LONG RANGE PLAN -- MIDDLE LEVEL & SECONDARY

Candidate: Raymone Rogers Cooperating Teacher: Mrs. McLendon/Mrs.

Charley Grade: 7th
District: OCSD5 School: William J. Clark/Robert E. Howard Year: 2016-2017
Major: Middle Level Cognate(s): Math and Science

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

Factors
(e.g. gender, SES, reading
levels, disabilities, ethnicity,
student interests, and other
relevant factors, etc.)
Gender
Ethnicity
Age
Socio-Economic Status
Description Sources/Contextual Factors
(of your findings in terms of your (e.g. students, community resources, internet,
students) records, school personnel, family, etc.)
1st: 15m and 13f Student Observations
2nd: 10m and 14f
3rd: 6m and 20f
4th: 12m and 13f
1st: 26 Af. Amer. and 2 Attendance Clerk
Hispanic
2nd: 23 Af. Amer. and 1
Caucasian
3rd: 25 Af. Amer. and 1
Hispanic
4th: 23 Af. Amer., 1
Hispanic and 1 Caucasian
1st: 19 twelve year olds School Records
and 9 thirteen year olds School Personnel
2nd: 16 twelve year olds
and 8 thirteen year olds
3rd: 18 twelve year olds
and 6 thirteen year olds
4th: 15 twelve year olds
and 10 thirteen year olds.
Only 4% are not elligible Attendance Clerk
to receive free lunch

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?
When dealing with students, it is very important that you take heed to the many different
aspects of all students. With this knowledge, a teacher is well-equipped and the plan for
instruction can easily be made student-centered. I feel these factors are of importance because
they each contribute to student learning in their own way. The SES and ethnicity of the students
will contribute to deciding in what ways I can relate mathematics to the students. I understand
the culture of the students so I can choose examples that are related to their everyday life. Age
is a factor because the age range lets you know the type of students you are dealing with and
knowing the age can help you plan lessons. The older kids may learn faster because they are
developing before the younger students. I will have to choose relevant examples that will adhere
to all students which means I may have to give more than 1 example when giving examples. I
will use this information to help me better plan and teach to the strengths of each student so
each student will be able to learn.

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.

Content 1: Mathematics

Long Range Learning and/or Developmental Goals

An individual increase of AT LEAST 25% in the mastery of 7th grade mathematics standards

An increase in the reading comprehension with respect to the reading level of the mathematics textbook.

An increase in the personal desire of appreciation for higher level mathematics.

An increase chance at hitting the target score for MAP Testing in mathematics

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?
I believe the goal of the students increasing their reading comprehension is the most important. This is important because reading is
very important to a persons everyday life and students will have to increase their reading skills to become successful. No matter what
subject is being taught to students, reading will always find its way into the lesson so it is best to make sure teachers tackle reading
comprehension from all aspects during instruction. Not being able to read on grade level will soon catch up to the students. Students
must demonstrate their ability to read directions and their success in following directions correctly will depend on their comprehension
of what they are reading.

Content 2: Science

Long Range Learning and/or Developmental Goals

An individual increase of AT LEAST 25% in the mastery of 7th grade science standards

An increase in the reading comprehension with respect to the reading level of the science textbook and workbook.

An increase in the personal desire of appreciation for higher level science.

An increase chance of hitting the targeted MAP score for 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?

I believe the goal of the students increasing their reading comprehension is the most important.
This is important because reading is very important to a persons everyday life and students will
have to increase their reading skills to become successful. No matter what subject is being
taught to students, reading will always find its way into the lesson so it is best to make sure
teachers tackle reading comprehension from all aspects during instruction. Not being able to
read on grade level will soon catch up to the students. Students must demonstrate their ability to
read directions and their success in following directions correctly will depend on their
comprehension of what they are reading. With the constant aim at the reading comprehension,
the students will more than likely perform better on the standardized tests they have to take.

