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EDUC 450: PROFESSIONAL CLINICAL PRACTICE

LONG RANGE PLAN -- EARLY CHILDHOOD & ELEMENTARY

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

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 (of your findings in terms of your (e.g. students, community resources, internet,
interests, and other relevant students) records, school personnel, family, etc.)
factors, etc.)
There is a total of twenty students in Observation
Gender my class, twelve girls and eight boys.

My classroom consists of one Official Records


Ethnicity Caucasian or White American, one
Hispanic, and eighteen African
American students.
In my class, there are ten that are Teacher Records (LLI Testing)
Reading Levels reading above grade level, four
students that are reading on grade
level and six students that are
reading below grade level.
100% of K-12 public school students School Personnel
Socio-Economic Status at Whittaker Elementary participate
in the National School Lunch
Program (NSLP). 100% of students
at Whittaker Elementary receive free
lunch. Whittaker is in a low economic
status zone
One student goes to resource and Resource Teacher
Accommodations/Special Needs there are two that goes to speech.

Mrs. Ihekweazu and I have learned Observation


Students Interests that the students like and learn well
when working in groups with their
classmates.

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.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards


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.

Subject: English Language Arts

Long Range Learning and/or Developmental Goals

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

Long Range Learning and/or Developmental Goals

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?

Revised Fall 2013 – ACEI/NAEYC 2010 Standards


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 addition and subtraction through various mathematical processes 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.

Subject: Science

Long Range Learning and/or Developmental Goals

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.

Subject: Social Studies

Long Range Learning and/or Developmental 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?

Revised Fall 2013 – ACEI/NAEYC 2010 Standards


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 characteristics of the various types of communities 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 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.

Section III: Instructional Units

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.

Subject: English Language Arts Unit Topic:

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.

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.
2I 2.1 Engage in daily exploration to formulate questions from texts and
personal experiences; generate possible explanations and consider.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards


2RL.7.2 Read or listen closely to compare and contrast multiple versions of 2 weeks
the same story; compare and contrast texts in author and genre studies.
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
2W4.7 Use conjunctions

Spiral Teaching and Learning:


2RI 3.1 Use knowledge of r-controlled vowels to read. 2RL3.1 Use knowledge
of r-controlled vowels to read.
2RI 5.1 Ask and answer literal and inferential questions to demonstrate
understanding of a text; use specific details to make inferences and draw
conclusions in texts heard or read.

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.

Subject: Mathematics Unit Topic:

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.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards


2.NBT.7
Add and subtract within 1000, using concrete models or drawings
and strategies … and/or the relationship between addition and
subtraction; relate the strategy to a written method. Understand that in adding
or subtracting three-digit numbers, one adds or subtracts hundreds and
hundreds, tens and tens, ones and ones.

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.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards


Subject: Science Unit Topic:

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.

Subject: Social Studies Unit Topic:

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?

Revised Fall 2013 – ACEI/NAEYC 2010 Standards


The instructional sequence for Social Studies 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. 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.

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.
List by subject area.

Teacher Materials Student Materials


English Language Arts Reading Journal, Writing Journal, Daily Oral Language Journal
Smart Board, Pencils, PowerPoint, Erasers, Dry Ipads
Erase Board, Dry Erase Markers, and Erasers. Pencil
Reading Street Textbook Stapler, Printing Paper, Paper
Ipad, Computer, Writing Journal, Scissors, Lumens Ipads
Lamp, Pens and pencils, Paper clips Reading Street
Textbook, Partitions

Mathematics Math Journal


Math Pearson book, Manipulatives, PowerPoint, Manipulatives
Partitions Smart Board, Pencils, PowerPoint, Ipads
Erasers, Dry Erase Board, Dry Erase Markers, and Pencil
Erasers, Stapler, Printing Paper, Ipad, Computer, Paper
Scissors, Lumens Lamp, Pens and pencils, Paper Ipads
clips, Partitions
Science Science Journal
Science Textbook Teacher Edition, Smart Board, Pencil
Pencils, PowerPoint, Erasers, Dry Erase Board, Dry Paper
Erase Markers, and Erasers, Stapler, Printing Paper, Ipads
Daily Oral Language Journal, Ipad, Computer,
Scissors, Lumens Lamp, Pens and pencils, Paper
clips, Partitions

Social Studies Social Studies Journal


Social Studies Textbook Teacher Edition, Smart Pencil
Board, Pencils, PowerPoint, Erasers, Dry Erase Paper
Board, Dry Erase Markers, and Erasers, Printing Ipads
Paper, Daily Oral Language Journal, Ipad, Computer,
Writing Journal, Scissors, Lumens Lamp, Pens and
pencils, Paper clips, Partitions

Section IV: Assessment of Student Performance

Revised Fall 2013 – ACEI/NAEYC 2010 Standards


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).

