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. 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. 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 Use of High Quality Student Data Elem ent 1.1 Elem ent 1.2 Elem ent 1.3 Elem ent 3.3 The teacher does not Use high-quality student data to develop measurable and developmentally appropriate student grow th goal(s). The teacher uses one source of high-quality student data and attempts to analyze patterns to develop measurable and developmentally appropriate student grow th goal(s). The analysis may be incomplete or inaccurate. The teacher thoroughly and correctly analyzes patterns in at least tw o sources of high-quality student data to develop measurable and developmentally appropriate student grow th goal(s) and monitors student progress toward goal(s). The teacher thoroughly and correctly analyzes trends and patterns in at least tw o sources of high-quality student data to develop measurable and developmentally appropriate student grow th goal(s) and monitors student progress toward goal(s). The teacher plans for the facilitation of developmentally appropriate student data collection and strategies to assist in student goal setting and progress monitoring. Connections to Prior and Future Learning Elem ent 1.2 Elem ent 2.1 Elem ent 2.2 Elem ent 2.4 Elem ent 2.5 The teacher plans lessons that demonstrate no connections to student prior learning or future learning. The teacher plans lessonsthat attempt to make connections w ith student prior learning or future learning. These connections are not clear. The teacher plans lessons that intentionally make clear and coherent connections w ith studen prior learning and future learning and includes strategies that communicate the connections to students. The teacher plans lessons that intentionally make clear and coherent connections with student prior and future learning and includes strategies that communicate the connections to students - among lesson content, other disciplines and/or real-world experiences. The teacher plans lessons that use the input and contributions of families, colleagues and/or other professionals to understand each student’s prior know ledge while supporting the student’s development. Connections to State Standards and District Priorities Elem ent 2.3 Elem ent 4.1 Elem ent 4.7 The teacher’s instructional plan does not reference...
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 Evaluator's Comments Evaluator Final Score Score
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. ORGANIZATIONAL AREA: INSTRUCTIONAL PLANNING 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 ...
Instructional Planning. A. All teachers shall be required to maintain a plan book during the school year. Full time teachers will submit their plan book to the Chief School Administrator's office no later than Friday afternoon of the preceding instructional week.
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.
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. 6-15.00 Teachers shall keep readily available, lesson plans or daily plan books for classroom instruction. Such instructional programs are subject to review by the principal and/or immediate supervisor as well as for use by substitute teachers.
