EDUC 450: PROFESSIONAL CLINICAL PRACTICE

LONG RANGE PLAN – MIDDLE LEVEL EDUCATION

Candidate: Curtis Patterson Cooperating Teacher: Mrs. D. Hailey / Ms. D. Snider Grade: 8th & 6th
District: Orangeburg Consolidated District 5 School: William J Clark Middle School Year: Spring 2018
Major: Middle Level Education Cognate(s): English Language Arts & Mathematics

Section I: Student Information

Describe the student information that you feel will have the most impact on the way you plan and deliver instruction.

Important Student Information

Factors

(e.g. gender, SES, reading levels, Description Sources/Contextual Factors

disabilities, ethnicity, student
interests, and other relevant (of your findings in terms of your (e.g. students, community resources, internet,
factors, etc.) students) records, school personnel, family, etc.)

Mrs. Hailey Observations and Student Records

GENDER 1st Block - 10 Males / 17 Females

2nd Block - 11 Males / 18 Females

3rd Block - 7 Males / 11 Females

4th Block - 16 Males / 9 Females

Ms. Snider

1st Block - 12 Males / 15 Females

2nd Block - 12 Males / 15 Females

5th Block - 12 Males / 15 Females

6th Block - 13 Males / 13 Females

RACE/ETHNICITY Mrs. Hailey Observations and Student Records

• Ms. Hailey’s classes are majority

African-American/Black in
student demographic.
• There are 3 Caucasian students
among her 1st and 3rd blocks.
• There are 3 Asian students
within her 2nd and 4th blocks.
• There are 2 Hispanic students
split amongst her 2nd and 4th
period classes.

Ms. Snider

• All of Ms. Snider’s classes are

majority African-American/Black
in student demographic.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

 • There are 4 Hispanic students
spread among her 1st, 2nd, and 6th
blocks.
• There are 3 Caucasian students
found within her 1st and 2nd
blocks.

Many students expressed having Conversations with Students

interests in sports
STUDENT INTERESTS (basketball/football), video games
(Fortnite), cheerleading, and modern
rap/R&B music.

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?

The information provided above is essential, because I understand that it is vital to know the students within my classroom. Knowing
them should go beyond knowing their names, but their strengths, weaknesses, and interests. These factors will help me as the teacher
to differentiate lessons and instruction to suit the needs of all my students. To become an effective teacher, I know that I must
incorporate various strategies to meet the needs of the students in my class. By incorporating the information that has been provided to
me in my long range and short-range plans. I will work hard to provide an equal learning environment for every student to succeed as
well as accommodating the students.

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.

Content Cognate 1: English Language Arts

Long Range Learning and/or Developmental Goals

Analyze characters, settings, events, and ideas as they develop and interact within a particular context.

Apply a range of strategies to determine the meaning of known, unknown, and multiple-meaning words, phrases,
and jargon; acquire and use general academic and domain-specific vocabulary.

Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions,
analyzing, synthesizing, providing evidence, and investigating multiple interpretations.

Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new
learning and building stamina; reflect and respond to increasingly complex text over time.

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?

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

Of the long-range learning and/or developmental goals listed, I believe that the most important for all students to achieve is to
comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning and building stamina. Many students
tend to lose some sort of interest in education over the years, because many of them do not develop a reason for reading that is
important to them. If students can get in the habit of reading consistently, then teachers would possibly see immediate results from
students. Furthermore, other skills can increase, such as comprehension. Developing these skills allows students to make better sense
of what they are reading, eliminate insignificant information, and build patience and stamina with longer, more informational text.

Content Cognate 2: Mathematics

Long Range Learning and/or Developmental Goals

Use a variety of mathematical tools effectively and strategically.

Make sense of problems and persevere in solving them.

Connect mathematical ideas and real-world situations through modeling.

Communicate mathematically and approach mathematical situations with precision.

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?

As I reflect on the long-range and developmental goals I have established, I believe that connecting mathematical ideas and real-world
situations is the most important. Many students find math to be useless and have a hard time trying to connect it to real-world issues.
This particular goal, if mastered, would allow students to see the usefulness math possesses and how to apply it to real life.
Consequently, there may be an improvement in performance and comprehension, but even the lowest students.

