EDUC 450: PROFESSIONAL CLINICAL PRACTICE

LONG RANGE PLAN

Candidate: Destiny Burns Cooperating Teacher: Rosalyn Weathers Grade: 2nd District: Orangeburg Consolidated School District 5 School: Bethune-Bowman Elementary School Year: Spring 2014Major: Early Childhood 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 InformationFactors

(e.g. gender, SES, reading levels, disabilities, ethnicity, student interests, and other relevant

factors, etc.)

Description(of your findings in terms of your

students)

Sources/Contextual Factors(e.g. students, community resources, internet,

records, school personnel, family, etc.)

GenderFemales: 12Males: 11

This information was gathered from observing the students and from my cooperating teacher, Mrs. Weathers’ roster.

EthnicityAll of the students are African American with the exception of three students who are Caucasian.

This information was gathered from observing the students.

Socio Economic Status

Free Lunch: 21Reduced Lunch: 1Full Lunch: 1

This information was gathered from the cafeteria manager, Ms. Rush. My cooperating teacher, Mrs. Weathers, helped gather this information as well.

Reading LevelPre-Primer: 6Primer: 2Range 1.0-1.9: 6Range 2.0-2.9: 6Range 3.0-3.9- 3

This information was gathered from the score report on the most recent STAR Reading test and Mrs. Wimberly, the school librarian.

ResourceTwo students receive resource daily for one hour. Six students receive services from the Speech Pathologist.

This information was gathered from the resource teacher, Mrs. Camp and the speech pathologist, Mrs. Darby.

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?

I feel as though this student information is of primary importance because it will help me understand each student and his or her needs. The information will also be important because it will allow me to differentiate instruction. This data helps me realize that all students are not the same, so I have to meet the needs of all my students in order for them to be successful. Even though my students come from different backgrounds, it is up to me to help them learn as much as possible. This information helps me to understand that some students will not learn as fast as others, so it is up to me to work independently with those students when needed.

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.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

Subject: English Language Arts

Long Range Learning and/or Developmental Goals

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

L.2.5b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

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 the long range learning and developmental goals I have established, I believe all of them are important for all students to achieve. In order for students to be successful, all of the goals are foundation marks for the next grade. The developmental goals are also important because these standards will be tested on the Orangeburg Consolidate School District Five’s end of the year benchmark examinations. If 80% of the students have mastered the skills on the benchmark examination, then it will give me confirmation the standards have been taught effectively and the students are ready for promotion to the next grade.

Subject: Mathematics

Long Range Learning and/or Developmental Goals

2.NBT.1.b The numbers 100, 200, 300, 400, 500,600, 700, 800, 900, refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.

2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies… and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones.

2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols

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?

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

Of the long range learning and developmental goals I have established, I believe all of them are important for all students to achieve. In order for students to be successful, all of the goals are foundation marks for the next grade. The developmental goals are also important because these standards will be tested on the Orangeburg Consolidate School District Five’s end of the year benchmark examinations. If 80% of the students have mastered the skills on the benchmark examination, then it will give me confirmation the standards have been taught effectively and the students are ready for promotion to the next grade.

Subject: Science

Long Range Learning and/or Developmental Goals

2-1.1 Carry out simple scientific investigations to answer questions about familiar objects and events.

2-2.2 Classify animals (including mammals, birds, amphibians, reptiles, fish, and insects) according to their physical characteristics.

2-2.3 Explain how distinct environments throughout the world support the life of different types of animals.

2-2.4 Summarize the interdependence between animals and plants as sources of food and shelter. 2-5.3 Compare the effect of magnets on various materials.

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 the long range learning and developmental goals I have established, I believe carrying out a simple scientific investigation, classifying animals according to their physical characteristics and using magnets are important for all students to achieve. Students should be able to carry out simple scientific investigations in order to be effective scientists in the classroom. Being able to carry out simple scientific investigations is the basis for completing science projects or tasks. Students should be able to classify animals according to their physical characteristics in order to understand all animals do not belong in the same group. Each group of animals has its own physical characteristics. Students should be able to experiment with magnets and understand that magnets attract iron or products that contain iron. If the material does not have iron in it, then the magnet will not attract to it.

Subject: Social Studies

Long Range Learning and/or Developmental Goals 2-1.2 Recognize the characteristics of the local region, including its geographic features and natural resources. 2-1.3 Recognize the features of urban, suburban, and rural areas of the local region.

2-2.1 Identify the basic functions of government, including making and enforcing laws, protecting citizens, and collecting taxes.

