and student-friendly.
However, it is also important to address the need to process learning on a regular basis.
According to Moss and Brookhart (2009), there are six elements of the formative assessment
process: (a) shared learning targets, (b) feedback, (c) student goal setting, (d) student selfassessment, (e) strategic teaching questioning, and (f) student engagement in asking effective
questions (p. 11). When teachers and students actively engage in the learning process, these
elements intertwine, creating optimal opportunities for students to academically excel. This
research explored the six different elements that improved the implementation of formative
assessments within the classroom. In addition, this research focused on how to sequence active
learning so students are able to self-assess accurately and achieve their developmental
capabilities.

WTS 7 and 8

Page 8

Research Summary
Moss and Brookhart (2009) determined teachers know what they want students to learn;
however, students are not always aware of what they need to learn. When a learning target is
developed, a teacher must consider present levels of performance and produce strategies to help
build the gap to achieve the learning target. A strategy that can be used in the classroom is called
The Goldilocks Principle, which stated to generate motivation to learn, the level of challenge
and the level of support must be just right (p. 27). When this occurs, teachers and students are
able to achieve the learning target and therefore start to bridge the gap between the learning
target and current academic performance level.
Martin, Buckley, and Stulken (2010) stated teachers can transform the Common Core
State Standards (CCSS) into student friendly language by creating I can statements (p. 5). For
example a third grade CCSS states, determine the main idea of a text; recount the key details

and explain how they support the main idea. The I can statement would read, I can
name the main idea and name three details from the text that support the main idea. The
checklist below shows an example of a visual cue for students to self-regulate their learning
progress. This checklist was adapted from a Martin, Buckely, and Stulken visual on page 7.
I can name the main idea and name 3 details
from the text to support the main idea.
I named the main idea
I named 1 detail.
I named 2 details.
I named 3 details.

Circle Yes or No
Yes
Yes
Yes
Yes

No
No
No
No

WTS 7 and 8

Page 9

Educators can modify this checklist by changing the wording and/or adding pictures to
accommodate for individual learning needs.
Hallenback and Fleming (2011) concluded that goal setting at the elementary level has a
positive effect on student learning. Students need guidance when developing their goals and
teachers need to develop lesson plans to teach students about goal setting. During the goal
setting process, students and teachers must work together to create appropriate goals. There are
three crucial parts for developing goals with students and they include: (a) identifying a specific
goal, (b) level of difficulty, and (c) proximity (p. 39). For example, a goal for improving reading
comprehension might be, I will improve my understanding of the books I read by naming the
main idea and three details, rather than I will get better at reading. Many students will
identify broad goals such as I will get better at reading. Teachers can then take the broad
statement and help students create more specific goals that they can achieve in an appropriate
time frame. Teachers can create goal setting sheets, have students create check lists to monitor
their progress, and conference with students to ensure they achieve their goals.
Another way to increase the effectiveness of formative assessments is to incorporate selfand peer-reflection during the learning process. When students are reflecting independently and
with others, it increases student learning accountability (Tomlinson, 2004). Students are aware
of where they currently are, what they need to work on, and where they want to end up. In order
for self- and peer- reflection to be effective, teachers must include specific activities within the

WTS 7 and 8

Page 10

learning environment to help elicit this strategy. One example would be to create checklists that
students fill out independently after completing a learning target. Teachers would then meet
with students to self-reflect and process their answers. During this process, teachers and students
can collaborate to help determine if the student made the target and what, if any, adjustments
need to be made. According to Bell and Caspari (2002), an example of incorporating self- and
peer-reflection would be to present an open-ended question to the class on a specific learning
target. The teacher would ask students for answers and record them on the board. A special
education reading comprehension question might read, What are two details from the text that
were most important? After students give their answers, the teacher would show them answers
from another group of students who were asked the same question. Next, the students would
compare and contrast their answers to the answers of the other students. Their task is to identify
whether or not the other group understood the original question. When students are engaging in
this process, they are self-reflecting on their own answers and reflecting with their peers to
compare and contrast the two sets of answers. When reflective examples like this are
implemented into the classroom, students are responsible for their learning and are a part of the
assessment process. If some students need more guidance this process can be accommodated by
adding concrete comparisons (yes and no questions) to help facilitate self-reflection. In addition
to checklists, rubrics and guides can be used to help students stay on the right learning
pathway.

