1. PACING GUIDE
*SEE CANVAS COURSE
2. ESSENTIAL STANDARDS
DIGITAL PHOTO 1
1.Basic Camera Function
1.Basic Camera Function
- camera modes (basic modes (P, AP, SP, M) and creative modes)
- file formats
- resolution
- basic camera settings - battery, sd,
- Focus
- shutter speed [exposure and blur]
- aperture (f/stops) [exposure and depth of field]
- iso - sensitivity to light [light and noise]
- White Balance
- Rule of thirds
- Simplicity
- Framing
- Leading Line
- Perspective/Point of View
- Contrast
- Color correction/ saturation [Black&White]
- Brightness contrast
- Cropping
- Image rotation
- Resolution
CW Digi Photo Disclosure Document | |
File Size: | 277 kb |
File Type: |
CTE Digital Photo Standards | |
File Size: | 243 kb |
File Type: |
3. FORMATIVE ASSESSMENT
With my CTE Photography Collaboration team I've created assessment quizzes for each standard covered in the class (the last 3 standards were combined into one quiz since they were smaller). Students take each quiz three times.
1. On the first days of class to assess what they come into the class knowing.
2. At the end of each unit that the standards are covered in. *students are kept for SET for low scores to review certain subjects
3. Students are permitted to take the quizzes as many times as they want for 100% as they study for the CTE test at the end of the semester.
1. On the first days of class to assess what they come into the class knowing.
2. At the end of each unit that the standards are covered in. *students are kept for SET for low scores to review certain subjects
3. Students are permitted to take the quizzes as many times as they want for 100% as they study for the CTE test at the end of the semester.
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4. SUMMATIVE ASSESSMENT
DIGITAL PHOTOGRAPHY
CTE test
Final Portfolio
ADVANCED PHOTOGRAPHY
CTE test
UVU concurrent enrollment
Final Portfolio
ADVERTISING
CTE test
Final Portfolio
AP PHOTO
AP 2D design portfolio 100% Pass Rate
CTE test
Final Portfolio
ADVANCED PHOTOGRAPHY
CTE test
UVU concurrent enrollment
Final Portfolio
ADVERTISING
CTE test
Final Portfolio
AP PHOTO
AP 2D design portfolio 100% Pass Rate
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*self assessments/peer reviews*
5. DATA
*Data thanks to Darrin Edwards, Westlake High School
6. SLO
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7. WRITTEN REFLECTION
a. How has the PLC process benefited you as a teacher?
One of the greatest benefits of the Professional Learning Community has been the collaboration and community. Being a singleton teacher at THS comes with it's own difficulties. Having a group that I can meet with on a regular basis to share ideas, build curriculum, and expand resources has been crucial in my first 3 years of teaching. One of the greatest benefits of this process has been to analyze and revisit my learning goals to see if my lesson and instruction needs refining. Since I'm still a realatively new teacher, I'll admit that there has been a lot of refining! Everything I did my first year of teaching has been analyzed and refined (or completely thrown out) to better serve the students and their learning. I've learned a lot myself!
b. How has it benefited your students as a group? Has it particularly benefitted any individual students? Please explain.
being able to work with professionals who
I've truly benefited intervening assessments from more tried/true teachers. The amount of content that I'm meant to teach the students can be extremely overwhelming. With the benefit of the collective inquiry of the PLC team, I've been able to focus on the essentials of my content, "What do I really want the students to leave my class knowing". This has resulted in deeper learning on fewer subjects allowing for students to have a more positive experience in my classroom, in art and creative thinking, and hopefully some of the six C's like collaboration, communication, creativity, and Critical thinking. I've even started to include one of the 6 C's in each lesson/unit.
