Demonstrates minimal While not always effective, Creates short- and long-term Plans reflect understanding 7.1 Designs learning evidence of planning aligned attempts to create short- and plans aligned to content of prerequisite relationship experiences aligned to to content standards and long-term plans which may be standards. Plans integrate between content standards. curriculum standards and student needs. aligned to content standards. student learning needs, goals, Teacher is proactive in student needs. Attempts to integrate student and learning activities. planning for student learning needs, goals, and misconceptions and learning activities into plans. addressing them before proceeding. Does not evaluate or Sometimes customizes Customizes instructional Anticipates and plans for a 7.2 Evaluates and adjusts customize instructional plans instructional plans based upon plans based upon ongoing wide range of adaptations to plans based on student based upon student outcomes. assessment data. Sometimes assessment data. Responds to lessons based on analysis of outcomes. responds to student outcomes student outcomes by tailoring individual student outcomes. by tailoring instruction and instruction and strategies to Engages with students to strategies to assessed student assessed student needs. identify adjustments in needs. instruction that best meet their learning needs. Does not access colleagues Consultation with colleagues Collaborates with colleagues Anticipates unique student 7.3 Plans collaboratively and/or specialists for and/or specialists sometimes and/or specialists to design needs and collaborates with with colleagues and/ collaborative planning. influences the design of instruction that addresses colleagues and/or specialists or specialists to design instruction to address unique unique learning needs. to proactively address them. instruction to meet unique learning needs. learning needs. Standard 7: Planning for Instruction (continued) 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. Guiding Questions Evidence Examples • Do planned lessons assist students in meeting learning goals and relevant standards of proficiency? • Notes from team meetings
7.1 Designs learning experiences aligned to curriculum standards and student needs. Demonstrates minimal evidence of planning aligned to content standards and student needs. While not always effective, attempts to create short- and long-term plans which may be aligned to content standards. Attempts to integrate student learning needs, goals, and learning activities into plans. Creates short- and long-term plans aligned to content standards. Plans integrate student learning needs, goals, and learning activities. Plans reflect understanding of prerequisite relationship between content standards. Teacher is proactive in planning for student misconceptions and addressing them before proceeding. 7.2 Evaluates and adjusts plans based on student outcomes. Does not evaluate or customize instructional plans based upon student outcomes. Sometimes customizes instructional plans based upon assessment data. Sometimes responds to student outcomes by tailoring instruction and strategies to assessed student needs. Customizes instructional plans based upon ongoing assessment data. Responds to student outcomes by tailoring instruction and strategies to assessed student needs. Anticipates and plans for a wide range of adaptations to lessons based on analysis of individual student outcomes. Engages with students to identify adjustments in instruction that best meet their learning needs. 7.3 Plans collaboratively with colleagues and/ or specialists to design instruction to meet unique learning needs. Does not access colleagues and/or specialists for collaborative planning. Consultation with colleagues and/or specialists sometimes influences the design of instruction to address unique learning needs. Collaborates with colleagues and/or specialists to design instruction that addresses unique learning needs. Anticipates unique student needs and collaborates with colleagues and/or specialists to proactively address them. Standard 7: Planning for Instruction (continued) 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. Guiding Questions Evidence Examples • Do planned lessons assist students in meeting learning goals and relevant standards of proficiency? • Notes from team meetings