CONTENT COMPETENCY PAPER 2
Content Competency Introduction
At the end of the 2019-2020 school year I have completed three full years of teaching
as well as one year of a new role as testing coordinator. Throughout these four years I have
been in the classroom, working with staff members in professional settings, working with
staff members within central office while in the role of testing coordinator, and completing
courses for my Master’s Degree at Liberty University. Any of these would not have molded
me into who I am as an educator. While I am still considered a new teacher, I know that I am
working towards being an intentional educator who is professional and knowledgeable both
inside and outside the classroom. Within the scope of the content competencies, there are
three that are the most challenging for me. They are: (1) Standard 1: Professional
Knowledge; (2) Standard 2: Instructional Planning; and (3) Standard 4: Assessment of and for
Student Learning. When it comes to my weaknesses within these competencies, I know that
throughout my education as well as while working within the schools I have built a network
of people that I trust.
Plan for Competency Improvement
As mentioned above, I found three of the seven Content Competencies for high school
science teachers challenging. While I was writing my artifacts and activities papers this
semester, I began to realize that while I was improving and progressing toward my content
competencies, but I also realized that I was still needing to continue to work toward the goals
that I have set for myself as I reach the mid-way point of my Master’s Degree. I know that I
must be diligent in maintaining my focus, proactive when it comes to learning new
techniques, and professional to all that I encounter both inside and outside of school. I also
realized that I also needed to look at the community for guidance when applicable. There is a
CONTENT COMPETENCY PAPER 3
wealth of knowledge that it available within the community of most schools if the educator is
willing to seek and ask.
Standard 1: Professional Knowledge
I took and passed the Praxis II for General Science in 2018 and passed it on the first
attempt. It required knowledge from Earth/Environmental Science, Physical Science,
Biology, Chemistry, Physics, and Human Anatomy. While I was not too worried about the
amount of knowledge I would need for this exam, I was nervous about the fact that I had to sit
in a room and answer questions for three hours. After all, I had been out of school for ten
years and some of the information that I needed wasn’t something that I used on a daily basis.
After taking the Praxis II for General Science I had to also take the Praxis II for Theories of
Learning. While I passed this on the first attempt, I was very nervous about this, because of
the fact I had no classes that discussed these individuals. The only person that was able to
assist me was my wife who had already taken this exam due to the fact that she was a Special
Education teacher in North Carolina.
As I began teaching in the state of North Carolina, the Department of Public
Instruction (NCDPI) actually takes your transcripts and then gives you a list of educational
courses that you need to complete before receiving a “clear” license. These courses prepare
me for teaching and these courses should be the ones that have increased my professional
knowledge. However, there are times that I look at the education I receive from coworkers
that give me more and more of the knowledge that it required to be successful as an educator.
To master Standard 1, I must (1) complete the prescribed courses, (2) seek help from other
science teachers, (3) participate in professional learning communities within the school, (4)
attend various workshops on my subject area, and (5) conduct personal research to fully
CONTENT COMPETENCY PAPER 4
understand what is required of me. With the completion of these five things, I know that I
will be a more successful educator both in North Carolina and anywhere else that I feel God
moves me during my career.
Standard 2: Instructional Planning
One of the biggest weaknesses I faced when I started my teaching career was lesson
planning. I knew that I needed to create lessons that my students needed to be successful, but
I was very unsure how I was supposed to start doing it. “Research finds that student teachers
often fail to make observable instructional goals, without which a secure bridge between
instruction and assessment is precluded” (Juhler, 2017). With my lack of lesson planning, I
failed them because I did not use the North Carolina Essential Standards of Science
(NCESoS). I looked at a textbook that was in the classroom and I looked at the Table of
Contents and I figured that if I started with page one then I could help students be successful.
Unfortunately, I only made it through about half of the textbook by the end of the year, and
most students did not do very well on the End of Course Exam. The following summer I met
with the Assistant Principal and she helped me use the NCESoS to get me on the right track to
help me teach within the standards. Since then I have made it a priority to continue to plan
and gather materials for differentiated lessons from coworkers as well as online resources.
When it comes to mastering this content competency, I have decided there are three
things that will make me a more effective educator in the classroom. First, I will meet with
Dr. Alligood, a biology teacher at Beaufort County Early College High School, to evaluate her
lesson plans as well as have her look over my plans for the year. When it comes to educators
in biology those that teach in the early college seems to be more effective. Second, this
summer, work to create a lesson plan for the semester as well as a horizontal plan that will be
CONTENT COMPETENCY PAPER 5
effective and within reason. For the most part when it comes to horizontal plans, I try to
complete everything as soon as possible. And third, I will meet with Dr. Alligood at least
quarterly when school starts next year to make sure that I am still on-track as well as the
standards are being met for the students in my classes.
Standard 4: Assessment of and for Student Learning
I teach in a very rural school district and I have had many students that are not
concerned with coming to school. They feel they would rather stay home and assist with
farming or go out on a crab boat and work. When they do attend school, they are not worried
about completing assignments. Unfortunately, any type of assessment is normally very poor
when it actually comes to actual feedback. I have been upset when it comes to the attendance
of the students, but when I finally was able to know and understand these students for the
individual they are then I can start to personalize their learning experience either in the
classroom or at home. I must use the students in the classroom to help with assessments.
