EDUC 450: PROFESSIONAL CLINICAL PRACTICE

LONG RANGE PLAN -- EARLY CHILDHOOD & ELEMENTARY

Candidate: Louisa Steadman Cooperating Teacher: Ms. McCormick Grade: 4 th

District: OCSD 5 School: Mellichamp Elementary School Year: 2017
Major: Elementary Education Cognate(s): Social Studies

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, disabilities, ethnicity,
student interests, and other
relevant factors, etc.)
Disabilities
Low Socioeconomic Status
Ethnicity
Gender
Description Sources/Contextual Factors
(of your findings in terms of your (e.g. students, community resources, internet,
students) records, school personnel, family, etc.)
There are two students with 504 School Guidance Counselor
plans which are for students that
have mental health issues. One
student has a shadow that sits with
her each day. Another student has
an IEP. These student also frequent
the guidance counselor's office.
All of the students in Ms. School registration records
McCormick's class are of low
socioeconomic status. The school is
aware of this because of the
demographics of student's living
communities and because all
students are eligible for free and
reduced lunch.
While the majority of the students are ESOL Teacher
African American, there are two
students that are Hispanic. They
open spend time with the ESOL
teacher.
There are fourteen females and School Attendance/Roll
twelve males in the classroom.

Reading Levels The reading levels in the classroom Student Records

vary among students. Many of the
student are below grade level. The
students are split into groups based
on the reading range of their grade
level. Students will choose reading
level appropriate books during
reading time.
Student Interests Throughout my time in the Student Observation
classroom, I have found that many
students enjoy music class. The girls
also enjoy ballet class which they
have each Wednesday afternoon.

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 the factors that I have chosen seem to have the biggest impact on student learning and the classroom structure. Three of the
students in the classroom are considered to have disabilities. Two students have 504 Plans. One of the students with a 504 plan has
emotional disabilities and is provided with a shadow that visits her. The shadow keeps the student focused and manages poor behavior.
The other student with a 504 Plan has trouble with his speech, as he often stutters. He is sometimes pulled from class to work with a
resource teacher on his speech patters. Ms. McCormick encourages him to speak in class. One student has an IEP and is often visited
by the guidance counselor. This information is extremely important because disabilities can affect student learning and the teacher's
instruction. I plan to use this information by following the IEPs and 504 Plans when making lessons. I will also be sure to encourage
positive behavior.

Because the students in the classroom are of low socioeconomic status, it is important to focus on the characteristics that go along with
a low SES such as social and emotional challenges. These characteristics have a large impact on instruction. I will use this information
when planning my lessons by making accommodating and diverse lessons. I will focus on making my academic and behavioral
expectations clear in order to hold students accountable for their performance. Lastly, I will use scaffolding to help students gain
independence in their own learning.

Ethnicity is an important factor in planning for instruction. It is important to be culturally and linguistically responsive and appropriate for
all students in the classroom. Two of the students in the classroom are Hispanic English language learners. While these students have
different academic strengths and weaknesses, it is important that instruction is relatable and understandable for them. I will use this
information when making my lesson plans by including many graphic organizers, role-playing activities, photographs and videos, and
modeling techniques. This will not only be beneficial to the English language learner students, but will be beneficial for all students.

There are fourteen girls and twelve boys in the classroom. Gender is an important factor because males and females favor differently
learning styles. Boys tend to enjoy activities that involve physical activity, while girls generally enjoy activities that involve reading or
writing. I will use this information when planning my lessons by including more interactive lessons that allow students to move around
the classroom. I will be sure to provide gender neutral materials that will be relatable to all students.

Reading level are important aspects in planing lessons because a student's ability to read has an effect on how he or she learns. I will
use knowledge of reading levels in planning my lessons by including guided reading activities, reading aloud daily, providing students
with independent reading time, and allowing for reading centers during instructional time. I will be mindful to incorporate reading
activities across the curriculum.

Lastly, student interests are of primary importance because instruction can be enhanced when a teacher knows what the students are
interested in. When observing the students in their choices of activities and assignments, I noticed that all of the students enjoyed
incorporating music into their learning. I also learned quickly that the girls thoroughly enjoy ballet class. I plan to use this information by
incorporating music, movement, and rhyming into my lessons. I will use tools such as Flocabuary to play songs pertaining to our
lessons. I will also assist students in creating chants to help remember certain information.

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

4RL. 8.1b. Explain the influence of cultural, historical, and social context on characters, settings, and plot development.

4.W. 1.1.a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are
grouped to support the writer's purpose.

4.C. 5.2 Employ hyperbole, imagery, personification, idioms, adages, and proverbs when appropriate to convey messages.

4.C. 1.3. Apply techniques of articulation,adequate volume, eye contact, facial expressions, posture, gestures, and space; take
one's own turn in a respectful way.

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?

I feel that the goals I have established are significant for each student to learn. The standards correlate with the texts students come in
contact with everyday in their textbooks. These stories and the standards that accompany them set a foundation for the students'
mastery of reading and writing. I feel that the most significant for all students to achieve of the standards I have chosen would be
4.RL.81b. and 4.W.1.1.a. Standard 4.RL.81b is important for all students to achieve because explaining how cultural contexts influence
characters, setting, and plot development aid in students' comprehension. These are also important skills to have in mastering
standardized tests. Standard 4.w1.1a is important for all students to master because student will use opinion writing in all aspects of
their educational careers. It is also emotionally beneficial for students to be able to express themselves through their writing.

Subject: Mathematics

Long Range Learning and/or Developmental Goals

4.NSBT.4 Frequently add and subtract multi-digit whole numbers using strategies to include a standard algorithm.

4.MDA.7 Solve addition and subtraction problems to find unknown angles in real-world and mathematical problems.

4. NSBT. 1 Understand that, in a multi-digit whole number, a digit represents ten times what the same digit represents in the place
to its right.

4.MDA.1 Solve real-world problems involving distance/length, intervals of time within 12 hours, liquid volume, mass, and money
using the four operations.

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 our essential goals that I have chosen, I believe that standards 4.MDA.7 and 4.MDA.1 are most important because students will
be able to use these skills in the real-world. It is important that students can find a connection between what they are learning in school
to what they can do with it in real life. These skills will also be used throughout their educational careers.