Section III: Instructional Units

Describe the instructional units, in sequence, for each content area for your class.
Subject: MATH

Unit Topic or Description Unit Length

Ratios and Proportional Relationships THIRD NINE WEEKS (About 1-2 weeks)
7.RP.1 Compute unit rates, including those involving complex fractions, with
like or different units.
7.RP.2 Identify and model proportional relationships given multiple
representations, including tables, graphs, equations, diagrams, verbal
descriptions, and real-world situations.
a. Determine when two quantities are in a proportional relationship.
b. Recognize or compute the constant of proportionality.
c. Understand that the constant of proportionality is the unit rate.
d. Use equations to model proportional relationships.
e. Investigate the graph of a proportional relationship and explain the
meaning of specific points (e.g., origin, unit rate) in the context of the
situation.
7.RP.3 Solve real-world and mathematical problems involving ratios and
percentages using proportional reasoning (e.g., multi-step dimensional
analysis, percent increase/decrease, tax).
Expressions, Equations, and Inequalities THIRD NINE WEEKS (About 3-4 weeks) (About
7.EEI.1 Apply mathematical properties (e.g., 11-13 lessons)

commutative, associative, distributive) to simplify and

to factor linear algebraic expressions with rational
coefficients.
7.EEI.2 Recognize that algebraic expressions may have
a variety of equivalent forms and determine an
appropriate form for a given real-world situation.
7.EEI.3 Extend previous understanding of Order of
Operations to solve multi-step real-world and
mathematical problems involving rational numbers.
Include fraction bars as a grouping symbol.
7.EEI.4 Apply the concepts of linear equations and
inequalities in one variable to real-world and
mathematical situations.
a. Write and fluently solve linear equations of the
form + = and
( + ) = where , , and are rational numbers.
b. Write and solve multi-step linear equations that
include the use of the distributive property and
combining like terms. Exclude equations that contain
variables on both sides.
c. Write and solve two-step linear inequalities.
Graph the solution set on a number line and interpret
its meaning.
d. Identify and justify the steps for solving multi-
step linear equations and two-step linear inequalities.
7.EEI.5 Understand and apply the laws of exponents
(i.e., product rule, quotient rule, power to a power,
product to a power, quotient to a power, zero power
property) to simplify numerical expressions that include
whole-number exponents.

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 was by way the Pacing Guide. It spells out in order what the students should be learning and in
what order in which they should learn the standards. The amount of time spend on each unit is determined by the District Guidelines.
Again, it is clearly outlined how much time is to be spent on each unit of instruction and I should abide by the guidelines. However,
teachers sometimes may need to go back and revisit different aspects of each unit if they feel majority of the students did not master
certain skills. Because I am knowledgeable about the instructional time for each unit, it is my responsibility to incorporate the proper
material such as quizzes, tests, and notes in that allotted time.

Describe the instructional units, in sequence, for each content area for your class.
Subject: Science 7th Grade

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

ORGANIZATION IN LIVING SYSTEMS THIRD NINE WEEKS (about 1-2 weeks)

7.L.3A.1 Obtain and communicate information to support claims that (1)
organisms are made of one or more cells, (2) cells are the basic unit of structure
and function of organisms, and (3) cells come only from existing cells.
7.L.3A.2 Analyze and interpret data from observations to describe different
types of cells and classify cells as plant, animal, protist, or bacteria.
7.L.3A.3 Develop and use models to explain how the relevant structures within
cells (including cytoplasm, cell membrane, cell wall, nucleus, mitochondria,
chloroplasts, lysosomes, and vacuoles) function to support the life of plant,
animal, and bacterial cells.
7.L.3A.4 Construct scientific arguments to support claims that bacteria are both
helpful and harmful to other organisms and the environment.
7.L.3B.2 Construct explanations for how systems in the human body (including
circulatory,respiratory, digestive, excretory, nervous, and musculoskeletal
systems) work together to support the essential life functions of the body
HEREDITY INHERITANCE AND VARIATION OF TRAITS FOURTH NINE WEEKS (about 2-3weeks)
7.L.4A.1 Obtain and communicate information about the relationship between
genes and chromosomes to construct explanations of their relationship to
inherited characteristics.
7.L.4A.2 Construct explanations for how genetic information is transferred from
parent to offspring in organisms that reproduce sexually.
7.L.4A.3 Develop and use models (Punnett squares) to describe and predict
patterns of the inheritance of single genetic traits from parent to offspring
(including dominant and recessive traits, incomplete dominance, and
codominance).
7.L.4A.4 Use mathematical and computational thinking to predict the probability
of phenotypes and genotypes based on patterns of inheritance
INTERACTIONS OF LIVING SYSTEMS AND THE FOURTH NINE WEEKS( 1 week)
ENVIRONMENT
7.EC.5A.1 Develop and use models to describe the characteristics of the
levels of organization within ecosystems (including species, populations,
communities, ecosystems, and biomes)

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 was by way the Pacing Guide. It spells out in order what the students should be learning and in
what order in which they should learn the standards. The amount of time spend on each unit is determined by the District Guidelines. I
should abide by the guidelines. However, teachers sometimes may need to go back and revisit different aspects of each unit if they feel
majority of the students did not master certain skills. Because I am knowledgeable about the instructional time for each unit, it is my
responsibility to incorporate the proper material such as tests, notes, and quizzes in that allotted time. The instructional sequence
between both subjects isnt too much of a difference. However, there are much more vocabulary terms to touch bases on with science
as opposed to math.

