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Mr.

X- Action Plan
This plan was created to support Mr. X in meeting expectations of the University of Maryland Performance Based Assessment. This
action plan specifically targets the areas of lesson planning and providing effective instruction. Areas of focus for improvement have
been highlighted and strategies provided to guide Mr. X in building his teaching competencies in these areas. The University of
Maryland standards and suggested strategies that Mr. X is expected to meet are listed below. As a result, a probationary period will
begin 4/5/16. Mr. X will be evaluated on his ability to carry out the standards and indicators listed below on a weekly basis. Mr. X,
Ms. Kanter and Ms. Bonnette (when available) will meet on Fridays to discuss the weeks performance. The completed checklist and
discussion notes will be shared with Karen Rehder. Mr. X has been provided with a lesson plan template to use to plan ELA. It is
expected that the plan be complete, thorough and differentiated for each reading group. The assessment questions listed below will
determine whether Mr. X will assume the lead teacher role. Should Mr. X receive a rating of No to the assessment questions,
planning for the following week will be suspended. Thus, Mr. X will teach from the mentor teachers plans and will not be the lead
teacher. Mr. X must complete four successful weeks in the lead teacher role to successfully complete the program. This Action Plan
will be shared with instructors who are assigned to teach Mr. X in his Elementary MCert cohort in 2015-2016. Should the Swansfield
administration terminate the yearlong internship placement, Mr. Xs placement in the MCert program will be terminated.
Standards:
III-A.4 Makes short- and long-range plans
Indicators: Creates/maintains curriculum plans in spelling, reading, and writing based on students level of development and curricular
expectations; Uses plans as guides and makes adjustments based on student progress and motivation.
Standard II-A.4 The teacher candidate creates short-range and long-range plans around key concepts that are linked to student needs,
and adapts these plans to promote student progress and motivation.
o
o
o

Use lesson template provided


Provide complete and thorough plans on Friday for the following week.
Base plans on curricular expectations shared in team planning and meetings with mentor.

III-B.1 Provides effective instruction


Indicators: Links new ideas to familiar ideas; Builds on new and learned skills; Questions to elicit reasoning in order to evaluate students;
Encourages critical thinking and problem-solving; Supports the use of a variety of models, concepts, and strategies; Provides sufficient practice
and reinforcement, in school and at home.
Standard III-B.1 The teacher candidate provides learning experiences that are based on principles of effective instruction.
o
o
o

Use pedagogical frameworks provided.


Provide sufficient detail to plans to provide effective instruction.
Vary instructional approaches to hold the interest of students and engage them in learning.

Assessment:
Each Friday Ms. Kanter will determine if Mr. Xs ELA plans meet all requirements in order to teach the following week. If the plans
meet the requirements Ms. Kanter will highlight yes and Mr. X will be in the lead teacher role the following week. If the plans do
not meet the requirement Mr. X will not plan the following week and will teach from the mentor plans and will not be in the lead
teacher role.
Question 1
o

Did plans that include all requirements?

Question 2
o

Will Mr. X be in the lead teacher role the following week?

Rating Criteria:
When question 1 is answered yes Mr. X will be in the lead teacher role the following week.
When question 1 is answered no Mr. X will not be in the lead teacher role the following week.

Week

Week

Week

1
4/8

2
4/15

3
4/25

Did plans that include all requirements?

No

Yes

Yes

Will Mr. X be in the lead teacher role the

No

Yes

Yes

Standards
III-A.4 Makes short- and long-range plans
Indicators: Creates/maintains curriculum plans in spelling, reading,
and writing based on students level of development and curricular
expectations; Uses plans as guides and makes adjustments based
on student progress and motivation.
Standard II-A.4 The teacher candidate creates short-range and
long-range plans around key concepts that are linked to
student needs, and adapts these plans to promote student
progress and motivation.
III-B.1 Provides effective instruction
Indicators: Links new ideas to familiar ideas; Builds on new and
learned skills; Questions to elicit reasoning in order to evaluate
students; Encourages critical thinking and problem-solving;
Supports the use of a variety of models, concepts, and strategies;
Provides sufficient practice and reinforcement, in school and at
home.
Standard III-B.1 The teacher candidate provides learning
experiences that are based on principles of effective
instruction.

following week?

4/11-4/15: Not a takeover week. Mr. X will teach Language Arts from his lesson plans as submitted Monday-Wednesday. The
remaining plans are due Tuesday, 4/12. The writing plans submitted for Monday were not adequate.
4/18-4/22: 1st take over week.
4/25-4/29: Plans submitted for takeover week. No school Tuesday, PARCC testing on Wednesday and Thursday.