Professional Documents
Culture Documents
Candidate: Kenya Robinson Cooperating Teacher: Mrs. Chinyeaka Ihekweazu Grade: 2nd
District: OCSD 5 School: Whittaker Elementary Year: 2018-2019
Major: Early Childhood Cognate(s): Math
Describe the student information that you feel will have the most impact on the way you plan and deliver instruction.
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?
I feel that this student’s information is important, because it helps when it time to plan for your students. To be able to meet the needs of
the students and help grow and succeed you should know as much as you can about your students. Using this information gives me
some background on the students and helps me to understand them. By know this information I can based my instruction which best
suits the students. I feel that it is important to be able to accommodation your students.
With this class, knowing the students reading levels is very important. This is important because we have quite a few students that are
below grade level. Being that this is the case, we need to be sure that we pull small groups frequently so that we can help these
students become better readers. Student interests is also important, because you can incorporate those interests into lesson to keep
the students engaged.
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.
Students will create written work with a clear introduction, supporting details and conclusion.
Students will read and comprehend a variety of literary text; determine meaning and develop logical interpretations by making
predictions, inferring, drawing conclusions, analyzing, and providing evidence.
Students will demonstrate an understanding of a story’s characters, setting and plot.
Students will increase their vocabulary.
Students will increase their reading level. Students will score and perform exemplary on the Orangeburg Consolidated School
District 5 Benchmark Exams.
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?
Of the long range learning and/or developmental goals I have established, I believe the most important goals for all students to achieve
are increasing their reading level and performing exemplary on the Orangeburg Consolidated School District 5 Benchmark Exams. It is
important for the students to reach these goals because having a solid foundation in reading, writing, and language arts is essential for
students to master before moving on to the tested grades. In second grade, students are not required to take the Palmetto Assessment
State Standards (PASS) Test; however, they will be required to take the PASS test in third grade. Out of the other goals listed above, I
believe these are the two most important goals because they are essential to the development of the other learning goals.
Subject: Mathematics
Students will demonstrate an understanding of place value through various mathematical processes.
Students will demonstrate a sense of the value for combinations of coins and dollar.
Students will be able to distinguish the difference in characteristics between geometric shapes.
Students will demonstrate an understanding of addition and subtraction through various mathematical processes.
Students will demonstrate an understanding of fractions through the use of shapes and models.
Students will score and perform exemplary on the Orangeburg Consolidated School District 5 Benchmark Exams.
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?
Subject: Science
Students will demonstrate an understanding of the different animal groups and their characteristics.
Students will demonstrate an understanding of the distinctive environments where animals live
Students will demonstrate an understanding of the life cycle of animals
Students will demonstrate an understanding of the relationship between animals and plants
Students will score and perform exemplary on the Orangeburg Consolidated School District 5 Benchmark Exams
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?
Of the long range learning and/or developmental goals I have established, I believe the most important goals for all students to achieve
are demonstrating an understanding of the different animal groups and their characteristics and performing exemplary on the
Orangeburg Consolidated School District 5 Benchmark Exams. It is important for the students to reach these goals because it will show
that they have mastered the content and gained the necessary skills needed to succeed in third grade. In second grade, students are
not required to take the Palmetto Assessment State Standards (PASS) Test; however, they will be required to take the PASS test in
third grade. Out of the other goals listed above, I believe these are the two most important goals because they are essential to the
development of the other learning goals.
Students will demonstrate an understanding of the characteristics of the various types of communities.
Students will demonstrate an understanding of cultural contributions made by people from the various regions in the United States.
Students will demonstrate an understanding of maps and globes and their purpose.
Students will demonstrate an understanding of how the land has changed over time in their community.
Students will demonstrate an understanding of the roles of different jobs in the community.
Students will score and perform exemplary on the Orangeburg Consolidated School District 5 Benchmark Exams.
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?
Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts
(dance, music, theater, and visual arts), health and physical education in your units.
Unit Length
Standards (i.e., approximate number of lessons/weeks)
2RL10.1 Use context to determine the meaning of words and phrases. 1 week
2RI 9.1 Use context to determine the meaning of words and phrases.
2RL 10.5 Use print and multimedia resources to determine or clarify the
precise meaning of words or phrases.
2W2.1 Explore print and multimedia sources to write Informative/explanatory
texts that introduce a topic, use and definitions to develop points, and provide
a concluding statement or section.
2W2.2 Plan, revise, and edit, focusing on a topic while building on personal
ideas and the ideas of others to strengthen writing
2W4.5 Use adjectives and adverbs, and choose between them depending on
what is to be modified.