WTS 7 and 8

Page 11

Feedback is another piece of the formative assessment process. Vaughn, Wanzek,

Murray, and Roberts (2012) determined that it is important for teachers to provide positive and
productive feedback to their students. Feedback should be specific and productive in order to
provide encouragement for students to persevere and concur challenges. For example instead of
saying You are doing a great job, keep up the good work! try saying Great start! You named
the main idea and one detail that is helping you understand what you read. Now, try to find two
more to show you are a master at summarizing the books you read! This feedback is positive,
acknowledges what the student has accomplished and also provides specific instructions for the
next steps in the learning process. In addition, teachers can provide feedback that links their
learning behavior to outcomes. For example a teacher may say, I noticed you spent 15 minutes
reading and rereading to help you name the main idea and details. Did you notice how well you
met your learning target? Teachers can provide feedback in the classroom by conferencing
(example: teacher meets with student to review goals or rubrics), using verbal praises, stickers,
and timely responses to assignments, quizzes and/or tests.
Lastly, teachers can incorporate questioning into their daily routine to help facilitate the
effectiveness of formative assessment. According to Jones and Leahy (2006), it is essential that
teachers develop strategic questions to present to the class and/or student and that students are
able to generate their own questions to help facilitate their own learning. A teacher can ask
questions before, during, and after a student reads a story to help with comprehension. For

WTS 7 and 8

Page 12

example a teacher can model how to ask questions before reading a text, What clues does the
title give me about the story? or What do I already know about the text? Before the students
read a text, pre-select stopping points to further increase questions that elicit comprehension. For
example, What is the main idea? or What do I understand about the story so far? At the end
of a story ask questions such as What was the main idea? or What connections do I have? In
addition, when students are asking effective questions it increases intentional and active
engagement, promotes independence, and builds confidence (Moss & Brookhart, 2009). After
modeling students will become more active in asking their own questions while reading a text.
When teachers and students ask and answer questions, it can help promote a positive and
productive learning environment.
Research Conclusion
Confident and independently competent learning requires a sequence of active learning
so students are able to self-assess accurately and achieve their developmental capabilities. Moss
and Brookharts (2009) six elements of formative assessment provide the foundation for guiding
teachers in improving assessment outcomes including the following: (a) shared learning targets,
(b) feedback, (c) student goal setting, (d) student self-assessment, (e) strategic teaching
questioning, and (f) student engagement in asking effective questions (p. 11). Teachers
implement strategies such as checklists, rubrics, positive feedback, goal setting, and
communication of learning targets to help facilitate student learning capabilities. When teachers

WTS 7 and 8

Page 13

effectively and efficiently integrate these elements into the classroom, students actively
participate in the learning process and assessment process.
Research Implications for Implementation in Planning and Instruction
The essential question guiding professional growth for this process: How do I improve
instructional design and assessment to achieve each students developmental capabilities
through confident and independently competent learning? My specific inquiry question: How
do I sequence active learning so my students are able to self-assess accurately and achieve their
developmental capabilities?
Answers/insights from research and course learning that I plan to apply in planning and
instruction for my targeted learning unit:
1. Form and communicate student friendly learning targets. I will revisit them
throughout the lesson, not just at the beginning.
2. Develop student goals
3. Provide opportunities for self-assessment through checklists, self-correction, and
rubrics
4. Teach students how to ask their own questions for understanding
5. Incorporate the six elements and Goldilocks principle

WTS 7 and 8

Page 14

Learning Step 4: Plan, Incorporating Answers and Insights from Research

Artifact B-1 is a typical lesson plan before this learning process. Artifact B-2 is the
lesson plan that resulted from research and in-class learning.
Artifact C-1 shows typical assessment criteria/tool and practices before this learning
process. Artifact C-2 shows improvements associated with the assessment criteria/tool and
practices connected to the targeted lesson.
Artifact D shows selected developmental student performance assessments based on
standards for my guided process. The tables show before-after assessment of targeted objectives
that guided alignment of current student abilities to logical instructional starting points and
alignment of potential capabilities to summative objectives.

