The purpose of this assignment is to demonstrate knowledge of the foundations and framework that is neccissary for a teacher to review and evaluate his or her overall performance and implements a professional development plan through the use of rubrics and personal assessment throughout the classroom teaching environment .

In compliance with Arizona State Teaching Standards 6:1,2,3,4,5 a special educator will complete this creation of classroom foundation and frame work based on the review his or her practices and the evaluation of the influences of his or her practices on student growth and learning, designing and continually adapting a professional development plan for improving instruction and student learning. The teacher will engages in activities that implement the professional development plan, use employer's documentation of his or her performance to develop a professional development plan, and pursues professional activities to support development as a learner and a teacher.

In compliance with Arizona State Teaching Standards 7:1,2,3,4,5 the teacher has general academic knowledge as demonstrated by the attainment of a bachelor's degree. The teacher also has specific academic knowledge in his or her subject area or areas sufficient to develop student knowledge and performance to meet Arizona's academic standards. This is demonstrated by mastery of skills and concepts related to the subject area of Required knowledge a: At the elementary level, the teacher demonstrates knowledge of language arts and reading, math, science, social studies, and fine arts. Required knowledge B: At the secondary level, the teacher demonstrates knowledge of the subject area or areas he or she is being certified to teach. This is demonstrated by mastery of major facts and assumptions that are central to the discipline, debates and the processes of inquiry that are central to the discipline, integration of disciplinary knowledge with other subject areas, and connections between knowledge of the subject area and real life situations at the level of the students being taught.

Mastery of the USA- ISLLC - Standards for School Leaders (With Competencies) Standard 4, Area of Performance has also been demonstrated by facilitating a process that addresses effective problem-framing and problem-solving skills to ensure that the teacher is following state and federal special education laws, rules, and regulations. By maintaining integrity by being legally responsible in managing the system that is in place the educational leader promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

The purpose of this assignment is to demonstrate knowledge of how to use an assessment of online instruction for a teacher’s benefit to review and evaluate his or her overall performance and implements a professional development plan through the use of rubrics and personal assessment throughout the classroom teaching environment .

In compliance with Arizona State Teaching Standards 8:1-13, a special educator will complete this creation of classroom foundation and frame work based on current professional knowledge sufficient to effectively design and plan instruction, implement and manage instruction, create and maintain an appropriate learning environment, and assess student learning. The professional knowledge assessment shall measure the extent to which the teacher has knowledge of a variety of methods for teaching language arts and reading, math, science, social studies, and fine arts at the elementary level or a variety of methods for teaching reading and the subject area or areas in which the teacher is seeking certification at the secondary level.

The teacher will demonstrate interdisciplinary learning experiences that integrate knowledge, skills, and methods of inquiry from several subject areas such as principles and techniques associated with various instructional strategies. Learning theories, subject matter, curriculum development, and student development and how to use this knowledge in planning instruction to meet curriculum goals. Methods for recognizing and accommodating exceptional children. Influences of individual development, experiences, talents, prior learning, language, culture, gender, family, and community on student learning. Principles of human motivation and behavior and their implications for managing the classroom and organizing individual and group work. Effective evaluation of curriculum materials and resources for accuracy, comprehensiveness, and usefulness for representing particular ideas and concepts. The characteristics, uses, advantages, and limitations of different types of assessments for evaluating how students learn, determining what they know and are able to do, and identifying what experiences will support their further growth and development. Measurement theory, interpretation of test results, and assessment-related issues, such as validity, reliability, bias, and scoring. Services and resources to meet the needs of exceptional children and how to access the services and resources. Schools as organizations within the larger community context and the operations of the relevant aspects of the educational system. Laws and ethics related to student, parent, and teacher rights and responsibilities.

Mastery of the USA- ISLLC - Standards for School Leaders (With Competencies) Standard 4, Area of Performance has also been demonstrated by facilitating a process that addresses effective problem-framing and problem-solving skills to ensure that the teacher is following state and federal special education laws, rules, and regulations. By maintaining integrity by being legally responsible in managing the system that is in place the educational leader promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.