Mathematics

Assessments (Indicate Evaluative Criteria Student Matching Goal/Standard


whether formative or Progress/Achievement
summative) Reporting Method(s)
Example: Pop Quiz – 5 Questions = 5 All progress on the
bonus points assessments will be reported
Unit 1: Weekly Quiz Weekly Quiz, End of Unit Test to students immediately Goal 1: Determine central
Pop Quiz – based on school’s grading (within 2 days). ideas on themes of a text and
Project chart: A= analyze their development.
End of Unit Test B= ; C= ; D = ; F = Progress will be reported to
parents on the bi-weekly
progress reports and quarterly
Project – Scoring Rubric – report card.
Maximum Points 50
90- 100 =A The student’s progress will 2.NBT.5
89- 80 =B be recorded in Power Fluently add and subtract
Standard 1: 79- 70= C School. The parents can see within 100 using strategies
69- 60= D their child’s grade and they based on place value,
Formative Assessment 59- 0= F also received a progress properties of operations,
Weekly Quiz report every two weeks. and/or the relationship
When the parents received between addition and
the progress report the subtraction
student’s graded papers are
sent home and the folder
must be signed by the
parents to state that have
seen their child’s graded
papers.
90- 100 =A The student’s progress will 2.NBT.9
89- 80 =B be recorded in Power Explain why addition and
Standard 2: 79- 70= C School. The parents can see subtraction strategies work,
69- 60= D their child’s grade and they using place value and the
Formative Assessment 59- 0= F also received a progress properties of operations.
Weekly Quiz report every two weeks. 2.NBT.7
When the parents received Add and subtract within
the progress report the 1000, using concrete models
student’s graded papers are or drawings
sent home and the folder and strategies … and/or the
must be signed by the relationship between
parents to state that have addition and
seen their child’s graded subtraction; relate the
papers. strategy to a written method.
Understand that in adding or
subtracting three-digit
numbers, one adds or
subtracts hundreds and
hundreds, tens and tens,
ones and ones
90- 100 =A The student’s progress will 2.G.1
89- 80 =B be recorded in Power Recognize and draw shapes
Standard 3: 79- 70= C School. The parents can see having specified attributes,
69- 60= D their child’s grade and they such as given number of
Formative Assessment 59- 0= F also received a progress angles or a given number of
Weekly Quiz and student’s report every two weeks. equal faces. Identify
will create their own shapes When the parents received triangles, quadrilaterals,
based on the attributes the progress report the pentagons, hexagons, and
given. student’s graded papers are cube
sent home and the folder 2.G.2
must be signed by the Partition a rectangle into
parents to state that have rows and columns into

Revised Fall 2013 – ACEI/NAEYC 2010 Standards


seen their child’s graded same-size squares and
papers. 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
90- 100 =A The student’s progress will 2.MD.8
89- 80 =B be recorded in Power Solve word problems
Standard 4: 79- 70= C School. The parents can see involving dollar bills,
69- 60= D their child’s grade and they quarters, dimes,
Formative Assessment 59- 0= F also received a progress nickels, and pennies using $
Weekly Quiz report every two weeks. and ₵ symbols
When the parents received appropriately.
the progress report the
student’s graded papers are
sent home and the folder
must be signed by the
parents to state that have
seen their child’s graded
papers.
90- 100 =A The student’s progress will 2.MD.7
Standard 5: 89- 80 =B be recorded in Power Tell and write time from
79- 70= C School. The parents can see analog and digital clocks to
Formative Assessment 69- 60= D their child’s grade and they the nearest five minutes,
Weekly Quiz 59- 0= F also received a progress using a.m and p.m
report every two weeks. 2.MD.10 Draw a picture
When the parents received graph and a bar graph to
the progress report the represent a data set with up
student’s graded papers are to four categories. Solve
sent home and the folder simple put-together, take-
must be signed by the apart, and compare
parents to state that have problems using information
seen their child’s graded presented in a bar graph.
papers. 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.