Section III: Instructional Units

Describe the instructional units, in sequence, for each content area for your class.

Content Cognate 1: English Language Arts Unit Topic:

Unit Length

Standards (i.e., approximate number of lessons/weeks)

MC.5.1 - Cite the evidence that most strongly supports an analysis of

2 weeks
what the text says explicitly as well as inferences drawn from the text.

LCS.10.1 - Use context clues to determine meanings of words and

2 weeks
phrases.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

 2 weeks

RC.13.3 - Read and respond to grade level text to become self-

2 weeks
directed, critical readers and thinkers.

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?

Many of these standards will be spiraled throughout the school term, however many of them can and will be taught/reviewed cohesively
as the class collectively reads a common novel. The novel will cause students to address each of the standards listed above and
improve their skills, while reading a text that is grade-level appropriate, engaging, and thought-provoking.

Describe the instructional units, in sequence, for each content area for your class.

Content Cognate 2: Mathematics Unit Topic:

Unit Length

Standards (i.e., approximate number of lessons/weeks

6.EEI.3 Apply mathematical properties (e.g., commutative, 1 week

associative, distributive) to generate equivalent expressions.

6.EEI.6 Write expressions using variables to represent quantities in

real-world and mathematical situations. Understand the meaning 1 week
of the variable in the context of the situation.

6.EEI.7 Write and solve one-step linear equations in one variable

involving nonnegative rational numbers for real-world and 2 weeks
mathematical situations.

6.EEI.8 Extend knowledge of inequalities used to compare

numerical expressions to include algebraic expressions in real-
world and mathematical situations. 2 weeks
a. Write an inequality of the form 𝑥>_𝑐 _or 𝑥<_𝑐 _and graph the
solution set on a number line.
b. Recognize that inequalities have infinitely many solutions.

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?

The instructional units transitioned naturally, making it easier to determine the instructional sequence. The first two standards are
typically taught in lower grade levels and are concepts that are not too challenging to teach/review. They serve as the foundation to
prepare students to the latter two standards, which will both require slightly more time than the first. However, depending on how
prepared students are, the unit may be shorter than planned.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

 Section III B: Materials and Resources

Make a list of all of the materials that will be needed to teach the unit. As you plan for the use of technology, make sure that
list and explain how you will use software, computer programs, Smart boards, etc., along with power points that you may use.

Teacher Materials Student Materials

Laptop/Computer Pencils

Star Board Notebook

Microsoft Office (PowerPoint & Word) Paper

Dry Erase Markers / White Board Notes

Carnegie Learning Math Series (Vol. 1 & 2) - MATH Agenda Book

South Carolina Performance Coach Book - ELA Dry Erase Marker(s)

SC Curriculum Standards School-issues Laptop/iPad

OCSD 5 Pacing Guide Carnegie Learning Math Series (Vol. 1 & 2) - MATH

Online Sources: Mastery Connect, USA TestPrep,

South Carolina Performance Coach Book - ELA
Kahoot

APEX Learning

Lumens Projector

Using a Lumens Lamp allows me to have more freedom while modeling during the lesson. Additionally, the computer and Star Board
will be used to display lesson lectures/presentations that include notes for the students to take down as I carry out direct instruction,
guided practice, as well as the students’ independent practice

Section IV: Assessment of Student Performance

Describe (1) the major course assessments (include formative and summative assessments), (2) the evaluation criteria for this
class/subject, and (3) the way(s) in which you will report overall student progress and achievement. You must present multiple
modes of assessments that address multiple levels of Bloom’s Taxonomy. Your assessments (or a detailed description, if
authentic) must be attached. On each assessment, indicate the matching learning goal or standard(s).

English Language Arts

Assessments (Indicate Evaluative Criteria Student Matching Goal/Standard

whether formative or Progress/Achievement
summative) Reporting Method(s)

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

 Standard 1: A- 100 - 90 All progress on the MC.5.1 - Cite the evidence
assessments will be reported
Short Passage Quizzes B- 89 – 80 that most strongly
to students within 2 days.
USA Test Prep supports an analysis of
C- 79 – 70 If given on Mastery Connect or what the text says
Weekly Reading Quizzes if USA Test Prep, feedback is
reading a class novel D- 69 – 60 explicitly as well as
instant and automatically
uploaded to Power School. inferences drawn from the
(formative) F- 59 – 0
text.
Grades are recorded in Power
School and will be accessible
RC.13.3 - Read and
to students and parents 24/7
once uploaded. respond to grade level text
to become self-directed,
critical readers and
thinkers.

