Grace Fairman
Explore Grace Fairman's Educational Portfolio
Special education teacher
Standard Three:
Teaching
Function 3A: Importance of Content
The teacher utilizes content knowledge to focus learning targets that create meaningful learning experiences for students.
Function 3B: Communicating with Students
The teacher creates and
maintains a positive, supportive classroom climate and communicates
with students in a variety of ways.
Function 3C: Questioning and Discussion Techniques
The teacher practices quality questioning techniques and engages students in
discussion.
Function 3D: Student Engagement
The teacher delivers instruction to
motivate and engage students in a deep understanding of the content.
Function 3E: Use of Assessments in Instruction
The teacher uses both
classroom summative and formative assessments as a balanced
approach to instructional decision-making.
Function 3F: Demonstrating Flexibility and Responsiveness
The teacher adjusts instruction based on the needs of the students and in response to “teachable moments.”
Pieces of Evidence:
Function 3A: Importance of Content
I demonstrated mastery of this skill by creating a case study that focused on how I used my content knowledge to develop meaningful learning targets for a specific student. Through the case study, I analyzed the student’s strengths and needs and used that information to plan instruction that was purposeful and appropriate. I designed learning activities that connected the content to real-life situations, making it more engaging and relevant for the student. This process shows that I can use my understanding of the content to create targeted learning experiences that support student growth and success.
The purpose of the case study was to gather a baseline for where to begin further instruction.
Function 3B: Communicating with Students
I demonstrated this skill by creating and maintaining a positive, supportive classroom environment where all students felt included and engaged. Throughout the lesson, I interacted with every student and encouraged active participation in all instructional activities. My communication included verbal directions, questioning, and individual support, allowing me to meet students’ needs in different ways. While working with a small group, I remained attentive to the rest of the class, ensuring all students stayed supported and on task. This shows my ability to build rapport, keep students engaged, and communicate effectively to maintain a strong classroom climate.
The part to focus on in the observation by Mrs burke:
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Rapport with students/Student engagement
Throughout the lesson you interacted with all students. Students participated in and completed all required instructional activities. As you provided instruction to this small group of students, you were attentive the needs of students in the class who were not part of the group.
Function 3C: Questioning and Discussion Techniques
One of my main goals in my high school moderate special education classroom is to promote discussion and encourage students to share ideas, respond to one another, and actively engage in conversations. I have demonstrated mastery of student communication by designing lessons that center around group discussions and frequent knowledge checks. During an observation, Mrs. Burke noted that I went beyond the required lesson plan and made the lesson “my own” to increase engagement. This reflects my ability to create a classroom environment where students feel comfortable communicating, collaborating, and expressing their thoughts.
Function 3D: Student Engagement
I demonstrated this skill by delivering instruction in a way that motivated and engaged all students in the lesson. By calling students by name, I built strong connections that encouraged participation and made students feel valued. Students were comfortable volunteering responses and actively participating throughout the lesson, showing their engagement with the content. I also used positive verbal and facial reinforcement to support and encourage students as they completed tasks. This approach helped maintain student interest and promoted a deeper understanding of the material.
The part to focus on in the observation by Mrs. Burke:
Strengths:
Rapport with students/Student engagement
Throughout the lesson, you called all students by name. Students were willing to
participate throughout the lesson and were comfortable volunteering a response. All
students completed the assigned tasks. You provided positive reinforcement (verbal and
facial) throughout the tasks.
Function 3E: Use of Assessments in Instruction
WTPA pages 22-49. Task 3: Assessment plan
My WVTPA Task 3 demonstrates that I use both formative and summative assessments in a balanced way to guide instruction. I began with pre-assessments to understand students’ starting points for each learning goal, which helped me plan lessons based on their needs. Throughout the unit, I used formative assessments such as group work, discussions, rereading activities, and written responses to monitor progress and adjust instruction as needed. These ongoing checks allowed me to see who needed more support and who was ready to move forward. At the end of the unit, I used post-assessments as a summative measure to evaluate student mastery, shifting from multiple-choice to open-ended responses to show deeper understanding. By using pre-, formative, and post-assessments together, I was able to support student growth effectively.
Function 3F: Demonstrating Flexibility and Responsiveness
This reflection demonstrates my ability to recognize and show flexibility and responsiveness in the classroom. After returning from a week-long snow break, I quickly realized that students needed more time and support to readjust than I originally expected. Instead of sticking strictly to planned instruction, I adapted by slowing lessons down and focusing on reteaching routines, expectations, and transitions. I worked closely with the other teachers to respond to student needs, especially when behaviors and engagement levels changed. For example, when one student regressed and required more support, I adjusted my approach by providing additional guidance and patience. At the same time, I recognized that students still retained some academic knowledge, which allowed me to balance reviewing content while rebuilding structure. Overall, this experience shows that I can adjust my teaching based on student needs and remain flexible to support their success.