“When teachers work together to create assessments for all students in the same course or
grade, the results can be astounding” (Stiggins and DuFour, 2009).
I have learned to use the data I receive whether it is good or bad. For the End of
Course exams, students have the opportunity to make-up the exam if they are absent. We
have not let students know which tests are given on a given day. There are three things that I
intend to do when it comes to mastering the competency: (1) I will create, with the help of
other biology teachers, effective and purpose-driven formative assessments to use throughout
the units of biology. They will not be random quizzes; they will be open-ended questions that
students will have to think through to answers correctly. (2) Students will get these
assessments back within one class period. I want them to see where they are and this will
CONTENT COMPETENCY PAPER 6
help them in meeting their goals for the year. Traditionally I have not given back the
assessments that I have given because they have all been online using schoolnet. It allows me
to select questions that align with the standards that I am currently teaching. And (3) I will
allow students to use their notes as well as the book when it comes to taking assessments.
Plan Outcome
When it comes to my content competency plan, I know that I will have some difficult
moments. I know that I will have times that I want to give up, but I know that I must be
willing to keep working and never give up. I have a goal to master these content
competencies, become National Board Certified, and be North Carolina’s Teacher of the Year.
I know that if something fails, then I must go back to the drawing board and do something
different. I also know that I must be willing to use the veteran teachers in my school as well
as those that are in my life.
Review of Competency Area Resources
When it came to what I was weak in, this course has opened my eyes to see what I
need to do and what to do to become a successful teacher. I know that I hated to research, but
this course made me continually research as I completed the assignments.
Standard 1: Professional Knowledge
When I first started my teaching career, I knew that I must pass the Praxis II for
General Science. After finding out that about thirty percent of those that take it fail it the first
time, I was a little nervous. After I passed it I was informed that I needed to go ahead and
take the Theories of Learning Praxis II. I wished I would have proactively studied and done
better, but in the end I passed and felt I was very successful. Once I started this course, I
realized that passing the Praxis II help me realize I had subject knowledge. According to
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Liberty University’s, (2016) teacher competency assessment which states, “Demonstrating an
accurate knowledge of the subject matter” (Liberty University, 2016).
Standard 2: Instructional Planning
Lesson plans are effective and it is one of the key components when it comes to
evaluating teacher effectiveness. When it comes to teacher observations, the first thing the
principal asks for is a copy of my lesson plan. He understands that it may not be one hundred
percent accurate, but he does want to see that I have seriously thought about what I am
wanting to do when it comes to the class period. In the past I have basically developed a plan
for the topics being taught then just filled the class period with the activities and lectures that
deal with the assigned topic.
Standard 4: Assessment of and for Student Learning
Throughout this semester I have been reflecting how I have been assessing students in
the classroom. I have realized that assessments are key to understanding and knowing how
students are learning in the classroom. While summative assessments are nice due to the fact
that it can be done at the end of a unit. However, I have never really thought about formative
assessments in the classroom. I have taught for 5 years now and I have never given a quiz. I
began teaching with the notion that I hated them when I was in high school and that they are a
waste of time. Formative assessments can be a part of the instructional process especially
when I work with other teachers in the assessment process.
Biblical Connection
2 Timothy 2: 15 (New International Version) states that I must study to show myself
approved. In my teaching career I expect my students to study and work hard, but I must also
remember that I must work hard and study also. Throughout the whole process of thinking
CONTENT COMPETENCY PAPER 8
about my life as a husband, father, teacher, coach, son, friend, and follower of God I realized
that there are some things that I need to do to continually show my students that I am there for
them and that I am working as hard as they are too. God has given us twenty-four hours in a
day and through this amount of time I want my students at my school (or in my community)
to know that, while the work is challenging, I love every minute of helping students learn. I
know that God has called me to be a part of these students lives, but I also know that I can
never experience everything they have so far in life. I have students that attend school so they
get two meals a day. I have students that have had the electricity or water cut-off at home. I
have had students that experienced more than I could ever care to imagine when it comes to
their mothers bringing in various guys into their homes. God has called me to be there for
students. He has given me strength when I felt that I did not have any thing else to give.
Summary
Again, when it comes to my content competency plan I know that I will have some
difficult moments. I know that I will have times that I want to give up, but I know that I must
be willing to keep working and never give up. This course has opened my eyes to see what I
need to do and what to do to become a successful teacher.
CONTENT COMPETENCY PAPER 9
References
Juhler, M. V. (2017). Assessment of Understanding: Student Teachers’ Preparation,
Implementation and Reflection of a Lesson Plan for Science. Research in Science
Education, 48(3), 515–532. doi: 10.1007/s11165-016-9574-2
Liberty University. (2016). School of education, content competencies. Retrieved from
http://www.liberty.edu/academics/education/index.cfm?PID=28297
Stiggins, R., & DuFour, R. (2009). Maximizing the power of formative assessments. Phi
Delta Kappan, 90(9), 640. Retrieved from https://doi-
org.ezproxy.liberty.edu/10.1177/003172170909000907
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