Standard 2: A- 100 - 90 All progress on the LCS.10.1 - Use context

assessments will be reported
Vocabulary Quiz/Test B- 89 – 80 to students within 2 days.
clues to determine
meanings of words and
Reading Quizzes on C- 79 – 70 If given on Mastery Connect or phrases.
USA Test Prep USA Test Prep, feedback is
D- 69 – 60 instant and automatically
Weekly Reading Quizzes if RC.13.3 - Read and
uploaded to Power School.
reading a class novel F- 59 – 0 respond to grade level text
Grades are recorded in Power to become self-directed,
(formative) School and will be accessible
critical readers and
to students and parents 24/7
once uploaded. thinkers.

Standard 3: A- 100 - 90 All progress on the MC.8.1 - Analyze how

assessments will be reported
Reading Quizzes on B- 89 – 80 dialogue and/or incidents
to students within 2 days.
USA Test Prep propel the action, reveal
C- 79 – 70 If given on Mastery Connect or aspects of a character, or
Weekly Reading Quizzes if USA Test Prep, feedback is
reading a class novel D- 69 – 60 provoke a decision;
instant and automatically
uploaded to Power School. determine the impact of
(formative) F- 59 – 0
contextual influences on
Grades are recorded in Power
School and will be accessible
setting, plot, and
to students and parents 24/7 characters.
once uploaded.
RC.13.3 - Read and
respond to grade level text
to become self-directed,
critical readers and
thinkers.

Unit: A- 100 - 90 All progress on the Standards addressed in

assessments will be reported
Unit Exam B- 89 – 80 to students within 2 days.
the unit.

Assessment consisting of C- 79 – 70 Grades are recorded in Power

multiple choice and open School and will be accessible
response questions in which D- 69 – 60 to students and parents 24/7
students respond to questions once uploaded.
based on the standards and F- 59 – 0

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

 skills they have been
developing.

(summative)

Mathematics

Assessments (Indicate Evaluative Criteria Student Matching Goal/Standard

whether formative or Progress/Achievement
summative) Reporting Method(s)

Standard 1: A- 100 - 90 All progress on the 6.EEI.3 Apply

assessments will be reported
Quizzes B- 89 – 80 to students within 2 days.
mathematical properties
(e.g., commutative,
Homework C- 79 – 70 If given on Mastery Connect or
associative, distributive)
(formative) USA Test Prep, feedback is
D- 69 – 60 instant and automatically to generate equivalent
F- 59 – 0
uploaded to Power School. expressions.
Grades are recorded in Power
School and will be accessible
to students and parents 24/7
once uploaded.

Standard 2: A- 100 - 90 All progress on the 6.EEI.6 Write expressions

assessments will be reported
Quizzes B- 89 – 80 to students within 2 days.
using variables to
represent quantities in
Homework C- 79 – 70 If given on Mastery Connect or
real-world and
USA Test Prep, feedback is
Daily Starters D- 69 – 60 instant and automatically mathematical situations.
(formative) F- 59 – 0
uploaded to Power School. Understand the meaning
Grades are recorded in Power of the variable in the
School and will be accessible context of the situation.
to students and parents 24/7
once uploaded.

Standard 3: A - 100 - 90 All progress on the 6.EEI.6 Write expressions

assessments will be reported using variables to
Quizzes B- 89 - 80 to students within 2 days.
represent quantities in
Homework C- 79 – 70 If given on Mastery Connect or real-world and
USA Test Prep, feedback is mathematical situations.
Daily Starters D- 69 – 60 instant and automatically Understand the meaning
uploaded to Power School. of the variable in the
(formative) F- 59 – 0
context of the situation.
Grades are recorded in Power
School and will be accessible
6.EEI.7 Write and solve
Test to students and parents 24/7
once uploaded.
one-step linear equations
in one variable involving
(summative)
nonnegative rational

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

 numbers for real-world
and mathematical
situations.

