Beruflich Dokumente
Kultur Dokumente
Grade: 2nd
Year: 2015-2016
Gender
Reading Level
Description
(of your findings in terms
of your students)
Sources/Contextual Factors
(e.g. students, community
resources, internet, records, school
personnel, family, etc.)
Observation
Student Interest
Learning Styles
Ethnicity
Teacher/School Personnel
Observation
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?
Finding out about my students in advance can help me think about how to build effectively on their prior knowledge to make the
material in my class relevant and engaging. Knowing how students conceive knowledge and of the role of teacher and student in
learning can be a helpful starting point for designing instruction. Gender will play an important role in my classroom. Since there are
almost an equal number of boys and girls in the class, I will have to try my best not to be gender bias. Girls are known for being praised
for being neat, quiet, and calm, whereas boys are encouraged to think independently, be active and speak up. I plan to make sure that
both the boys and girls in my classroom will have the same expectations and will be treated equally. Each student will be disciplined the
Revised Fall 2013 ACEI/NAEYC 2010 Standards
same way and have the same consequences. By looking at the reading levels of my students, I would be able to know if my students
will be able to read the assignments or the test I give them. Those students who are below reading level, I will have to use my stronger
students to help bring those students level up. I will make sure my classroom is rich print, meaning I will have materials in the
classroom that promote reading. Through the student interest survey, I will be able to incorporate their interest while teaching lessons.
For example, my students like playing games. Therefore, we will play games that give every child an opportunity to answer questions
for points, and the prize will be star student of the week in the classroom. From the student interest survey, I will also be able to find out
how my students learn best and background information about my students. I will discover how many hours they study, where they
study, what study habits do they have. I will be informed about the families of each of my students. I would learn about their living
conditions and social economic status. Learning styles is very important because each child learns differently. I will have to make sure I
incorporate each type of learning styles in my lesson so I can make sure every student has a chance at learning the information. Since I
have a Latino and an Asian in my classroom. I will need to ensure that I understand the information even though they speak English.
Their English is not that strong, so it will be my responsibility to enhance their English by giving them multiple resources.
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.
Subject: English Language Arts
or phrases.
2W 4.6 Use positional, time, and place prepositional phrases.
2W 4.5 Use adjectives and adverbs, and choose between them depending on what is to be
modified.
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?
All of these learning goals are equally important. If the students are able to understand how to use print and multimedia resources to
determine or clarify the precise meaning of words or phrases, then they will be successful at how to use and apply knowledge of how
inflectional endings change words. It will also help them with the use of positional, time, and place prepositional phrases. Not only do
these learning goals work together in English Language Arts, they help students comprehend in all content areas.
Subject: Mathematics
Standards
2RL 3.5 Use and apply knowledge of how inflectional
endings change words.
Revised Fall 2013 ACEI/NAEYC 2010 Standards
Unit Topic:
Unit Length
(i.e., approximate number of
lessons/weeks)
1 week, 5 lessons
1 week, 5 lessons
1 week, 5 lessons
1 week, 5 lessons
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?
These are the academic standards as prescribed by the South Carolina Department of Education. I have determined the amount of
time spent on each through careful consideration of the students, pre-test scores, and understanding of the South Carolina standards. I
have also determined the amount of time spent by the Pacing Guide developed by Orangeburg Consolidated School District. Each
class will be run in a tutorial fashion with great dependence on differentiation of instruction.
Describe ways in which you will integrate the arts, PE and Health in your unit.
Standard
s
1
ARTS
PE
HEALTH
2
3
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
Standards
2.G.1 Identify triangles, quadrilaterals, hexagons, and
cubes. Recognize and draw shapes having specified
attributes, such as a given number of equal faces.
2.NBST.7 Add and subtract through 999 using concrete
models, drawings, and symbols which convey strategies
connected to place value understanding.
2.ATO.1 Solve one- and two- step real-world/story problems
using addition (as a joining action and as a part-part-whole
action) and subtraction (as a separation action, finding parts
of the whole, and as a comparison) through 99 with
unknowns in all positions.
