Running head: ARTIFACTS FOR DOMAIN D 1

Artifacts for Domain D

Brittini Wade

National University

June 20, 2019

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Rationale for choosing artifacts for Domain D

Teachers probably spend the majority of their time planning instruction and designing

learning experience which is why it is included as one of the Teacher Performance Expectations.

Getting to know students and then creating lesson plans based on that information is crucial to

being an effective teacher. The first artifact I chose to include in my PDQP under Domain D is a

Unit Plan and Lesson Plan that I created for my 8th grade math class on non-proportional

relationships. I aligned this lesson with the Common Core standards and I included a pre-

assessment and a post-assessment. There are four lessons that are outlined that include the math

practice standards and the STEM connection for each lesson. I then include the detailed lesson

plan for lesson 1. This is just a sampling of the lesson plans I have created over the years. I often

times will re-use these lesson plans and build on them over the years.

The second artifact I chose is a Literature Review of an article titled, “Self-Paced

Mathematical Instruction”. The paper analyzes a new way to design learning experiences for

students by including technology. This approach helps to reach all students no matter what level

they are achieving at. The higher performing students can move quicker through the material

while the lower performing students get the support they need because the teacher is able to work

with them one on one. Students also get the chance to collaborate if they choose. This type of

classroom setting helps to put the responsibility of their education back on the student. I included

this artifact because I work at a small charter school that is mostly an independent study

program. Students benefit from online classes because of their specific needs. This was a great

article to read and understand the benefits of online learning.

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The third artifact I chose to include is how I like to get to know my students at the

beginning of the year. After we play some fun icebreaker games, I ask my students to complete

an Interest Survey. I keep these surveys so I can refer back to them as the year progresses. These

surveys help me to understand how my students perceive math and what they need in order to be

successful. Getting to know students is a crucial part of teaching and spending the time at the

beginning of the year to do that will make the rest of the year go much more smoothly.