Standard 4: A- 100 - 90 All progress on the 6.EEI.8 Extend

assessments will be reported knowledge of inequalities
Quizzes B- 89 – 80 to students within 2 days.
used to compare
Homework C- 79 – 70 If given on Mastery Connect or numerical expressions to
USA Test Prep, feedback is include algebraic
Daily Starters D- 69 – 60 instant and automatically expressions in real-world
uploaded to Power School. and mathematical
Test F- 60 – 0
situations.
Grades are recorded in Power
(formative) a. Write an inequality of
School and will be accessible
to students and parents 24/7
the form 𝑥>_𝑐 _or 𝑥<_𝑐
once uploaded. _and graph the solution set
on a number line.
b. Recognize that
inequalities have infinitely
many solutions.

Unit: A- 100 - 90 All progress on the Standards addressed in the

assessments will be reported unit.
Unit Exam B- 89 – 80 to students within 2 days.

(summative) C- 79 – 70 If given on Mastery Connect or

USA Test Prep, feedback is
D- 69 – 60 instant and automatically
uploaded to Power School.
F- 60 – 0
Grades are recorded in Power
School and will be accessible
to students and parents 24/7
once uploaded.

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 student’s overall progress and
achievement in the class/subject?

I determined that the assessments are appropriate by ensuring that they align with state standards and promote student learning and
overall success. Once the material is originally taught, students are often reviewed, in order to feel adequately prepared for assessments.
The results will be shared with students and parents, through Power School, to ensure that both are thoroughly involved in the learning
process. The evaluation criteria is based on the state-mandated grading criteria, and parents will understand that through initial parent
contact and the syllabi. I also use other means of conversing (email, conference, letters, etc.) to explain the different means of reporting
the progress of each student and also to clear up any misunderstanding that may occur while reading the reports.

Section IV B: Assessment of Student Performance – Record Keeping

Describe your system for maintaining records of student progress and achievement for this subject. Also, discuss your
procedures for disaggregating and displaying the data. Discuss how you will use the data to make instructional decisions.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

 A. System for maintaining records of student progress and achievement:

All of the students’ assignments (independent practices, quizzes, and tests) will be grades and returned, which is my time to
provide thorough feedback, if necessary. All grades will be kept in the grade book and logged into PowerSchool. These grades
are not only immediately available to the student, but the parents, as they have access through the Student/Parent portal on
PowerSchool.

B. Procedures for disaggregating and displaying data:

A data wall would be ideal for disaggregating and displaying data. The wall would list students’ names under different labels
and colors based upon their grades (Green – 100-89; Yellow – 89-70; and Red – 69-0). I will use the data to provide feedback
to students who are excelling by praising them and preparing them for the next step. In opposition, I could also use the data to
encourage students who are not doing well and find ways to motivate them to excel.

C. How will you use the data to make instructional decisions?

If the data reveals that majority of the students are not understanding the information provided, then adjustments will be made
before giving a re-test. I may have to simply reteach a subject or discover a method that can reach those who missed the
mark. I will review with the students using a different strategy to ensure students have experienced different methods and
increase the chances of information being retained. Once students show progress and comprehension, then we will continue
with the next lesson/topic.

Section V: Classroom Management

Describe your expectations for student behavior during instruction and during non-instructional routines. Write your
description as if you were explaining these expectations to your students and their parents. List the rules and consequences,
and your procedures for non-instructional activities.

EXPECTATIONS DURING INSTRUCTION

The Student Will:

• Participate in EXPECTATIONS
all lessons and activities at all times.
DURING NON-INSTRUCTIONAL ROUTINES

• Listen to the teacher when he is speaking.

• Raise his/her hand and wait to be acknowledged before speaking.

• Respect him- /herself and everyone else.

• Wait until the end of class to throw away trash UNLESS it is an emergency.

• Wait until instruction is over to use the electric pencil sharpener.

EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES

Restroom/Water Fountain:

• Students will go straight to the bathroom and back to class.