2-2.2 Recognize different types of laws and those people who have the power and authority to enforce them.

2-2.3 Identify the roles of leaders and officials in government, including law enforcement and public safety officials.

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?

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

Of the long range learning and developmental goals, I believe all of them are important for students to achieve. Students should be exposed to the basic topics in social studies such as recognizing characteristics of the local region, recognizing features of urban, suburban, and rural areas of a local region, the basic functions of government, recognizing different types of laws and those people who have the power to enforce the laws, and the roles of leaders and officials in government. Additionally, it is important for students to understand how the governmental system, as a whole, operates with laws and those authority figures in charge. It is the teacher’s responsibility to help students understand how the governmental system operates and provide examples such as those in their community.

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 Topic or Description Unit Length

(i.e., approximate number of lessons

Our Changing World 4 weeks

Writing Texts 4 weeks

Grammar: Verbs 2 weeks

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?

The instructional sequence and amount of time to be spent on each unit of instruction is determined by the South Carolina State Standards and Orangeburg Consolidated School District five’s Common Core Pacing Guide. The pacing guide is for teachers to follow in order to know which indicator and standard to each week. However, it is at the discretion of the teacher if more time should be spent on a particular topic, or if the students are grasping the concept enough to move on.

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

During the sequence of instruction, the Arts will be integrated by having the students make up their own song about how things change in the world. Physical education will be integrated by taking a trip outside to see how things in nature change. Health will be integrated by discussing with the students how people’s body changes when they have health conditions.

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: Mathematics

Unit Topic or Description -- Key ElementUnit Length

(i.e., approximate number of lessons

Place Value 2 weeks

Geometry 1 week

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

Counting Money 4 weeks

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? The instructional sequence and amount of time to be spent on each unit of instruction is determined by the South Carolina State Standards and Orangeburg Consolidated School District five’s Common Core Pacing Guide. The pacing guide is for teachers to follow in order to know which indicator and standard to each week. However, it is at the discretion of the teacher if more time should be spent on a particular topic or if the students are grasping the concept enough to move on.

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

During the sequence of instruction, the Arts will be integrated by having students draw pictures of numbers in their math journals in order to have a visual picture of the math problem. During the sequence of instruction, Physical Education will be integrated by finding shapes outside and discussing the characteristics. During the sequence of instruction, Health will be integrated by bringing in different food products which have the list of ingredients, calories, etc. on the back. The students will use the numbers on the back to learn place value.

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 Topic or Description Unit Length

(i.e., approximate number of lessons

Scientific Inquiry 3 weeks

Animals 2 weeks

Magnetism 3 weeks

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?

The instructional sequence and amount of time to be spent on each unit of instruction is determined by the South Carolina State Standards and Orangeburg Consolidated School District five’s Common Core Pacing Guide. The pacing guide is for teachers to follow in order to know which indicator and standard to each week. However, it is at the discretion of the teacher if more time should be spent on a particular topic or if the students are grasping the concept enough to move on.

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

During the sequence of instruction, the Arts will be integrated by teaching the students a song to help them remember the animal groups. Also the students will be able to draw animals that match with each group. Physical Education will be integrated by completing scientific investigations about things in nature. Health will be integrated by discussing what animals need in order to be healthy.

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 unit.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

Subject: Social Studies

Unit Topic or Description Unit Length

(i.e., approximate number of lessons

Local Region 3 weeks

The Local Government 2 weeks

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?

The instructional sequence and amount of time to be spent on each unit of instruction is determined by the South Carolina State Standards and Orangeburg Consolidated School District five’s Common Core Pacing Guide. The pacing guide is for teachers to follow in order to know which indicator and standard to each week. However, it is at the discretion of the teacher if more time should be spent on a particular topic or if the students are grasping the concept enough to move on.

Describe ways in which you will integrate the arts, PE and Health in your unit. During the sequence of instruction, the Arts will be integrated by students drawing and coloring map of South Carolina. Physical Education will be integrated by explaining the rules of the school with the students and walking around to see the authority figures. Health will be integrated by showing students the importance of each authority figure and how they have to be healthy to work hard.