While I don't have a specific student experience to discuss, I will point out that my students come into my class with a wide variety of knowledge and experience with photography and technology. Some students have trouble logging in. Others know how to hack through the very strict Alpine Wifi to get to youtube. By nature of having technology as the tool the students work with, I see the wide spectrum of abilities. Tracking and analyzing the data has been extremely helpful in providing a classroom structure that engages all learners at different levels.
c. How do you use learning data (from assessments and any other evidence you use) to intervene with students? How do yo uuse it to improve your instruction? (both present and future)
My Photography PLC has created unit quizzes that we all give the students in the first few days of class. This is used as a pre-assessment; "What do they students already know?". We then use the data from that information to better curate lessons that will engage and help students. Sometimes, this means certain classes spend less or more time talking about certain subjects. With each unit, students then take the quizzes again. This gives me great feedback on how I'm doing as a teacher. There have been occasions where an entire class has missed the same question. Moments like that give me evidence that I might have missed an important point or rushed over a complex concept that needs more attention. Lastly, as a group we've used the data to map the progress of where students start and where they end (the CTE test at the end of the year helps provide that information). We've noticed trends and patterns in our different schools and have refocused our time and educators during our weekly collaboration to create best practices for instruction, remediation, and mastering.
d. How does collaborative work affect your Tier 1 instruction? Give some specific examples of instructional practices you are working to strengthen and why you chose those specific strategies to focus on
Building a standardized assessment process
As a PLC group we spent a years collaboration building standardized assessments based off the CTE standards and test prep. This was a massive process as we had to come together and agree on assessments. It was important for us to track the data to see if these assessments were working as well as evaluate our own teaching practices. After the first year we were able to implement the assessments and at this point, have evaluated the data in a way that is influencing our weekly collaboration. Which has led to...
Focusing on industry standards to prepare students for the professional world of work
Initially this goal was focused on technology and skills. However, the focus has shifted to the 6 C's. I realize that my students won't all go on to become professional photographers. However, they will go on to work in the professional world in some capacity. Incorporating the 6 C's into their assignments and assessments has helped create a better learning environment.
e. Consider the influence of the THS mission, Vision, and Values in your classroom. How does it influence your interaction with students and colleagues? How does it guide your classroom instruction and decision making? How do you help students utilize our school mission, vision, and values?
When I first interviewed for this job, I was shown the original values poster. I was so distracted by it I hardly heard what was being said. I knew that if I got the job, I'd have my students redesign the values poster.
I knew that if the students needed to understand these values, they'd need to engage with them. We'd have to discuss the importance of them and how to showcase them in a way that communicated the true value of them. Doing so helped me to engage with the values as well. I've incorporated them throughout my classroom starting with my disclosure document. I even changed my daily participation points to "Professionalism Points" after evaluating the importance of what specific words communicate. I've done more "self taught" practices in my class rather than holding the students hands and walking them through each step of a design or photographic process. I've even had days called "figure it out" where the students are left with a problem to solve (something to make or fix) and no instruction from me on how to do it. This isn't lazy teaching! This is what the students need in order to develop the skills to become life long learners. I've created an "oh shoot" poster that guides students through trouble-shooting. And I use the word "TRY" often in my class. There is always room for students to try again and that is part of the culture of my classroom so that students aren't afraid to try in the first place.
All in all, I love the mission, vision, and values of THS. As I've had my students analyze them, I too have considered their importance and incorporated them into my daily practice (not just as a teacher but as a human being!). I love how Dr. J talked about his family's van trip. The van broke down and caused all sorts of problems but it was okay, because the van was the vehicle for the real goal: time together as a family. I like to look at my classroom the same way. Photography is great! It's my favorite thing! But it's really just a vehicle to help these students develop the skills that will carry them through life.
One of the greatest benefits of the Professional Learning Community has been the collaboration and community. Being a singleton teacher at THS comes with it's own difficulties. Having a group that I can meet with on a regular basis to share ideas, build curriculum, and expand resources has been crucial in my first 3 years of teaching. One of the greatest benefits of this process has been to analyze and revisit my learning goals to see if my lesson and instruction needs refining. Since I'm still a realatively new teacher, I'll admit that there has been a lot of refining! Everything I did my first year of teaching has been analyzed and refined (or completely thrown out) to better serve the students and their learning. I've learned a lot myself!
b. How has it benefited your students as a group? Has it particularly benefitted any individual students? Please explain.
being able to work with professionals who
I've truly benefited intervening assessments from more tried/true teachers. The amount of content that I'm meant to teach the students can be extremely overwhelming. With the benefit of the collective inquiry of the PLC team, I've been able to focus on the essentials of my content, "What do I really want the students to leave my class knowing". This has resulted in deeper learning on fewer subjects allowing for students to have a more positive experience in my classroom, in art and creative thinking, and hopefully some of the six C's like collaboration, communication, creativity, and Critical thinking. I've even started to include one of the 6 C's in each lesson/unit.