• Students will behave appropriately and practice good hygiene in the restroom.
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
Lunch:
 RULES AND CONSEQUENCES

• Verbal Warning

• Loss of Special Priveleges

• Phone Call to Parent

• Written Warning (Referral)

• Request for Parent Conference

• Disciplinary Action (In School Suspension/Out of School Suspension)

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?

Planning and possessing some sort of routine within the classroom are imperative in managing the classroom. Thoroughly planning and
having a routine within the classroom will encourage students to come in promptly and know what is expected of them every day.
Additionally, students know that they do not have time for talking and misbehaving because if they do then the consequences are not
only the ones previously mentioned, but also include failing the class. With proper planning, I know how much time is needed for each
component of my lessons. If we manage to complete the primary assignments, I will have extra work prepared to reduce disruptions
typically caused by idle students.

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 child’s learning and

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

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

My procedures for procedures for providing initial information include sending home letters
of introduction, emailing the introduction letter, making phone calls to parents/guardians,
and meeting with them during open house or individual conferences.

Procedures for involving parents with the learning at home

Section VII: Reflecting and Revision Procedures
I will involve my parents in the learning at home by recommending the various technological
resources that the school may offer, such as Power School, ClassDojo, etc. I will remain open and
inviting to the parents so that they feel comfortable engaging with me. Additionally, I will try to keep
in contact with some parents via mini notes their child’s agenda.

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:

After self-evaluation, I believe my strengths lie within planning for math lessons/units. Many of the standards serve as building
blocks for the next and are easier to sequence for units. Therefore, it is easier to decide which lessons should be compiled
together and determine a timeline, or pacing guide, for how long students should spend on each standard.

B. Weaknesses

I believe one of my strongest weaknesses is determining which English Language Arts standards to teach, due to the fact that
many can be worked on simultaneously. However, many students struggle with trying to grasp multiple concepts at one time.
With time and experience, I am sure that this will become an easier task.

C. Time line for evaluating long range plan components.

The long-range plan’s components should be evaluated as often as I can. However, it is easier to routinely evaluate it every
quarter.

D. List modifications and adaptations that you think might be needed to improve the procedures.

Many of the modifications and adaptations that I might consider are circumstantial depending on the environment I end up
teaching in.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

 E. Plan for reflecting on your teaching practices.

It is my belief that one should constantly reflect on his/her teaching practices. Therefore, I plan to reflect on my teaching
practices after each lesson, day, week, quarter, and school term. I can always think of ways to better plan/execute a lesson by
thinking back on the strengths, weaknesses, and unforeseen obstacles.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