Learning Step 5: Implement Plan and Gather Evidence

Artifact E has student work samples examples with comments that explain how new
instructional design and assessment practices affected student learning. Other evidence related
to instruction, student performance, and learning environment is in the post-assessment notes in
Artifact A.

Learning Step 6: Post Assess Evidence Compared to Pre-assessments and Standards

See Artifact A, which uses italicized type to distinguish post assessment information
from pre-assessment information.

Learning Step 7: Reflections

Learning Process Reflection
The learning process addressing WTS 7 and WTS 8 focused on improving standardsbased instructional design and assessment to achieve each students developmental capabilities
through confident and independently competent learning. My specific area of inquiry that

WTS 7 and 8

Page 15

guided growth: How do I improve instructional design and assessment to achieve each students
developmental capabilities through confident and independently competent learning?
Post-assessments summarized my learning outcomes: instructional changes and what
worked and did not work for students. This reflection examines my growth as a learner through
a guided learning process and ending with independent learning. Within the steps of the sevenstep learning process, I summarized significant changes in actions and/or attitudes that achieved
more efficient and effective learning:
My Seven-Step Learning Process:
1. Expand my perspectives based on educator and student standards. Before EDUW 693,
I followed the Common Core State Standards, along with the Essential Elements while planning
instruction for my students. I focused on the students current grade level and planned my
instruction base on those specific grade level standards. After EDUW 693, I use the standards in
a different way to help my instruction become more effective. For example, I look at the
standards from the students previous grade level, the current grade level, and the next grade
level. I then use those standards to help develop my objectives and assessments for each student.
2. Assess my current effectiveness based on evidence compared to standards to define
areas to improve. Before: I used the standards as my guiding document to define areas to
improve in my instruction. I believed that if I followed the standards and assessed my students
according to those standards, I could change my effectiveness based upon student results. My
effectiveness was based on standards rather than evidence that students provided. After: During
EDUW 693, I learned that an effective teacher must provide evidence from students in order to
guide their instruction. An effective teacher will use the standards to guide their lesson planning

WTS 7 and 8

Page 16

and will then use evidence from students to help change his/her instructional techniques to be
more effective.
3. Research professional sources to find practical answers. Before: I would research
sources to find answers; however, I did not focus on the professionalism of that source. I would
use a variety of sources that were not necessarily professionally researched topics and/or sources.
After: I now conduct my research and only use sources that are researched-based and that have
practical answers. It has made my research and teaching strategies more effective and efficient.
4. Incorporate learning into a plan. Before: As a teacher we are required to have plans
for our students to learn. Those plans are usually broad and do not offer many details. The
learning was an afterthought and I did not think of learning as part of the plan. The plan was just
to show our administrators that we have lesson plans. After: My lesson plans start with learning
as the first component, rather than an after- thought. The learning guides the plan with several
opportunities for assessment along with way. I then use that assessment to change and adapt my
plan to help increase the learning.
5. Implement plan and gather evidence. Before: I would have a plan to implement
learning; however, I did not gather enough evidence to assess whether or not students were
learning. The plan was basic and usually was not aligned. After: My plans are much more
thorough and they are aligned. The plans also incorporate assessments throughout the learning
segment to help gather evidence. I then use the evidence to help guide my instruction. This has
really benefited my students and I have become a more effective teacher.
6. Assess evidence compared to pre-assessment results and standards. Before: My preassessment process was lacking in most subject areas. This was a step that I sometimes did not
implement correctly. In addition, I usually did not pre-assess students based on standards.

WTS 7 and 8

Page 17

After: I now give pre-assessments on a regular basis. I take the pre-assessment results and use
that evidence to help guide my instruction. I also look at the standards before starting a learning
segment and assess students on those standards. When I do this, I am able to start my instruction
at the appropriate developmental level. This has been really helpful and this process has allowed
my students close the learning gap in most subject areas.
7. Reflect on my growth as a learner. Before: I have always been open to learning and I
have always wanted to continue learning to make myself a better person and teacher. I enjoy
learning and for the most part learning has come easy to me. I have learned a lot and sometimes
I struggle with effectively implementing that learning in a timely manner. After: This course
has been challenging for me as a learner. I have had to challenge my thinking in a variety of
ways. I have grown as a learner by being persistent, persevering during difficult times, and
accepting that I cannot get everything right all the time. I have gained insight in how some of
my students may feel during learning. I am now able to empathize with students when they find
learning to be difficult, as I have experienced that during this course. It has helped me relate
more to my students and to find ways in which I can help them as a teacher.