While I don't have a specific student experience to discuss, I will point out that my students come into my class with a wide variety of knowledge and experience with photography and technology. Some students have trouble logging in. Others know how to hack through the very strict Alpine Wifi to get to youtube. By nature of having technology as the tool the students work with, I see the wide spectrum of abilities. Tracking and analyzing the data has been extremely helpful in providing a classroom structure that engages all learners at different levels.
c. How do you use learning data (from assessments and any other evidence you use) to intervene with students? How do yo uuse it to improve your instruction? (both present and future)
My Photography PLC has created unit quizzes that we all give the students in the first few days of class. This is used as a pre-assessment; "What do they students already know?". We then use the data from that information to better curate lessons that will engage and help students. Sometimes, this means certain classes spend less or more time talking about certain subjects. With each unit, students then take the quizzes again. This gives me great feedback on how I'm doing as a teacher. There have been occasions where an entire class has missed the same question. Moments like that give me evidence that I might have missed an important point or rushed over a complex concept that needs more attention. Lastly, as a group we've used the data to map the progress of where students start and where they end (the CTE test at the end of the year helps provide that information). We've noticed trends and patterns in our different schools and have refocused our time and educators during our weekly collaboration to create best practices for instruction, remediation, and mastering.
d. How does collaborative work affect your Tier 1 instruction? Give some specific examples of instructional practices you are working to strengthen and why you chose those specific strategies to focus on
Building a standardized assessment process
As a PLC group we spent a years collaboration building standardized assessments based off the CTE standards and test prep. This was a massive process as we had to come together and agree on assessments. It was important for us to track the data to see if these assessments were working as well as evaluate our own teaching practices. After the first year we were able to implement the assessments and at this point, have evaluated the data in a way that is influencing our weekly collaboration. Which has led to...
Focusing on industry standards to prepare students for the professional world of work
Initially this goal was focused on technology and skills. However, the focus has shifted to the 6 C's. I realize that my students won't all go on to become professional photographers. However, they will go on to work in the professional world in some capacity. Incorporating the 6 C's into their assignments and assessments has helped create a better learning environment.
- COMMUNICATION
- CREATIVITY
- COLLABORATION
- CRITICAL THINKING
- CHARACTER
- CITIZENSHIP
e. Consider the influence of the THS mission, Vision, and Values in your classroom. How does it influence your interaction with students and colleagues? How does it guide your classroom instruction and decision making? How do you help students utilize our school mission, vision, and values?
When I first interviewed for this job, I was shown the original values poster. I was so distracted by it I hardly heard what was being said. I knew that if I got the job, I'd have my students redesign the values poster.
I knew that if the students needed to understand these values, they'd need to engage with them. We'd have to discuss the importance of them and how to showcase them in a way that communicated the true value of them. Doing so helped me to engage with the values as well. I've incorporated them throughout my classroom starting with my disclosure document. I even changed my daily participation points to "Professionalism Points" after evaluating the importance of what specific words communicate. I've done more "self taught" practices in my class rather than holding the students hands and walking them through each step of a design or photographic process. I've even had days called "figure it out" where the students are left with a problem to solve (something to make or fix) and no instruction from me on how to do it. This isn't lazy teaching! This is what the students need in order to develop the skills to become life long learners. I've created an "oh shoot" poster that guides students through trouble-shooting. And I use the word "TRY" often in my class. There is always room for students to try again and that is part of the culture of my classroom so that students aren't afraid to try in the first place.
All in all, I love the mission, vision, and values of THS. As I've had my students analyze them, I too have considered their importance and incorporated them into my daily practice (not just as a teacher but as a human being!). I love how Dr. J talked about his family's van trip. The van broke down and caused all sorts of problems but it was okay, because the van was the vehicle for the real goal: time together as a family. I like to look at my classroom the same way. Photography is great! It's my favorite thing! But it's really just a vehicle to help these students develop the skills that will carry them through life.
CERTIFICATES
STUDENT DATA PRIVACY TRAINING |
BACKGROUND CHECK |
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SUICIDE PREVENTION TRAINING |
ETHICS EXAM |