2.NBST.8 Determine the number that is 10 or 100 more or
less than a given number through 1,000 and explain the
reasoning verbally and in writing.
Revised Fall 2013 ACEI/NAEYC 2010 Standards
Unit Topic:
Unit Length
(i.e., approximate number of
lessons/weeks
1 week, 5 lessons
1 week, 5 lessons
1 week, 5 lessons
1 week, 5 lessons
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?
These are the academic standards as prescribed by the South Carolina Department of Education. I have determined the amount of
time spent on each through careful consideration of the students, pre-test scores, and understanding of the South Carolina standards. I
have also determined the amount of time spent by the Pacing Guide developed by Orangeburg Consolidated School District. Each
class will be run in a tutorial fashion with great dependence on differentiation of instruction.
Describe ways in which you will integrate the arts, PE and Health in your unit.
Standard
s
1
2
ARTS
The students will make the
different shapes using
origami cut outs.
The students will use
models drawings and
symbols to convey different
strategies.
PE
The teacher will have the
students make human
shapes.
The teacher will have the
students act as the
symbols in the problem.
Two students will be the
numbers, one person will
be the sign, and one
person will be the answer.
The teacher will have the
HEALTH
The teacher will have the
students make human
shapes.
The teacher will have the
students act as the
symbols in the problem.
Two students will be the
numbers, one person will
be the sign, and one
person will be the answer.
The teacher will have the
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
Standards
2.P.4A.2 Develop and use models to exemplify the effects
of pushing and pulling on an object.
Unit Topic:
Unit Length
(i.e., approximate number of
lessons/weeks
1 week, 5 lessons
1 week, 5 lessons
1 week, 5 lessons
1 week, 5 lessons
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?
These are the academic standards as prescribed by the South Carolina Department of Education. I have determined the amount of
time spent on each through careful consideration of the students, pre-test scores, and understanding of the South Carolina standards. I
have also determined the amount of time spent by the Pacing Guide developed by Orangeburg Consolidated School District. Each
class will be run in a tutorial fashion with great dependence on differentiation of instruction.
Describe ways in which you will integrate the arts, PE and Health in your unit.
Standard
s
1
ARTS
PE
HEALTH
Standards
Unit Topic:
Unit Length
(i.e., approximate number of
lessons/weeks
1 Week, 5 lessons
1 Week, 5 lessons
1 Week, 5 lessons
1 Week, 5 lessons
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?
These are the academic standards as prescribed by the South Carolina Department of Education. I have determined the amount of
time spent on each through careful consideration of the students, pre-test scores, and understanding of the South Carolina standards. I
have also determined the amount of time spent by the Pacing Guide developed by Orangeburg Consolidated School District. Each
class will be run in a tutorial fashion with great dependence on differentiation of instruction.
Describe ways in which you will integrate the arts, PE and Health in your unit.
Standard
s
ARTS
PE
The teacher will have
students create a store
and sell goods and or
services. The students will
be able to move around
and shop at the store.
The teacher will have the
students participate in a
barter party. They students
will move around the
classroom and get items
from other students using
the barter system.
The teacher will have
students create a store
and sell goods and or
services. The students will
be able to move around
and shop at the store.
The teacher will have
students create a store
and sell goods and or
services. The students will
be able to move around
and shop at the store.
HEALTH
The teacher will have a
class visitor from a small
owned business in the
community.
The teacher will have a
class visitor from a small
owned business in the
community.
Student Materials
Paper, pencils, crayons, markers, glue, erasers,
clipboard, pencil box/case, headphones in a labeled
bag, Kleenex, 6 composition notebooks, pencil
sharpener, 4 2 pocket folders, iPads,
MasteryConnect, Test Partitions,
Mathematics
Envision Math Workbook Teacher Edition
Math M2 Notebook Teacher Edition
Math Manipulatives (for hands-on instruction)
Science
Science Textbook Teacher Edition
Science Materials (for science experiments)
Social Studies
Social Studies Textbook Teacher Edition
Science Textbook
Assessments
(Indicate whether
formative or
summative)
Example:
Unit 1: Weekly Quiz
Pop Quiz
Project
End of Unit
Test
Evaluative Criteria
Student
Progress/Achievemen
t Reporting Method(s)
All progress on the
assessments will be
reported to students
immediately (within 2
days).
