Domain 1: Preparation and Planning

1a. Demonstrating Knowledge of Content and Pedagogy

Throughout my collegiate studies, and my dedication to continue building my diverse pedagogy. The collection of resources are the knowledge and skills I bring with me in my lesson and unit plan.

1b. Demonstrating Knowledge of Students 

By demonstrating knowledge of my students in and out of the dance classroom, I am building a stronger more inclusive classroom. My lessons and unit plans are designed to focus on the individual of each student. Below is my Content For Learning that I created for my EdTPA. Within this PDF it demonstrates my knowledge of students in informing my lessons I used for EdTPA. 

1c. Setting Instructional Outcomes

My lessons are designed to align with both state and national art standards in setting my instructional outcomes. In addition to New Jersey Student Learning Standards and National Core Arts Standards I blend the Social Justice Standards and Social Emotion Learning Standards to intertwine the importance diversity, identity, and justice in each lesson. 

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1d. Demonstrating Knowledge of Resources

As an active member of Dance New Jersey and National Dance Education Organization, I have continuous resources available to me as a dance educator. Through these two organizations I have attended professional developments, conferences, as well as the opportunity to share my knowledge to educators across New Jersey and across the United States. 

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1e. Designing Coherent Instructions 

To the right, is 3 sequential lessons in my "Emotions that Move Me" Mini-Unit. This unit was designed for my EdTPA where students explored their emotions focusing on Laban Movement Analysis concepts.  

Designing coherent instructions for students will help engage them in the lessons. Students should be given the expectations of class so they can grow educationally. To the right is an example of the my classes goals for the day. In this First Grade class, students began class with knowing what we will do for the day, and we ended class checking if we completed our goals. 

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1f. Designing Student Assessments

When designing student assessments, the criteria aligns directly to the stated instructional standards implemented in the lesson planning process. The two assessments below provide a glance into the rubrics designed for my students. 

To the right is a rubric created by a member of my cohort Sara Rivera and myself in a  co-teaching assignment in our Students, Communities, and Social Justice: Kinetic Connections class at Rutgers University. In this rubric designed for students 6th-8th grade, assesses qualitative and quantitative criteria.

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To the right, is a rubric for 1st grade students that is designed to meet the students learning outcomes. In this qualitative and quantitative criteria it is displayed in a student friendly design. The colors symbolize a traffic light green meaning go ahead, yellow meaning slow down and lets's take a look at what we missed, and red meaning stop let's work through this again together. 

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