Instructional Planning. The teacher plans instruction to support students in meeting rigorous learning goals by drawing upon knowledge of content areas, Utah Core Standards, instructional best practices, and the community context.
Instructional Planning. FOCUS FOR LEARNING (Standard 1: Students, Standard 2: Content, Standard 3: Assessment, Standard 4: Instruction) Possible Sources of Evidence: pre-conference, artifacts, portfolios, analysis of student data, lesson plans, student surveys, common assessments I D S A
Instructional Planning. Each semester, all instructors submit a detailed course syllabus to the respective supervising administrator. Each detailed course syllabus meets accreditation requirements, as well as provides a record of instruction. Each detailed course syllabus reflects current course content, texts, learning outcomes expected of students, the means by which these are presented, and the method which is used to verify attainment as required by the course syllabus form. Course syllabi for all courses currently taught are updated at a minimum of once every three years. Sample formats for organizing and presenting course content are provided by the supervising administrator, upon request. Should a department wish to prepare and use a single course syllabus for multiple sections taught, this may be substituted for individual syllabi by individual instructors. Syllabi are placed on file and are subject to public inspection as required by state law.
Instructional Planning. Each teacher will prepare and conduct a weekly educational objective plan subject to review by the principal, one week prior to conduct as part of his/her “Plan Book”.
Instructional Planning. Instructional Planning Time is member-directed and shall be free from student supervision. It is time designated for members to address a variety of assigned professional responsibilities. These responsibilities include, but are not limited to, assessment of student learning, individualized lesson planning, collaborative team planning, conferencing with parents or colleagues, preparation/grading of instructional materials, and professional research or development. Instructional Planning Time shall be in blocks of no less than thirty (30) minutes during the student day. No more than one time per month, administration may conduct meetings during this time. Instructional Planning time is important. Administration will work to minimize disruptions to this time. On days identified on the school calendar that includes parent teacher conferences and testing, planning time missed will not be rescheduled. It is a professional responsibility to structure schedules to accommodate instructional planning time requirements.
Instructional Planning. Paraeducators are not responsible to provide curriculum or lesson plans for student instruction.
Instructional Planning. Domains Components Ineffective Developing Skilled Accomplished plans lessons that use the input and contributions of families, colleagues and/or other professionals to understand each student’s prior knowledge while supporting the student’s development. Evidence Click or tap here to enter text. Click or tap here to enter text. Click or tap here to enter text. Click or tap here to enter text. Connections to state standards and district priorities Element 2.3 Element 4.1 Element 4.7 The teacher’s instructional plan does not reference Ohio’s Learning Standards. The teacher’s instructional plan references Ohio’s Learning Standards, but goals and activities do not align with student needs, school and district priorities or the standards. The teacher’s instructional plan incorporates activities, assessments and resources, including available technology, that align with student needs, school and district priorities, and Ohio’s Learning Standards. The teacher’s instructional plan incorporates activities, assessments and resources, including available technology, that align with student needs, school and district priorities, and Ohio’s Learning Standards. The teacher participates in studying and evaluating advances in content and/or provides input on school and district curriculum. Domains Components Ineffective Developing Skilled Accomplished Evidence Click or tap here to enter text. Click or tap here to enter text. Click or tap here to enter text. Click or tap here to enter text. KNOWLEDGE OF STUDENTS (Standard 1: Students, Standard 4: Instruction, Standard 6: Collaboration and Communication) Possible Sources of Evidence: analysis of student data, pre-conference, artifacts, student surveys Planning instruction for the whole child Element 1.2 Element 1.4 Element 1.5 Element 4.2 Element 4.4 Element 6.4 The teacher’s instructional plan makes no connections to and the teacher is not familiar with student experiences, culture, developmental characteristics or backgrounds. The teacher’s instructional plan makes minimal connections to student experiences, culture, developmental characteristics or student backgrounds. The teacher’s instructional plan reflects connections to student experiences, culture and developmental characteristics. These may include prior learning, abilities, strengths, needs, talents, backgrounds, skills, language proficiency and interests. The teacher’s instructional plan reflects consistent connections to student experiences, culture and developm...
Instructional Planning. Shows evidence of planning, including long-range and short-range objectives Includes sequential development of learning skills, application of learning skills, and opportunities to individually expand upon skills or topics Fulfills curriculum guidelines Includes planned practice activities Builds upon previous learning Incorporates varied levels of cognitive thinking (e.g., Xxxxx'x Hierarchy, Bloom's Taxonomy, etc.) Reflects consideration of diverse needs and abilities of students
Instructional Planning. ˗ Prepares complete and detailed instructional plans.
Instructional Planning. Teachers will be guided by the Professional Growth Plan section of their evaluation with respect to planning lessons. Teachers shall provide substitutes with daily, weekly, and/or alternate plans as needed. Lesson plans shall be kept and shall be open to the principal, other administrators for review upon request.