Grades will be posted to
PowerSchool within 2
days. Parents has daily
access students grades
and progress.
Matching
Goal/Standard
Goal 1: Determine
central ideas on
themes of a text and
analyze their
development.
Progress will be
reported to parents on
the weekly progress
reports and quarterly
report card.
Standard 1:
Formative
Assessment
Constant Teacher
Observation Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart Open
Discussion Entrance/
Exit Slips Learning
Response Logs Peer/
Self Assessments
Four Corners
Make a Sentence
Debate Circles
Inside-Outside Circle
Thumbs Up-SideDown Colored Cups
Fist to Five Four
Corners Think-PairShare White-Boards/
Chin-it
Summative
Asssessment
Weekly Quiz
End of Unit Test
Standard 2:
Formative
Assessment
Constant Teacher
Observation Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart Open
Discussion Entrance/
Exit Slips Learning
Response Logs Peer/
Self Assessments
Four Corners
Make a Sentence
Debate Circles
Inside-Outside Circle
Thumbs Up-SideDown Colored Cups
Fist to Five Four
Corners Think-PairShare White-Boards/
Chin-it
Summative
Asssessment
Weekly Quiz
End of Unit Test
Standard 3:
Formative
Assessment
Constant Teacher
Observation Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart Open
Discussion Entrance/
Exit Slips Learning
Response Logs Peer/
Self Assessments
Four Corners
Make a Sentence
Debate Circles
Inside-Outside Circle
Thumbs Up-SideDown Colored Cups
Fist to Five Four
Corners Think-Pair-
Share White-Boards/
Chin-it
Summative
Asssessment
Weekly Quiz
End of Unit Test
Standard 4:
Formative
Assessment
Constant Teacher
Observation Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart Open
Discussion Entrance/
Exit Slips Learning
Response Logs Peer/
Self Assessments
Four Corners
Make a Sentence
Debate Circles
Inside-Outside Circle
Thumbs Up-SideDown Colored Cups
Fist to Five Four
Corners Think-PairShare White-Boards/
Chin-it
Summative
Asssessment
Weekly Quiz
Revised Fall 2013 ACEI/NAEYC 2010 Standards
2W 4.5 Use
adjectives and
adverbs, and choose
between them
depending on what is
to be modified.
Mathematics
Assessments
(Indicate whether
formative or
summative)
Standard 1:
Formative
Assessment
Constant Teacher
Observation Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart Open
Discussion Entrance/
Exit Slips Learning
Response Logs Peer/
Self Assessments
Four Corners
Make a Sentence
Debate Circles
Inside-Outside Circle
Thumbs Up-SideDown Colored Cups
Fist to Five Four
Evaluative Criteria
Student
Progress/Achievemen
t Reporting Method(s)
All progress on the
assessments will be
reported to students
immediately (within 2
days).
Progress will be
reported to parents on
the weekly progress
reports and quarterly
report card.
Matching
Goal/Standard
2.G.1 Identify
triangles,
quadrilaterals,
hexagons, and cubes.
Recognize and draw
shapes having
specified attributes,
such as a given
number of equal faces.
Standard 2:
Formative
Assessment
Constant Teacher
Observation Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart Open
Discussion Entrance/
Exit Slips Learning
Response Logs Peer/
Self Assessments
Four Corners
Make a Sentence
Debate Circles
Inside-Outside Circle
Thumbs Up-SideDown Colored Cups
Fist to Five Four
Corners Think-PairShare White-Boards/
Chin-it
Summative
Asssessment
Weekly Quiz
End of Unit Test
Standard 3:
Formative
Assessment
Constant Teacher
Observation Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart Open
Discussion Entrance/
Exit Slips Learning
Response Logs Peer/
Self Assessments
Four Corners
Make a Sentence
Debate Circles
Inside-Outside Circle
Thumbs Up-SideDown Colored Cups
Fist to Five Four
Corners Think-PairShare White-Boards/
Chin-it
Summative
Asssessment
Weekly Quiz
End of Unit Test
Standard 4:
Formative
Assessment
Constant Teacher
Observation Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart Open
Discussion Entrance/
Exit Slips Learning
Response Logs Peer/
Self Assessments
Four Corners
Make a Sentence
Debate Circles
Inside-Outside Circle
Thumbs Up-SideDown Colored Cups
Fist to Five Four
Corners Think-PairShare White-Boards/
Chin-it
Summative
Asssessment
Weekly Quiz
End of Unit Test
2.NBST.8 Determine
the number that is 10
or 100 more or less
than a
given number through
1,000 and explain the
reasoning verbally and
in
writing.
