Developing and sequencing long term and short- term instructional plans to support student learning Little or no evidence of teacher developing and sequencing both long and short-term instructional plans. Uses available curriculum guidelines for daily, short- and long-term plans, but may sequence inaccurately or inconsistently. Establishes short- and long- term curriculum plans for subject matter concepts and essential related academic language and formats that support student learning. Utilizes extensive knowledge of the curriculum, content standards, and assessed learning needs to design cohesive and comprehensive long- and short-term instructional plans that ensure high levels of learning.
Developing and sequencing long term and short-term instructional plans to support student learning. Uses available curriculum guidelines for daily, short- and long-term plans. Begins to plan curriculum units that include a series of connected lessons and are linked to long-term planning to support student learning. Establishes short- and long-term curriculum plans for subject matter concepts and essential related academic language and formats that support student learning. Refines sequence of long- term plans to reflect integration of curriculum guidelines, frameworks, and content standards with assessed instructional needs to ensure student learning. Utilizes extensive knowledge of the curriculum, content standards, and assessed learning needs to design cohesive and comprehensive long- and short-term instructional plans that ensure high levels of learning.
Developing and sequencing long term and short term instructional plans to support student learning Short- and long-term curriculum plans for subject matter concepts and academic language are insufficient to support student learning. Establishes short- and long-term curriculum plans for subject matter concepts and academic language that support student learning.