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 MaterialsSMART Board Composition Notebooks for each content areawww.pearsonsuccess.net PencilsLumens Lamp PaperDaily Agenda Crayonswww.studyisland.com Markerswww.discoveryeducation.com ScissorsBrainPop Jr. Glue South Carolina map Math workbook

Textbooks

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 Bloom’s 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 whether formative or

summative)

Evaluative Criteria Student Progress/Achievement Reporting Method(s)

Matching Standard

Formative Assessment (Test)

A= 93-100B= 85-92C=77-84

Manual Grade Book, Power Teacher, Interim Reports

2.MD.8 Solve word problems involving dollar bills, quarters,

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

D=70-76F=69 and below

dimes, nickels, and pennies, using $ and ¢ symbols 2-2.2 Classify animals (including mammals, birds, amphibians, reptiles, fish, and insects) according to their physical characteristics2-2.1 Identify the basic functions of government, including making and enforcing laws, protecting citizens, and collecting taxes.

Summative Assessment (Quiz)

A= 93-100B= 85-92C=77-84D=70-76F=69 and below

Manual Grade Book, Power Teacher, Interim Reports

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

Performance Assessment (Project)

A= 93-100B= 85-92C=77-84D=70-76F=69 and below

Manual Grade Book, Power Teacher, Interim Reports

2-5.3 Compare the effect of magnets on various materials.2-2.1 Identify the basic functions of government, including making and enforcing laws, protecting citizens, and collecting taxes.

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 student’s overall progress and achievement in the class/subject?

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:

Each activity that the students complete will not be graded. It is required of the teacher to record two grades for the students each week. The grades will be manually placed into the grade book with the date and the graded assignment title. Grades will also be posted on the Power Teacher account for each student so parents can check their child’s grades if they would like.

B. Procedures for aggregating and displaying data:

Data will be aggregated by displaying the data in the computer system on Power Teacher. Data will be used to help monitor the achievement of the students.

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

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

The data will be used to make instructional decisions by seeing if my students understood the lesson that was taught. This can be noticed by the assessments that are administered. If the students did not understand, then it is my responsibility to reflect and reteach my students in a way that they will understand the material. If the students did understand the material, then it is okay to move on to the next standard.

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

EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES

EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES

RULES AND CONSEQUENCES

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

Classroom Behavioral Expectations

1. Listen and follow directions the first time.2. Raise your hand and wait for permission to speak.

3. Keep hands, feet, objects, and negative comments to yourself.4. Have your supplies and be on time.

5. Complete and submit all assignments on time with excellence.

Classroom Behavioral Consequences

1. Verbal Warning2. Individual Conference (Conduct Grade- S and yellow ticket)

3. Rule Reflection Corner- Write down which rule was broken and how it will change (Conduct Grade-N and blue ticket)

4. Call Parent (Conduct Grade-U and red ticket)

Incentives

1. Stickers2. Treats3. Pencils4. Erasers

5. Mohawk bucks6. Recess

Attendance & Tardiness: Attendance is taken each morning at 8:00 a.m. If a student is late for school, then his or her parent has to sign them at the receptionist desk. The attendance clerk makes the necessary changes for the students who arrive to school late.

Homework: Homework is given each day of the week. A homework sheet is given at the beginning of each work with all of the homework assignments for that particular week. The students’ conduct grade is also recorded on the homework sheet. Parents are to sign the homework sheet each day of the week.

Pencil Sharpening: Students are to hold up three fingers if they need a pencil sharpened or would like to get one out of the basket.

Restroom: Students are to hold up two fingers if they have to use the restroom.

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?

My most important considerations in managing the classroom to maximize instructional time is to make sure students are aware of the rules and consequences on the first day of school. Students need to know what is expected of them so that they will know that behavioral problems will not be tolerated. When classroom management is established then instructional time will not be wasted. All of the instructional time should be utilized so students will learn as much as possible.

Section VI: Parent CommunicationsDescribe 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 child’s 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

Procedures for involving parents with the learning at homee

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

At the beginning of my student teaching experience, a welcome letter will be provided to each parent introducing myself, telling my role in the classroom, and what I expect to gain from my experience. The student and the parent will have to sign the letter to confirm they have read the letter and understand my role in the classroom. At the school’s open house, there will be another initial time to meet with the parents. Each week I will communicate with the parents by providing a homework sheet with each students’ conduct grade which the parents will be asked to sign. If needed sometimes notes will be written on the students’ homework sheets concerning behavior for that particular day so the parents are aware. Newsletters will be provided on a weekly basis to provide parents with information about what is being learnt in the classroom.

The newsletters that are provided for the parents have useful websites that will help them work with their child at home in an area they may be struggling with. The guidance counselor, Dr. Boatwright, also provides parents with newsletters with helpful information for their child. The newsletter will have strategies to help the student and example questions of what is being taught at the time.

Attendance & Tardiness: Attendance is taken each morning at 8:00 a.m. If a student is late for school, then his or her parent has to sign them at the receptionist desk. The attendance clerk makes the necessary changes for the students who arrive to school late.

Homework: Homework is given each day of the week. A homework sheet is given at the beginning of each work with all of the homework assignments for that particular week. The students’ conduct grade is also recorded on the homework sheet. Parents are to sign the homework sheet each day of the week.

Pencil Sharpening: Students are to hold up three fingers if they need a pencil sharpened or would like to get one out of the basket.

Restroom: Students are to hold up two fingers if they have to use the restroom.

School Assemblies: Students are required to sit quietly and be attentive to the program participants.

Conduct in the Halls: Students are to walk in a line from the second block on the wall.

Field Trips: Students are to stay with the assigned chaperone.

Early Finishers: Students may choose an Accelerated Reader (AR) book in the

classroom to read and take a test on.

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:

My strength is being able to effectively use the data on my long range plan to understand my students in the classroom. I will be able to work with the students in a way that will be beneficial to them if I understand their needs.

B. Weaknesses

I think the only weakness I have is that I plan enough for the content area time frame for that day rather than over planning just in case. I have had some trouble with just planning the minimum amount when preparing for lessons. I understand that you should always prepare more, just in case.

C. Time line for evaluating long range plan components.

I will refer back to my long range plan when needed. This is important so I will know what I have put in place in order for my students to learn as much as possible. Some standards may have to be adjusted in a way that they may take longer to teach. However, some standards may not take as long to teach because the students may catch on quickly. It all depends but I have to be ready to monitor and adjust.

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

1. Planning more than enough for lessons to maximize instructional time.2. Using data to plan for lessons.

E. Plan for reflecting on your teaching practices.

I plan to effectively reflect on my teaching practices each time I teach a lesson. I will accept feedback from my cooperating teacher in order to be able to make the necessary changes to be effective in the classroom. I will continuously look at the data to make modifications if needed when teaching a lesson.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

Long Range Plan Scoring Rubric

ACEI/NAEYC

Component Target (3) Acceptable (2) Unacceptable (1) Score

1.0/1a Description of Students

Describes students in-depth according to ability, learning styles, ethnic group, gender and special needs, etc.; suggests several ways to plan lessons to accommodate differences.

Describes students according to their differences, but is unclear about ways to accommodate differences when planning.

Does not include at least five (5) types of descriptions; displays minimal understanding of addressing a variety of student needs when planning.

5.2/2c;3b Contextual Factors

Data is collected from multiple sources, including IEPs, test scores, school records, student interest surveys, school personnel, students, etc. Candidate reflects an understanding of the importance of collaborative relationships with families, school colleagues and agencies in the community.

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.

Used primarily secondary source data (records) to obtain data. No school or community data included.

3.1/3aLearning and Developmental Goals

Includes at least four (4) or more standards which exhibit evidence of objective taxonomy, skills, and dispositions that support elementary students’ development, learning, and motivation to learn.

Includes at least three (3) standards which exhibit knowledge of objective taxonomy, skills, and dispositions relevant and meaningful to specific age groups.

Includes standards, but lacks appropriate depth of knowledge of taxonomy, skills, and dispositions relevant and meaningful to specific age groups.

3.2/1cLearning and Developmental Goals

Goals clearly reflect sensitivity to the diversity of students in their development and learning styles, as well as race, ethnicity, culture and exceptional needs.

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.

Goals lack sensitivity to the diversity of students.

2.1/5a Units of Instruction- English Language Arts

The content area related to reading, writing, speaking, viewing, listening, and thinking skills is comprehensively covered. The timeline of instructional units reflects knowledge of key themes, of concepts, and of English language arts skills. The content is paced so objectives are covered.

The content area has 90% of the key elements covered, reflecting knowledge of key themes, concepts and of English language arts skills. The content is paced so objectives are covered.

The content area is addressed; however, little evidence supports the direct alignment with the knowledge of key themes, concepts and of English language arts skills. The content is not paced so objectives are covered.

2.2/5a Units of Instruction- Science

The content area related to concepts of physical, life, and earth science is comprehensively covered. The timeline of instructional units reflects knowledge of key themes, concepts and of skills necessary to plan appropriate science lessons. The content Is paced so objectives are covered.

The content area has at least 90% of the key elements covered, reflecting knowledge of key themes, concepts and of skills necessary to plan appropriate science lessons. The content is paced so objectives are covered.

The content area is addressed; however, little evidence supports the direct alignment with the knowledge of key themes, concepts, and of science skills. The content is not paced so objectives are covered.

2.3/5a Units of Instruction- Mathematics

The content area related to concepts of number and operations, algebra, geometry, measurement, and data analysis and probability is comprehensively covered. The timeline of instructional units reflect knowledge of key themes, concepts and of skills necessary to plan appropriate mathematics lessons. The content Is paced so objectives are covered.

The content area has at least 90% of the key elements covered, reflecting knowledge of key themes, concepts and of skills necessary to plan appropriate mathematics lessons. The content Is paced so objectives are covered.

The content area is addressed; however, little evidence supports the direct alignment with the knowledge of key themes, concepts, and of mathematics skills. The content is not paced so objectives are covered.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

2.4/5a Units of Instruction– Social Studies

The content area related to concepts of history, geography, and the social sciences is comprehensively covered. The timeline of instructional units reflect knowledge of key themes, concepts and of skills necessary to plan appropriate social studies lessons. The content Is paced so objectives are covered.

The content area has at least 90% of the key elements covered, reflecting knowledge of key themes, concepts and of skills necessary to plan appropriate social studies lessons. The content Is paced so objectives are covered.

The content area is addressed; however, little evidence supports the direct alignment with the knowledge of key themes, concepts, and of social studies skills. The content is not paced so objectives are covered.

2.5/5a

Instructional Units – Visual and Performing Arts

Clear integration of visual and performing arts (dance, music, theater and the visual arts) is indicated multiple times throughout the units.

Visual and performing key elements are integrated at least twice within each unit outline.

Visual and performing arts key elements are not included in each unit.

2.6/5a Instructional Units - Health

Clear integration of health is indicated multiple times throughout the units.

Health key elements are integrated at least twice within each unit outline.

Health key elements are not included in each unit.

2.7/5a Instructional Units – Physical Education PE is clearly integrated several times in each of the units. PE key elements are integrated at least

twice within each unit outline.Physical Education key elements are not included in each unit.

1.0/4c Instructional Materials & Resources

Uses a variety of instructional materials and resources that directly align and support units; materials/resources clearly support curriculum enhancement and successful learning experiences to support and enrich student development, characteristics, acquisition of knowledge, and motivation to learn. Evidence of the use of community resources is provided.

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.

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.

3.5/4b Instructional Materials & Resources

Technology, to include hardware, software and assisted support is listed and reflects the use of such tools to foster inquiry, collaboration and interaction.

Technology listed includes the teacher’s and students’ uses of tools to reflect an understanding of its use as a communication tool.

Technology listed includes only the teacher’s use of technology for instructional presentations.

4.0/3b Assessment

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 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.

Formative and summative assessments match learning goals and the content to be covered, but the majority are traditional paper and pencil types. Criteria for evaluating results are clear. Assessments reflect an emphasis on knowledge and application.

Assessments given do not match the learning goals, or no explanations, descriptions, or assessments are attached.

4.0/3b Student Records

Procedures for recording, aggregating and displaying data indicate that records are organized, well maintained and easy to interpret; procedures are easy to follow to plan, to evaluate, strengthen instruction, make content knowledge decisions, and make individual progress decisions. Use of data for differentiated instruction is clear.

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.

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.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

3.4/1c Discipline Policy

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 students, and support a positive learning environment. Instructional procedures represent essential routines for promoting efficiency and minimal loss of time for learning.

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.

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.

3.4/1c Procedures for Non-Instructional Activities

Offers detailed directions for such activities as restroom break, emergency drills, school assemblies, field trips, and other movement in the classroom and halls.

Provides adequate directions for non-instructional activities.

No procedures for non-instructional were given.

5.2/2b Parental Communications

Clear, consistent evidence exists that the candidate plans to provide the family appropriate, culturally sensitive, reader friendly information concerning goals, instruction, rules and assessment on an initial and periodic basis; reflects on decisions and involves students, families, and the learning community to enhance learning.

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.

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.

5.2/2b Parental Communications

Plans indicate evidence of collaboration with the learning community to foster and support communication; a variety of ways to communicate and ways that families can be involved at the school and home are given to promote the growth and well-being of children.

Adequate collaboration regarding communication with the learning community is evident.

No procedures for continuous communication involving the learning community.

5.1/4d Reflections

Plans specifically indicate opportunities for reflecting on teaching practices to improve the teaching and learning process.

Some evidence of opportunities to reflect on teaching practices to improve the teaching and learning process.

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) Target/Exceeds (3)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.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards