"Chapter 6 — Appendix Planning Form to Guide the Process of Connecting Curriculum, Assessment and Teaching Curriculum Goals and Plans, Assessment, and Teaching Strategies Coaches may want to use this form to document and guide their support of teachers in connecting curriculum goals, assessment, and teaching strategies. The form is too complex to give to a teacher to use alone. It may be used either with collaborative support to work through each section or as a tool for only the Coach to use, which will serve to guide the Coaching process. A teacher’s focus or goal may be related to a standard, competency, or other desired and appropriate child outcome. The form can be used with any curriculum approach and professional resource to guide goals, assessment, and teaching strategies. In the beginning, using a commonly available curriculum-based tool, such as Teaching Strategies GOLD (2010), will scaffold teacher learning by suggesting ways to link documented milestones to planning for learning experiences. I. Section One - Begin with the end in mind, and plan for preferred results. Write one phrase. My broad goal is to explore the developmental domain, subject area, or “big idea” of: Example: Promote social–emotional development or have warm, supportive relationships in a caring community of learners. My goal relates to a professional value, standard, or competency, or is influenced by this professional source or reference: Example of source: “Create a caring community of learners,” Developmentally Appropriate Practice in ECE Programs Serving Children Birth to 8 (Copple & Bredekamp, 2009, pp. 16–17). A. Specific Teacher Objective B. Specific Child(ren’s) Objective 1. What will I (the teacher) eventually be able to do consistently? Examples: Promote a positive climate in my preschool classroom community, establish a classroom routine, facilitate problem solving between preschoolers, have guidance talks with individual children, etc. Source:                          Use a child guidance reference or classroom evaluation tool with specific teacher interaction suggestions, (e.g., Gartrell, 2011; Pianta et al, 2008) 2. What do I (the teacher) need to understand and be able to do to be more effective? Examples: Ways to . . . build supportive relationships by encouraging children with specific feedback; model respectful interactions by using culturally relevant greetings and social interactions; use proactive child guidance by clearly communicating expectations. 3. What am I especially wondering about, or what misunderstandings do have? Developmentally appropriate limits vs. punishment Preventing conflict by establishing classroom agreements vs. reacting to challenging behavior Importance of modeling positive behavior vs. talking to children about class rules Differences between expectations in school and in a child’s home 1. What will the child(ren) eventually be able to do? Examples: Problem-solve social conflicts with support ...

1. "Chapter 6 — Appendix
Planning Form to Guide the Process of Connecting Curriculum,
Assessment and Teaching
Curriculum Goals and Plans, Assessment, and Teaching
Strategies
Coaches may want to use this form to document and guide their
support of teachers in connecting curriculum goals, assessment,
and teaching strategies. The form is too complex to give to a
teacher to use alone. It may be used either with collaborative
support to work through each section or as a tool for only the
Coach to use, which will serve to guide the Coaching process.
A teacher’s focus or goal may be related to a standard,
competency, or other desired and appropriate child outcome.
The form can be used with any curriculum approach and
professional resource to guide goals, assessment, and teaching
strategies. In the beginning, using a commonly available
curriculum-based tool, such as Teaching Strategies GOLD
(2010), will scaffold teacher learning by suggesting ways to
link documented milestones to planning for learning
experiences.
I. Section One - Begin with the end in mind, and plan for
preferred results. Write one phrase.
My broad goal is to explore the developmental domain, subject
area, or “big idea” of:
Example: Promote social–emotional development or have
warm, supportive relationships in a caring community of
learners.
My goal relates to a professional value, standard, or
competency, or is influenced by this professional source or
reference:
Example of source: “Create a caring community of learners,”
Developmentally Appropriate Practice in ECE Programs Serving
Children Birth to 8 (Copple & Bredekamp, 2009, pp. 16–17).
A. Specific Teacher Objective

