Content Knowledge

The fourth standard of the Interstate Teacher Assessment and Support Consortium, Content Knowledge, states that teachers create meaningful learning experiences based on their understanding of central topics, tools of inquiry, and the structures of the discipline s/he is expected to teach. The purpose of this standard is to ensure students have access to a pathway for learning which is guided by an instructor who possesses both mastery of content and the ability to lead their students’ learning experiences towards successful comprehension of subject-matter by using diverse, effective tools and strategies to meet the various learning needs of all students.

Excelling in all the courses in the Master of Arts in Teaching with licensure program at Hollins University is one strategy in which I have demonstrated content knowledge. The MAT program is designed to prepare students for careers in teaching and includes a rigorous curriculum with several methodology courses that require completion of various types of practicum work as well as a student teaching period at the conclusion of the program. The academic goals and objectives outlined in this program are aligned with the intended endorsement area to ensure students are getting the subject-specific content knowledge necessary for them to become successful educators in their field of study.

Additionally, I have demonstrated content knowledge through the successful completion of the RVE, Praxis, and VCLA exams. These exams measure academic skills in reading, writing, mathematics, science, and social studies. They also measure content knowledge of subject-specific skills needed for teaching elementary education. I’ve also accumulated several hundred hours of teaching experience through the internship and student teaching portion of the MAT program, which has given me the opportunity to try various strategies of teaching to determine which methods students are most receptive to. As a result, I have been able to more effectively use my content knowledge to ensure students are indeed learning the intended objectives.


Active membership in the International Honor Society, Kappa Delta Pi, whose goal is to encourage quality learning by giving educators the means to implement research-based strategies, continue professional growth, assume leadership, and become master teachers, is another component in my repertoire for demonstrating content knowledge. I am a member of several other relevant groups including the National Education Association, the National Science Teachers Association, and the National Honor Society, Phi Theta Kappa. I also hold an Associate of Applied Science with a specialization in education from Virginia Western Community College as well as a Bachelor of Interdisciplinary Studies from The University of Virginia, which are additional, critical personal experiences I’ve used to build a strong foundation of content knowledge for teaching elementary education.

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