Subject Matter Knowledge
Proficient Descriptor
Demonstrates sound knowledge and understanding of the subject matter and the pedagogy it requires by consistently engaging students in learning experiences that enable them to acquire complex knowledge and subject-specific skills and vocabulary, such that they are able to make and assess evidence-based claims and arguments.
Why is it Important?
When teaching, one’s primary goal is to make sure that students are able to learn the material. It would be nearly impossible to guide students through their learning journey if unfamiliar with the subject matter. Being proficient in this category allows you to give clear and concise explanations when teaching. This skill is of great help for those students who are struggling to understand the content. This element is also critical in being able to model the knowledge you want your students to have. Using subject-specific vocabulary also helps English Language Learners who are new to the language and rely heavily on hearing and visuals.
My Progress
During my practicum, I was able to develop my skills in this area. I even formulated my professional goal around this element of CAP. Creating small goals for myself and reflecting on my lesson plans helped me enhance my subject matter knowledge skills. I utilized various resources to accomplish this, the main one being looking over well-crafted lesson plans and textbooks on the subject. Another very valuable resource was observing other teachers in the classroom. These experiences enriched my understanding and proficiency in the subject matter, paving the way for effective teaching.
This is the SMART goal I created at the beginning of my practicum. The smart goal is designed to be a realistic goal a student teacher can have for themselves. This goal is meant to be accomplished by the end of the practicum experience along with the aid of your Supervising Practitioner and Program Supervisor. I chose Subject Matter Knowledge as the CAP element that I wanted to focus on. I come from an engineering background that utilizes complex Physics jargon, so giving concise explanations was a big goal for me. To ensure my progress toward this goal, I constantly asked for feedback from my Supervising Practitioner. I also had a Paraeducator in the classroom who sat next to students during class. They were able to give me regular feedback on how I could improve that day. Additionally, I regularly sought input from students via Google Forms.
These links direct to my Smart Goal Worksheet and Student Feedback Form Analysis.
