Sample Evidence Domain One
Sample Evidence Domain Two

Instructional Alignment - (Domain I & II  (Instruction and Assessment and Planning and Prep

I plan instruction that is connected to the standards.

Observable practice that this factor represents…

1.    Ability to articulate the learning progression for the subject areas I teach.

2.    Ability to design instructional units; to develop a sequential plan of instruction that integrates skills, concepts, and activities; to develop an              instructional framework from which to teach content in a meaningful and organized fashion.

3.    Ability to connect grade-level and course-specific standards with district supported curricular and instructional material; to understand how            the curricular materials support instruction and student learning of the Utah Core Standards.

Step Three

1.    Ability to articulate the learning progression for the subject areas I teach.

When information is new to students, they best process it in small, understandable increments.  This is because learners cal hold only small amounts of information in their working memories.  The teacher halts input regarding new content at strategic points so students have time to think about what they just experiences.  

·         Strategies:  Use pre-assessment data to plan for chunks.  Present content in small sequentially related sets based on Depth of Knowledge.  Allow for processing time between chunks.·       

Focus Statement: Based on student evidence, the teacher breaks the content into small chunks (i.e., digestible bites) of information that can be easily processed by students to generate a clear conclusion.

·         Desired Effect: Students process and learn information in appropriate chunks.

Example Teacher Evidence: 

·         During a verbal presentation, the teacher stops at strategic points.

·         While utilizing multi-media, the teacher stops at strategic points.

·         While providing a demonstration, the teacher stops at strategic points.

·         While students are reading information or stories orally as a class, the teacher stops at strategic points.

·         Teacher uses appropriate questioning to determine if content chunks are appropriate.

·         Teacher uses formative data to break content into appropriate chunks.

Example Student Evidence: 

·         Students can explain why the teacher is stopping at various points.

·         Students appear to know what is expected of them when the teacher stops at strategic points.

·         Students can explain clear conclusions about chunks of content.

   2.  Ability to design instructional units; to develop a sequential plan of instruction that integrates skills, concepts, and activities; to develop an instructional framework from which to teach content in a meaningful and organized fashion.

Explicit instruction is characterized by a series of supports or scaffolds, whereby students are guided through the learning process with clear statements about the purpose and rationale for learning the new skill, clear explanations and demonstrations of the instructional target, and supported practice with feedback until independent mastery has been achieved. Rosenshine (1987) described this form of instruction as “a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students” (p. 34).

·         Summary of the Big Idea of Explicit Instruction

·         Sample Lesson Design Template - Include these elements as you plan instruction.

·         See Lesson Design Page of This Web Site for skills needed and ideas.  Also see Instructional Strategies

·         See Canvas Page on Strategies for:  I do - (Helping students to analyze and process new information), We do (guided practice).  The teacher first models for them where the teacher walks through the steps involved in the skill, strategy or process and thinks aloud as they do so.  Next with guided practice the teacher provides well structured opportunities for students to practice new skills.  Activities move from very simple to more complex. You do (helping students to practice and deepen understanding of content).   The teacher provided highly structured practice environment and monitors students actions to correct early errors of misunderstand and provides immediate feedback.) Use next button on the bottom of each page and click on modules on left to return to menu of topics.

Examples of Teacher Evidence:

·         Teacher scaffolds and extends instruction, allowing students to build on previous learning experiences

·         Teacher provides the appropriate instruction if prerequisite skills and knowledge are lacking

·         Multiple strategies for checking student understanding are used during the learning process

·         Students are provided with many structured opportunities to practice oral language in the classroom setting

·         Instructional strategies are chosen so that each student can engage with the content in a way that leads to mastery

·         Assessments are embedded within the instructional plan

   3.  Ability to connect grade-level and course-specific standards with district supported curricular and instructional material; to understand how the curricular materials support instruction and student learning of the Utah Core Standards.  (Domain 2)

Instructional goals need to be aligned to the required standards/curricula and appropriate for students at the correct level of rigor in order to master the content. In addition to being aligned, goals should be made with the students’ starting points in mind. Once teachers have determined their students’ current levels, they can assign goals that are based on growth. Students respond best to goals that are demanding but achievable. A goal that is too difficult manifests frustration, but a goal that is not difficult enough correlates with underperformance (Marzano, 2009).

·         Give students a diagnostic assessment or performance task that is directly aligned to how they will be assessed at the end of the year.

·         Use District supported curriculum and instructional materials to support student growth.

Reources:

District Curriculum Page

Utah Educator Network

Quick Links Site

Teacher Evidence

·         The teacher identifies the available materials that can enhance student understanding and the manner in which they will be used.

·         Has plan that outlines and/or can describe resources within the classroom, school and community that will be used to enhance students’ understanding of the content.

·         Teacher is aware of which pages of the textbook support the current lesson and those are strategically incorporated into the instruction

·         Materials and activities are identified and used to support the standards-based curriculum; the textbook does not drive the curriculum

·         Teacher plans ways to extend and deepen the learning of students who demonstrate they understand the concept

·         Teacher provides graphic organizers to help students access and understand textbook passages

·         Teacher is familiar with the curriculum, teacher support materials and supplemental resources that are available at the school site

·         Teacher talks about the current technology that is available and expresses a desire to increase technology resources for student use

·         Instructional materials have clear academic value in enhancing the students’ understanding of the content

·         Teacher is knowledgeable about ways that technology can support and enhance students’ learning including the use of computers, calculators, internet, video…

Instructional Alignment

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