Subject: Science

Long Range Learning and/or Developmental Goals

4.S.1A.5 Use mathematical and computational thinking to (1) express quantitative observations using appropriate English or metric
units, (2) collect and analyze data, or (3) understand patterns, trends and relationships between variables.

4.E.2A.1 Obtain and communicate information about some of the gases in the atmosphere (including oxygen, nitrogen, and water
vapor) to develop models that exemplify the composition of Earth's atmosphere where weather takes place.

4.L.5A.1 Obtain and communicate information about the characteristics of plants and animals to develop models which classify
plants as flowering or nonflowering, and animals and vertebrates or invertebrates.

4.S.1A.2 Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices
or solutions, (3) communicate ideas to others.

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 goals that I have established, I feel that the most important would be standard 4.S.1A.2. This standard is essential for all
students achieve because it is vital for students to understand how to use science and engineering practice, including the processes
and skills of scientific inquiry, to develop understandings of science content. These skills assist in developing habits of mind that are
necessary for scientific thinking, and they allow students to engage in science in ways that professional scientists and engineers use.

Subject: Social Studies

Long Range Learning and/or Developmental Goals

4-3.2 Explain the significance of major ideas and philosophies of government reflected in the Declaration of Independence.

4-4.2 Explain the structure and function of the legislative, executive, and judicial branches of the federal government.
 4-4.3 Explain how the United States Constitution and the Bill of Rights placed importance on the active involvement of citizens in
government and protected the rights of white male property owners but not those of the slaves, women, and Native Americans.

4-4.1 Compare the ideas in the Articles of Confederation with those in the United States Constitution, including how powers are now
shared between state and national government and how individuals and states are represented in Congress.

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?

I believe that all of these goals are important for all students to achieve because they allow students to understand the development of
our country. Goal 4-3.2 is important because students should know how the United States gained it's independence. Goals 4-4.1, 4-4.2,
and 4-4.3 deal with laying the foundations for a new government and how we arrived at the type of government we use today.
Understanding the processes that Americans went through to be the country that will are today will give students a sense of patriotism.

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 Length
Unit Topic or Description (i.e., approximate number of lessons

4RL. 8.1b. Explain the influence of cultural, historical, and social context on One week
characters, settings, and plot development.

4.W. 1.1.a Introduce a topic or text clearly, state an opinion, and create an One week
organizational structure in which related ideas are grouped to support the
writer's purpose.

4.C. 5.2 Employ hyperbole, imagery, personification, idioms, adages, and One week
proverbs when appropriate to convey messages.

4.C. 1.3. Apply techniques of articulation,adequate volume, eye contact, One week
facial expressions, posture, gestures, and space; take one's own turn in a
respectful way.

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 was determined according to the South Carolina Department of Education and the Mellichamp Elementary
pacing guide. The amount of time spent on each unit was determined by the fourth grade team. ELA is allotted 80 minutes a day which
gives me enough time to cover instruction on shared reading, conventions, writing, and language each day.

Describe ways in which you will integrate the arts, PE and Health in your unit.

Unit ARTS PE HEALTH

Topics
Have the students draw, color or paint
1 how they see the characters, the
setting and what is happening in the
story or read sections to them each
day and have the students draw what
they think will happen next.
Allow students to create a song or rap
2 about their opinion. Ask students to
create a verse about the author's
purpose.
Allow students to reenact what Lead a discussion with the students
happened in the story in cooperative about the diets of planets and animals.
learning groups.
Students will participate in an opinion The students will write an opinion
scoot where each student is given a piece on their favorite and least
short passage containing an opinion. favorite foods.
They will have to choose the correct
stance based on the story. Once I say
Scoot, the students will move to the
next desk. They will continue this
process until all student have

Have students use imagery and
3 personification in a song or rap about
the story they read.
Students will participate in a role-
4 playing activity by getting in groups of
two and participating in a mock
interview. One person will be the
employer while the other will be the
potential employee. The potential
employee must focus on articulation,
eye-contact, volume, facial
expressions, posture, gestures, and
space. Once this is done, the
students will switch roles.
completed all four stations.
The students will create an imagery
walk. There will be five stations in the
classroom. Each group must come up
with a few sentence using imagery for
each station. Once they have
reached the last station, the class
should be able to retell the story they
are describing.
The students will be given stations in
which there are a set of appropriate
and inappropriate skills of articulation
(i.e. a record of someone mumbling
versus a recording of good diction
and articulation), eye-contact,
volume, facial expressions, posture,
gestures, and space. The students
will move to each station until all of
them are completed.
I will choose a story relating to
agricultural ideas of the 1790s. We will
search for idioms, personification, and
hyperbole before comparing and
contrasting how we get the food that
we eat each day to the way citizens
accessed it during this time.
I will discuss with students the effects
of eye-contact, volume, facial
expressions, posture, gestures, and
space on peer relationships and
emotional health.

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 Length
Unit Topic or Description -- Key Element (i.e., approximate number of lessons

4. NSBT. 1 Understand that, in a multi-digit whole number, a digit One week

represents ten times what the same digit represents in the place to its right.

4.NSBT.4 Frequently add and subtract multi-digit whole numbers using One week
strategies to include a standard algorithm.

4.MDA.7 Solve addition and subtraction problems to find unknown angles in One week
real-world and mathematical problems.

4.MDA.1 Solve real-world problems involving distance/length, intervals of Two weeks

time within 12 hours, liquid volume, mass, and money using the four
operations.

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 was determined according to the South Carolina Department of Education and the Mellichamp Elementary
pacing guide. The amount of time spent on each unit was determined based on the fact that students need to fully master the concept
of distance/length, intervals of time within 12 hours, liquid volume, mass, and money using the four operations. This standard covers a
wide range of skills which will be tested on in the math portions of MAP testing.

Describe ways in which you will integrate the arts, PE and Health in your unit.