Science
Assessments
(Indicate whether
formative or
summative)
Standard 1:
Formative
Assessment
Constant Teacher
Observation Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart Open
Discussion Entrance/
Exit Slips Learning
Response Logs Peer/
Self Assessments
Four Corners
Make a Sentence
Debate Circles
Inside-Outside Circle
Thumbs Up-SideDown Colored Cups
Fist to Five Four
Corners Think-PairShare White-Boards/
Chin-it
Evaluative Criteria
Summative
Asssessment
Revised Fall 2013 ACEI/NAEYC 2010 Standards
Student
Progress/Achievemen
t Reporting Method(s)
All progress on the
assessments will be
reported to students
immediately (within 2
days).
Grades will be posted to
PowerSchool within 2
days. Parents has daily
access students grades
and progress.
Progress will be
reported to parents on
the weekly progress
reports and quarterly
report card.
Matching
Goal/Standard
Weekly Quiz
End of Unit Test
Standard 2:
Formative
Assessment
Constant Teacher
Observation Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart Open
Discussion Entrance/
Exit Slips Learning
Response Logs Peer/
Self Assessments
Four Corners
Make a Sentence
Debate Circles
Inside-Outside Circle
Thumbs Up-SideDown Colored Cups
Fist to Five Four
Corners Think-PairShare White-Boards/
Chin-it
2.P.4A.3 Construct
explanations of the
relationship between
the motion of an object
and the pull of gravity
using observations
and data collected.
Progress will be
reported to parents on
the weekly progress
reports and quarterly
report card.
Summative
Asssessment
Weekly Quiz
End of Unit Test
Weekly Quiz, End of
Unit Test based on
Revised Fall 2013 ACEI/NAEYC 2010 Standards
2.P.4A.4 Conduct
structured
Standard 3:
Formative
Assessment
Constant Teacher
Observation Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart Open
Discussion Entrance/
Exit Slips Learning
Response Logs Peer/
Self Assessments
Four Corners
Make a Sentence
Debate Circles
Inside-Outside Circle
Thumbs Up-SideDown Colored Cups
Fist to Five Four
Corners Think-PairShare White-Boards/
Chin-it
schools grading
chart: A= 93-100
B= 85-92; C= 76-84;
D = 70-75; F =0-69
reported to students
immediately (within 2
days).
Grades will be posted to
PowerSchool within 2
days. Parents has daily
access students grades
and progress.
investigations to
answer questions
about the relationship
between friction and
the motion of objects.
Progress will be
reported to parents on
the weekly progress
reports and quarterly
report card.
Summative
Asssessment
Weekly Quiz
End of Unit Test
Standard 4
Formative
Assessment
Constant Teacher
Observation Student
Participation/
2.P.4A.5 Define
problems related to
the effects of friction
and design possible
solutions to reduce the
effects on the motion
of an object.