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

Glencoe Mathematics Course 2 Teacher Glencoe Mathematics Course 2 book
Guide Carnegie Learning Math Series (Volume 2)
Carnegie Learning Math Series Teacher
Workbook
South Carolina Pass Coach Teacher book South Carolina Pass Coach student book
South Carolina Science Glencoe Teacher South Carolina Science Glencoe book
Downloads Downloads such as Kuta Notes Journal Used for note taking on instruction
software and printables to aid students given by teacher
learning.
Lumens - To display expectations for Binder Used to store any graded assignments as
work enhance direct instruction and well as for classwork and other assignments/notes.
guided practice.
LCD Projector Used to display what is 4 Rs reviewing strategy (Review, Reteach,
put under the lumens or on the Reinforce, Retest) Used to assist students in re-
computer. learning material for a Retest
White Board Used to aid students in
visuals of any teacher written problems.
Computer To download any aids to
assist students

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).

Assessments (Indicate Evaluative Criteria Student Matching Standard

whether formative or Progress/Achievement
summative) Reporting Method(s)
Common Assessment Students are Students knowledge 7.RP.2
on determining if expected to master of material will be
proportions/data the skills of shown to me after
tables/charts are recognizing the assessments are
directly proportional, different types of handed in, graded,
indirectly proportions aiming for and recorded on
proportional, or at least 70%. Powerschool. I can
nonproportional also measure
(summative) knowledge even
when the test is over
by having some
reviews at a later
date when it is
convenient and
sufficient.
Re-test on the Students are Students tests will be 7.RP.2
proportions expected to score graded and students
(formative) higher than they did will receive their
on the first test. The grades as well as
re-test allowed them chance to make it up
to fix incorrect on the re-test. The re-
answers. Correct test will consist of the
answers will be same content
counted as half credit
since this is a re-test.
Common assessment Students are Students will have to 7.EEI.1
on combining like expected to master give me the correct 7.EEI.2

terms, simplifying the skills of answer while showing

expressions, and recognizing similar the work of how they
evaluating terms to join got to each answer. I
expressions with together, simplifying will grade tests and
variables. certain expressions, go over the results.
and using variables to
compute the
evaluation of an
expression with at
least 70% accuracy.
Independent For each lesson I The grading scale is Depends on the standard
practices after teach, I will have utilized to grade all of being reviewed for that day.

instruction is over. different practices for the students work.

(Formative) the students to
complete to check
and see how much of
the information the
students actually
 comprehended. I can
measure results to
see if I need to revisit
concepts in future.
Assessment on Students are Students knowledge 7.L.4A
heredity expected to show of material will be
their knowledge shown to me after
about genetics assessments are
aiming to master the handed in, graded,
test with at least 75% and recorded on
accuracy Mastery Connect. I
can also measure
knowledge even
when the test is over
by having some
reviews at a later
date when it is
convenient and
sufficient.

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 assessments are appropriate for evaluating student progress and achievement
by checking for students understanding of the content that was provided on the tests. I am
seeking how knowledgeable each student is with the assessments and I will determine how much
they have progressed from the common assessments. Depending on the results of the first test,
I may give a retest if results arent as expected. Students as well as parents will understand
what is expected in the evaluation criteria from the students syllabus. From my understanding,
each student received a syllabus at the beginning of the year and was instructed to keep them
handy throughout the year. This was said so students will have no excuse as to where their
syllabus is located and they can check off standards once each standard is mastered and
completed by the class as a whole. This strategy is a good one to use for just one aspect of
communicating with parents. Parents and students will also understand their overall progress
and achievement in the class because each student receives a progress report/interim ever 2
weeks. This is not a classroom requirement, this is mandatory throughout the school. Every
teacher is to provide each student with a progress report/interim twice a month. Doing so will
give the parents the opportunity to track their childs progress on their own so there are no
surprises once that report card grade is given to the students.

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. The system that is in

System for maintaining records of student progress and achievement:
place in the classroom is using a gradebook as well as power schools/Mastery Connect.
 This system makes the grading and recording process for teachers a little less difficult and
can save time. Also, the students have folders in which documents are placed throughout
the year to show what the students are doing in the classroom.

B. Procedures for aggregating and displaying data: The procedure for aggregating and
displaying data within the classroom is that students are given an assignment to
complete. Once completed, assignments will be graded and handed back to the students.
Students will be able to see the assignments under the lumens but wont be able to see
the name of the student whose work is being displayed at the time. All of the assignments
will be displayed and then a certain number of those assignments are selected to be put
up in the back of the class.

C. How will you use the data to make instructional decisions?

Decisions are made based upon data that is collected from assignments, tests, quizzes, etc. I
will analyze what the students have given me and then I will make a decision that is best for
all students in regards to which direction the class will move. If I see that most students are
struggling on one particular problem then I will cover that information again so that all
students understand the material. I would like to see all students successfully learn and retain
the knowledge that is being presented before them each day. Using the data is a vital source
when properly planning lesson plans and activities.

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

Show RESPECT
Pay attention to the speaker of the classroom at all times
EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES
No talking
Raise your hand if you would like to speak
If you are confused about theRules:
instruction,
Sit in assign raise
seat and quietly workyour hand and let it be
Double check work known.
before handing it in
Finish classwork 1. Find
and seat
Work
write on andhomework
another
down begin workonce
task issued byimmediately.
the assignments
teacher are complete.
2. Make sure you have all
Be attentive and actively participatematerials.
3. If you need pencil sharpened, raise it in the air
4. No eating or drinking in class.
EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES
5. Follow instructions after the first time they are given.
6. No talking while work is present.
7. Sit quietly and wait for directions once you finish.

Consequences:
RULES
st AND CONSEQUENCES
1 Offense: Verbal Warning
2nd Offense: Conference with student after class
3rd Offense: Call Home/Detention
4th Offense: Referral to Principals office
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?

The most important considerations in managing the classroom to maximize instructional time are both effectively teaching
students and engaging students while handling other complications such as questions from the students about the lesson,
classroom disruptions, and effectively managing students time to maximize their learning. It is important for every student to
learn and feel as though they can and will learn in the classroom. As teachers, we have to motivate the students to want to
learn the material and not let them lose interest. If interest is lost, distractions and disruptions could occur. If the classroom
has multiple disruptions, the students will not be able to get the days full lesson because the teacher will have to
continuously stop to deal with such problems. That first day of school is where you set the tone for classroom instruction
and procedures so the behavioral problems can be limited at the beginning of the year.

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

My procedures for providing initial information about my goals and expectations

for student learning, plans for instruction and assessment, and rules for student
behavior to parents begin with sending a letter home to the parents of my
students, making phone calls to parents, putting comments on progress reports
and report cards, and meeting parents face to face during parent-teacher
conferences or at open house. Periodic notifications for student progress and
behavior will be sent home every two weeks via progress reports. If student's
behavior and/or learning progress begins to stall, parents will be notified
immediately. Procedures for involving parents with the learning at home
 I will involve my parents in the learning process by recommending various
resources that the school district has for parents to use to be involved in their
child's learning. There are the online sources of power school and mastery
connect where parents can see grades on assignments, tests, quizzes,
homework, etc. Tracking the students progress is no problem utilizing the two
websites along with receiving the progress reports. Every student has an
agenda to write down any assignments they have as well. Parents are also
encouraged to ask their child what they have learned for the day and to
demonstrate their skills for the parent. I am available at the school during
school hours or at home when the day is over for parents to call. I can be
reached at any time via email to communicate along with scheduling
conferences for face-to-face interaction. I will even make a house visit if
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:

Involvement with the students making connections between students and lessons
Time management which used to be a weakness
Classroom management which also used to be a weakness

B. Weaknesses

Need to incorporate more technology

Parent involvement
Cooperation/Interacting with other teachers(besides accommodating teacher)
Planning more efficiently

C. Time line for evaluating long range plan components.

I would evaluate my long range plan and its components at the end of each nine weeks. I also could take an alternative
approach and evaluate after each unit if need be. Students entering and leaving the classroom for any reason could also
cause me to look at long range plan as well.

D. List modifications and adaptations that you think might be needed to improve the procedures.

A change in administration (district officials, funding, etc)

Revisions made during scheduled or free time
Making sure you are up to date and on point with the pacing guide for the year

E. My plan for reflecting on my teaching practices occurs

Plan for reflecting on your teaching practices.
at the end of each lesson of each day. I take time to think about how the lesson went, the
positives of the lesson, the negatives of the lesson, and how it could have been better.
If I have time, I can alter a few things I see I can improve on during my planning or lunch
period to effectively teach same lesson to my afternoon students after consulting with my
cooperating teacher. She really helped out a lot and my teaching slowly but surely
started to improve. What I couldnt review during school hours had to be dealt with when
I returned home along with planning for the next day.
 Long Range Plan Scoring Rubric
Component
Target ( 5-4)
Describes students in-depth according to
Description of ability, learning styles, ethnic group, gender
Students and special needs, etc.; suggests several ways
to plan lessons to accommodate differences.
Data is collected from multiple sources,
including IEPs, test scores, school records,
student interest surveys, school personnel,
Contextual
students, etc. Candidate reflects an
Factors
understanding of the importance of
collaborative relationships with families, school
colleagues and agencies in the community.
Includes at least four (4) or more standards
Learning and which exhibit evidence of objective taxonomy,
Developmental skills, and dispositions that support elementary
Goals students development, learning, and
motivation to learn.
Goals clearly reflect sensitivity to the diversity
Learning and
of students in their development and learning
Developmental
styles, as well as race, ethnicity, culture and
Goals
exceptional needs.
The content is comprehensively covered. The
Units of timeline of instructional units reflects
Instruction knowledge of key themes, of concepts, and of
- Content 1 English language arts skills. The content is
paced so objectives are covered.
100
Acceptable (3-2)
Describes students according to
their differences, but is unclear
about ways to accommodate
differences when planning.
Data is collected from at least
three types of sources and the
candidate shows some
understanding of the importance
of collaborative relationships with
families, school colleagues and
agencies in the community.
Includes at least three (3)
standards which exhibit
knowledge of objective
taxonomy, skills, and dispositions
relevant and meaningful to
specific age groups.
Goals reflect an understanding of
the diversity of students in their
development and learning styles
and reflect at least two of the
following: race, ethnicity, culture
or exceptional needs.
The content area has 90% of the
key elements covered, reflecting
knowledge of key themes and
concepts. The content is paced
so objectives are covered.
Sco
Unacceptable (1)
re
Does not include at least five
(5) types of descriptions;
displays minimal
understanding of addressing a
variety of student needs when
planning.
Used primarily secondary
source data (records) to obtain
data. No school or community
data included.
Includes standards, but lacks
appropriate depth of
knowledge of taxonomy, skills,
and dispositions relevant and
meaningful to specific age
groups.
Goals lack sensitivity to the
diversity of students.
The content area is
addressed; however, little
evidence supports the direct
alignment with the knowledge
of key themes and concepts.
The content is not paced so
objectives are covered.

The content is comprehensively covered. The
Units of timeline of instructional units reflects
Instruction knowledge of key themes, of concepts, and of
- Content 2 English language arts skills. The content is
paced so objectives are covered.
Uses a variety of instructional materials and
resources that directly align and support units;
materials/resources clearly support curriculum
Instructional
enhancement and successful learning
Materials &
experiences to support and enrich student
Resources
development, characteristics, acquisition of
knowledge, and motivation to learn. Evidence
of the use of community resources is provided.
Technology, to include hardware, software and
Instructional
assisted support is listed and reflects the use
Materials &
of such tools to foster inquiry, collaboration
Resources
and interaction.
Formative and summative assessments, use
direct and indirect methods, match learning
goals, instructional activities, and represent a
variety of assessment strategies. The
strategies are appropriate for the content to be
covered and the students ability and
Assessment
developmental levels. Criteria for the
weighting process and evaluating results are
clear, concise and promote intellectual, social,
emotional, and the physical development of
students. Higher level thinking and student
reflection are promoted.
Procedures for recording, aggregating and
displaying data indicate that records are
organized, well maintained and easy to
interpret; procedures are easy to follow to
Student Records
plan, to evaluate, strengthen instruction, make
content knowledge decisions, and make
individual progress decisions. Use of data for
differentiated instruction is clear.
101
The content area has 90% of the
key elements covered, reflecting
knowledge of key themes and
concepts. The content is paced
so objectives are covered.
Materials list is adequate to
support units. List represents
variety. Materials list tends to be
general in nature and does not
focus comprehensively on
student characteristics,
enrichment, enhancement, and
students needs. No evidence of
the use of community resources.
Technology listed includes the
teachers and students uses of
tools to reflect an understanding
of its use as a communication
tool.
Formative and summative
assessments match learning
goals and the content to be
covered, but the majority are
match the learning goals, or
traditional paper and pencil
types. Criteria for evaluating
results are clear. Assessments
reflect an emphasis on
knowledge and application.
Procedures for maintaining
recorded data are clear, with
some strategies for developing,
aggregating and displaying data
for decision making. Some
information is given for using
data to make decisions and to
promote the relationship
between data collection and
reflective decision-making.
The content area is addressed;
however, little evidence
supports the direct alignment
with the knowledge of key
themes and concepts. The
content is not paced so
objectives are covered.
Materials list is inadequate
and tends to represent
traditionally supplied
materials. Materials are
general and do not directly
support or enrich curriculum
units. Student needs and
characteristics do not appear
to drive the choices of
materials and resources. No
community resources are
used.
Technology listed includes only
the teachers use of
technology for instructional
presentations.
Assessments given do not
no explanations, descriptions,
or assessments are attached.
Procedures for maintaining
recorded data are somewhat
clear, but little to no plan is
developed for aggregating and
displaying data for decision
making. Plan for using data to
make decisions is unclear. No
relationship between data
collection and reflective
decision-making.
 States explicit expectations of students and
consequences for misbehavior. Rules and
consequences are limited to 5 or less, are age
appropriate, focus on behaviors rather than
Discipline Policy students, and support a positive learning
environment. Instructional procedures
represent essential routines for promoting
efficiency and minimal loss of time for
learning.
Procedures for Offers detailed directions for such activities as
Non- restroom break, emergency drills, school
Instructional assemblies, field trips, and other movement in
Activities the classroom and halls.
Clear, consistent evidence exists that the
candidate plans to provide the family
appropriate, culturally sensitive, reader
Parental friendly information concerning goals,
Communications instruction, rules and assessment on an initial
and periodic basis; reflects on decisions and
involves students, families, and the learning
community to enhance learning.
Plans indicate evidence of collaboration with
the learning community to foster and support
Parental communication; a variety of ways to
Communications communicate and ways that families can be
involved at the school and home are given to
promote the growth and well-being of children.
Plans specifically indicate opportunities for
reflecting on teaching practices to improve the
Reflections teaching and learning process.
Rules and consequences are age
appropriate, represent support
for a positive learning
environment, and are limited to
5 or less. Instructional
procedures cover most of the
areas that promote minimal loss
of instructional time.
Provides adequate directions for
non-instructional activities.
Adequate evidence exists that
the candidate plans to establish
an open line of communication
on an initial and periodic basis,
regarding pertinent information
involving students, families, and
the learning community to
enhance learning; sensitivity to
diversity is clear.
Adequate collaboration regarding
communication with the learning
community is evident.
Some evidence of opportunities
to reflect on teaching practices to
improve the teaching and
learning process.
Rules and consequences are
negative in nature and are not
aligned with age appropriate
practices. More than 5 rules
are given. Rules allow for a
loss of instructional time.
No procedures for non-
instructional were given.
Uses minimal, to no attempts
to involve the family in
learning goals at the home or
at school. Fails to provide
specific examples of periodic
communication methods.
Sensitivity to diversity is
unclear.
No procedures for continuous
communication involving the
learning community.
The candidate does not
provide reflections or suggest
recommendations for
improving the process of
teaching and learning.
OVERALL SCORE

Unacceptable/Developing (1) Acceptable/Meets (2-3) Target/Exceeds (4-5)

Candidate demonstrates a limited amount
of the attributes of the standard.
Performance indicates that few
competencies have been demonstrated.
Candidate demonstrates most of the
attributes of the standard. Performance
indicates that the competency has been
demonstrated including examples,
extension, or enrichment.
Candidate demonstrates all of the attributes of
the standard. Performance clearly indicates that
the competency has been mastered, including
examples, extension, and enrichment.

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