Effective Planning and Assessment of Curriculum and Instruction Sample Clauses

Effective Planning and Assessment of Curriculum and Instruction. A. The teacher plans instruction effectively. 1. Demonstrates long-range planning. 2. Prepares effective lessons with clear learning objectives. B. The teacher plans and implements assessment of student learning effectively. 1. Develops, uses, and records assessments of student work which document a student’s learning achievements. 2. Accounts for the students’ acquisition of the skills and knowledge outlined in the curriculum and/or students’ Individual Education Plans. C. The teacher monitors students’ understanding of the curriculum effectively and adjusts instruction, materials, or assessments when appropriate. 1. Assesses student performance, both formally and informally, providing feedback and sharing the results with students in a clear and timely manner. 2. Implements evaluation procedures which appropriately assess the objective taught.
Sample 1Sample 2Sample 3
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Effective Planning and Assessment of Curriculum and Instruction a. The teacher plans instruction effectively b. The teacher plans assessment of student learning effectively c. The teacher monitors students' understanding of the curriculum effectively and adjusts instruction, materials, or assessments when appropriate
Sample 1Sample 2
Effective Planning and Assessment of Curriculum and Instruction. A. The teacher plans instruction effectively. *The teacher keeps an up-to-date plan book. *The teacher’s plan book is consistent with the district curriculum. *The teacher’s plan book specifies the use of a variety of instructional materials, including up-to-date available technology. *The teacher procures and organizes in advance equipment and supplies for use in class. *The teacher’s plans meet the needs of individual students. *The teacher plans engaging ways to introduce each unit of study. *The teacher keeps up-to-date plans for substitute teachers. *The teacher plans instructional opportunities where students are interacting with ideas, materials, teachers and one another. *The teacher designs curriculum experiences in which students take increasing responsibility for their own learning *The teacher integrates the teaching of reading, listening, writing, speaking, viewing and the use of appropriate learning tools (e.g., calculators, computers, etc.) within and across disciplines. B. The teacher plans assessment of *The teacher assesses students’ progress student learning effectively. by the use of: written tests and/or oral tests and/or homework and/or discussion, class participation and/or alternative assessments as adopted by the district. *The teacher complies with the district’s grading policy. C. The teacher monitors students’ *The teacher uses a variety of formal and understanding of the curriculum informal assessments of students’ and adjusts instruction, materials, or achievements and progress, including assessment when appropriate. standardized testing, to determine instructional revisions and decision-making. *The teacher communicates student progress to students and parents consistent with the district’s policy. *The teacher maintains an accurate record-keeping system of the quality and quantity of student work. *The teacher implements evaluation procedures which match instruction.
Sample 1
Effective Planning and Assessment of Curriculum and Instruction. A. The teacher plans instruction effectively. (as per the following criteria) 1. Has a personal vision of committed, confident learners and uses that vision to guide learning goals, expectations, and standards for student work. 2. Sets short­term and year­long goals for curricular units which derive from unifying themes of fundamental importance to students' present or future lives. 3. Identifies individual and group needs and plans appropriate strategies, including those that involve the use of up­to­date technologies, to meet those needs. 4. Uses materials and resources, including technologies, that are appropriately matched to curricular goals and to students' needs and learning styles. 5. Frames curriculum around students' own prior knowledge and experience and identifies prerequisite skills, concepts, and vocabulary that are important for students to know in order to be successful at a task. 6. Seeks out and collaborates with school­based specialists, resource personnel, including technology specialists, and administrators. 7. Plans engaging ways to introduce each unit of study.
Sample 1
Effective Planning and Assessment of Curriculum and Instruction. A. The teacher plans instruction effectively. 1. Has a personal vision of committed, confident learners and uses that vision to guide learning goals, expectations, and standards for student work. 2. Sets short-term and year-long goals for curricular units which derive from unifying themes of fundamental importance to students' present or future lives. 3. Identifies individual and group needs and plans appropriate strategies, including those that involve the use of up-to-date technologies, to meet those needs. 4. Uses materials and resources, including technologies, that are appropriately matched to curricular goals and to students' needs and learning styles. 5. Frames curriculum around students' own prior knowledge and experience and identifies prerequisite skills, concepts, and vocabulary that are important for students to know in order to be successful at a task. 6. Seeks out and collaborates with school-based specialists, resource personnel, including technology specialists, and administrators to better design curricula or instructional modifications to meet the special learning needs of students and support all students to learn and apply a challenging core curriculum. 7. Plans engaging ways to introduce each unit of study.
Sample 1
Effective Planning and Assessment of Curriculum and Instruction. A. The teacher plans instruction effectively. 1. Has the personal vision that all students can learn. 2. Implements short-term and long-term goals for curricular units that derive from unifying themes of fundamental importance to students' present and future lives. 3. Identifies individual and group needs and plans appropriate strategies, including those that involve the use of up-to-date technologies, when available, to meet those needs. 4. Frames curriculum around students' own prior knowledge and experience and identifies prerequisite skills, concepts and vocabulary that are important for students to know in order to be successful at a task. 5. Collaborates with other teachers, school-based specialists, resource personnel, including technology specialists and administrators to design curricula or instructional modifications to meet the special learning needs of students and support all students to learn and apply a challenging curriculum. 6. Designs curriculum experiences in which students take increasing responsibility for their own learning and engage in active learning experiences. 7. Integrates the teaching of reading, listening, writing, speaking, viewing and the use of appropriate learning tools (computers, calculators, etc), when available, within the discipline. B. The teacher plans assessment of student learning effectively. 1. Implements specific and challenging standards for student learning. 2. Develops and uses authentic assessments which are congruent with student learning and which demonstrate his/her learning. 3. Incorporates time for individual and interactive reflection including response journals, debriefings and group discussions. C. The teacher monitors students' understanding of the curriculum effectively and adjusts instruction, materials or assessments when appropriate. 1. Regularly uses a variety of formal and informal assessments of students’ achievement and progress for instructional revisions and decision-making. 2. Implements evaluation procedures that appropriately assess the outcomes achieved. 3. Maintains efficient records and communicates student progress to parents, students and staff members in a timely fashion using a range of information including portfolios, anecdotal records, test results and other related materials. 4. Uses individual and group data appropriately, maintains confidentiality concerning individual student data and achievement.
Sample 1

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