Unit ARTS PE HEALTH

Topics
The students will draw figures to
1 represent single digit number and
multi-digit numbers.
The students will be human Discuss items that you usually eat in
numbers in a activity where one in single digits (a hamburger,
group of students must be tens and sandwich, etc.) versus items that you
another group must be ones. They always eat in multi-digits (grapes,

The students will create poster
2 boards of the standard algorithms for
adding and subtracting multi-digit
whole numbers.
The students will write a poem about
3 a real-life angle problem. They will
create a figure to go along with the
poem.
Students can create a blueprint of
4 their bedrooms using a 12-inch ruler.
will stand in lines to represent a french fries, etc).
number displayed on the board.
The students will use small weights to The students will create problems to
add and subtract multi-digit whole find a product which will equal the
numbers. amount vitamins needed each day.
They must be sure to include the
standard algorithm. (i.e. each day I
need 1,000 mg of calcium per day. I
can find this by adding 776 + 224).
The students will play angle scoot in Discuss angles using types of foods as
which they will have a sheet with four examples (bread, pizza, etc.).
boxes to solve problems. Each group
will have a set of four real-world angle
problems. Once I say Scoot they will
move to the next station and continue
rotating until they have returned to
their desks.
The teacher will place a label in each The teacher can discuss with students
corner of the classroom which will how many hours of sleep they have
display a type of measurement each night and they can compare this
(length, hours, liquid volume, and number to amount of sleep that is
mass). The students will be given an suggested for their age.
example of a problem and must race
to the corner which displays the type
of measurement they will need to use
to solve the problem.

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: Science

Unit Length
Unit Topic or Description (i.e., approximate number of lessons

4.S.1A.2 Develop, use, and refine models to (1) understand or represent Two weeks
phenomena, processes, and relationships, (2) test devices or solutions, (3)
communicate ideas to others.

4.S.1A.5 Use mathematical and computational thinking to (1) express One week
quantitative observations using appropriate English or metric units, (2)
collect and analyze data, or (3) understand patterns, trends and
relationships between variables.

4.E.2A.1 Obtain and communicate information about some of the gases in One week
the atmosphere (including oxygen, nitrogen, and water vapor) to develop
models that exemplify the composition of Earth's atmosphere where weather
takes place.

4.L.5A.1 Obtain and communicate information about the characteristics of One week
plants and animals to develop models which classify plants as flowering or
nonflowering, and animals and vertebrates or invertebrates.

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 was determined according to the South Carolina Department of Education State Standards and the
Mellichamp Elementary pacing guide. The pacing guide was designed to fit a set amount of standards into each nine weeks so that all
of them are covered throughout the year. Although the plan is to spend he given amount of time on each unit, there may be adjustments
due to the need for reteaching.

Describe ways in which you will integrate the arts, PE and Health in your unit.

Unit ARTS PE HEALTH

 Topics
Given only primary colors, students
will determine the relationship
1 between colors to create secondary
colors. They must discuss any test
runs and processes they used to
reach their final product (color).
Students will write a song, rap, or
2 poem about the quantitative
observations they find on an
experiment about constellations.
The students will be broken into
3 groups of three. They will act out the
water cycle. Each type of gas
(oxygen, nitrogen, and water vapor)
must have a role in the play.
The students will create a 3-D model
4 of there planet and animal of choice.
For plants, they must be able to show
and describe if it is flowering or
nonflowering, and for animals they
must be able to show and describe if
the animal is a vertebrate or
invertebrate.
The teacher will tell students that they
will be teaching a ballet or hip-hop
class. Students will be grouped in
twos. One partner will be the guider
while the other must complete all of
the steps in the process. The guider
must strategically provide a process
for the follower to complete. The
students may share their dance at the
end of class.
Students will collect data from around
the room to complete a scavenger
hunt pertaining to text features (ELA
concept).
The students will go outside to see
and discuss the type of gases in the
atmosphere. (can you see it? Can
you feel it? Can you smell it? Does
that mean it is not there?)
The students will play Organism
Scoot in which each group will have
a plant or animal at each table. They
must determine if their example is a
plant or animal and whether it is a
flowering, nonflowering, or vertebrate
or invertebrate. When I say go each
student will move to the next station
until they have returned to their seat.
Students will create a chart of the
processes of getting ready for school.
They must include all hygiene and
nutritional steps such as brushing
teeth and hair, taking a bath or shower,
eating breakfast, etc.
Over the period of two days, the
students will write down what they
have for breakfast, lunch, and dinner.
They will then look for patterns, trends,
and relationships between the
variables (types of food). i.e. I noticed
that I often only eat meat during
dinner, I like to eat eggs for breakfast,
etc.
The teacher and students will discuss
the types of gases that humans
release and absorb to stay alive.
The students must make a Venn
Diagram about the types of foods that
plants and animals consume. They will
use old science magazines to cut and
paste pictures.

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 Length
Unit Topic or Description (i.e., approximate number of lessons

4-3.2 Explain the significance of major ideas and philosophies of One week
government reflected in the Declaration of Independence.
One week
4-4.1 Compare the ideas in the Articles of Confederation with those in the
United States Constitution, including how powers are now shared between
state and national government and how individuals and states are
represented in Congress.
4-4.2 Explain the structure and function of the legislative, executive, and One week
judicial branches of the federal government.
4-4.3 Explain how the United States Constitution and the Bill of Rights One week
placed importance on the active involvement of citizens in government and
protected the rights of white male property owners but not those of the
slaves, women, and Native Americans.

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 social studies was determined by the South Carolina State Standards and Mellichamp Elementary
pacing guides. The pacing guide was designed to fit a set amount of standards into each nine weeks so that all of them are covered
throughout the year. Although the plan is to spend he given amount of time on each unit, there may be adjustments due to the need for
reteaching.
Describe ways in which you will integrate the arts, PE and Health in your unit.

