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**__ Standard 1 __**** : Teachers know the subjects they are teaching. ** The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils

**__ Evidence 1 __**** : Moodle Course - "Developing a V. I. Transition Portfolio" **



**__ ‍Rationale 1 __**** : ** This course was developed for middle and high school students with visual impairments as a means of understanding the transition process and preparing them to function independently and efficiently in any post-secondary employment or continuing education setting. The course is designed to be flexible so the content can be utilized in whatever order best fits the students' Individualized Educational Plan (IEP) goals. Students began utilizing the course content in the spring semester of the 2011-2012 school year. Although the basic structure of the transition process and activities remains the same from year to year, I have always struggled to prepare materials prior to each lesson and make sure that the content is updated. I have always felt as though I am "reinventing the wheel" when it comes to this content. In creating this Moodle course, I was challenged to become a more organized teacher, and by doing so, learning to maximize the efficiency of my planning time. Now that the basic content has been uploaded to the Moodle, all I need to do to prepare for each lesson is double-check the accessibility of the links and make small additions or adjustments to the existing content, rather than replicating a lesson from scratch. When I am more organized and efficient, I am able to devote more time and attention to helping my students learn the content. Through the Moodle experience, students gain more knowledge as to the process of online learning, as well as participating in authentic, real-life situations faced by individuals with visual impairments. ** ‍__Knowledge__: ** **1.K.1 The teacher understands the major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) she/he teaches.**The Moodle site incorporates searching of websites, real-life scenarios that need to be solved using prior knowledge and research, peer discussion, and self-reflection - all of which are necessary to the transition process of a student with visual impairments understanding his/her visual impairment, how it impacts his/her learning, and what accommodations, modifications, products, and/or technology best allow that student the same opportunities for learning and growth as his/her sighted peers. **__ Skills or Performance __**** : **** 1.S.3 The teacher can evaluate teaching resources and curriculum materials for their comprehensiveness, accuracy, and usefulness in representing particular ideas and concepts. ** For the Moodle site, I provided credible resources from reputable organizations, such as the American Foundation for the Blind, or the American Printing House for the Blind. I not only wanted my students to have relevant, current information to help them complete the assignments I created, but I also wanted those resources to be an example of credible sites to help my students become responsible digital citizens. ** ‍__Dispositions__: **** 1.D.1 The teacher realizes that subject matter knowledge is not a fixed body of facts but is complex and ever evolving. S/he seeks to keep abreast of new ideas and understandings of the field. ** The great thing about a Course Management System like Moodle is that I will always be able to go back and edit the content and update the links, as necessary, so that my students will always have access to the most current information. Nearly all of the links and resources I have available on the Moodle course also have Twitter accounts that I am always following. This allows me to have instantaneous access to any updates or pertinent articles and information that would enhance my Moodle course.