2RI 11.2 Identify the structures an author uses to support specific points. 1 week
2RL3.6 Recognize and read grade-appropriate irregularly spelled words
2W3.1Explore multiple texts to write narratives that recount a well-elaborated
event or short sequence of events; include details to describe actions,
thoughts, and feelings; use temporal words to signal event order and provide a
sense of closure.
2W3.2 Plan, revise, and edit, focusing on a topic while building on personal
ideas and the ideas of others to strengthen writing
2W4.6 Use positional, time, and place prepositional phrases.
2RI 11.1 Identify sequential order, cause and effect relationships, and compare 1 week
and contrast structures within texts to locate information and gain meaning.
2RL3.6 Recognize and read grade-appropriate irregularly spelled words.
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 sequence for English Language Arts was determined based on the Orangeburg County School District 5 pacing guide.
The pacing guide provides teachers with the Common Core Standards that will be used for teaching. The standards are aligned with
lessons which are detailed in the pacing guide. The pacing guide also provides teachers with key strategies, information and concepts
that should be taught as well as the amount of time suggested to teach each unit and standard. With the guidance of the OCSD5 pacing
guide, I will be able to determine my instructional sequence and the amount of time spent teaching each unit. However, I do realize that
certain areas of instruction may require more time to teach based upon my students understanding of the content.
Describe ways in which you will integrate the arts, PE and Health in your unit.
Throughout the unit, I will integrate the arts, PE and Health. I will integrate the arts by allowing the students to draw the main
characters, events and setting of the stories. Students will also have the opportunity to engage in theatre arts by acting out certain parts
that occurred in the stories. Physical education will be integrated in the unit when the students are getting up and coming to the board
to answer questions or when playing games.
Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts
(dance, music, theater, and visual arts), health and physical education in your units.
Unit Length
Standards (i.e., approximate number of lessons/weeks
2.NBT.5 8 lessons
Fluently add and subtract within 100 using strategies based on place value, 2 weeks
properties of operations, and/or the relationship between addition and
subtraction
2.NBT.9 8 lessons
Explain why addition and subtraction strategies work, using place value and 2 weeks
the properties of operations.
2.G.1 4 lessons
Recognize and draw shapes having specified attributes, such as given 1 week
number of angles or a given number of equal faces. Identify triangles,
quadrilaterals, pentagons, hexagons, and cubes. 1 week
2.G.1 8 lessons
Recognize and draw shapes having specified attributes, such as given 2 weeks
number of angles or a given number of equal faces. Identify triangles,
quadrilaterals, pentagons, hexagons, and cube
2.G.2
Partition a rectangle into rows and columns into same-size squares and count
to find the total number of them.
2.G.3
Partition circles and rectangles into two, three, or four equal squares, describe
the shares using the words halves, thirds, half of, a third, etc., and describe the
whole as two halves, three thirds, four fourths. Recognize that equal shares of
identical wholes need not have the same shape
2.MD.8 5 lessons
Solve word problems involving dollar bills, quarters, dimes, 1 week
nickels, and pennies using $ and ₵ symbols appropriately.
2.MD.7 5 lessons
Tell and write time from analog and digital clocks to the nearest five minutes, 1 week
using a.m and p.m
2.MD.10 Draw a picture graph and a bar graph to represent a data set with up
to four categories. Solve simple put-together, take-apart, and compare
problems using information presented in a bar graph.
2.MD.9
Generate measurement data by measuring lengths of several objects to the
nearest whole unit, or by making repeated measurements of the same object.
Show the measurement by making a line plot, where the horizontal scale is
marked off in whole-number units.
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 sequence for Mathematics was determined based on the Orangeburg County School District 5 pacing guide. The
pacing guide provides teachers with the Common Core Standards that will be used for teaching. The standards are aligned with
lessons which are detailed in the pacing guide. The pacing guide also provides teachers with key strategies, information and concepts
that should be taught as well as the amount of time suggested to teach each unit and standard. With the guidance of the OCSD5
pacing guide, I will be able to determine my instructional sequence and the amount of time spent teaching each unit. However, I do
realize that certain areas of instruction may require more time to teach based upon my students understanding of the content.
Describe ways in which you will integrate the arts, PE and Health in your unit.
Throughout the unit, I will integrate the arts, PE and Health. When working with place values, money, shapes, students will be allowed
to draw models and pictures to represent the problem. The drawing of models and problem will incorporate arts. Physical education will
be integrated in the unit with the students using their body parts (hands, arms, legs, fingers, etc.) to demonstrate shapes and place
values. Students will complete such activities by standing behind their desks and engaging in the physical activity related to the
mathematics lesson. Health will be integrated in the unit by students having the chance to create word problems related to health facts
Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts
(dance, music, theater, and visual arts), health and physical education in your units.