Unit ARTS PE HEALTH

Topics
The teacher will tell students we will
1 be doing a Sketch to Stretch in
which students may choose drama
(make a skit), art (draw a picture,
create a model, etc), music (make a
song or rap), or literature (write a
poem or short story). The topic will be
the importance of the Declaration of
Independence.
The students will recreate the Articles
2 of Confederation and the
Constitution. They will learn how to
use an aging effect on the paper to
make it look old using drip coffee and
napkins.
The students will create a 3-D model
3 of a governmental tree. Each branch
will represent one branch of
government. They students must
include information about each
branch within the branch and trunk.
The students will choose an
4 influential person from the 1790s to
research and portray as he/she reads
a story about the person.
The students will participate in a
true/false activity in which they must
move to the left (true) or right (false)
side of the room to determine if a
state about the Declaration of
Independence is true or false. (i.e. the
major author of the Declaration of
Independence was Thomas
Jefferson).
The students will participate in a
Constitution Scoot in which each
group will have a true of false
statement from the Constitution. They
must determine if the statement is
true of false. When I say go each
student will move to the next station
until they have returned to their seat.
Students will each be given a note
card. Some of the note cards will
have a type of government while
others will have the duty of each
branch (carry out the law, make the
law, decide if law is fair). The students
will walk around the room and match
with each other without talking..
The students will be given true/false
questions and asked to move to the
false side of the room or the true side
of the room.
Students will asked write the effects of
the Declaration of Independence on
the emotional health of citizens during
the time.
The teacher will facilitate a discussion
on items that may be traded by state
law under the Articles of
Confederation.
The students will be asked to
determine which branch of government
is responsible for regulating trade.
They will research the types of foods
that were traded during this time
period.
The teacher will ask students to
discuss with their elbow partner how
the bill of rights affected citizens
emotionally. (i.e. citizens were happy
because they were legally allowed to
express themselves, bare arms, etc).

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.

Teacher Materials Student Materials

Smartboard for PowerPoint presentations for every subject Paper
and interactive activities
White Board Pencils
Lumens for displaying exemplars and demonstrations Notebooks for each subject
Printer Paper Textbooks for each subject
Notebook Paper Workbooks for each subject
Library Books Crayons, markers, and/or colored pencils
Note cards Ruler
Drip Coffee for Staining Activity

Section IV: Assessment of Student Performance

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 Blooms Taxonomy. Your assessments (or a detailed
description, if authentic) must be attached. On each assessment, indicate the matching learning goal or standard(s).
 English Language Arts

Assessments (Indicate Evaluative Criteria Student Matching Goal

whether formative or Progress/Achievement
summative) Reporting Method(s)
Based on the school's grading All progress on the
scale: assessments will be reported
Unit 1: A = 90-100 to students within two days Goal 1:
5 Question Short Answer B= 80-89 after testing. Explain the influence of cultural,
(Formative) C = 70-79 historical, and social context on
D = 60-69 Interim reports will be sent to characters, settings, and plot
F = 0-59 parents/guardians on a bi- development.
weekly and progress reports
will be sent home every four
weeks. Report cards will be
sent home every nine weeks.

Based on the school's grading All progress on the

scale: assessments will be reported Goal 2:
Unit 2: A = 90-100 to students within two days Introduce a topic or text clearly,
16 Question Multiple B= 80-89 after testing. state an opinion, and create an
Choice Test C = 70-79 organizational structure in
(Formative) D = 60-69 Interim reports will be sent to which related ideas are
F = 0-59 parents/guardians on a bi- grouped to support the writer's
weekly and progress reports purpose.
will be sent home every four
weeks. Report cards will be
sent home every nine weeks.
Based on the school's grading All progress on the
scale: assessments will be reported Goal 3:
Unit 3: A = 90-100 to students within two days Employ hyperbole, imagery,
Two Paragraph Essay Test B= 80-89 after testing. personification, idioms, adages,
(Formative) C = 70-79 and proverbs when appropriate
D = 60-69 Interim reports will be sent to to convey messages.
F = 0-59 parents/guardians on a bi-
weekly and progress reports
will be sent home every four
weeks. Report cards will be
sent home every nine weeks.
Based on the school's grading All progress on the
Unit 4: scale: assessments will be reported Goal 4:
Two Paragraph Essay Test A = 90-100 to students within two days Apply techniques of
(Formative) B= 80-89 after testing. articulation,adequate volume,
C = 70-79 eye contact, facial expressions,
D = 60-69 Interim reports will be sent to posture, gestures, and space;
F = 0-59 parents/guardians on a bi- take one's own turn in a
weekly and progress reports respectful way.
will be sent home every four
weeks. Report cards will be
sent home every nine weeks.

Mathematics

Assessments (Indicate Evaluative Criteria Student Matching Goal

whether formative or Progress/Achievement
summative) Reporting Method(s)
Based on the school's grading All progress on the Goal 1:
scale: assessments will be reported Understand that, in a multi-digit
Unit 1: A = 90-100 to students within two days whole number, a digit
20 Question Fill in the B= 80-89 after testing. represents ten times what the
Blank Test (Formative) C = 70-79 same digit represents in the
 D = 60-69 place to its right.
F = 0-59 Interim reports will be sent to
parents/guardians on a bi-
weekly and progress reports
will be sent home every four
weeks. Report cards will be
sent home every nine weeks.
Based on the school's grading All progress on the Goal 2:
scale: assessments will be reported Frequently add and subtract
Unit 2: A = 90-100 to students within two days multi-digit whole numbers using
20 Question Question B= 80-89 after testing. strategies to include a standard
Multiple Choice Test C = 70-79 algorithm.
(Formative) D = 60-69 Interim reports will be sent to
F = 0-59 parents/guardians on a bi-
weekly and progress reports
will be sent home every four
weeks. Report cards will be
sent home every nine weeks.
Based on the school's grading All progress on the Goal 3:
scale: assessments will be reported Solve addition and subtraction
Unit 3: A = 90-100 to students within two days problems to find unknown
16 Question Multiple B= 80-89 after testing. angles in real-world and
Choice Test (Formative) C = 70-79 mathematical problems.
D = 60-69 Interim reports will be sent to
F = 0-59 parents/guardians on a bi-
weekly and progress reports
will be sent home every four
weeks. Report cards will be
sent home every nine weeks.
Based on the school's grading All progress on the Goal 4:
scale: assessments will be reported Solve real-world problems
Unit 4: A = 90-100 to students within two days involving distance/length,
10 Question Multiple B= 80-89 after testing. intervals of time within 12
Choice Test C = 70-79 hours, liquid volume, mass, and
(Formative) D = 60-69 Interim reports will be sent to money using the four
F = 0-59 parents/guardians on a bi- operations.
20 Question Multiple weekly and progress reports
Choice End of Unit Test will be sent home every four
(Summative) weeks. Report cards will be
sent home every nine weeks.

