|1a: Demonstrating Knowledge of Content and Pedagogy||
The only strategy used on lesson plan is whole group instruction.
The teacher has children writing their names in all uppercase.
Teacher distributes ditto worksheets to all
The teacher says, “The spider is an insect.”
The teacher plans lessons on sorting by attributes based on characteristics students are unfamiliar with.
The teacher plans to forge ahead with a lesson on skipping even though some students have not mastered hopping on one foot.
The teacher’s plan for sorting by attributes is based on vocabulary learned in prior lessons/experiences.
The teacher realized her students are not sure how to use scissors so she plans to practice that before introducing the activity on cutting.
The teacher plans to expand a concept on sharing by having them act out scenes from a book they read about sharing.
Teacher has materials at varied levels in the classroom to meet the needs of individual learning styles.
The teacher answers student questions accurately and provides feedback that furthers their learning.
The teacher seeks out content-related professional development.
The teacher uses a “KWL” chart at the introduction of the unit on caterpillars to uncover student misconceptions and prior knowledge.
The teacher plans to adapt all learning centers/entire classroom environment to reflect the current topic/theme. In addition, she adds specific activities to address the needs of individual students.
Itinerant teacher and regular ed teacher proactively seek support from one another to enhance student success with upcoming unit.
Teacher applies a new instructional strategy learned at a professional development session.
|1b: Demonstrating Knowledge of Students||
The lesson plan includes a teacher led 30-minute circle time.
The teacher plans to present a lesson with no
The teacher plans to teach his class Christmas
The teacher’s lesson plan has the same assignment for the entire class, in spite of the fact that one activity is beyond the reach of some students.
In the unit on families, the teacher has not incorporated information provided by the families.
Lesson plans make only peripheral reference to students’ interests.
The teacher knows that some of her students have IEPs but they’re so long, she hasn’t read them yet.
The teacher creates an assessment of students’ levels of cognitive development.
The teacher examines previous year’s portfolio folders to ascertain the proficiency levels of groups of students in the class.
The teacher administers a student interest survey at the beginning of the school year.
The teacher plans activities based on student interests.
The teacher realizes that not all of his students are Christian, so he plans to read stories that reflect the diversity of the students.
The teacher plans to invite students and families to share their ancestry with the class.
The teacher plans his lesson with three different follow-up activities, designed to meet the varied ability levels of his students.
The teacher plans to provide multiple activity options; students will self-select the activity that best meets their individual approach to learning.
The teacher attended the local Mexican heritage day, meeting several of his students’ extended family members.
Teacher has determined that a pre-k age student is reading and offers enrichment activities.
The teacher regularly creates adapted assessment materials for several students with learning disabilities.
|1c: Setting Instructional Outcomes||
A learning outcome for the class is to make a mural.
All the outcomes for the class are factual knowledge.
The topic of a math activity involves the concept of 1 to 1 correspondence but the teacher only
Outcomes consist of understanding the difference between 1 to 1 correspondence and rote counting.
The outcomes are written with the needs of the “middle” group in mind.
Despite having a number of students receiving occupational therapy in the class, the outcomes state that all children will be able to write their name.
Teacher’s lesson plans are connected to Early Learning Standards.
One of the learning outcomes is for students to demonstrate 1 to 1 correspondence.
The outcomes for the apple unit include some factual information as well as a comparison to other fruits.
The teacher reviews the project expectations and modifies some goals to be in line with students’ IEP objectives.
Teacher uses “Plan, Do, Review” to encourage students to set their own goals.
The class develops a concept web that links previous learning goals to those they are currently working on.
All students identify additional learning through use of the “KWL” chart.
|1d: Demonstrating Knowledge of Resources||
The teacher only uses materials within their classroom even when more variety would assist some students.
For the unit on dinosaurs, the students accessed all of their information from teacher supplied books and materials.
The teacher is not sure how to teach phonological awareness, he says, ”How am I expected to learn it on my own.”
A student says, “It’s too bad we can’t go to the
For a unit on dinosaurs the teacher really needs more books, but the program only has three for which to choose.
The teacher knows she should learn more about teaching literacy, but the program only offered one professional development day last year and the teacher did not pursue additional professional development.
The teacher thinks his students would benefit from hearing about health safety from a professional; he contacts the school nurse to visit his classroom.
Books and materials are supplemented by guest speakers and field experiences.
Teacher facilitates use of technology.
The teacher provides her preschool class a range of books and materials about dinosaurs; no matter their developmental level, all students can participate in related.
The teacher took an online course on sign language to expand her knowledge of other forms of communication.
The teacher distributes family literacy bags to encourage reading at home.
The teacher expands the literacy center and has the students create class books.
The teacher attends the Early Childhood Educators Summit, collects available resources, and integrates them into practice.
The teacher invites local community professionals into the classroom to talk about their jobs during the Community Helper Unit.
|1e: Designing Coherent Instruction||
After being introduced to the parts of the plant
The teacher assigns circle time seating alphabetically.
The teacher’s lesson plans are written on sticky notes.
After the mini-lesson, the teacher plans to have the whole class play a game to reinforce the skill she taught.
The teacher found a globe to use as a supplemental resource during the social studies unit.
The teacher always lets students self-select their learning centers because they behave better when they can choose who they want to sit with.
The teacher’s lesson plans are formatted, but the timing for many activities is too long to maintain student participation.
The teacher reviews her learning activities and rewrites some of the activities to make them more challenging.
The teacher plans for students to complete projects in small groups; he carefully selects group members based on their ability level and learning style.
The teacher reviews lesson plans with her supervisor; they are well structured with pacing times and activities clearly indicated.
The teacher’s unit on dinosaurs includes a variety of high-level activities throughout the classroom. Students choose those that suit their approach to learning.
While completing their projects, the students have access to a wide variety of resources.
After the cooperative group activity, students reflect on their experience and make suggestions for new materials to expand a center.
The lesson plan clearly indicates the concepts taught in the last few lessons; the teacher plans for his students to connect the current lesson outcomes to those they previously learned.
|1f: Designing Student Assessments||
The teacher only administers a standardized test pulling the student aside and often timing
The teacher has no documentation supporting a determined outcome level.
The teacher says, “The program only gave me two curriculum choices, so I just have to keep moving.
The plan indicates that the teacher will pause to “check for understanding” but without a clear process of how that will be done.
Despite half of the students being able to identify the colors, the teacher plans a unit on colors.
The teacher has some documentation supporting the determined outcome level.
Based on the previous day’s formative assessment, the teacher plans to have five students work on a more challenging activity, while she works with six other students
Teacher has a variety of assessments including child’s work, anecdotal notes and checklists to support the determined outcome.
Based on the “KWL” chart the teacher will organize children in different groups during the next activity.
Teacher invites students to select work samples that support their determined outcome level.
The teacher ensures that there is documented evidence to support the teacher determined ranking for each domain.
A team consisting of classroom teachers, therapists, parents, and support staff participate in the design on student assessment.