2. B. Specific Child(ren’s) Objective
1. What will I (the teacher) eventually be able to do
consistently?
Examples: Promote a positive climate in my preschool
classroom community, establish a classroom routine, facilitate
problem solving between preschoolers, have guidance talks with
individual children, etc.
Source:
Use a child guidance reference or classroom evaluation tool
with specific teacher interaction suggestions, (e.g., Gartrell,
2011; Pianta et al, 2008)
2. What do I (the teacher) need to understand and be able to do
to be more effective?
Examples: Ways to . . .
build supportive relationships by encouraging children with
specific feedback;
model respectful interactions by using culturally relevant
greetings and social interactions;
use proactive child guidance by clearly communicating
expectations.
3. What am I especially wondering about, or what
misunderstandings do have?
Developmentally appropriate limits vs. punishment
Preventing conflict by establishing classroom agreements vs.
reacting to challenging behavior
Importance of modeling positive behavior vs. talking to children
about class rules
Differences between expectations in school and in a child’s
home
1. What will the child(ren) eventually be able to do?
Examples: Problem-solve social conflicts with support from the
teacher, follow a daily routine, ask for help, understand
classroom rules, show empathy for others, etc.
Source:
Use social–emotional development milestones or other child
standards or curriculum objectives, such as Head Start Child

3. Outcomes or Teaching Strategies GOLD (2010).
2. What specific issues or content do the children need to learn?
Examples:
What rules are there in my classroom community, and why do
we have them?
How can I work with my classmates?
What is a friend?
3. What skills do the children need to practice in their everyday
interactions? Use verbs to describe what you hope to see or to
discuss with the children.
Examples: Children will be able to . . .
Give examples of . . . how to share materials with their friends.
Describe . . .how to play on the playground so that everyone is
safe.
Observe . . . the feelings that another person is
Expressing, and react in a caring way.
Compare and contrast . . .
Draw . . .
Play the roles . . .
Examine the similarities and differences . . . .
II. Section Two—Assessment Evidence:
How will I document what I (the teacher) and the children
already know?
What do I already know about . . . ?
What will I document, take anecdotal notes about, videotape,
collect, etc.?
What resources do I need in order to interpret the interactions
that I describe or the information that I collect?
How will I compare and contrast what happened before and
after my planned changes?
A. Teacher Evidence

4. B. Child(ren)’s Evidence
BEFORE
Examples:
In previous interactions . . .
I tried before . . .
Another teacher suggested based on . . .
I noticed . . .
I videotaped myself . . .
Another teacher observed me . . .
My supervisor used a checklist of “best practices” and noted my
strengths and areas for growth are . . .
BEFORE
Examples:
My summary of anecdotal notes on children’s behaviors,
comments is . . .
I have noticed . . .
Checklists of participation indicated . . .
Video and audio recordings show . . .
The parents of this child have noticed . . .
Another teacher gave me her notes about . . .
Work samples of drawings show . . .
AFTER Reflect on the teacher–child interactions in the areas of
planned activities or planned changes to achieve both the
teacher and child goals and objectives. What other evidence
(e.g., work samples, observations, journals, pictures) will be
used to demonstrate achievement of desired goals for both the
teacher and child(ren)?
Cite Sources used to interpret the meaning of the results after
examining evidence. For example:
Gartrell, D. (2011). A Guidance Approach for the Encouraging
Classroom. Belmont, CA: Wadsworth, Cengage Learning.
Teaching Strategies (2010). Teaching Strategies GOLD.

5. Washington DC: Teaching Strategies, Inc.
Pianta, R., La Paro, K., & Hamre, B. (2008). Classroom
assessment scoring system (CLASS) manual K–3. Baltimore:
Paul H. Brookes Publishing Co.
III. Learning Experience:
What strategies did I use in the past?
How will I teach, facilitate, or alter the environment to support
planned learning?
What strategies and child experiences do I anticipate will
happen? What are my alternative plans?
A. Teacher Strategies
B. Child(ren)’s Experiences
BEFORE: Describe one or more strategies that you plan to use?
AFTER: What strategies were used? How did you demonstrate
the desired understandings? How will reflection and self-
assessment occur?
BEFORE: Describe what you anticipate the children doing.
AFTER: Describe what happened. What other evidence (e.g.,
work samples, observations, journals, pictures) demonstrated
achievements and other outcomes related to the desired goals?
Learning Activities/Instructional Strategies:
What learning experiences and instruction will enable the
teacher and children to achieve the desired results?
How will the design support the the teacher and children to . . .?
(Use action words such as observe, attempt, practice, refine,
listen, watch, question, take notes, answer, give a response,
construct, examine, compare, classify, collaborate, connect,
brainstorm, explain, argue, revise, and reflect.)
Resources:
What materials do you need?
Final Reflection:

