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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
Describe the student information that you feel will have the most impact on the way you plan and deliver instruction.
Factors
Ms. Snider
Ms. Snider
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.
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.
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?
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.
Describe the instructional units, in sequence, for each content area for your class.
Unit Length
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.
Unit Length
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.
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.
Laptop/Computer Pencils
OCSD 5 Pacing Guide Carnegie Learning Math Series (Vol. 1 & 2) - MATH
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
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).
(summative)
Mathematics
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.
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.
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.
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.
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.
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.
• Participate in EXPECTATIONS
all lessons and activities at all times.
DURING NON-INSTRUCTIONAL ROUTINES
• Wait until the end of class to throw away trash UNLESS it is an emergency.
Restroom/Water Fountain:
• Students will behave appropriately and practice good hygiene in the restroom.
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
Lunch:
RULES AND CONSEQUENCES
• Verbal Warning
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.
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
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.
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.
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.
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.
Describes students in-depth according to ability, learning Describes students according to their Does not include at least five (5) types
styles, ethnic group, gender and special needs, etc.; differences, but is unclear about ways to of descriptions; displays minimal
1.0/1a Description of Students
suggests several ways to plan lessons to accommodate accommodate differences when understanding of addressing a variety
differences. planning. of student needs when planning.
Data is collected from multiple sources, including IEPs, Data is collected from at least three types
test scores, school records, student interest surveys, of sources and the candidate shows some
Used primarily secondary source data
school personnel, students, etc. Candidate reflects an understanding of the importance of
5.2/2c;3b Contextual Factors (records) to obtain data. No school or
understanding of the importance of collaborative collaborative relationships with families,
community data included.
relationships with families, school colleagues and agencies school colleagues and agencies in the
in the community. community.
Includes at least three (3) standards Includes standards, but lacks
Includes at least four (4) or more standards which exhibit
which exhibit knowledge of objective appropriate depth of knowledge of
Learning and evidence of objective taxonomy, skills, and dispositions
3.1/3a taxonomy, skills, and dispositions taxonomy, skills, and dispositions
Developmental Goals that support elementary students’ development, learning,
relevant and meaningful to specific age relevant and meaningful to specific
and motivation to learn.
groups. age groups.
Goals reflect an understanding of the
Goals clearly reflect sensitivity to the diversity of students diversity of students in their
Learning and Goals lack sensitivity to the diversity
3.2/1c in their development and learning styles, as well as race, development and learning styles and
Developmental Goals of students.
ethnicity, culture and exceptional needs. reflect at least two of the following: race,
ethnicity, culture or exceptional needs.
The content area is addressed;
The content area related to reading, writing, speaking,
The content area has 90% of the key however, little evidence supports the
viewing, listening, and thinking skills is comprehensively
elements covered, reflecting knowledge direct alignment with the knowledge
Units of Instruction covered. The timeline of instructional units reflects
2.1/5a of key themes, concepts and of English of key themes, concepts and of
- English Language Arts knowledge of key themes, of concepts, and of English
language arts skills. The content is paced English language arts skills. The
language arts skills. The content is paced so objectives are
so objectives are covered. content is not paced so objectives are
covered.
covered.
The content area related to concepts of physical, life, and The content area has at least 90% of the The content area is addressed;
earth science is comprehensively covered. The timeline of key elements covered, reflecting however, little evidence supports the
Units of Instruction instructional units reflects knowledge of key themes, knowledge of key themes, concepts and direct alignment with the knowledge
2.2/5a
- Science concepts and of skills necessary to plan appropriate of skills necessary to plan appropriate of key themes, concepts, and of
science lessons. The content Is paced so objectives are science lessons. The content is paced so science skills. The content is not
covered. objectives are covered. paced so objectives are covered.
The content area related to concepts of history, The content area has at least 90% of the The content area is addressed;
geography, and the social sciences is comprehensively key elements covered, reflecting however, little evidence supports the
Units of Instruction covered. The timeline of instructional units reflect knowledge of key themes, concepts and direct alignment with the knowledge
2.4/5a
– Social Studies knowledge of key themes, concepts and of skills necessary of skills necessary to plan appropriate of key themes, concepts, and of social
to plan appropriate social studies lessons. The content Is social studies lessons. The content Is studies skills. The content is not
paced so objectives are covered. paced so objectives are covered. paced so objectives are covered.
Instructional Units Clear integration of visual and performing arts (dance, Visual and performing key elements are Visual and performing arts key
2.5/5a – Visual and music, theater and the visual arts) is indicated multiple integrated at least twice within each unit elements are not included in each
Performing Arts times throughout the units. outline. unit.
Instructional Units - Clear integration of health is indicated multiple times Health key elements are integrated at Health key elements are not included
2.6/5a
Health throughout the units. least twice within each unit outline. in each unit.
Instructional Units PE key elements are integrated at least Physical Education key elements are
2.7/5a PE is clearly integrated several times in each of the units.
– Physical Education twice within each unit outline. not included in each unit.
Materials list is inadequate and tends
Materials list is adequate to support
Uses a variety of instructional materials and resources to represent traditionally supplied
units. List represents variety. Materials
that directly align and support units; materials/resources materials. Materials are general and
list tends to be general in nature and
clearly support curriculum enhancement and successful do not directly support or enrich
Instructional Materials does not focus comprehensively on
1.0/4c learning experiences to support and enrich student curriculum units. Student needs and
& Resources student characteristics, enrichment,
development, characteristics, acquisition of knowledge, characteristics do not appear to drive
enhancement, and students’ needs. No
and motivation to learn. Evidence of the use of the choices of materials and
evidence of the use of community
community resources is provided. resources. No community resources
resources.
are used.
Technology listed includes the teacher’s
Technology, to include hardware, software and assisted Technology listed includes only the
Instructional Materials and students’ uses of tools to reflect an
3.5/4b support is listed and reflects the use of such tools to foster teacher’s use of technology for
& Resources understanding of its use as a
inquiry, collaboration and interaction. instructional presentations.
communication tool.
OVERALL SCORE