Planning and Preparation (P)
Standard P 1: Meeting Student Needs
Teachers acquire and use knowledge about individual students as learners in preparing lessons, which consider the students’ academic needs, cultural heritage, interests and community. |
P 1.1 Cultural Competence/Building Relationships with Students
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Acquire extensive information about and show respect for students’ home cultures, interests and communities.
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Use the many forms of diversity as opportunities for creating a richer social and learning environment for all.
P 1.2 Meeting the Diverse Needs of All Learners
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Provide students with appropriate learning opportunities based on knowledge of how students learn and develop as well as knowledge of students as individual learners.
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Provide flexible, on-going grouping and regrouping, ensuring students receive appropriate instruction and have optimal learning opportunities.
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Provide flexible classroom time to master standards, as needed.
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Identify and address learning needs in strategic ways with sensitivity to social, emotional and cultural differences.
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Provide materials that are developmentally appropriate and respectful of students’ chronological ages, interests, and culture.
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Use a wide range of instructional practices, approaches and methods, including technology-based practices.
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Design lessons that challenge students to reach beyond their present abilities and situations while accommodating students’ individual needs.
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Adjust instruction appropriately to accommodate dialect/pronunciation differences due to region, race or ethnicity and/or learning English as a second language.
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Provide support and curriculum adaptations for English language learners appropriate for the stages of new language acquisition.
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Refine teaching, learning, and assessment strategies as new information about students becomes available
Standard P 2: Assessment
Teachers use a variety of assessments that align with standards.
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P 2.1 Integration of Assessment and Instruction
- Align assessment with the objective(s) of the lesson.
- Integrate test preparation for formal assessments with regular instruction by teaching important content along with testing strategies.
- Differentiate which assessment techniques are appropriate for formative use throughout a unit of study and for summative evaluation at the end of the unit.
P 2.2 Range of Assessments, Including Both Performance and Traditional (Paper and Pencil)
- Pre-assessment: Use a range of informal and formal pre-assessments at the beginning of a course to diagnose individual learning needs.
- Formative Assessment: Use a range of informal and formal assessments as an ongoing check during a learning sequence to determine student understanding of important information and processes.
- Summative Assessment: Use a range of formal summative assessments to demonstrate student mastery of the content, processes, and objectives being taught.
P 2.3 Standards for Performance
- Create and/or use models, criteria, rubrics (analytic and holistic), and benchmarks to provide standards for performance
- Use models, criteria, rubrics (analytic and holistic), and benchmarks to provide students with feedback that reflects the content standards.
P 2.4 Student Self-Assessment
- Use a variety of techniques to involve students in setting learning goals and assessing their own progress.
- Include students as participants in collecting, interpreting, and reporting assessment results.
- Guide students to create/use analytic and holistic rubrics to make accurate and realistic judgments about the quality of their own performances and those of others
Standard P 3: Teacher Reflection
Teachers reflect upon the lesson’s effectiveness and student engagement, and use that reflection in planning future instruction. |
P 3.1 Data Analysis
- Combine data from multiple measures to make judgments on student learning.
- Include students as participants in collecting, interpreting, and reporting assessment results.
- Analyze data from assessments to monitor student progress, encourage student self-assessment, gather information to report to various audiences, and shape instructional decisions,
- Reflect on results to gauge success of instruction and adjust/refine teaching and assessment strategies.
P 3.2 Self-Reflection
- Use Implementation Guides for self-refection and improvement of practice.
- Reflect on lesson, students’ responses, and student work to plan instruction.
P 3.3 Analyzing Student Work and Planning Future Instruction
- Work with team to improve instructional effectiveness and increase student success by using protocols (e.g. Learning Teams) to analyze student work against teacher instruction, assignments, and standards; reflect on results; and adjust teaching accordingly.
Go to Mayerson Academy Professional Development Opportunities for Planning and Preparing
Go to Mayerson Academy Professional Development Framework: Teachers Home |