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart Open
Discussion Entrance/
Exit Slips Learning
Response Logs Peer/
Self Assessments
Four Corners
Make a Sentence
Debate Circles
Inside-Outside Circle
Thumbs Up-SideDown Colored Cups
Fist to Five Four
Corners Think-PairShare White-Boards/
Chin-it
Summative
Asssessment
Weekly Quiz
End of Unit Test
Social Studies
Assessments
(Indicate whether
formative or
summative)
Evaluative Criteria
Student
Progress/Achievemen
t Reporting Method(s)
Matching
Goal/Standard
Standard 1:
Formative
Assessment
Constant Teacher
Observation Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart Open
Discussion Entrance/
Exit Slips Learning
Response Logs Peer/
Self Assessments
Four Corners
Make a Sentence
Debate Circles
Inside-Outside Circle
Thumbs Up-SideDown Colored Cups
Fist to Five Four
Corners Think-PairShare White-Boards/
Chin-it
Summative
Asssessment
Weekly Quiz
End of Unit Test
Standard 2:
Formative
Assessment
Constant Teacher
Observation Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart Open
Discussion Entrance/
Exit Slips Learning
Response Logs Peer/
Self Assessments
Four Corners
Make a Sentence
Debate Circles
Inside-Outside Circle
Thumbs Up-SideDown Colored Cups
Fist to Five Four
Corners Think-PairShare White-Boards/
Chin-it
PowerSchool within 2
days. Parents has daily
access students grades
and progress.
Progress will be
reported to parents on
the weekly progress
reports and quarterly
report card.
Summative
Asssessment
Weekly Quiz
End of Unit Test
Standard 3:
Formative
Assessment
Constant Teacher
Observation Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart Open
Discussion Entrance/
Exit Slips Learning
2-3.4 Identify
examples of markets
and price in the local
community and
explain the roles of
buyers and sellers in
creating markets and
pricing.
Summative
Asssessment
Weekly Quiz
End of Unit Test
Standard 4:
Formative
Assessment
Constant Teacher
Observation Student
Participation/
Interaction
Questioning
Discussion
K-W-L Chart
Sequence Chart Open
Discussion Entrance/
Exit Slips Learning
Response Logs Peer/
Self Assessments
Four Corners
Make a Sentence
Debate Circles
Inside-Outside Circle
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 students overall
progress and achievement in the class/subject?
I determined that for my students, effort is worth more than correctness. This is because upon final completion of the assignment,
each student should have all correct answers through one-on-one daily tutorial sessions with the teacher. Through this one-on-one
time, student progress will be monitored on a daily basis. The students will be given weekly notification of their grades and will each
be given a student work folder where all of their graded assignments are stored. These folders will be used to evaluate student
progress and help the student and teacher monitor their improvement at the end of the semester. Parents were informed of these
policies through phone conversations, parent-teacher conferences, and signature acceptance of the policies stated in the syllabus. I
also continually reinforce the concept of the grading policy through individual student conferences and conversations with parents.
At the end of each week the students will receive progress report of where they currently stand in the class. A signature is required
from the parents on the progress reports. In addition to this, parents will be informed of missing assignments and low grades
through their preferred method of parent contact.
hard copy) and Power School (soft copy). Power School is an online portal, in which teachers input students grades for
all subjects/classes and
the parents have access to their students current grades and progress.
This system creates a collaborative environment amongst the teachers, parents, and school. Accelerated Readers grades can be
accessed on the Accelerated Reader
website. Teacher will include students scores with ELA grades.
All graded work is kept in the
classroom in their graded work folders that are in the teachers corner. This graded work is kept in case of a situation, in which the
students actual answer choices need to
be reviewed. In the event of an absence at school, all students have the opportunity to complete and turn in any make up work with the
time frame of twenty-four hours.
B. Procedures for disaggregating and displaying data:
Grades that are submitted to the online grade book are available for parents to view online through PowerSchool. Every week, a
progress report will be sent home with students to keep both students and parents aware of how their child is doing in class. This
progress report is sent home attached to a recent test and parents are asked to sign the progress report for extra credit. Along with
interims and report cards, I will send home a newsletter of the standards and spelling words for the following week, an individual
progress report, and a letter to parents explaining what they will see on the progress report. This is sent home via students to notify
all parents of how students are doing. If a child is not progressing as they should, or are in close range of being retained a letter is
sent home to the parents via postal mail. It is required of teachers in Orangeburg Consolidated School District Five to notify parents
when their child is in danger of failing the course, so sending this information home is one way to notify parents.
1. Listen and follow directions the first time. 2. Raise your hand, and wait for permission to speak. 3. Keep your 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.