My Next Steps for More Efficient and Effective Learning)

1. I will use resources that are professionally researched and use resources that have
practical strategies that can be implemented in a timely manner.
2. I will ask for help, clarification, and ideas before I get frustrated when I am having a
difficult time learning.
Professional Practices Reflection
This reflection focuses on those practices that proved to be of greatest benefit in
answering the essential question that guided EDUW 693 learning: How do I improve

WTS 7 and 8

Page 18

instructional design and assessment to achieve each students developmental capabilities

through confident and independently competent learning?
Changed Teaching Practices Resulting in Most Benefit to Students, with Evidence
1. More frequent formative assessments: I have implemented self-assessment,
checklists, exit slips, etc. to everyday learning. My students have increased learning as shown by
their summative assessments. (One student went from kindergarten to first grade in one learning
target.)
2. More engaged learning: I have implemented more hands-on, engaged learning for
my students. This includes games, movement, manipulatives, etc. Students have increased their
participation by 75% as seen by data collection during lessons.
Changed Teaching Practices Resulting in Least Benefit to Students, with Evidence
1. Self-reflection: I incorporated a rubric and had students self-reflect on their learning.
Some of my students did not understand the rating system (i.e. one student did not understand
that 5 was the best and 1 was not good). I believe that if I modify the rubric and add pictures the
student would benefit more from the self-reflection process.
2. Coding: Students benefited from this strategy; however, they need more practice to
use it independently and efficiently. One student used coding independently, the other student
needed prompting in order to complete the coding process. I believe that students will be able to
master coding with more practice.
My Next Steps for Improving Teaching Practices
1. Planning: I would like to focus on the planning process for my next steps in
improving my teaching practice. I believe I have made improvements since the beginning of this

WTS 7 and 8

Page 19

course; however, I believe I can continue to work on the planning process to make my
instruction even more effective. I would like to focus on alignment and more thorough planning.
2. Know the subjects that I am teaching: This is an area that I am still learning about. I
am a second-year teacher and have been in two different grade levels. I have not yet mastered
the content of either grade level. I would like to become more knowledgeable about the content,
standards, and what standards come before and after my current grade level. This will help me
provide more specific instruction and it will help me see where students came from, where they
are currently, and where they are going.
Independent Learning Process
The final step documented for WTS 7 and 8 is located in a separate document, WTS 7-8
Independent Learning Process and Evidence.

WTS 7 and 8

Page 20

References
Bell, K., & Caspari, A. (2002). Strategies for improving non-fiction reading comprehension.
n.p.: 2002. ERIC, EBSCOhost (accessed November, 2015).
Danielson, C. (2007). Enhancing professional practice: A framework for teaching. (2nd ed.).
Alexandria, VA: Association for Supervision and Curriculum Development.
Hallenbeck, A., & Fleming, D. (2011). Don't you want to do better? Implementing a goal-setting
intervention in an afterschool program. Afterschool Matters, (13), 38-48.
Jones, J., & Leahy, S. (2006). Developing Strategic Readers. Science & Children, 44(3), 30-34.
Martin, B., Buckley, A., & Stulken, S. (2010, November 1). I can goal statements connect
goal statements connect students to formative assessment. Lecture presented at 18th
National Quality in Education Conference, Chicago, IL.
Moss, C., & Brookhart, S. (2009). Advancing formative assessment in every classroom a guide
for instructional leaders. Alexandria, Va.: Association for Supervision and Curriculum
Development.
Tomlinson, C. (2014). Using assessments thoughtfully. Retrieved from http://www.ascd.org/
publications/educational-leadership/mar14/vol71/num06/The-Bridge-Between-Today'sLesson-and-Tomorrow's.aspx

WTS 7 and 8

Page 21

Vaughn, S., Wanzek, J., Murray, C. S., Roberts, G., & Center on, I. (2012). Intensive
interventions for students struggling in reading and mathematics. A practice guide.
Center on Instruction.