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- sign-in sheet to document working lunch and extra help
- rubrics for assignments
- IEP modifications
- Work with ICR teacher (sending vocab, study guides, etc.)
- Evidence of reward systems (tickets, etc.)
- documenting communication with parents
- lesson plans and lesson materials that are at or above grade level.

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Standard 1 - Teachers lead in their classroom

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Standard 1 - Teachers lead in their classroom

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-Organize instruction based on varying levels of development.
-grouping based on ability AND through mixing abilities
-providing choice in assignments
-pulling information/texts from a variety of grade levels if needed
-Informal assessments; checking in with students for understanding and well being (exit tickets, talking one-on-one with students)
-Word walls; include students in this process by having them write sentences using the words or draw pictures
-Utilizing technology in lessons (PP, discovery ed, laptops, etc)
-Address misconceptions as they arise
-Model problem solving methods; when doing a read aloud annotate as a class
- team building activities to promote community
- Variety of assessment methods

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Standard 1 - Using test data-such as benchmarks, common assessments, and EOG to drive instruction.

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Standard 1 - Using test data-such as benchmarks, common assessments, and EOG to drive instruction.

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-student work samples
-using bloom's to come up with questions.
-exit tickets
-put objectives on board
-put agenda on board
include your specifics in your lesson plans- for instance if you are teaching counting atoms and you talk about the distributive property and walk them through that put that in your lesson plan.
-webquests
-giving children a choice in what they are learning
-put diverse posters or work around.
-using videos or articles about issues going around globally.
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Make sure that the lesson is consistent with the standard and prior assesments.

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Attending professional learning training, beginning teacher training and  department meeting sessions.

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Attending professional learning training, beginning teacher training and  department meeting sessions.

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- Attending optional professional learning activities

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- Attending optional professional learning activities

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- Using knowledge and skills acquired from professional development
- Modeling proper ethical behavior to others.

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- Using test data such as benchmarks, common assessments and EOG scores to drive instruction.

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- Using test data such as benchmarks, common assessments and EOG scores to drive instruction.

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- Differentiating instructions by grouping and individualizing instructions.
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Present multiple learning styles (visual, tactile, audial, etc.) to students to capture their profiency and interests during the learning process.

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Present multiple learning styles (visual, tactile, audial, etc.) to students to capture their profiency and interests during the learning process.

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Seek out professional development that suppports your PDP in accordance with your subject and toward student growth.

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Seek out professional development that suppports your PDP in accordance with your subject and toward student growth.

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Research best practices and current concepts in the field by subscribing to journals and/or following on-line publications, participating in blog sites, etc.

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Research best practices and current concepts in the field by subscribing to journals and/or following on-line publications, participating in blog sites, etc.