8. The greater the structure of a
lesson and the more precise
the directions on what is to be
accomplished, the higher the
achievement rate.
Harry Wong, The First Days of Teaching
9. • According to Emma McDonald, co-author of Survival Tips for New Teachers
(2006), “One of the best ways to lower the amount of stress you deal with on a
daily basis is to be prepared.” She adds, “Preparation is absolutely the key to
being a successful teacher. The more thought and effort you put into your
lessons and your job, the better you will be. You also will be less stressed during
the year.”
• Teachers are not the only ones to benefit greatly from effective lesson planning.
Research indicates that all students benefit from, and appreciate, well-
structured lessons. (Kizlik, 2010).
• Students are very observant. They generally know when teachers are prepared.
Students today seem to have a need for constant momentum or stimulation
(Marcotte, 2010). When there is “down time”, or hesitation from teachers trying
to decide what to do, students can shift quickly from being on-track to off and
away from the task at hand. Teachers who have planned well for a lesson are
more likely to have attentive students. An atmosphere that helps them be more
attentive is a definite benefit to students from effectively planned lessons.
10. The Advantages
• Increased Student Performance
• Clear purposes for learning for students
• Teacher and student ownership of learning
• Increase student productivity
• Decreased need for intervention
• Improved classroomlearningenvironment
• More strategic use of resources
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13. DOMAIN 1: PLANNING, PREPARATION AND ASSESSMENT
Teachers demonstrate how they design instruction beginning with a deep understanding of content and pedagogy and an understanding of the students and how
they learn. All elements of the instructional design---learning activities, materials and strategies--- must be appropriate to both the content and the students and
aligned with instructional goals. Assessment techniques must also reflect the instructional outcomes and should serve to document student progress. The design of
instruction must account for a range of assessment strategies: formative and summative, formal and informal. High quality assessment practice makes students
fully aware of criteria and performance standards, informs teacher’s instructional decisions and leverages both teacher and student feedback.
Highly Effective Effective Developing Ineffective
Teacher lesson planning demonstrates
extensive knowledge of current research
about student development, student
learning, and language acquisition theories.
Teacher applies this knowledge to the
whole class and makes accommodations for
individual students.
Teacher lesson planning demonstrates
accurate knowledge of current research
about student development, student
learning, and language acquisition theories.
Teacher applies this knowledge to the whole
class.
Teacher recognizes the value of current
research and makes some attempt to apply
this knowledge when planning, but does not
always apply it accurately.
Teacher’s lesson planning demonstrates
limited understanding or is unfamiliar with
current research about student
development, student learning, and
language acquisition theories or does not
attempt to apply it.
The teacher’s planning demonstrates
extensive understanding of students’
interests, prior knowledge, cultural
background, and diverse learning needs.
Teacher applies this knowledge to the
whole class and makes accommodations for
individual students.
The teacher’s planning demonstrates an
accurate understanding of students’
interests, prior knowledge, cultural
background, and diverse learning needs.
Teacher applies this knowledge to the class
as a whole; however the needs of some
individuals may not be accommodated.
Teacher recognizes the value of
understanding students’ interests, prior
knowledge and cultural heritage but does
not usually apply the knowledge when
planning lessons.
The teacher ‘s planning demonstrates a lack
of knowledge of students’ interests and
cultural knowledge and/or indicates that the
teacher does not value it.
The teacher’s planning demonstrates
extensive knowledge of the important
concepts in the subject and how these
relate both to one another and to other
subjects. The plans reflect an understanding
of the prerequisite relationships among
topics, concepts and other subjects through
the use of multiple explanations.
The teacher ‘s planning demonstrates
solid knowledge of the important
concepts in the subject and reflects
an understanding of the relationships
among topics and concepts within the
subject.
.
The teacher’s planning displays familiarity
with the important concepts in the subject
but displays a lack of awareness of the
relationships among topics and concepts
within the subject.
Teacher’s lesson plan displays limited
knowledge of the important concepts and/or
includes content errors. Relationships
among topics and concepts are not made.
The teacher’s lesson planning is aligned
with NYS Common Core Standards/RCSD
Standards and reflects a familiarity with a
wide range of effective instructional
strategies and anticipates student
misconceptions.
The teacher’s lesson planning is aligned with
NYS Common Core Standards/RCSD
Standards and reflects a familiarity with a
wide range of effective instructional
strategies.
The teacher’s lesson planning demonstrates
an attempt to align some NYS Common Core
Standards/RCSD Standards with the lesson
and an attempt is made to use a few
different instructional strategies in the
lesson plan.
The teacher‘s lesson planning demonstrates
little or no alignment with NYS Common
Core Standards/RCSD Standards and/or does
not vary instructional strategies.
14. Student Achievement Depends on
Effective Lesson Planning
APPR—Domain 1
See Guidance Document for Instructionally Focused Conversations
• In order to guide student learning, teachers must have command of the subject they teach.
(Demonstrate knowledge of content and pedagogy)
• In order to ensure student learning, teachers must not only know content and related
pedagogy, but they must know students to whom they will teach that content.
(Demonstrating Knowledge of Students)
• Teaching must be purposeful through established outcomes that focus on what the students
will learn, not on what the students will do. (Setting Rigorous Instructional Outcomes)
• Instruction must be based on the coordination of knowledge and resources in ways that give
all students access through differentiated but cognitively challenging learning experiences,
allowing for different pathways that accommodate diverse learners. (Demonstrating
Knowledge of Resources and Designing Coherent Instruction)
• Teaching requires assessments of learning and for learning. (Designing Student
Assessments)
15.
16. Components of Domain #1
• Demonstrate knowledge of content and pedagogy
• Demonstrating Knowledge of Students
• Setting Rigorous Instructional Outcomes
• Demonstrating Knowledge of Resources and Designing
Coherent Instruction
• Designing Student Assessments
Post Table's Results on Easel Paper
17. Great teaching is always mapped out!
• Model a culture that values and attends to
effective lesson planning and preparation.
• Articulate clear expectations around your lesson
plans for your students.
• Demonstrate effective use of time during
planning periods or team meetings.