Science

Assessments (Indicate Evaluative Criteria Student Matching Goal

whether formative or Progress/Achievement
summative) Reporting Method(s)
Based on the school's grading All progress on the Goal 1:
Unit 1: scale: assessments will be reported Develop, use, and refine
10 Question Multiple A = 90-100 to students within two days models to (1) understand or
Choice Test B= 80-89 after testing. represent phenomena,
(Formative) C = 70-79 processes, and relationships,
D = 60-69 Interim reports will be sent to (2) test devices or solutions, (3)
F = 0-59 parents/guardians on a bi- communicate ideas to others.
weekly and progress reports
will be sent home every four
weeks. Report cards will be
sent home every nine weeks.
Based on the school's grading All progress on the Goal 2:
scale: assessments will be reported Use mathematical and
Unit 2: A = 90-100 to students within two days computational thinking to (1)
16 Question Multiple B= 80-89 after testing. express quantitative
Choice Test (Formative) C = 70-79 observations using appropriate
D = 60-69 Interim reports will be sent to English or metric units, (2)
F = 0-59 parents/guardians on a bi- collect and analyze data, or (3)
weekly and progress reports understand patterns, trends
will be sent home every four and relationships between
weeks. Report cards will be variables.
 sent home every nine weeks.
Based on the school's grading All progress on the Goal 3:
scale: assessments will be reported Obtain and communicate
Unit 3: A = 90-100 to students within two days information about some of the
20 Question Multiple B= 80-89 after testing. gases in the atmosphere
Choice/Short Essay Test C = 70-79 (including oxygen, nitrogen,
(Formative) D = 60-69 Interim reports will be sent to and water vapor) to develop
F = 0-59 parents/guardians on a bi- models that exemplify the
weekly and progress reports composition of Earth's
will be sent home every four atmosphere where weather
weeks. Report cards will be takes place.
sent home every nine weeks.
Based on the school's grading All progress on the Goal 4:
scale: assessments will be reported Obtain and communicate
Unit 4: A = 90-100 to students within two days information about the
Performance Assessment B= 80-89 after testing. characteristics of plants and
(Formative) C = 70-79 animals to develop models
D = 60-69 Interim reports will be sent to which classify plants as
F = 0-59 parents/guardians on a bi- flowering or nonflowering, and
weekly and progress reports animals and vertebrates or
will be sent home every four invertebrates.
weeks. Report cards will be
sent home every nine weeks.

Social Studies

Assessments (Indicate Evaluative Criteria Student Matching Goal

whether formative or Progress/Achievement
summative) Reporting Method(s)
Based on the school's grading All progress on the Goal 1:
Unit 1: scale: assessments will be reported Explain the significance of
5 Short Essay Test A = 90-100 to students within two days major ideas and philosophies of
(Formative B= 80-89 after testing. government reflected in the
C = 70-79 Declaration of Independence.
D = 60-69 Interim reports will be sent to
F = 0-59 parents/guardians on a bi-
weekly and progress reports
will be sent home every four
weeks. Report cards will be
sent home every nine weeks.
Based on the school's grading All progress on the Goal 2:
scale: assessments will be reported Compare the ideas in the
Unit 2: A = 90-100 to students within two days Articles of Confederation with
10 Question Multiple B= 80-89 after testing. those in the United States
Choice Test (Formative) C = 70-79 Constitution, including how
D = 60-69 Interim reports will be sent to powers are now shared
F = 0-59 parents/guardians on a bi- between state and national
weekly and progress reports government and how
will be sent home every four individuals and states are
weeks. Report cards will be represented in Congress.
sent home every nine weeks.
Based on the school's grading All progress on the Goal 3:
scale: assessments will be reported Explain the structure and
Unit 3: A = 90-100 to students within two days function of the legislative,
16 Question Multiple B= 80-89 after testing. executive, and judicial
Choice/Short Answer Test C = 70-79 branches of the federal
(Formative) D = 60-69 Interim reports will be sent to government.
F = 0-59 parents/guardians on a bi-
weekly and progress reports
will be sent home every four
weeks. Report cards will be
sent home every nine weeks.
Based on the school's grading All progress on the Goal 4:
scale: assessments will be reported Explain how the United States
Unit 4: A = 90-100 to students within two days Constitution and the Bill of
20 Questions Unit Test B= 80-89 after testing. Rights placed importance on
 Multiple Choice, C = 70-79
True/False, Short Answer D = 60-69 Interim reports will be sent to
(Summative) F = 0-59 parents/guardians on a bi-
weekly and progress reports
will be sent home every four
weeks. Report cards will be
sent home every nine weeks.
the active involvement of
citizens in government and
protected the rights of white
male property owners but not
those of the slaves, women,
and Native Americans.
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 students overall
progress and achievement in the class/subject?

I decided that the major assessments chosen are appropriate for evaluating students' progress and achievement by choosing the tests
that align with the standards that are listed in the South Carolina State Standards and the Mellichamp Elementary pacing guide. The
assessments chosen correlate with the lesson plans that are taught throughout each week. Tests are administered on Fridays in order
for students to utilize the entire week to prepare for them. Each day during the week, I will review the information we have discussed up
to that point in order to prepare for the assessment. The grading scale is displayed in the front of the classroom and a rubric is given to
them along with assessments. When major assignments are due, students will be able to take home a rubric to show parents and/or
guardians the expectations. Parents and/or guardians are notified of their child's grades through interim reports every two weeks,
progress reports every four weeks, and report cards every nine weeks. Parents and guardians are encouraged to review any grading
reports and contact me with any comments, questions, or concerns.

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 aggregating 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:

To maintain records of my students' progress and achievement, I will grade their assignments and record them in my gradebook and
the school grading system known as PowerSchool. Graded papers from the previous week are filed in student documents folders.
Every two weeks, students will take home interim reports which will show students' averages for each subject. Parents and/or
guardians must sign the interim reports and have students return them. If he/she has any questions, they are encouraged to call at
anytime, or schedule a meeting to discuss their child's grade. Progress reports will be sent home every four weeks. Students and
parents and/guardians will be aware of how they are doing on a regular basis.

B. Procedures for aggregating and displaying data:

Each graded assignment is recorded into the PowerSchool grading system and my own personal gradebook. The students' work is
displayed on bulletin boards in the hallways and classroom, and used as exemplars in other areas within the classroom. Displaying
student work is beneficial because it provides others with exemplars, showing the expectations for assignments. Additional graded
assignments are stored in students' personal file.

