Standard 7: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
1. The teacher selects, creates, and sequences learning experiences and performance tasks that support learners in reaching rigorous curriculum goals based on content standards and cross-disciplinary skills.
Evidence 1: Yearly Math Sequence
Description: These are the items that we cover in our Pre-K class each year.
Analysis: In order to be prepared for each future grade, curriculum at our school is sequenced. At the beginning of each year, we take time as a staff to reacquaint ourselves with the curriculum goals that have been set, and plan a scope and sequence for each grade in the content areas of math, social studies, science and language arts. Knowing what children will be introduced to, and challenged by, in their future years at school, aids in planning curriculum to help them meet and exceed those future goals.
Evidence 2: Howard Gardner: Five Minds for the Future Webinar
Description: Howard Gardner, renowned education expert and one of Ross School's founding mentors, presents the five kinds of minds—ways of thinking and acting—critical for success in the rapidly changing environment of the 21st century. These include the disciplined, synthesizing and creative minds which are all related to intellect, as well as the respectful and ethical minds which emphasize character.
Analysis: This video describes five ways of thinking and acting that teachers should help each of their students to build. Howard Gardner briefly describes each of the five mind sets and how they are built upon each other, but spends most of his time discussing the importance of the ethical mind. Children that can identify their role within the classroom and understand the responsibilities that are included in that role, are said to have an ethical mind. These children are able to undertake more rigorous educational goals and make connections across disciplines.
Evidence 3: Sound Cylinders Match-Up Lesson Plan
Description: This game encourages children to match cylinders that make the same sound.
Analysis: We use this lesson when learning about our bodies and how our bodies can hear. Children can be somewhat frustrated by this activity as they can use only their ears to determine which cylinders match, but as we continue to work together and share ideas, children persevere and meet the objective that has been set for them.
2. The teacher plans instruction based on information from formative and summative assessments as well as other sources and systematically adjusts plans to meet each student's learning needs.
Evidence 1: Estimate This Lesson Plan
Description: This is a math lesson that we participate in when we are learning about estimating.
Analysis: This lesson allows for much change depending upon the children in my group on the day that we do it. Not all children are expected to write their guesses down as numerals. Children who have not learned how to write numbers yet, can show their guess in a way that works for them. This lesson can also be done in a large group or small depending upon the day and the needs of the children.
Evidence 2: Notes from Meeting with Sandy Bove Regarding E
Description: One of my children was having difficulty functioning in the classroom. An Occupational Therapist visited and gave all of these suggestions for aiding this child throughout his day at school.
Analysis: All of the ideas that Sandy provided me with have been so helpful for this little guy. Due to her observations, Sandy suggested leaving only one set of lights on in our classroom at a time as both seemed like too much visual stimulus. We have tried that each day and things seem to be going much smoother. I am anxious to begin implementing many other suggestions that she gave me as well.
Evidence 3: "Measuring Classroom Quality" Webinar
Description: In this webinar, Dr. Robert C. Pianta, founding director of the Center for Advanced Study of Teaching and Learning (CASTL) at the University of Virginia and a professor in both the Curry School of Education and in the Department of Psychology, explored the topic of measuring classroom quality.
Analysis: Dr. Pianta described three main supports that teachers need to create within their classrooms to meet the needs of each student. These supports included emotional support, instructional support and classroom organization. When these supports are fostered in any classroom, children make greater strides in learning.
3. The teacher plans instruction by collaborating with colleagues, specialists, community resources, families and learners to meet individual learning needs.
Evidence 1: Conference Notes - B
Description: While meeting with a parent, the after school teacher and the principal, this document was created to indicate tools to aid the child in transitioning from the preschool day to after school care.
Analysis: When one of my students seemed to be struggling with the transition from the school day to after school care, a meeting was planned with the parent, our after school provider, the principal and myself. During the meeting each member was able to share observations of the child which created a clearer picture of the child's strengths and weaknesses. With this information we were able to create a plan that would ease the transition process for this individual. The child was invited to the last five minutes of the meeting to identify tools that would aid him in this transition. Through our collaboration we were better able to serve the child and his family.
Evidence 2: Conference Notes - E
Description: When noticing her child was having some difficulties at home as well as school, a mom requested a meeting with our school principal, Craig who is a member of the CIS team in our county, and myself.
Analysis: From this meeting we determined what steps needed to be taken to aid this individual child in being more successful at school and at home. We also determined that a school referral should be made for an occupational evaluation.
Evidence 3: Letter from 2-3 Teacher
Description: This letter describes a discussion between the K-1 teacher, 2-3 teacher and myself regarding concerns for a second grade student.
Analysis: At the beginning of the school year, the 2nd and 3rd grade teacher asked the K-1 teacher and myself to aid in planning some strategies for one of her students that the K-1 teacher and I had experience with while in first grade the previous year. As we discussed the student and the tools that helped to encourage and motivate him, along with those that put him off, we were able to help his current teacher plan and implement some strategies to aid the student while in specific learning situations. This conversation remains on-going with the student making progress.