 Long Range Plan Scoring Rubric
Name: _______________________________ Major: ______________________ Date: _________________________
ACEI/ Component Target (3)
NAEYC
Describes students in-depth according to ability, learning
styles, ethnic group, gender and special needs, etc.;
1.0/1a Description of Students
suggests several ways to plan lessons to accommodate
differences.
Data is collected from multiple sources, including IEPs,
test scores, school records, student interest surveys,
school personnel, students, etc. Candidate reflects an
5.2/2c;3b Contextual Factors
understanding of the importance of collaborative
relationships with families, school colleagues and agencies
in the community.
Includes at least four (4) or more standards which exhibit
Learning and evidence of objective taxonomy, skills, and dispositions
3.1/3a
Developmental Goals that support elementary students’ development, learning,
and motivation to learn.
Goals clearly reflect sensitivity to the diversity of students
Learning and
3.2/1c in their development and learning styles, as well as race,
Developmental Goals
ethnicity, culture and exceptional needs.
The content area related to reading, writing, speaking,
viewing, listening, and thinking skills is comprehensively
Units of Instruction covered. The timeline of instructional units reflects
2.1/5a
- English Language Arts knowledge of key themes, of concepts, and of English
language arts skills. The content is paced so objectives are
covered.
The content area related to concepts of physical, life, and
earth science is comprehensively covered. The timeline of
Units of Instruction instructional units reflects knowledge of key themes,
2.2/5a
- Science concepts and of skills necessary to plan appropriate
science lessons. The content Is paced so objectives are
covered.
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
Acceptable (2)
Describes students according to their
differences, but is unclear about ways to
accommodate differences when
planning.
Data is collected from at least three types
of sources and the candidate shows some
understanding of the importance of
collaborative relationships with families,
school colleagues and agencies in the
community.
Includes at least three (3) standards
which exhibit knowledge of objective
taxonomy, skills, and dispositions
relevant and meaningful to specific age
groups.
Goals reflect an understanding of the
diversity of students in their
development and learning styles and
reflect at least two of the following: race,
ethnicity, culture or exceptional needs.
The content area has 90% of the key
elements covered, reflecting knowledge
of key themes, concepts and of English
language arts skills. The content is paced
so objectives are covered.
The content area has at least 90% of the
key elements covered, reflecting
knowledge of key themes, concepts and
of skills necessary to plan appropriate
science lessons. The content is paced so
objectives are covered.
Unacceptable (1) Score
Does not include at least five (5) types
of descriptions; displays minimal
understanding of addressing a variety
of student needs when planning.
Used primarily secondary source data
(records) to obtain data. No school or
community data included.
Includes standards, but lacks
appropriate depth of knowledge of
taxonomy, skills, and dispositions
relevant and meaningful to specific
age groups.
Goals lack sensitivity to the diversity
of students.
The content area is addressed;
however, little evidence supports the
direct alignment with the knowledge
of key themes, concepts and of
English language arts skills. The
content is not paced so objectives are
covered.
The content area is addressed;
however, little evidence supports the
direct alignment with the knowledge
of key themes, concepts, and of
science skills. The content is not
paced so objectives are covered.
 The content area related to concepts of number and
operations, algebra, geometry, measurement, and data
analysis and probability is comprehensively covered. The
Units of Instruction
2.3/5a timeline of instructional units reflect knowledge of key
- Mathematics
themes, concepts and of skills necessary to plan
appropriate mathematics lessons. The content Is paced
so objectives are covered.
The content area related to concepts of history,
geography, and the social sciences is comprehensively
Units of Instruction covered. The timeline of instructional units reflect
2.4/5a
– Social Studies knowledge of key themes, concepts and of skills necessary
to plan appropriate social studies lessons. The content Is
paced so objectives are covered.
Instructional Units Clear integration of visual and performing arts (dance,
2.5/5a – Visual and music, theater and the visual arts) is indicated multiple
Performing Arts times throughout the units.
Instructional Units - Clear integration of health is indicated multiple times
2.6/5a
Health throughout the units.
Instructional Units
2.7/5a PE is clearly integrated several times in each of the units.
– Physical Education
Uses a variety of instructional materials and resources
that directly align and support units; materials/resources
clearly support curriculum enhancement and successful
Instructional Materials
1.0/4c learning experiences to support and enrich student
& Resources
development, characteristics, acquisition of knowledge,
and motivation to learn. Evidence of the use of
community resources is provided.
Technology, to include hardware, software and assisted
Instructional Materials
3.5/4b support is listed and reflects the use of such tools to foster
& Resources
inquiry, collaboration and interaction.
Formative and summative assessments, use direct and
indirect methods, match learning goals, instructional
activities, and represent a variety of assessment
strategies. The strategies are appropriate for the content
4.0/3b Assessment to be covered and the students’ ability and developmental
levels. Criteria for the weighting process and evaluating
results are clear, concise and promote intellectual, social,
emotional, and the physical development of students.
Higher level thinking and student reflection are promoted.
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
The content area has at least 90% of the
key elements covered, reflecting
knowledge of key themes, concepts and
of skills necessary to plan appropriate
mathematics lessons. The content Is
paced so objectives are covered.
The content area has at least 90% of the
key elements covered, reflecting
knowledge of key themes, concepts and
of skills necessary to plan appropriate
social studies lessons. The content Is
paced so objectives are covered.
Visual and performing key elements are
integrated at least twice within each unit
outline.
Health key elements are integrated at
least twice within each unit outline.
PE key elements are integrated at least
twice within each unit outline.
Materials list is adequate to support
units. List represents variety. Materials
list tends to be general in nature and
does not focus comprehensively on
student characteristics, enrichment,
enhancement, and students’ needs. No
evidence of the use of community
resources.
Technology listed includes the teacher’s
and students’ uses of tools to reflect an
understanding of its use as a
communication tool.
Formative and summative assessments
match learning goals and the content to
be covered, but the majority are
traditional paper and pencil types.
Criteria for evaluating results are clear.
Assessments reflect an emphasis on
knowledge and application.
The content area is addressed;
however, little evidence supports the
direct alignment with the knowledge
of key themes, concepts, and of
mathematics skills. The content is not
paced so objectives are covered.
The content area is addressed;
however, little evidence supports the
direct alignment with the knowledge
of key themes, concepts, and of social
studies skills. The content is not
paced so objectives are covered.
Visual and performing arts key
elements are not included in each
unit.
Health key elements are not included
in each unit.
Physical Education key elements are
not included in each unit.
Materials list is inadequate and tends
to represent traditionally supplied
materials. Materials are general and
do not directly support or enrich
curriculum units. Student needs and
characteristics do not appear to drive
the choices of materials and
resources. No community resources
are used.
Technology listed includes only the
teacher’s use of technology for
instructional presentations.
Assessments given do not match the
learning goals, or no explanations,
descriptions, or assessments are
attached.