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

I will use this information to determine if there is information that needs to be retaught or if instruction needs to be differentiated for
certain students that may be struggling. Reviewing students' work each day will allow me to determine what content has been mastered
or needs to be retaught. I can use this information to determine if individual students need time in small groups.

Section V: Classroom Management

Describe your expectations for student behavior during instruction and during non-instructional routines. . Write your
description as 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

During instruction, students are expected to be sitting forward in their seats quietly, and paying attention unless they are called on or if
we are completing an activity that requires them to talk or walk around. Students are expected to raise their hands if they have a
question, or would like to be called on. Students that do not raise their hand quietly and patiently will not be called on. Students are not
allowed to sharpen their pencils during the class period as this is completed by a specific person each morning. If students need a
pencil, they will raise their hand and hold up two fingers until they are acknowledged. I will then switch out their broken pencil for a
sharpened one. If a student needs to use the restroom, they are expect to raise their hand and hold up one finger until acknowledged.
At the start of each lesson, I will tell students if they need to retrieve any materials from their cubbies. This is done by groups and in a
quiet and quick manner. The students are expected to follow directions and have all materials needed for the lesson by the time it has
begun. The students are expected to complete independent work and assessment quietly. If they finish early there are expected to
begin reading or working on multiplication tables. Transitions between lessons are designed to be quick and waste-free. Students will
simply put away previous lesson materials and take out their next lessons materials. Each lesson will begin with a review from the
previous lesson so that students can immediately get involved and discuss what they learned.

EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES

During anytime between instruction, students are expected to sit in ALP, active listening position, which requires that students face
forward in their chaises, cross their fingers and place their hands on the desk. If for some reason students are not in ALP, I will say 1-2-
3 and student will respond by saying ALP and getting into the appropriate position.

Anytime we are in the hallways, students are expected to be quiet and in a straight line in the third block from the wall. On the way to
lunch, students will line up according to the groups that are sitting quietly in ALP. They will walk to the cafeteria. Once we have arrived,
they will wait quickly in the hallway to enter the serving station. The student will quietly and respectfully retrieve their lunch and report to
our designated lunch table. The students are allowed to talk quietly until the end of the lunch person. I will notify the trashcan helper
when it is time from him to go around with the rolling trashcan and collect the trash. Three designated students will begin wiping down
tables and sweeping while I ask rows of students to line up quietly.

Recess will be allowed when the weather permits and for students who have displayed the appropriate behavior throughout the day.
Recess is a fifteen minute break before the dismissal of bus students. The students allowed to participate will line up quietly at the door.
Students that are not allowed to participate will either say in my classroom or move to one of the other fourth grade team teachers
(depending on the day of duties). During recess students are expected to behave in an appropriate manner. After the fifteen minutes
are up, I will raise my hand and say 1-2-3. Students will have one minute to line up at the classroom door to retrieve materials before
dismissal.

The students are scheduled two bathroom breaks a day. The first break is at 8:40, after related arts and the second break is at 12:05,
after lunch. The girls will line up with me by the restroom door and enter three at a time. The boys will line up with one of the fourth
grade team teachers by the restroom door and enter three at a time. As the students come out of the bathroom, they begin a return line
facing the direction towards the classroom. They are expected to stand quietly in a straight line until all students are in the return line

During an emergency drill, students are asked to line up in order by their group numbers (one through seven). I will grade the
emergency folder containing a two sided colored card and a class roster. We will evacuate the school by using the exit closest to the
classroom. I will call the students from the role to ensure that each student is present. If there are any students missing, I will display
the red side of the card, and if all of the students are present, I will display the green side of the card. The class will reenter the
classroom when the principal announces that it is safe.

RULES AND CONSEQUENCES

Classroom Behavior Expectations:

1. Listen and follow directions the first 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 and be one time.
5. Complete and submit all assignments on time with excellence.

Classroom Behavior Consequences:

1. Verbal Warning
(Reteach the Behavioral Expectations)
2. Individual Conference with the student.
(Decrease conduct grade to Satisfactory)
3. Rule Reflection Corner
(Student explains in writing the broken rule(s) and how he/she will change his/her behavior. Decrease conduct grade to Needs
Improvement.
4. Call Parents
(Decrease conduct grade to Unsatisfactory)

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?
I feel that it is most important factor in managing the classroom to have a repertoire of effective strategy. Every teacher knows that
situations will occur that you have not planned for or that did not work out the way you may have expected. Having a set of strategy to
pull from will help minimize wasted time and allow me to continue instructing. To help prevent behavior management problems, I focus
on proximity because I feel that it encourages students to be engaged. Another aspect that I believe is most important to classroom
management is consistency. Each student should be held to the same expectations and as a teacher, it is important to set high
expectations for all students. Along with consistent expectations, teachers should be consistent with consequences. Consistency in
behavior expectations and consequences will encourage students to meet the expectations by maintaining appropriate behavior.

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 childs learning and
behavioral progress in your class? Also, discuss you would involve your parents in home-based and school-based activities.

Procedures for providing initial information

To provide parents and/guardians with information, I plan to create a monthly newsletter which will keep them
updated on school-wide and classroom activities. I will provide slots every other week for parents to schedule times to meet should they
have any comments, questions, or concerns. My contact information will be provided to parents/guardians at all times via the school
website, and the monthly newsletter. One the first day of school, I will sent out a letter which will include important information such as
my contact information, rules, expectations, goals, and consequences of the students and parents/guardians, expectations of myself,
and a classroom schedule. A homework folder will be provided to each student at the beginning of the year. The folder will be used to
send letters from myself to parents/guardians and to notify parents/guardians of student behavior and homework assignments of each
day. Interim reports, progress reports, and report cards are also sent home periodically in order for parents/guardians to monitor their
child's progress. Additional forms of contacts can be made via email, phone calls, or text messages, as needed.

Procedures for involving parents with the learning at home

To involve parents with their child's learning at home, I will send reports about their child's behavior and theirs grades on a bi-
weekly basis. I will also make phone calls to parents to discuss student behavior and progress. During this time, It may be
helpful to schedule a conference in order to provide parents with specific information such as helpful strategies and topics to
focus on. I will make sure that all parents understand that they are welcome into the classroom to visit at anytime. I feel that it
is highly beneficial to have parents as involved as possible.

