Category Archives: PT3 Curriculum, Instruction and Assessment

Measures analysis of and reflection on curriculum, instruction, and assessment, as well as impact on the learning of 3 focus students.

Thank You OneDrive

I was paying $25/year ($2.083/month) for 50GB of storage on OneDrive.  I just learned that this plan is going down in price to $11.88/year ($0.99/month).  This seems to be in conjunction with the raising of free storage to 15GB for new OneDrive accounts.

Here is the pricing for the new storage plans on OneDrive:


If you are keeping track, here are the storage plans for Google Drive:


The fine print is good to note on Google Drive:

Store files up to 1TB each. Anything you create with Docs, Sheets, or Slides won’t use up any of your storage. [emphasis mine]

Attachments sent and received in Gmail as well as your email messages use your storage.

Photos bigger than 2048×2048 pixels use your storage. Everything smaller than that is free.

Apple iCloud storage is 5GB free with pricing plans per country for upgrades at 10GB ($20/year = $1.67/month) and 20GB ($40/year = $3.33/month).

Dropbox storage is 2GB free with pro upgrade plans at 100GB ($99/year or $9.99/month), 200GB ($199/year or $19.99/month), or 500GB ($499/year or $49.99/month).

WordPress storage is 3GB free, or 13GB ($99/year), or unlimited ($299/year).

Need a Cross-Linked Standards Database, And Crowdsourced

The Common Core State Standards (CCSS) have a representation of the standards that is very technology friendly.  Which got me thinking…

On any given day, I’m writing a lesson that is touching on the following Standards:

In the business, a comprehensive analysis of how one standard compares to another is called a crosswalk.  But, that’s just another document you have to parse.  What you really need is the answer to this question:  “I’m focusing a lesson on XYZ standard, I wonder what other standards I’m potentially covering when I do that?

  • You want to find a related “standard”.  The word “standard” is in quotes because related concepts might not be called that, they might be called any of the following.


  • So let’s use a generic (thanks CCSS) term like statement.  You want to find related statements, which may start off as just a text search for common terms.
  • If search finds common terms the implication is that two statements are related, but you may want to walk the hierarchy of each statement
  • The hierarchy of statements is defined very carefully in a statements source document, i.e. “The PQR Standards”.

Here’s my implementation that would help solve this problem.

1. a relational database that contains the statements, all uniquely identifiable but also with their peculiar numberings, and tagged by what their source document was.

2. a table in the database that contains links between statements.  The link could also contain a rating for the link, e.g. “completely equivalent” to “keyword only”.  This table would be extensible and could grow very large over time.

The crowdsourcing comes in because I can’t as one person completely link CCSS (roughly 1500 “statements”) to NGSS (at least as large) and that would be just two of the many I listed above.  So I would put this database on the internet with links to appropriate forms and reports so that people could use it and add to it and refine the work of others.

Let me know if you think you would use such a tool.  Thanks!

A Notebook for doing Washington Professional Certification (ProCert) in OneNote

In order to keep teaching in the State of Washington—after 3 years of getting to a residency certificate, and before that residency certificate expires (3 more years)—teachers need to upgrade their licenses to Professional Certificates.

The Public Employees Standards Board (PESB) has worked with the State of WA and ETS (Educational Testing Service) to create the Washington ProCert (Professional Certification).The web site for the ProCert is called WaProTeach.

As I embark on this next endeavor, I have captured that web site to a OneNote file.  Most importantly, the worksheets (question prompts, i.e. Entry 1, Entry 2, Entry 3) that must be filled out to complete an application for a ProCert are each in that OneNote Notebook.  I expect that I will plan and draft my responses in OneNote  using these templates before I copy and paste them into the form on the website.  The OneNote also contains the rubrics and other supporting information that should help a candidate write their best ProCert application.

Since the OneNote is currently blank, i.e. before I start filling it out, I thought I would share it with folks that might find it useful.  (I exported it to a OneNote file that you can download and use yourself!) 

Here’s a direct link to the OneNote file (56MB!).







1.  Not to be confused with a National Board Professional Certification which implements National Board Professional Teaching Standards (NBPTS) on a web site called BoardCertifiedTeachers.  After completing that you are a National Board Certified Teacher (NBCT).

Blogging By Email Draft Email

Test with new ProTeach Categories.

Washington ProTeach Standards and Criteria

What are the Standards & Criteria?

As established by the Professional Educator Standards Board (PESB), the 3 standards and 12 criteria are:

1. The knowledge and skills for effective teaching that ensure student learning by:

  • a. using instructional strategies that make learning meaningful and show positive impact on student learning
  • b. using a variety of assessment strategies and data to monitor and improve instruction
  • c. using appropriate classroom management principles, processes and practices to foster a safe, positive, student-focused learning environment
  • d. designing and/or adapting a challenging curriculum that is based on the diverse needs of each student
  • e. demonstrating cultural sensitivity/competence in teaching and in relationships with students, families and community members
  • f. integrating technology into instruction and assessment
  • g. informing, involving and collaborating with families and community members as partners in each student’s educational process, including using information about student achievement and performance

2. The knowledge and skills for professional development by:

  • a. evaluating the effects of his/her teaching through feedback and reflection
  • b. using professional standards and district criteria to assess professional performance and plan and implement appropriate growth activities
  • c. remaining current in subject area(s), theories, practice, research and ethical practice

3. Professional contributions to the improvement of the school, the community and the profession by:

  • a. advocating for curriculum, instruction and learning environments that meet the diverse needs of each student
  • b. participating collaboratively in school improvement activities and contributing to collegial decision making

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