1a: Demonstrating Knowledge of Content and Pedagogy

In order to guide student learning, teachers must have command of the subjects they teach. They must know which concepts and skills are central to a discipline and which are peripheral; they must know how the discipline has evolved into the 21st century, incorporating issues such as global awareness and cultural diversity.  Accomplished teachers understand the internal relationships within the disciplines they teach, knowing which concepts and skills are prerequisite to the understanding of others. They are also aware of typical student misconceptions in the discipline and work to dispel them. But knowledge of the content is not sufficient; in advancing student understanding, teachers must be familiar with the particularly pedagogical approaches best suited to each discipline.

Danielson, C. 2013

Artifact 1a-1 Praxis 

Scoring 86% on the literacy standards test showcases my strong knowledge of content and prerequisite relationships related to fluency, vocabulary, and comprehension development, aligning with Component 1b of the Danielson Framework. This exceptional performance demonstrates my profound understanding of critical literacy concepts and instructional strategies. With a firm grasp of how reading fundamentals interconnect, I can accurately represent the subject matter, sequence learning experiences logically, and provide appropriate scaffolding to support diverse learners' literacy acquisition. My robust content knowledge in this area positions me to design rigorous, engaging literacy instruction that promotes student understanding and skill development. This level of content mastery proves I am well-prepared to apply my knowledge effectively during my upcoming student teaching experience, ensuring I can confidently deliver high-quality literacy instruction that meets the needs of my students.