Rewards
1. Praise (Treats) 2. Homework Passes 3. Note to Parent 4. Point on ClassDojo 5. Free time
Consequences
1. Verbal Warning 2. Conference with Teacher 3. Conference with Office 4. Call to Parent 5. Referral
PROCEDURES: (All procedures will be practiced for the first two weeks of school and throughout the year as needed)
o Morning- When students arrive; they will unpack their backpacks and put them in a cubby or desk. They will put any
assignments in the assignment bin in a designated area; the same will apply for important notes and reading logs. Next,
the students will be seated and complete their morning work. Morning work will be handwriting worksheets in a folder and
then when finished with that they are to write in their writing journal. If a student finishes the morning work quickly, he/she
may read a book.
o Restroom Use- There will be three class bathroom breaks. They will be 10 minutes. If it is an
emergency and cannot wait, the teacher will allow the student to go.
o Student Jobs- There will be a chart on the wall with jobs such as: line leader, table wiper, paper assistant, door holder,
and fire drill assistant etc. Each day the students will rotate and get a new job.
EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES
o Cafeteria - The students will be called by groups when it is time to go to the cafeteria. While eating the students may talk
using quiet voices. If they do not, they will have silent lunch. After eating and dumping trays, they will line up by the back
wall of the cafeteria.
o Early Finishers- If students finish their work early, there will be specific instructions varying upon subject. I also have a
poster that has ideas.
o To Get Teachers Attention- Students will raise their hand quietly and wait for the teacher to acknowledge them.
o Transitions- When shifting transitions from one lesson to another, the teacher will use a bell. The bell will be rung three
times. The first time signals that everyone should stop. The second signals for the students to stand quietly and walk in
line. The third and final bell signals for students to transition to their respected seats. Then she will give instructions to
follow. Students will have 30 seconds to transition themselves.
o Group Work- Students will already be in a designated group because of tables or desks. The groups will be assigned
to be sure the students work well together. The students may work at their desks or on the floor around the room. The
groups should compromise and talk using inside voices.
o Lining Up- Students will line up next to the door in alphabetical order for specials. The person with the line leader
responsibility will always come to the front of the line. The door holder will always line up second.
o Packing Up/End of the Day Routine- At the end of the day, the students will be called to get homework and anything else
that needs to be sent home. Students then pack up and sit quietly.
o Dismissal- Once the bell rings, the teacher will dismiss the class.
Revised Fall 2013 ACEI/NAEYC 2010 Standards
o Safety- Safety rules will be reviewed at the beginning of the year to ensure the safety of all students.
Rules
1. Listen and follow directions the first time. 2. Raise your hand, and wait for permission to speak. 3. Keep your 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.
Rewards
1. Praise (Treats) 2. Homework Passes 3. Note to Parent 4. Point on ClassDojo 5. Free time
Consequences
1. Verbal Warning 2. Conference with Teacher 3. Conference with Office 4. Call to Parent 5. Referral
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?
In an effort to maximize classroom instruction and effective classroom management, I believe it essential for me to make sure students
know my expectations (for learning, instruction, non-instruction, and behavior). It is fair to say that if I spend a great deal of time
informing students (verbally and non-verbally) of what I expect of them, then in turn they will demonstrate the expected procedures
and/or goals. As the teacher, it is important for me to interact with my students from a positive standpoint, where positive relationships
are built at the beginning of the school year. Developing these positive relationships lead to 100% student participation, based on a
level of mutual trust and respect amongst the classroom environment.
Section VI: Parent Communications
Describe 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 childs learning and
behavioral progress in your class? Also, discuss how you would involve your parents in home-based and school-based
activities.
Procedures for providing initial information
At the start of the school year, my aim is to provide students with an overview of my goals, expectations, and management
style as it pertains to the overall structure of the classroom environment. During this time, students will become aware of
my high, yet achievable standards of expectations for their learning; plans for instruction and assessment practices and
procedures; behavior (acceptable and unacceptable); parental support (at home and at school); and will be provided with
an example of how our class will operate on typical school days as it relates to setting the foundation for instruction,
emergency occurrences, and technology/ media routines and procedures. Families will be provided with a welcome packet
to include: a welcome letter, student emergency information/profile form, class and homework procedures, sample
newsletter, related arts schedule and school event schedule (club meeting days, tutoring, special programs, etc.), and field
trip information. Additional pertinent information such as district paperwork will be sent home, too
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: The long-term plan allows me to set my pace for the year. I plan to refer to my long-term plan frequently and ask
myself, Am I where I need to be? Am I spending too much time on certain skills and concepts given the other skills and
concepts I have left to teach? This reflection process enables me to continuously make purposeful instructional decisions that
will lead to daily, weekly, and monthly academic progress toward your big goal.
B. Weaknesses: This long term plan doesnt not outline procedures day by day. Lesson plans will still need to be created weekly
to make sure everything is taught and it matches the time line. Sometimes things do not go as planned and are subjected to
change. This plan does not provide procedures or details is something was to change.
Accommodations: Alter the classroom setting to reach the childs maximum potential and to demonstrate the childs knowledge
and educational progress
Seating near the teacher or board
Increased response time
More frequent review
Paraphrasing new information
Simplified instructions
Extended time to complete tests & assignments
Enlarged print
Oral test/response
Assistive technology
Seating with a buddy
Un-timed timed tests
Practice activities to fit learning style
E. Plan for reflecting on your teaching practices.
After teaching: I will take the time to ask myself some questions about the lesson. What worked? What didn't work? What would
I do differently if I taught it again? What will I do tomorrow? Did I do a better job on whatever teaching behavior I was trying to
improve, for instance, wait time, calling on all students by name, or asking for justification? I will also reflect upon daily
instructional practices, monitor student achievement, and motivate students to be the best they can be.
Name: _______________________________
ACEI/
Component
NAEY
C
1.0/1a Description of
Students
Target (3)
Describes students in-depth according
to ability, learning styles, ethnic group,
gender and special needs, etc.;
suggests several ways to plan lessons
Date: _________________________
Acceptable (2)
Describes students
according to their
differences, but is unclear
about ways to
Unacceptable (1)
Does not include at least
five (5) types of
descriptions; displays
minimal understanding of
Sco
re
to accommodate differences.
accommodate differences
when planning.
addressing a variety of
student needs when
planning.
5.2/2c Contextual
;3b
Factors
Learning and
3.1/3a Developmental
Goals
Learning and
3.2/1c Developmental
Goals
Units of
Instruction
2.1/5a
- English
Language Arts
Units of
2.2/5a Instruction
- Science
Units of
2.3/5a Instruction
- Mathematics
Units of
Instruction
2.4/5a
Social
Studies
Instructional
Units
2.5/5a Visual and
Performing
Arts
Instructional
2.6/5a
Units - Health
Instructional
Units
2.7/5a
Physical
Education
Instructional
1.0/4c Materials &
Resources
3.5/4
b
4.0/3
b
Instructional
Materials &
Resources
Assessment
Assessments given do
not match the learning
goals, or no explanations,
descriptions, or
assessments are
attached.
4.0/3
b
3.4/1c
Student
Records
Discipline
Policy
Procedures for
Non3.4/1c
Instructional
Activities
5.2/2
b
Parental
Communicatio
ns
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.
Provides adequate
directions for noninstructional activities.
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.
5.2/2
b
5.1/4
d
Parental
Communicatio
ns
Reflections
Unacceptable/Developing (1)
Candidate demonstrates a limited
amount of the attributes of the
standard. Performance indicates that
few competencies have been
demonstrated.
Adequate collaboration
regarding communication
with the learning community
is evident.
No procedures for
continuous
communication involving
the learning community.
Some evidence of
opportunities to reflect on
teaching practices to
improve the teaching and
learning process.
Acceptable/Meets (2)
Candidate demonstrates most of the
attributes of the standard. Performance
indicates that the competency has been
demonstrated including examples,
extension, or enrichment.
Target/Exceeds (3)
Candidate demonstrates all of the attributes
of the standard. Performance clearly
indicates that the competency has been
mastered, including examples, extension,
and enrichment.