Unit Length
Standards (i.e., approximate number of lessons/weeks
2. S.1A.5
Use mathematical and computational thinking to (1) express quantitative
observations using appropriate English or metric units, (2) collect and analyze 2 weeks
data, or (3) understand patterns, trends and relationships.
2.S.1A.6
Construct explanations of phenomena using (1) student generated
observations and measurements, (2) results of scientific investigations, or (3)
data communicated in graphs, tables, or diagrams.
2-2.2 2 weeks
Classify animals (including mammals, birds, amphibians, reptiles, fish, and
insects) according to their physical characteristics.
2-2.3 2 weeks
Explain how distinctive environments throughout the world support the life of
different types of animals. 2 weeks
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 sequence for Science was determined based on the Orangeburg County School District 5 pacing guide. The pacing
guide provides teachers with the South Carolina State Standards that will be used for teaching. The standards are aligned with lessons
which are detailed in the pacing guide. The pacing guide also provides teachers with key strategies, information and concepts that
should be taught as well as the amount of time suggested to teach each unit and standard. With the guidance of the OCSD5 pacing
guide, I will be able to determine my instructional sequence and the amount of time spent teaching each unit. However, I do realize that
certain areas of instruction may require more time to teach based upon my students understanding of the content
Describe ways in which you will integrate the arts, PE and Health in your unit.
Throughout the unit, I will integrate the arts, PE and Health. Arts will be integrated in the unit by students creating a book explaining and
illustrating the different animal groups and environments. A book will be made for each topic. Physical education will be integrated by
students demonstrating the behavior of the different animal groups. The unit will include movement to help students better understand
the differences. Health will be included in the unit by students examining whether or not it would be safe and healthy for a human to live
in the environments where different animals live. Students will consider living areas such as water, trees, forest, etc. Students will also
compare whether or not humans would be able to survive in an environment and discuss ways to prevent illness in certain
environments.
Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts
(dance, music, theater, and visual arts), health and physical education in your units.
Unit Length
Standards (i.e., approximate number of lessons/weeks
2-4.1 2 weeks
Recognize elements that make up a cultural region
2-4.2 2 weeks
Compare the historic and cultural traditions of various regions
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?
Describe ways in which you will integrate the arts, PE and Health in your unit.
Throughout the unit, I will integrate the arts, PE and Health. Art will be integrated because students will be drawing pictures of what
their Christmas Wreath, and other traditional things such as for Thanksgiving, Valentine’s Day, and etc. would look like. There would be
no PE or Health integration in this unit.
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.
List by subject area.
Mathematics
Science
Social Studies
I determined that the major assessments were appropriate for evaluating students’ progress and achievement by aligning it with the
information the students learned from lessons. Based on the content that was taught throughout the week, assessments contained a
range of questions. Some of the questions were multiple choice, fill in the blank, or matching. Before each assessment begins, a review
session takes place. The class reads the directions of each assessment together. This ensures that everyone understands the directions
of each assessment. Students and parents will understand the evaluation criteria for the class/ subject by me first establishing
expectations. I will also provide them with the grading scale or rubric for each assessment. Parents and students will continue to receive
reports regarding the student’s overall progress and achievement in the class/subject. Once a week parents/guardians will receive
progress reports with completed and graded assignments attached. Parents are required to sign the progress reports and have their child
return it to class the following day. The parent’s signature demonstrates to me that they have received and reviewed the progress report.
Report cards will also be sent to parents/guardians at the end of every quarter.
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.
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.
Classroom Expectations:
Consequences:
EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES
1. Verbal warning
RULES AND CONSEQUENCES
2. Conference with student
3. Rule reflection corner
4. Call parent
Rewards:
1. Verbal Praise
2. Cheers and Chants
3. Postive notes
4. Lunch with the Principal
5. Lunch with Friends
6. Fun and Frolic Friday
7. Sock Hop
8. Stickers and Stamps
9. Homework Pass
10. Healthy snacks
11. ROAR Bucks
12. Computer Time
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES
The following procedures were developed to facilitate a smooth-running confusion free classroom and to
maximize instruction time.
School Supplies: Students are to bring all necessary supplies to school daily.
Attendance and Tardiness: Attendance is taken in the morning around 8:15. The attendance is recorded in
the computer program Power School. Students who are tardy must report to the office and obtain a pass
before entering the classroom.