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


90- 100 =A The student’s progress will be 2RL10.1 Use context to
89- 80 =B recorded in Power School. determine the meaning of
79- 70= C The parents can see their words and phrases.
Standard 1: 69- 60= D child’s grade and they also 2RI 9.1 Use context to
59- 0= F received a progress report determine the meaning of
Formative Assessment every two weeks. When the words and phrases.
parents received the progress
Students will have multiple report the student’s graded
short stories and will read papers are sent home and the
them to determine the folder must be signed by the
meaning of the words by parents to state that have
using context clues. seen their child’s graded
papers.
90- 100 =A The student’s progress will 2RI 11.2 Identify the
89- 80 =B be recorded in Power structures an author uses to
Standard 2: 79- 70= C School. The parents can see support specific points.
69- 60= D their child’s grade and they
Formative Assessment 59- 0= F also received a progress
report every two weeks.
Multiple Choice Test When the parents received
the progress report the
student’s graded papers are
sent home and the folder
must be signed by the
parents to state that have
seen their child’s graded
papers
90- 100 =A The student’s progress will 2RI 11.1 Identify sequential
89- 80 =B be recorded in Power order, cause and effect
Standard 3: 79- 70= C School. The parents can see relationships, and compare
69- 60= D their child’s grade and they and contrast structures
Formative Assessment 59- 0= F also received a progress within texts to locate
(Project) report every two weeks. information and gain
When the parents received meaning.
Students will have multiple the progress report the
short stories and have to student’s graded papers are
label them to their correct sent home and the folder
text structure must be signed by the
parents to state that have
seen their child’s graded
papers.
90- 100 =A The student’s progress will 2RL.7.2 Read or listen
89- 80 =B be recorded in Power closely to compare and
Standard 4: 79- 70= C School. The parents can see contrast multiple versions of
69- 60= D their child’s grade and they the same story; compare
Formative Assessment 59- 0= F also received a progress and contrast texts in author
report every two weeks. and genre studies.
Students will work When the parents received
collaboratively in groups the progress report the
and answer a series of student’s graded papers are
questions in their notebooks sent home and the folder
based on the selected text must be signed by the
for the author study. parents to state that have
seen their child’s graded
papers.

Science

Evaluative Criteria Matching Goal/Standard

Revised Fall 2013 – ACEI/NAEYC 2010 Standards


Assessments (Indicate Student
whether formative or Progress/Achievement
summative) Reporting Method(s)
The student’s progress will be 2-2.2
recorded in Power School. Classify animals (including
90- 100 =A The parents can see their mammals, birds,
89- 80 =B child’s grade and they also amphibians, reptiles, fish,
79- 70= C received a progress report and insects) according to
Standard 1: 69- 60= D every two weeks. When the their physical
59- 0= F parents received the progress characteristics.
Formative Assessment report the student’s graded
(Project) papers are sent home and the
Classifying Animals folder must be signed by the
Booklet- students will have parents to state that have
to complete a booklet of the seen their child’s graded
six animal groups and write papers.
their characteristic and
examples.
90- 100 =A The student’s progress will 2-2.3
89- 80 =B be recorded in Power Explain how distinctive
Standard 2: 79- 70= C School. The parents can see environments throughout
69- 60= D their child’s grade and they the world support the life of
Formative Assessment 59- 0= F also received a progress different types of animals.
Multiple Choice Assessment report every two weeks.
When the parents received
the progress report the
student’s graded papers are
sent home and the folder
must be signed by the
parents to state that have
seen their child’s graded
papers.

Social Studies

Assessments (Indicate Evaluative Criteria Student Matching Goal/Standard


whether formative or Progress/Achievement
summative) Reporting Method(s)
90- 100 =A The student’s progress will be 2-4.1
89- 80 =B recorded in Power School. Recognize elements that
79- 70= C The parents can see their make up a cultural region
Standard 1: 69- 60= D child’s grade and they also
59- 0= F received a progress report
Formative Assessment every two weeks. When the
parents received the progress
Reading and answering report the student’s graded
multiple choice questions papers are sent home and the
folder must be signed by the
parents to state that have
seen their child’s graded
papers.
90- 100 =A The student’s progress will
89- 80 =B be recorded in Power 2-4.2
Standard 2: 79- 70= C School. The parents can see Compare the historic and
69- 60= D their child’s grade and they cultural traditions of various
Formative Assessment 59- 0= F also received a progress regions
report every two weeks.
Reading and answering When the parents received
multiple choice questions the progress report the
student’s graded papers are
sent home and the folder
must be signed by the
parents to state that have

Revised Fall 2013 – ACEI/NAEYC 2010 Standards


seen their child’s graded
papers.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards


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 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.

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.

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


The work of students is graded at the end of each day. After being graded, the grade is recorded in the
teacher grade book as well as Power School. Power School allows for the parent/guardian to also view
their child’s current progress and grades. Each subject area is kept in a separate folder to maintain the
graded materials. Students who have missed a day or any assignments are given the opportunity to make
up their work at the beginning of the next school day

B. Procedures for disaggregating and displaying data:


I will aggregate data at the end of each school day. I will use the EZ Grader if I need assistance with
calculating grades. A bulletin/display board is displayed at the back of the classroom. The entire second
grade has a bulletin board displayed in one of the hallways of the school. At the beginning of each
month, the work of students from all classes is displayed in the hallway. Only the work of those
students who have received a grade of B or higher is displayed on the second grade bulletin board

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


The data will be used to help guide me in making instructional decisions. I will reflect on the data
collected. Based on the grades of my students, I will be able to tell whether or not they have grasped
the concept and content. If while reflecting, I notice that a small amount of my students have not
grasped the content I will use a small group to reteach them. However, if I see that at least half of the
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
students are having difficulty with the content, I will reteach the lesson using new strategies and
activities. If the data shows a high understanding from all of the students, I will proceed to teach the
next lesson.

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

Classroom Expectations:

1. Listen and follow directions the 1st time.


2. Raise your hand and wait for permission to speak.
3. Keep hands, feet, objects and negative comments to yourself.
4. Have your supplies.
5. Complete all assignments on time with excellence.

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

RULES AND CONSEQUENCES

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

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
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 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.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards


Procedures for involving parents with the learning at home

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.

Section VII: Reflecting and Revision Procedures

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

Revised Fall 2013 – ACEI/NAEYC 2010 Standards


I believe my weaknesses in my long range plan include staying abreast of consistent parent
communication. I will use the long range plan to remind me that graded assignments need to be sent
home with students once a week. I believe another weakness in my long range plan will be the suggested
time I have to teach
each unit and/or standard. Based on the students’
progress, I will determine if more time needs to be spentteaching a standard. Because I realize that I
may fall behind in timing, I will try my best to adjust and adapt to the changes while still attempting to
cover the necessary information effectively and in a timely manner.

C. Time line for evaluating long range plan components.


I plan on evaluating my plan after each unit or after the progress reports are sent home after two weeks.
I will look at how the students are including after each progress report. This well let me know if my
strategies are working for the students or not based on their improvement in their grades

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

2.) Parent communications

3.) The type of assessments used when testing students (some assessments may need to be teacher
made based upon the content learned)

E. Plan for reflecting on your teaching practices.


Throughout the school year, I plan to reflect on my teaching practices through various resources. I will
use the reflective lesson plan to evaluate what worked in the lesson, what did not work in the lesson,
and what changes I would make if I was to reteach the lesson. I will also participate in weekly conferences
with my cooperating teacher. During the weekly conferences, my cooperating teacher and I will discuss
the strengths and weaknesses of my teaching practices as well as any concerns or recommendations
that my cooperating teacher may have for me. I will use the evaluations of my cooperating teacher,
university professors and elementary school principal to also reflect and evaluate my teaching practices.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards


Long Range Plan Scoring Rubric

Name: _______________________________ Major: ______________________ Date: _________________________

ACEI/ Component Target (3) Acceptable (2) Unacceptable (1) Score


NAEYC

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.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards


The content area related to concepts of number and
The content area has at least 90% of the The content area is addressed;
operations, algebra, geometry, measurement, and data
key elements covered, reflecting however, little evidence supports the
analysis and probability is comprehensively covered. The
Units of Instruction knowledge of key themes, concepts and direct alignment with the knowledge
2.3/5a timeline of instructional units reflect knowledge of key
- Mathematics of skills necessary to plan appropriate of key themes, concepts, and of
themes, concepts and of skills necessary to plan
mathematics lessons. The content Is mathematics skills. The content is not
appropriate mathematics lessons. The content Is paced
paced so objectives are covered. paced so objectives are covered.
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.

Formative and summative assessments, use direct and


indirect methods, match learning goals, instructional Formative and summative assessments
activities, and represent a variety of assessment match learning goals and the content to
Assessments given do not match the
strategies. The strategies are appropriate for the content be covered, but the majority are
learning goals, or no explanations,
4.0/3b Assessment to be covered and the students’ ability and developmental traditional paper and pencil types.
descriptions, or assessments are
levels. Criteria for the weighting process and evaluating Criteria for evaluating results are clear.
attached.
results are clear, concise and promote intellectual, social, Assessments reflect an emphasis on
emotional, and the physical development of students. knowledge and application.
Higher level thinking and student reflection are promoted.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards


Procedures for maintaining recorded Procedures for maintaining recorded
Procedures for recording, aggregating and displaying data
data are clear, with some strategies for data are somewhat clear, but little to
indicate that records are organized, well maintained and
developing, aggregating and displaying no plan is developed for aggregating
easy to interpret; procedures are easy to follow to plan, to
data for decision making. Some and displaying data for decision
4.0/3b Student Records evaluate, strengthen instruction, make content
information is given for using data to making. Plan for using data to make
knowledge decisions, and make individual progress
make decisions and to promote the decisions is unclear. No relationship
decisions. Use of data for differentiated instruction is
relationship between data collection and between data collection and
clear.
reflective decision-making. reflective decision-making.
States explicit expectations of students and consequences Rules and consequences are age
for misbehavior. Rules and consequences are limited to 5 appropriate, represent support for a Rules and consequences are negative
or less, are age appropriate, focus on behaviors rather positive learning environment, and are in nature and are not aligned with age
3.4/1c Discipline Policy than students, and support a positive learning limited to 5 or less. Instructional appropriate practices. More than 5
environment. Instructional procedures represent procedures cover most of the areas that rules are given. Rules allow for a loss
essential routines for promoting efficiency and minimal promote minimal loss of instructional of instructional time.
loss of time for learning. time.
Offers detailed directions for such activities as restroom
Procedures for Non- Provides adequate directions for non- No procedures for non-instructional
3.4/1c break, emergency drills, school assemblies, field trips, and
Instructional Activities instructional activities. were given.
other movement in the classroom and halls.
Adequate evidence exists that the
Clear, consistent evidence exists that the candidate plans Uses minimal, to no attempts to
candidate plans to establish an open line
to provide the family appropriate, culturally sensitive, involve the family in learning goals at
of communication on an initial and
Parental reader friendly information concerning goals, instruction, the home or at school. Fails to
5.2/2b periodic basis, regarding pertinent
Communications rules and assessment on an initial and periodic basis; provide specific examples of periodic
information involving students, families,
reflects on decisions and involves students, families, and communication methods. Sensitivity
and the learning community to enhance
the learning community to enhance learning. to diversity is unclear.
learning; sensitivity to diversity is clear.
Plans indicate evidence of collaboration with the learning
community to foster and support communication; a Adequate collaboration regarding No procedures for continuous
Parental
5.2/2b variety of ways to communicate and ways that families communication with the learning communication involving the learning
Communications
can be involved at the school and home are given to community is evident. community.
promote the growth and well-being of children.
Plans specifically indicate opportunities for reflecting on Some evidence of opportunities to reflect The candidate does not provide
teaching practices to improve the teaching and learning on teaching practices to improve the reflections or suggest
5.1/4d Reflections
process. teaching and learning process. recommendations for improving the
process of teaching and learning.

OVERALL SCORE

Unacceptable/Developing (1) Acceptable/Meets (2) Target/Exceeds (3)


Candidate demonstrates a limited amount of the Candidate demonstrates most of the attributes of the Candidate demonstrates all of the attributes of the
attributes of the standard. Performance indicates standard. Performance indicates that the competency standard. Performance clearly indicates that the
that few competencies have been demonstrated. has been demonstrated including examples, extension, competency has been mastered, including examples,
or enrichment. extension, and enrichment.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

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