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 feel that the strengths of my long range plan are my ability to make connections across the curriculum and my strategies for involving
parents and/or guardians in their child's learning. I believe that my ability to connect across the curriculum is one of my strengths
because I was able to create exciting and interactive ways to engage students in the lesson. I feel that these types of activities will
imitative students to learn and make connections to their personal interests. I feel that my classroom management plan is another
strength of my long range plan because have parent involvement is a large factor in the success of student achievement. Making a
personal connection with parents allows for the teacher and parents/guardians to build an alliance with a common goal of their child
reaching goals. Staying in contact with parents will keep them informed on what is going on in the school and in the classroom.

B. Weaknesses
I feel that the weaknesses of my long range plans are the lengths of units. I believe that some of the lessons require more time
in order to prevent the process of reteaching and retesting. I think that, for particular lessons, it would be beneficial to spend
more time to be positive that each and every student has mastered the concept.

C. Time line for evaluating long range plan components.

I plan to evaluate my long range plan every other week to compare actual progress with my goals and to refer back to plans for making
connections across the curriculum. As I know that everything will not always go as planned, I will make adjustments to any changes that
I come across.
 D. List modifications and adaptations that you think might be needed to improve the procedures.

1. Modify the timeline of units depending on the student mastery of concepts.

2. Vary communication with parents based on the students academic and behavioral needs.

3. Incorporate more technology into lessons so that students are exposed to a variety of presentations

4. Modify student expectations and consequences as needed.

5. Research additional strategies for incorporating Health into daily lessons

E. Plan for reflecting on your teaching practices.

1. Self-reflection is something that I plan to do daily. I will evaluate my strengths and weaknesses and formulate ways to
improve future lessons.

2. Meeting with my cooperating teacher weekly will open my eyes to strengths and weaknesses that I may not have been
aware of. She will be able to provide me with suggestions for improvement in future lessons.

3. Review ADEPT Evaluation forms completed by professors, cooperating teachers and principal to make future
improvements.

4. Record my lessons and review them to look for strengths and weaknesses that I may not have noticed while teaching.
 Long Range Plan Scoring Rubric
Name: _______________________________ Major: ______________________ Date:
_________________________

ACEI Component
/
NAE
Target (5-4) Acceptable (3-2) Unacceptable (1) Score
YC
Does not include at least five
Describes students in-depth according to Describes students according to (5) types of descriptions;
1.0/ Description of ability, learning styles, ethnic group, gender their differences, but is unclear displays minimal
1a Students and special needs, etc.; suggests several ways about ways to accommodate understanding of addressing a
to plan lessons to accommodate differences. differences when planning. variety of student needs when
planning.
Data is collected from multiple sources, Data is collected from at least
including IEPs, test scores, school records, three types of sources and the
Used primarily secondary
student interest surveys, school personnel, candidate shows some
5.2/2 Contextual source data (records) to obtain
students, etc. Candidate reflects an understanding of the importance
c;3b Factors data. No school or community
understanding of the importance of of collaborative relationships with
data included.
collaborative relationships with families, school families, school colleagues and
colleagues and agencies in the community. agencies in the community.
Includes at least three (3) Includes standards, but lacks
Includes at least four (4) or more standards
standards which exhibit appropriate depth of
Learning and which exhibit evidence of objective taxonomy,
3.1/3 knowledge of objective knowledge of taxonomy, skills,
Developmental skills, and dispositions that support elementary
a taxonomy, skills, and dispositions and dispositions relevant and
Goals students development, learning, and
relevant and meaningful to meaningful to specific age
motivation to learn.
specific age groups. groups.
Goals reflect an understanding of
Goals clearly reflect sensitivity to the diversity the diversity of students in their
Learning and
3.2/1 of students in their development and learning development and learning styles Goals lack sensitivity to the
Developmental
c styles, as well as race, ethnicity, culture and and reflect at least two of the diversity of students.
Goals
exceptional needs. following: race, ethnicity, culture
or exceptional needs.
The content area is
The content area related to reading, writing,
The content area has 90% of the addressed; however, little
speaking, viewing, listening, and thinking skills
Units of key elements covered, reflecting evidence supports the direct
is comprehensively covered. The timeline of
2.1/5 Instruction knowledge of key themes, alignment with the knowledge
instructional units reflects knowledge of key
a - English concepts and of English language of key themes, concepts and
themes, of concepts, and of English language
Language Arts arts skills. The content is paced of English language arts skills.
arts skills. The content is paced so objectives
so objectives are covered. The content is not paced so
are covered.
objectives are covered.

Revised Fall 2013 ACEI/NAEYC 2010 Standards


The content area related to concepts of
physical, life, and earth science is
Units of comprehensively covered. The timeline of
2.2/5
Instruction instructional units reflects knowledge of key
a skills necessary to plan
- Science themes, concepts and of skills necessary to
plan appropriate science lessons. The content
Is paced so objectives are covered.
The content area related to concepts of
number and operations, algebra, geometry,
measurement, and data analysis and
Units of probability is comprehensively covered. The
2.3/5
Instruction timeline of instructional units reflect
a skills necessary to plan
- Mathematics knowledge of key themes, concepts and of
skills necessary to plan appropriate
mathematics lessons. The content Is paced so
objectives are covered.
The content area related to concepts of
history, geography, and the social sciences is
Units of comprehensively covered. The timeline of
2.4/5
Instruction instructional units reflect knowledge of key
a skills necessary to plan
Social Studies themes, concepts and of skills necessary to
plan appropriate social studies lessons. The
content Is paced so objectives are covered.
Instructional
Clear integration of visual and performing arts
2.5/5 Units
(dance, music, theater and the visual arts) is
a Visual and
indicated multiple times throughout the units.
Performing Arts
2.6/5 Instructional Clear integration of health is indicated multiple
a Units - Health times throughout the units.
Instructional
2.7/5 Units PE is clearly integrated several times in each
a Physical of the units.
Education
Uses a variety of instructional materials and
resources that directly align and support units;
materials/resources clearly support curriculum
Instructional
1.0/4 enhancement and successful learning
Materials &
c experiences to support and enrich student
Resources
development, characteristics, acquisition of
knowledge, and motivation to learn. Evidence
of the use of community resources is provided.
Revised Fall 2013 ACEI/NAEYC 2010 Standards
The content area has at least
90% of the key elements
covered, reflecting knowledge of
key themes, concepts and of
appropriate science lessons. The
content is paced so objectives
are covered.
The content area has at least
90% of the key elements
covered, reflecting knowledge of
key themes, concepts and of
appropriate mathematics
lessons. The content Is paced so
objectives are covered.
The content area has at least
90% of the key elements
covered, reflecting knowledge of
key themes, concepts and of
appropriate social studies
lessons. The content Is paced so
objectives are covered.
Visual and performing key
elements are integrated at least
twice within each unit outline.
Health key elements are
integrated at least twice within
each unit outline.
PE key elements are integrated
at least twice within each unit
outline.
Materials list is adequate to
support units. List represents
variety. Materials list tends to be
general in nature and does not
focus comprehensively on
student characteristics,
enrichment, enhancement, and
students needs. No evidence of
the use of community resources.
The content area is
addressed; however, little
evidence supports the direct
alignment with the knowledge
of key themes, concepts, and
of science skills. The content
is not paced so objectives are
covered.
The content area is addressed;
however, little evidence
supports the direct alignment
with the knowledge of key
themes, concepts, and of
mathematics skills. The
content is not paced so
objectives are covered.
The content area is
addressed; however, little
evidence supports the direct
alignment with the knowledge
of key themes, concepts, and
of social studies skills. The
content is not paced so
objectives are covered.
Visual and performing arts key
elements are not included in
each unit.
Health key elements are not
included in each unit.
Physical Education key
elements are not included in
each unit.
Materials list is inadequate
and tends to represent
traditionally supplied
materials. Materials are
general and do not directly
support or enrich curriculum
units. Student needs and
characteristics do not appear
to drive the choices of
materials and resources. No
community resources are
used.

Technology, to include hardware, software and
Instructional
3.5/ assisted support is listed and reflects the use
Materials &
4b of such tools to foster inquiry, collaboration
Resources
and interaction.
Formative and summative assessments, use
direct and indirect methods, match learning
goals, instructional activities, and represent a
variety of assessment strategies. The
strategies are appropriate for the content to be
4.0/3 covered and the students ability and
Assessment
b developmental levels. Criteria for the
weighting process and evaluating results are
clear, concise and promote intellectual, social,
emotional, and the physical development of
students. Higher level thinking and student
reflection are promoted.
Procedures for recording, aggregating and
displaying data indicate that records are
organized, well maintained and easy to
4.0/3 interpret; procedures are easy to follow to
Student Records
b plan, to evaluate, strengthen instruction, make
content knowledge decisions, and make
individual progress decisions. Use of data for
differentiated instruction is clear.
States explicit expectations of students and
consequences for misbehavior. Rules and
consequences are limited to 5 or less, are age
appropriate, focus on behaviors rather than
3.4/1
Discipline Policy students, and support a positive learning
c 5 or less. Instructional
environment. Instructional procedures
represent essential routines for promoting
efficiency and minimal loss of time for
learning.
Procedures for Offers detailed directions for such activities as
3.4/1 Non- restroom break, emergency drills, school
c Instructional assemblies, field trips, and other movement in
Activities the classroom and halls.
Clear, consistent evidence exists that the
candidate plans to provide the family
appropriate, culturally sensitive, reader
5.2/2 Parental friendly information concerning goals,
b Communications instruction, rules and assessment on an initial
and periodic basis; reflects on decisions and
involves students, families, and the learning
community to enhance learning.
Revised Fall 2013 ACEI/NAEYC 2010 Standards
Technology listed includes the
Technology listed includes only
teachers and students uses of
the teachers use of
tools to reflect an understanding
technology for instructional
of its use as a communication
presentations.
tool.
Formative and summative
assessments match learning
goals and the content to be
Assessments given do not
covered, but the majority are
match the learning goals, or
traditional paper and pencil
no explanations, descriptions,
types. Criteria for evaluating
or assessments are attached.
results are clear. Assessments
reflect an emphasis on
knowledge and application.
Procedures for maintaining Procedures for maintaining
recorded data are clear, with recorded data are somewhat
some strategies for developing, clear, but little to no plan is
aggregating and displaying data developed for aggregating and
for decision making. Some displaying data for decision
information is given for using making. Plan for using data to
data to make decisions and to make decisions is unclear. No
promote the relationship relationship between data
between data collection and collection and reflective
reflective decision-making. decision-making.
Rules and consequences are age
appropriate, represent support Rules and consequences are
for a positive learning negative in nature and are not
environment, and are limited to aligned with age appropriate
practices. More than 5 rules
procedures cover most of the are given. Rules allow for a
areas that promote minimal loss loss of instructional time.
of instructional time.
Provides adequate directions for No procedures for non-
non-instructional activities. instructional were given.
Adequate evidence exists that
Uses minimal, to no attempts
the candidate plans to establish
to involve the family in
an open line of communication
learning goals at the home or
on an initial and periodic basis,
at school. Fails to provide
regarding pertinent information
specific examples of periodic
involving students, families, and
communication methods.
the learning community to
Sensitivity to diversity is
enhance learning; sensitivity to
unclear.
diversity is clear.
 Plans indicate evidence of collaboration with
the learning community to foster and support
Adequate collaboration regarding No procedures for continuous
5.2/ Parental communication; a variety of ways to
communication with the learning communication involving the
2b Communications communicate and ways that families can be
community is evident. learning community.
involved at the school and home are given to
promote the growth and well-being of children.
Plans specifically indicate opportunities for Some evidence of opportunities The candidate does not
reflecting on teaching practices to improve the to reflect on teaching practices to provide reflections or suggest
5.1/4
d
Reflections teaching and learning process. improve the teaching and recommendations for
learning process. 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 attributes of the
standard. Performance indicates that
few competencies have been
demonstrated.
Candidate demonstrates most of the
attributes of the standard. Performance
indicates that the competency has been
demonstrated including examples, extension,
or enrichment.
Candidate demonstrates all of the attributes of
the standard. Performance clearly indicates that
the competency has been mastered, including
examples, extension, and enrichment.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards