Standard 3 Demonstrates the ability to manage and monitor student learning

Evidence1: Uses multiple assessment instruments and strategies to form instruction. Shares criteria for assessment with students 

Context: A rubric is shown. That allows the students to follow how well they are doing. And allows me to share what I am looking for when I grade
Reflection: Whenever I assign a major assignment I provide a rubric. This way before starting the assignment the students know what I am looking for. This adds to very little confusion when communicating. Sometimes I actually go through the rubric with each student and we grade together. The rubric allows the student to understand what a fair grade is.
Goals: When I assign something the next time. I will be sure to have clearer exemplars (more than one). Students not only want to know what you are looking for in the form of text, but also in the form of creation.

 

Evidence2: Uses time effectively to maximize academic learning and to accommodate student differences and instructional needs. Maximizes academic learning time through effective planning and varied instruction to meet student needs.

  

Context: a poster created to let students view after they are done. 
Reflection: Students understand in my class their work is never done. If they feel they are finished with absolutely everything then I give students choices. They are to Read (art books from the resource table), Writing (write a reflection after every assignment) and last but certainly not least students can draw, 25 sketchbook entrees will need to be made by the end of the course
Goals: I plan to also have this in form of a handout for students to keep with them and to pull out when needed.