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.
Appears in 8 contracts
Samples: Collective Bargaining Agreement, Collective Bargaining Agreement, www.reedschools.org
