Evidence of Planning Sample Clauses

Evidence of Planning. Planning requires a statement of short- and long-range goals for the curriculum areas in order that objectives for each lesson, unit and learning activity can be established. The planning document(s) also relate(s) objectives to student learning outcomes and student evaluation. The provincial curriculum guides provide resource manuals for this process. 1. develops long-range plans: e.g. units, yearly plans, scope and sequence, objectives 2. adheres to provincial and local curricula 3. maintains short-range plans: e.g. day plan, lesson plan 4. demonstrates instructional planning, e.g. identification of strategies that will meet course objectives

Evidence of Planning. 1. All teachers are required to prepare adequately for daily instruction. To demonstrate such preparation, all teachers shall have available on every day of instruction for all topics/classes taught, evidence of planning which is readily available or observable to administrators as they enter the classroom for any observation (formal or informal). The Administrator may request a copy of such evidence of planning subsequent to any such observation which shall be provided no later than the end of the following instructional work day. 2. Planning formats may include, but are not limited to, lesson plans, unit planning, daily planning, monthly planning, or any combination thereof which evinces and demonstrates prior instructional planning by the teacher as to the objectives and strategies to be used for that class, topic, or other designated instructional segment. Evidence of planning components, observable and/or written, may include:  Learning Purpose/Objective (e.g. “I Can” statement)  Learning/Priority Standards  Key Vocabulary  Essential Questions  Materials/Resources (e.g. anchor charts, student materials)  Differentiations (e.g. centers, grouping, product, process and content)  Formative assessments (e.g. exit tickets, checks for understanding)  Depth of knowledge/questioning  Student engagement (cognitive and behavioral)  Direct instruction (e.g. “I do”), scaffolding (e.g. “we do”), independent practice (e.g. “you do”). 3. Such evidence of planning may be reviewed by administrators as a means of assisting in and improving classroom practices. Administrators may provide advice on the content of such evidence of planning or templates or other examples of evidence of planning that the administrator believes will assist the teacher in improving classroom practices and instructional performance. The administrator will provide written feedback to the teacher within two (2) school days. 4. In the event that a teacher exhibits a pattern of inadequate evidence of planning as documented in previous feedback cycles with an administrator, on an informal or formal observation, the administrator will follow the established Professional Support Plan (PSP) process to support the classroom teacher in improving evidence of planning which may include a particular planning format (see Appendix E).