6. How did you (the teacher) use what you knew about the children
(assessment) to support and monitor their learning goal?
Compare and contrast your teaching strategies used before this
learning experience and after. Have you changed anything?
What was especially effective that you want to continue? If you
were to do this over, what would you do more of, or less of, or
differently?
Concepts based on: McTighe, J., & Wiggins, G. (2004).
Understanding by design: Professional development workbook.
Alexandria, VA: Association for Supervision and Curriculum
Development (p. 30).
Alternate - Short Planning Form to Connect Goals, Evidence
and Learning Experience Use this simplified form with a
teacher just beginning to learn about planning.
One: Teacher and Child Goals: What will we be able to do if we
are successful?
Teacher Goal: What will teacher eventually be able to do
consistently?
Child(ren’s) Goal: What will the child(ren) eventually be able
to do?
Two: Evidence: What will I observe, videotape, collect, etc.?
What does it mean?
Teacher Evidence
BEFORE: In previous interactions or I tried before….
Child(ren’s) Evidence
BEFORE: Brief summary of anecdotal notes, or what you
noticed previously.
AFTER: Reflect on the teacher-child interactions. I noticed
that……
Three: Learning Experience: What will happen? What did
happen? Next steps are…

7. Teacher Strategies
BEFORE: Describe one or more strategies the teacher plans to
use.
AFTER: What strategies did you use? Next time I will…..
Child(ren’s) Experiences
BEFORE: Describe what you anticipate the child(ren) will do.
AFTER: Describe what happened."
Child(ren’s) Experiences BEFORE: Describe what you
anticipate the child(ren) will do. AFTER: Describe what
happened."
Research Theory, Design, and Methods Walden University
© 2016 Laureate Education, Inc. Page 1 of 2
Purpose Statement Checklist
Use the following criteria to evaluate an author’s purpose
statement.
Look for indications of the following:
• Does the statement begin with signaling words?
• Does the statement identify the research approach
(quantitative,
qualitative, or mixed)?

8. • Does the statement clearly state the intent of the study?
• Does the statement mention the participants?
• Does the statement mention the research site?
• Is the statement framed in a way that is consistent with the
identified
problem?
If the study is qualitative, does the purpose statement do as
follows?
• Focus on a single phenomenon
• Use an action verb to convey how learning will take place
• Use neutral, nondirectional language
• Provide a general definition of the central phenomenon
If the study is quantitative, does the purpose statement do as
follows?
• Identify the variables under study
• Provide a general definition of each key variable
• Use words that connect the variables
• Identify a theory
If the study is mixed methods, does the purpose statement do as
follows?

9. • Discuss the reason(s) for mixing both quantitative and
qualitative data
• Include the characteristics of a good qualitative purpose
statement (as
listed above)
Research Theory, Design, and Methods Walden University
© 2016 Laureate Education, Inc. Page 2 of 2
• Include the characteristics of a good quantitative purpose
statement (as
listed above)
• Indicate the specific method of collecting both quantitative
and qualitative
data
Purpose Statement Checklist
Reading & Media Resources for Week 4
Babbie, E. (2017). Basics of social research (7th ed.). Boston,
MA: Cengage Learning.
· Chapter 4, “Research Design”
Burkholder, G. J., Cox, K. A., & Crawford, L. M. (2016). The
scholar-practitioner’s guide to research design. Baltimore, MD:
Laureate Publishing.
· Chapter 10, “Writing the Research Proposal”
Laureate Education (Producer). (2016c). Purposes of research
[Video file]. Baltimore, MD: Author.
Laureate Education (Producer). (2009a). Doctoral research:
Social change [Video file]. Baltimore, MD: Author.