Preparing for the instruction day: After entering the classroom in the morning each student will unpack
his/her book bag and put all materials needed for the day on his/her desk.
Sharpening Pencils: Students are able to sharpen pencils at the beginning of the day and after lunch.
If the student’s pencil is to break any other time during the day, the teacher will lend the student a
pencil to use. The pencil must be returned at the end of the day.
Seeking Recognition: Students who wish to be recognized to speak during instruction or class work must
raise their hands and wait to be recognized by the teacher before speaking. Students must also remain in
their seats unless otherwise directed by the teacher.
Leaving the Classroom: Students must obtain permission from the teacher to leave the classroom at any
time. Students must also have the appropriate pass before exiting the classroom.
Returning Progress Reports, Assignments, and Projects: All assignments and projects must be completed
and returned to school on the next day of school or on identified due date. Parents must sign the
assignments when requested by the teacher.
Cafeteria Procedures: Students are expected to behave in an orderly manner, walk where they need to go,
talk quietly, keep their area clean and practice good table manners.
Homework: Homework is given to the students at the end of the day. The homework consists of questions
related to the lessons taught throughout the day. At the end of the day, previous homework is collected by
either the teacher or helpers.
Throwing Away Trash: Students must ask permission to throw trash away. Most of the time students are
not allowed to throw trash away during instruction.
Early Finishers: Early finishers are allowed to read and AR Book and/or take a test.
Lining Up: Students line up to leave the classroom. They line up in alphabetical order unless otherwise
instructed.
Collecting Work: The work of students will be collected at the end of a lesson. Helpers will also assist in
collecting work.
Make up Work: Students who were absent from school are allowed to make up their work at the
beginning of the next school day.
Conduct in Halls: Students are to walk in a single file line in the halls. They are to keep quiet and keep their
hands to themselves.
Helpers: Helpers chosen at the beginning of the day, two students are chosen to be the helpers for the
day.
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
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?
In order to manage the classroom, it is important for a teacher to have a routine and to be consistent. I feel that the most important one
is preparing for the instructional day. This will allow the students to have a routine for each day. After entering the classroom in the
morning each student will unpack his/her book bag and put all materials needed for the day. Another important consideration in managing
the classroom to maximize instructional time is making sure the students understand the rules and consequences. Students should also
be aware of the expectations in the classroom and outside of the classroom. On the first day of school, students should discuss the rules
and consequences of the classroom and school. By the students understanding how the classroom will be managed, instructional time
will hopefully be maximized throughout the day. I believe it is important for students to be aware of rules, consequences, and expectations
because students will able to focus more on the lesson once they have grasped the rules and behavioral expectations. The rules inform
the students of what behavior is expected of them and when certain behavior is acceptable. When the behavior of students is becoming
unacceptable, the class will review the rules of the classroom. With the implementation of rules, consequences and expectations,
instructional time will be maximized. It is essential for students to receive as much instruction during of the school day
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
behavioral progress in your class? Also, discuss how you would involve your parents in home-based and school-based
activities.
My procedures for providing initial information about my goals and expectations for the students will be
provided through my letter to the parents. In this letter, I will introduce myself and offer the parents an
opportunity to come in and meet me if they would like. I will express what I expect from the students and
what my role is in the classroom. To inform the parents about their child’s learning and behavioral progress
in the class will be sending home a weekly behavioral chart which is in their weekly homework packet and
newsletter.
For providing the parents with procedures, I will keep the parents of her students informed about
their child’s learning and behavioral progress. A progress report will be sent home with the students
once a week. The parents will also receive a report card at the end of each school quarter. Both
documents will require a parent’s signature upon their return to school. A newsletter will be sent
home once every week. Every newsletter will explain the standards that will be taught during the
week regarding all four core subjects as well as websites which students can access from home. In
addition to homework, these websites allow for parents to become involved in their child’s learning at
home. Parents will be continuously provided with valuable information to use when working with
their child at home. Family night will be hosted to allow parents/ guardians to come to the school and
learn different ways to work with their child at home.
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:
I think my strengths in my long range plan includes developing lesson plans that will intrigue and
encourage student learning. Another one of my strengths will include my recording of data and reflecting
on student assessments. Once I have reflected on the data, I will be able to decide whether or not I need
to reteach the lesson or proceed to the next lesson. Reflecting on my long range plan will help me in
preparing to use different methods, strategies and integrating other subjects throughout my lessons
B. Weaknesses
D. List modifications and adaptations that you think might be needed to improve the procedures.
1.) Length of time when teaching certain standards and unit topics
3.) The type of assessments used when testing students (some assessments may need to be teacher
made based upon the content learned)
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