Procedures for recording, aggregating and displaying data
indicate that records are organized, well maintained and
easy to interpret; procedures are easy to follow to plan, to
4.0/3b Student Records evaluate, strengthen instruction, make content
knowledge decisions, and make individual progress
decisions. Use of data for differentiated instruction is
clear.
States explicit expectations of students and consequences
for misbehavior. Rules and consequences are limited to 5
or less, are age appropriate, focus on behaviors rather
3.4/1c Discipline Policy than students, and support a positive learning
environment. Instructional procedures represent
essential routines for promoting efficiency and minimal
loss of time for learning.
Offers detailed directions for such activities as restroom
Procedures for Non-
3.4/1c break, emergency drills, school assemblies, field trips, and
Instructional Activities
other movement in the classroom and halls.
Clear, consistent evidence exists that the candidate plans
to provide the family appropriate, culturally sensitive,
Parental reader friendly information concerning goals, instruction,
5.2/2b
Communications rules and assessment on an initial and periodic basis;
reflects on decisions and involves students, families, and
the learning community to enhance learning.
Plans indicate evidence of collaboration with the learning
community to foster and support communication; a
Parental
5.2/2b variety of ways to communicate and ways that families
Communications
can be involved at the school and home are given to
promote the growth and well-being of children.
Plans specifically indicate opportunities for reflecting on
teaching practices to improve the teaching and learning
5.1/4d Reflections
process.
Unacceptable/Developing (1) Acceptable/Meets (2)
Candidate demonstrates a limited amount of the Candidate demonstrates most of the attributes of the
attributes of the standard. Performance indicates standard. Performance indicates that the competency
that few competencies have been demonstrated. has been demonstrated including examples, extension,
or enrichment.
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
Procedures for maintaining recorded
data are clear, with some strategies for
developing, aggregating and displaying
data for decision making. Some
information is given for using data to
make decisions and to promote the
relationship between data collection and
reflective decision-making.
Rules and consequences are age
appropriate, represent support for a
positive learning environment, and are
limited to 5 or less. Instructional
procedures cover most of the areas that
promote minimal loss of instructional
time.
Provides adequate directions for non-
instructional activities.
Adequate evidence exists that the
candidate plans to establish an open line
of communication on an initial and
periodic basis, regarding pertinent
information involving students, families,
and the learning community to enhance
learning; sensitivity to diversity is clear.
Adequate collaboration regarding
communication with the learning
community is evident.
Some evidence of opportunities to reflect
on teaching practices to improve the
teaching and learning process.
Candidate demonstrates all of the attributes of the
standard. Performance clearly indicates that the
competency has been mastered, including examples,
extension, and enrichment.
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.
Rules and consequences are negative
in nature and are not aligned with age
appropriate practices. More than 5
rules are given. Rules allow for a loss
of instructional time.
No procedures for non-instructional
were given.
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.
No procedures for continuous
communication involving the learning
community.
The candidate does not provide
reflections or suggest
recommendations for improving the
process of teaching and learning.
OVERALL SCORE
Target/Exceeds (3)