EDUC 450: PROFESSIONAL CLINICAL PRACTICE

LONG RANGE PLAN

Candidate: Jacob Gilliard Cooperating Teacher: Mrs. Robinson Grade: 4 th Grade
District: Orangeburg School District 5 School: Whittaker Elementary Year: 2017
Major: Elementary Education Cognate(s): English

Section I: Student Information

Describe the student information that you feel will have the most impact on the way you plan and deliver instruction.
Important Student Information (Key Element 1.A)
Factors Sources/Contextual
(E.g. gender, SES, reading Description Factors
levels, disabilities, ethnicity, (of your findings in terms of your students) (E.g. students,
student interests, and other community
relevant factors, etc.) resources, internet,
records, school
personnel, family,
etc.)
Race/Ethnicity Females:11 All African American Personal observation
Males: 11

Females: 12
Males: 10
19 African American, 2 Hispanic and 1 Caucasian

Females: 9
Males: 13
20 African American and 1 Hispanic

Accommodate differences:
Express high expectations and ask higher-order
questions that require not only identification and
categorization but also comprehension and
analysis, application to other situations, synthesis,
and value judgments

Disabilities No students have been tested for a learning School personnel

disability.

Accommodate differences: Lowering the reading

level of assignment, and adapting worksheets, with
simplified vocabulary. These students should be
allowed numerous breaks.

Student Interest Cheerleading, Dancing, Football, Basketball Interest inventory

Singing, and talking.

Accommodate differences: Knowing students

interests will help me be able to connect their
interest with the subject matter. So the students
would be more interested in what Im teaching

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Reading Level: 1.4-5.6 This information was
gathered from
My students Reading Level range from a 1.4-5.6 Renaissance Page
Reading Level. I have students all across the which serves as the
spectrum in terms of Reading Level. students Accelerated
Reader Program.
Special Seating Accommodations: (Glasses) Place students in
certain seating
There are five students who have special seating arrangements that will
arrangements or receive special accommodations assist with their vision
when provided pamphlets or hand-outs to complete ability
work.
This information was
provided by my
cooperating teacher.

Reflect on the student Information: Why do you feel that this student information is of primary importance, and (2) how did
and will you use this student information to guide the development of your long and short range plans?
The information above is of primary importance because I know that it is vital to know my students in the classroom. I should
know not only their names and faces but their strengths, weaknesses, learning level, interests and social economic status. These
factors will help me as the teacher to differentiate my lessons and instruction to suit the needs of all my students. To become an
effective teacher, I know I must incorporate various strategies to meet the needs of all learning levels and diversity in the classroom. By
incorporating the information that has been provided to me in my long range and short range plans, I will provide an equal learning
environment for every student to succeed as well as accommodating all the students needs within the classroom.

Section II: Long Range Learning and/or Developmental Goals

Describe the long range learning/developmental goals (standards) that you have established for your students in each of the
four content areas. Make sure that you include goals that address the cognitive, psychomotor and affective domains and
diversity for students.

Subject: English Language Arts

Long Range Learning and/or Developmental Goals

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the
text.

2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters
thoughts, words, or actions).

4. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each
version reflects specific descriptions and directions in the text.

Reflect on the long range learning and/or developmental goals: Of the long range learning and/or developmental goals you
have established, which goals do you believe are the most important for all students to achieve, and why?

Of all the long range learning and developmental goals established, I believe the most essential goal is that all students are to
be able to determine the main idea of a text and explain how it is supported by key details as well as summarizing the text. This is
essential for students to know because this helps them with their reading comprehension and thinking skills. Students need to make
sense of what they are reading and be able to summarize the passage or book as well. Also, students need to understand how to
eliminate unessential information, especially in large text. Key details help students discover what is important in the text and give clues

Revised Fall 2013 ACEI/NAEYC 2010 Standards

as to what the main idea is. All of the goals listed above are important in student learning, however, I feel as though this goal is the most
essential.

