Instructional Practice

PL-3

Designs effective lesson plans, units, and assessments

The Planning Criteria
The Planning Criteria of the rubric encompasses a teacher’s capacity to develop annual student learning goals, track and use student data to drive instruction, and design effective unit and lesson plans with aligned assessments.

Within PL -3, you will find effective practices and videos supporting teacher-designed lesson plans, units, and assessments targeting measurable learning objectives that lead students toward mastery.

Develop Unit Plans

Develop Lesson Plans

Adjust Plans

Rubric Indicators

The following best describes a teacher performing at Level 3 in this criterion:

  • Teacher selects or develops student learning objectives that are tightly aligned to annual goals and are measurable using assessments or rubrics.
  • Teacher plans backward-designed units by:
    • selecting or developing assessments and/or rubrics that accurately measure student mastery of unit learning objectives, and
    • designing a sequence of lessons that leads students towards mastery of unit learning objectives as determined by those assessments.
  • Teacher writes lesson plans that describe: lesson objectives, learning activities that are sequenced to lead students towards mastery of those objectives, and how student mastery of objectives will be assessed.
  • Teacher allocates adequate time within a unit for students to master each objective while maintaining fidelity to district curriculum requirements.

Reflection Questions

Use the following reflection questions to guide thinking around the effective practices. They can be used individually or to facilitate conversation during PLCs, department meetings or as an entire faculty.

  • How do goals inform the way you utilize assessment data to plan quality instruction?
  • What is your assessment of your current planning practices and what area(s) do you view as opportunities for growth?
  • How do you know at the end of the lesson that students have mastered the content?
  • How does being an effective planner impact your ability to provide effective instruction?

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