DRAFT- September 2005
John Marshall High School
Sample Initial Planning Sheet 2005-2006
OBJECTIVES / STRATEGIES TO MEET OBJECTIVES- SUPPORT FOR STUDENT LEARNING
Use portfolios of student work that show a variety of standards-aligned assessments
Provide feedback on student work that indicates what aspect of their work meets or approaches meeting standards and how they might improve their work
Use and train students to use rubrics and criteria charts so that they can evaluate their own work and the work of their peers
Work with department colleagues to design and implement assessments that measure on-going progress toward the mastery of standards
Analyze assessment results with department colleagues and modify assessments and instruction accordingly
Check for student understanding frequently and modify instruction accordingly
- Use the results of multiple assessments to guide instruction, e.g., curriculum-embedded assessments in standards-aligned ______(Science, English, etc.) materials, teacher-made performance assignments, weekly quizzes, quarterly projects, end-of-course/department exam, etc.
- Use a variety of instructional strategies to engage all students in critical thinking and problem solving
Use Reciprocal Teaching to help students comprehend difficult text
Use a variety of grouping strategies to promote student interaction and learning
Activate student’s prior knowledge about a topic, e.g., pose questions to prompt students to think about what they already know about a topic
Use open-ended questions to accommodate different levels of understanding
Show students the relationship between concepts they are learning and prior learning
Relate learning to real-life experiences
Guide students in asking questions about what they read to promote critical thinking (Shared Inquiry)
John Marshall High School
Sample Initial Planning Sheet 2005-2006
OBJECTIVES / STRATEGIES TO MEET OBJECTIVES- PLANNING AND DESIGNING INSTRUCTION
Use state-approved curricular materials (list materials appropriate to subject)
Use syllabi developed around state standards
Post daily agenda with standard(s) to be addressed and outcome(s) for the day (what students should know and be able to do)
Allow time for review and assessment
Provide opportunities for students to learn at their own pace
- Develop short and long-term plans that include rigorous learning goals to foster achievement of the state standards in ______(subject area).
- Include in plans, the use of instructional strategies, materials, and other resources, including technology, to ensure that all learners, i.e., English Learners (ELs) students receiving Special Education services, Gifted, etc. have equal opportunity to fully access the curriculum.
Use a variety of grouping strategies to promote student interaction and learning
Use scaffolding techniques to introduce difficult concepts
Use examples of student work as models
Relate learning to real-life experiences
Activate student’s prior knowledge
Use other SDAIE strategies (list strategies) to provide support to ELs.
Collaborate with Special Ed. teacher to adapt instruction and materials to address IEP goals
Provide assessments to address different learning styles
Include diverse perspectives in presenting content
Sequence instruction to help students see relationships and connections across subject matter areas
- CLASSROOM PERFORMANCE
Use standards in student language during instruction
Develop and teach standards-based lessons using the Backward Planning model
Use assessments (post or include in student portfolios) that show standards addressed and performance level
- Demonstrate knowledge of state standards in ______(subject area)
- Use procedures, routines, and time so that learning opportunities are maximized.
Develop, post and maintain standards for student behavior
Pace instruction and vary activities so students remain engaged
Minimize time used for managerial tasks
Provide opportunities for students to work together
Use classroom rules to promote students’ responsibility for self and others.
Model fairness, equity and respect
- DEVELPING AS A PROFESSIONAL EDUCATOR
Participate in site and district professional development
Collaborate with colleagues to develop standards-based lessons and effective strategies to implement standards-based instruction
Collect and analyze student assessment data before planning next steps in instruction
Engage in peer coaching
Participate in literacy cadre
Use the services of a literacy coach to help me reflect on and improve my teaching practices
Participate in Learning Walks
Videotape lesson to study instructional practice and identify areas for improvement
Participate in opportunities to plan and implement professional development
- Demonstrate continuous professional growth
- Communicate regularly with students and parents about instructional goals and academic progress
Distribute syllabus at the beginning of the semester that includes homework and grading policy; have student and parent sign policy.
Send communications home and/or call home to relate areas of concern and student successes
Invite parents to observe classroom instruction
Communicate to parents how they can help their children succeed in my class
- PUNCTUALITY, ATTENDANCE AND RECORD KEEPING
Arrive to school no later than 7:05 a.m.
Stand at door of classroom prior to bell
Start class activities immediately with a dispatch
- Arrive to school and class on time
- Maintain timely and accurate records
Follow district guidelines for record keeping
New Stull Form ’03-’04 Page 1 of 3