Subject: Science

Long Range Learning and/or Developmental Goals

1. The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking
necessary to conduct a simple scientific investigation.

2. The student will demonstrate an understanding of weather patterns and phenomena. (Earth Science)

3. The student will demonstrate an understanding of the properties, movements, and locations of objects in the Solar System.
(Earth Science)

4. The student will demonstrate an understanding of the properties of light and electricity. (Physical Science)

Reflect on the long range learning and/or developmental goals: Of the long range learning and/or developmental goals you
have established, which goals do you believe are the most important for all students to achieve, and why?
Of all the long range learning and developmental goals established, I believe the most essential goal is that all students are to
demonstrate an understanding of scientific inquiry, including the processes, skills and mathematical thinking necessary to conduct a
simple scientific investigation. This is essential for students because they will have an opportunity to create a prediction (hypothesis) of
their own and participate in a scientific investigation, which is usually engaging and hands on. Students actually get to see if their
prediction was correct. Students will then get a chance to see how scientists are able to answer questions about the world around them.
All of the goals listed above are important in student learning, however, I feel as though this goal is the most essential.

Section III: Instructional Units

Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts
(dance, music, theater, and visual arts), health and physical education in your units.

Subject: English Language Arts

Unit Length
Unit Topic or Description (i.e., approximate number of lessons)

1 week
RI.4.2 Determine the main idea of a text and explain how it is supported by key
details; summarize the text.
1 week
RI.4.4 Determine the meaning of general academic and domain-specific words
or phrases in a text relevant to a grade 4 topic or subject area.
1 week
RI.4.1 Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text.
1 week
RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect
problem/solution) of events, ideas, concepts, or information in a text or part of a
text.

Reflect on the instructional units: How did you determine your instructional sequence and the amount of time to be spent on
each unit of instruction?
I determined the instructional sequence and the amount of time to be spent on each English Language Arts unit of instruction,
by following the Orangeburg School District 5 pacing guide as well as the South Carolina State Standards. The Orangeburg School
District 5 pacing guide states the English Language Arts standard as well the suggested unit length. Even though the pacing guide
provides a suggested amount of instructional time for each unit, I know that some units may require more instruction and assistance to
better accommodate my students with understanding the content. Therefore, I will extend the lesson to help with content knowledge.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Describe ways in which you will integrate the arts, PE and Health in your unit.

Unit Topics ARTS PE HEALTH

The teacher will have students
1 illustrate what they believe the main
idea of the text or passage is.
Students will share illustrations with
class.
The teacher will have students
2 illustrate what they believe the main
idea of the text or passage is.
Students will share illustrations with
class.
The teacher will have students
3 illustrate what they believe the text or
passage is saying. Students will
share illustrations with class.
The teacher will have students
4 illustrate what they believe the overall
text structure is. Students could draw
a Venn Diagram to show comparison
or drawing pictures in two separate
boxes to show cause/effect and
problem/solution of the text or
passage is. Students will share
illustrations with class.
Students will take a one minute
interval from reading and writing to do
various exercises involving jumping
jacks, stretching of the arms and
legs, rotations and moving about the
classroom.
Students will take a one minute
interval from reading and writing to do
various exercises involving jumping
jacks, stretching of the arms and
legs, rotations and moving about the
classroom.
Students will take a one minute
interval from reading and writing to do
various exercises involving jumping
jacks, stretching of the arms and
legs, rotations and moving about the
classroom.
Students will take a one minute
interval from reading and writing to do
various exercises involving jumping
jacks, stretching of the arms and
legs, rotations and moving about the
classroom.
Students will read and summarize
passages about childhood obesity
and healthy food to determine the
main ideas.
Students will read and summarize
passages about childhood obesity
and healthy food to determine the
main ideas.
Students will read passages and text
about childhood obesity and healthy
food to determine the main ideas.
Students will describe the overall text
structure while reading passages
about childhood obesity and healthy
food.

Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts
(dance, music, theater, and visual arts), health and physical education in your units.

Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts
(dance, music, theater, and visual arts), health and physical education in your units.

Subject: Science

Unit Length
Unit Topic or Description (i.e., approximate number of lessons

1 week
4-1.1 Classify observations as either quantitative or qualitative
1 week
4-1.2 Use appropriate instruments and tools (including a compass, an
anemometer, mirrors, and a prism) safely and accurately when conducting
simple investigations.
1 week
4-1.3 Summarize the characteristics of a simple scientific investigation that
represent a fair test (including a question that identifies the problem, a
prediction that indicates a possible outcome, a process that tests one
manipulated variable at a time, and results that are communicated and
explained).
1 week
4-1.4 Distinguish among observations, predictions, and inferences.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Reflect on the instructional units: How did you determine your instructional sequence and the amount of time to be spent on
each unit of instruction?
I determined the instructional sequence and the amount of time to be spent on each Science unit of instruction, by following
the Orangeburg School District 5 pacing guide as well as the South Carolina State Standards. The Orangeburg School District 5 pacing
guide states the Science standard as well the suggested unit length. Even though the pacing guide provides a suggested amount of
instructional time for each unit, I know that some units may require more instruction and assistance to better accommodate my students
with understanding the content. Therefore, I will extend the lesson to help with content knowledge.

Describe ways in which you will integrate the arts, PE and Health in your unit.

Unit Topics ARTS PE HEALTH

Students will illustrate their
observation and label each
1 observation as quantitative or
qualitative.
Students will illustrate the correct way
2 to use science instruments and tools
safely and accurately.
Students will work together in
3 collaborative groups to summarize
the characteristics of a simple
scientific investigation that represent
a fair test. They will use anchor chart
paper to illustrate these
characteristics.
Students will illustrate on anchor
4 chart paper the difference between
an observation, prediction, and
inference.
Students will have the opportunity to
walk outside and observe things in
nature. Students are to decide if they
observe is quantitative or qualitative.
Students will have the opportunity to
walk outside and to the science lab to
use appropriate instruments and tools
safely.
Students will take a one minute
interval from science to do various
exercises involving jumping jacks,
stretching of the arms and legs,
rotations and moving about the
classroom.
Students will take a one minute
interval from science to do various
exercises involving jumping jacks,
stretching of the arms and legs,
rotations and moving about the
classroom.
Students will have the chance to
observe in the garden that is the
schools courtyard. Students will look
at each item in the garden and
discuss whether these items are
healthy or not healthy.
Students will take a one minute
interval from science to do various
exercises involving jumping jacks,
stretching of the arms and legs,
rotations and moving about the
classroom.
Students will take a one minute
interval from science to do various
exercises involving jumping jacks,
stretching of the arms and legs,
rotations and moving about the
classroom.
Students will take a one minute
interval from science to do various
exercises involving jumping jacks,
stretching of the arms and legs,
rotations and moving about the
classroom.

Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts
(dance, music, theater, and visual arts), health and physical education in your units.

Section III B: Materials and Resources

Make a list of all of the materials that will be needed to teach the unit. As you plan for the use of technology, make sure that
list and explain how you will use software, computer programs, Smart boards, etc., along with power points that you may use.

Teacher Materials Student Materials

Smart board Composition Notebooks (Reading and Writing, Science,
Mathematics and Social Studies)
Smartboard Markers Scissors
Computer Pencils
Printer Pens
Anchor Chart Paper Markers
Scotch Tape Group Pencil Box
Dry Erase Markers Highlighters
Whiteboard Colored Paper
Scissors Loose Leaf Notebook Paper

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Printer Paper Glue
Colored Paper Computer
Manipulatives Pocket Folders
Interactive Smartboard Powerpoint Rulers
Powerpoint Application
Glue
Post-Its
Markers
Index Cards
Stapler
Flash Drive
Pencil Sharpener

Section IV: Assessment of Student Performance

Describe (1) the major course assessments (include formative and summative assessments), (2) the evaluation criteria for
this class/subject, and (3) the way(s) in which you will report overall student progress and achievement. You must present
multiple modes of assessments that address multiple levels of Blooms Taxonomy. Your assessments (or a detailed
description, if authentic) must be attached. On each assessment, indicate the matching learning goal or standard(s).

English Language Arts

Assessments (Indicate Evaluative Criteria Student Matching Goal

whether formative or
summative)
Unit 1: Formative Assessment
(multiple choice, fill in blank)
Progress/Achievement
Reporting Method(s)
A- 90-100 All progress on the
B- 89-80 assessments will be reported
C- 79-70 to students immediately RI.4.2 Determine the main
D- 69-60 (within 2 days). idea of a text and explain how
F- 59 and below it is supported by key details;
Progress will be reported to summarize the text.
parents on the bi-weekly
progress reports and quarterly
report card.

Grades recorded in gradebook

and Power Teacher.

A- 90-100 All progress on the RI.4.4 Determine the meaning

B- 89-80 assessments will be reported of general academic and
Unit 2: Formative Assessment C- 79-70 to students immediately domain-specific words or
(multiple choice, fill in blank) D- 69-60 (within 2 days). phrases in a text relevant to a
F- 59 and below grade 4 topic or subject area.
Progress will be reported to
parents on the bi-weekly
progress reports and quarterly
report card.

Grades recorded in gradebook

and Power Teacher.

A- 90-100 All progress on the RI.4.1 Refer to details and

B- 89-80 assessments will be reported examples in a text when
Unit 3: Formative Assessment C- 79-70 to students immediately explaining what the text says
(multiple choice, fill in blank) D- 69-60 (within 2 days). explicitly and when drawing
F- 59 and below inferences from the text.
Progress will be reported to
parents on the bi-weekly

Revised Fall 2013 ACEI/NAEYC 2010 Standards

 progress reports and quarterly
report card.

Grades recorded in gradebook

and Power Teacher.

A- 90-100 All progress on the RI.4.5 Describe the overall

Unit 4: Formative Assessment
(multiple choice, fill in blank)
B- 89-80 assessments will be reported structure (e.g., chronology,
C- 79-70 to students immediately comparison, cause/effect
D- 69-60 (within 2 days). problem/solution) of events,
F- 59 and below ideas, concepts, or information
Progress will be reported to in a text or part of a text
parents on the bi-weekly
progress reports and quarterly
report card.

Grades recorded in gradebook

and Power Teacher.

Science

Assessments (Indicate Evaluative Criteria Student Matching Goal

whether formative or Progress/Achievement
summative) Reporting Method(s)
Unit 1: Formative Assessment A- 90-100 All progress on the 4-1.1 Classify observations as
(multiple choice, fill in blank) B- 89-80 assessments will be reported either quantitative or
C- 79-70 to students immediately qualitative
D- 69-60 (within 2 days).
F- 59 and below
Progress will be reported to
parents on the bi-weekly
progress reports and quarterly
report card.

Grades recorded in gradebook

and Power Teacher.

A- 90-100 All progress on the 4-1.2 Use appropriate

B- 89-80 assessments will be reported instruments and tools
Unit 2: Formative Assessment C- 79-70 to students immediately (including a compass, an
(multiple choice, fill in blank) D- 69-60 (within 2 days). anemometer, mirrors, and a
F- 59 and below prism) safely and accurately
Progress will be reported to when conducting simple
parents on the bi-weekly investigations.
progress reports and quarterly
report card.

Grades recorded in gradebook

and Power Teacher.

A- 90-100 All progress on the 4-1.3 Summarize the

B- 89-80 assessments will be reported characteristics of a simple
Unit 3: Formative Assessment C- 79-70 to students immediately scientific investigation that
(multiple choice, fill in blank) D- 69-60 (within 2 days). represent a fair test (including

Revised Fall 2013 ACEI/NAEYC 2010 Standards

 F- 59 and below
Progress will be reported to
parents on the bi-weekly
progress reports and quarterly
report card.
Grades recorded in gradebook
and Power Teacher.
a question that identifies the
problem, a prediction that
indicates a possible outcome,
a process that tests one
manipulated variable at a time,
and results that are
communicated and explained).

A- 90-100 All progress on the 4-1.4 Distinguish among

B- 89-80 assessments will be reported observations, predictions, and
Unit 4: Formative Assessment C- 79-70 to students immediately inferences.
(multiple choice, fill in blank) D- 69-60 (within 2 days).
F- 59 and below
Progress will be reported to
parents on the bi-weekly
progress reports and quarterly
report card.

Grades recorded in gradebook

and Power Teacher.

Reflect on student performance: (1) How did you determine that your major assessments are appropriate for evaluating
student progress and achievement, and (2) What did or will you do to help your students and their parents understand (a) the
evaluation criteria you have established for this class/subject as well as (b) the reports regarding the students overall
progress and achievement in the class/subject?

I determined that the major assessments were appropriate for assessing by taking the information from the content that was
taught during the week or the unit period and placing it in the assessment for students. Test items are taken directly from Orangeburg
5s supporting documents and test prep questions. These resources are used to make sure students are only assessed on those skills
mandated to be taught by the district. Students also have weekly fluency checks depending on which skill is currently being taught in
the classroom. This will check the student for mastery of each subject content. Therefore, I would know what to appropriately place on
each assessment given. These quick checks will be administered frequently to determine mastery of standards. To help parents
understand the evaluation criteria I have established for the class/subject, students will receive a report that will state their report in
each subject. These weekly progress reports will show parents how their child(ren) are behaving in school.

Section IV B: Assessment of Student Performance Record Keeping

Describe your system for maintaining records of student progress and achievement for this subject. Also, discuss your
procedures for aggregating and displaying the data. Discuss how you will use the data to make instructional decisions.

A. System for maintaining records of student progress and achievement:

Students work will be graded throughout the day. This will include morning work, classwork and activities and homework.
These grades will be placed on Orangeburg School District 5s Power Teacher application. Every day students are able to see their
progress in each subject area on a daily progress report located on Power Teacher. Students will be given their graded morning
work, classwork, activities and homework at the end of each day and will be kept in each subjects folder.

B. Procedures for aggregating and displaying data:

We aggregate students data by placing it into the program Power School. This program is arranged to display students
grades for all their assessments. Once students progress is recorded, they are to take their work home for their parents to see. At
the end of the week for their post assessments, students gather all their test that was completed that day and record their data on
chart paper. Students are to write all their grades for each subject on the chart paper. After charting their grades, students are to
make a bar graph of their progress to show their highest to lowest assessments. Students shade each bar in a different color to
differentiate the subjects that they were tested on.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

 C. How will you use the data to make instructional decisions?
I use the data that is gathered to make instructional decisions to show me what concepts the students have mastered. The
data shows me what the students strong or weak points within that particular unit that week. Therefore, the data will allow me to
know how to plan for my next weeks lesson. If I have to revisit a certain concept, I will need to revisit that in my next lesson before
going on to ensure they understand. It is my duty to ensure that at least 85% of my students are where they need to be in learning
certain concepts.

Section V: Classroom Management

Describe your expectations for student behavior during instruction and during non-instructional routines. . Write your
description as you were explaining these expectations to your students and their parents. List the rules and consequences,
and your procedures for non-instructional activities.

EXPECTATIONS DURING INSTRUCTION

Revised Fall 2013 ACEI/NAEYC 2010 Standards

 My expectations for student behavior are set high. I believe each student is capable of following the
rules in and outside of the classroom. When students arrives to school in the morning, they are to wait
patiently and quietly until the instructor informs them that they may proceed inside the classroom.
Students are to come in and take down their chair. Once this has been completed, the student should
unpack their book bag of all materials they will need for the class period. They will not be able to get
up during instruction to retrieve an item from their book bags. Students will then place their book bags
at the back of classroom on a hook to avoid causing a hazard to other classmates. After students book
bags are placed properly, at least two pencils need to be sharpened. Students will not be allowed to
interrupt classroom instruction to sharpen pencils. Once this has been completed, students are to head
to back to their desk and complete their Morning work that will be placed on the Whiteboard. When
they have completed the morning work, students will then sit quickly and wait for further instruction.

During instruction, students are to pay attention and participate during lecture. Students must practice
active listening in the classroom. This means all mouths should be closed and all ears should be open
during instruction. Students will have the opportunity to communicate and discuss with one another
during whole or small group discussion. If students are involved in whole collaborative group activity,
they must refrain from hitting, pushing, and arguing with one another. Students must practice
appropriate, respectful and friendly debates during collaborative work groups. If students so happens
to finish classwork or assignments earlier than peers, they are allowed to pull out a reading book or
review notes for future assessments. They must remember there is no time to dawdle and school is
about learning.

Rules:

Listen and follow rules the FIRST time.

Raise your hand and wait to be called on by teacher.
Respect others and their property.
Come to class and hand in assignments on time.
Do not disrupt instruction time.
Be responsible for your own learning.

Consequences:

Verbal Warning
Loss of Privilege
Student/Teacher Conference
Student calls home
Parent/Teacher Conference
Guidance Referral
Principal Visit

Incentives

Positive verbal feedback

Class Dojo Points
Extra Computer Time
EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES

Revised Fall 2013 ACEI/NAEYC 2010 Standards

 Hallway- Students are to keep their hands, feet and objects to themselves while
transitioning from one place to another. They are to walk in a straight, quiet line with
their arms at their side. Students must remain at least two from the wall and two steps
behind the person in front of them. This is to avoid damaging any other classes work
that may be hanging outside their classroom and avoiding stepping on another
persons foot.
Playground- Students are to be respectful to other students and school property. There
is absolutely no rough play on the playground. This is to avoid serious injuries.
Students are to make sure they are in teachers eye sight at all times.
Restroom- Students are given designated restroom break times to use the restroom.
No students should be outside the classroom to use the restroom unless told
otherwise.
Assembly- Students must walk to school assembly quietly and follow hallway
procedures. Once arrived to assembly students must sit and listen to guest speaker or
person in charge quietly. If questions are permitted after speaker or assembly has
concluded, student must raise their hand and wait to be acknowledged.
Cafeteria- Students must use their inside voices while in the cafeteria at all times.
Dismissal- After dismissal announcements, student must pack up and write their
homework assignments in their agenda. Students are to wait for teacher to check and
sign their agenda before exiting.

Rules:

Listen and follow rules the FIRST time.

Raise your hand and wait to be called on by teacher.
Respect others and their property.
Come to class and hand in assignments on time.
Do not disrupt instruction time.
Be responsible for your own learning.

Consequences:

Verbal Warning
Loss of Privilege
Student/Teacher Conference
Student calls home
Parent/Teacher Conference
Guidance Referral
Principal Visit

Incentives

Positive verbal feedback

Class Dojo Points
Extra Computer Time

RULES AND CONSEQUENCES

Reflect on classroom management: What are the most important considerations in managing the classroom to maximize
instructional time, and why do you believe them to be important?

Revised Fall 2013 ACEI/NAEYC 2010 Standards

The most important considerations in managing a classroom to maximize instructional time is that a teacher will follow through with all
of the classroom rules and consequences. If a teacher does not follow the rules listed, students will continuing with bad behavior thus,
distracting other students who are trying to learn and minimizing instructional period. This is important because students come to school
receive an education and grow. When classroom rules are not followed, it cuts into the learning and growing development.

Section VI: Parent Communications

Describe your procedures for providing initial information about your goals and expectations for student learning, plans for
instruction and assessment, rules for student behavior to your parents and overall recommendations for involving your
parents with learning at home. How do you plan to periodically inform your parents about their childs learning and
behavioral progress in your class? Also, discuss you would involve your parents in home-based and school-based activities.

Procedures for providing initial information

To inform my parents about myself, my goals and my expectation for students learning,
I will send home a parent newsletter. Parents are expected to read this to gain more
knowledge of who their child will be taught by the school year. Once parent has read
the letter, there will be a place for their signature as well as a place for the student to
sign. Students will be assigned to return this parent letter with signatures the following
school day. If parents would like to know about my plans for instruction, assessments,
rules and overall recommendations, I will have a parent night. This is a night when all
parents will be allowed to come and meet me to talk about the school year and what I
have in store for their child. Parents would receive with all information given that night
placed on it. If they would like to get more details on their particular child, we could
have a one- on- one meeting that specific night, or we could schedule a parent/teacher
conference for another date. To keep parents informed about their childs learning and
behavioral progress, I will send home an updated progress report that students are to
have signed. Students will receive this report bi-weekly. Parents will have my school
contact if they need to discuss their childs grades or behavior. During the year,
students will be given a lot of engaging and exciting home projects to do. Parents are
to help their child and get involved with these projects. A note will go home with
students stating that students will a major project to do and that will need the parent
or guardian help with it. If project seems complicated even with parent help, parent call
either call school contact or send a note home with student and we can discuss a way
in which student is able to complete the assignment.

Procedures for involving parents with the learning at home

Revised Fall 2013 ACEI/NAEYC 2010 Standards

 Section VII: Reflecting and Revision Procedures
There are several ways I will involve parents with student learning at home. I can
assign projects that parents are required to help their child complete. This way the
student can see that their parent really cares about their education by being
involved. I could team up with the guidance counselor and have a Parent of the
Week. This could be a parent who has really been involved with their childs
learning in and outside of the classroom. Another idea would be assigning
homework that parents can only sign once their child has completed it in its
entirety. This way students will not come to school with incomplete homework.
Their parent would have to check over the homework before that are able to sign
it. Students could take a homework assignment that may involve them talking to
their parents about a specific topic. This way the parent can be involved in
homework completion. All these ideas are just a few that I have to get and keep
parents involved in their childs learning and education.

Reflect on your long range plan and determine what might be, or what you think may be strengths and weakness. Decide
what modifications or adaptations might be needed to your plan. Decide how often you think you might need to reflect on
your teaching practices.

A. Strengths:
I believe strengths of my long range plan include great rules for classroom procedure, engaging lesson and a variety of teaching
strategies. Having all three of these components in my long range plan is a way that I can assure not only myself, but students and
parents their child will receive nothing but the best education while covering each standard.

B. Weaknesses

I believe some weaknesses of my long range plan would be classroom management and time management. Student are to follow
the rules set out by the teacher and the school in and out of the classroom. I need to make sure that I am following through the
rules and consequences and not looking pass the disruptive behavior. Also, I need to make sure that I am completing my
standards and lessons in a timely manner.

C. Time line for evaluating long range plan components.

I plan to check my long range plan components bi-weekly to make any adjustments needed to improve my long rang plan. I know
that certain standards are going to take longer than what the pacing guide suggests, so I will make those modifications to my long
range plan if needed.

D. List modifications and adaptations that you think might be needed to improve the procedures.
1. Time Management
2. Completion of standard in timely manner.
3. Classroom Management.

E. Plan for reflecting on your teaching practices.

I will reflect on my teaching practices every day. After each lesson, I will write down my strengths and weaknesses. I will also write
down what worked for my students to better their understanding and what did not work for my students. From this I will know that I
either need to improve my strategy or stick to that particular strategy for that specific lesson. Reflection will be done often to ensure
student learning

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards