4.

1   Use knowledge of students’ academic readiness, language

proficiency, cultural background, and
individual development to plan instruction
Level of Development: Emerging Date: 9/25/21
Level of Development: Exploring Date: 5/6/22
Level of Development: Applying Date: 11/6/22
Evidence:
• I think of student interests and knowledge
levels when planning lessons from the
school provided curriculum
• I have spoken with colleagues who had these
students previously to gain insight into their
individual learning styles.
• I meet with grade level teachers to discuss strategies in this area
• I give both formative assessments and informal assessments to track
student progress
• I speak to students in whole group and individually about things in
which they are interested
• I use student’s cultural backgrounds to create art lessons. For example, I
have two Indian students in my class who celebrate Diwali so I did a lesson
about Diwali and then did a short art lesson based on it.
• I like to use student interests to help with lessons. I have several students
who loves soccer so I try to use their names and some sort of soccer
analogy to keep them interested during lessons.
• I activate prior learning before introducing a new concept

4.2   Establish and articulate goals for student learning

Level of Development: Emerging Date: 9/25/21
Level of Development: Exploring Date: 5/6/22
Level of Development: Applying Date: 11/6/22
Evidence:
• I provide students with a goal questionnaire at the beginning of the
school year and revisits it at the end of the year to see if individual
 student goals were met. Teacher is trying to get better about doing this
throughout the year at the beginning of units
• Scoop Quiz “scoops” are posted on math wall so that
students can track progress
• I speak with students on a regular basis about why
we are working on certain things in class and trying
to relate it to the real world
• I have started putting learning goals up onto the board so
that students know what they will be learning about and
why it is important. Students are required to ??????

4.3   Develop and sequence long-term and short-

term instructional plans to support student learning
Level of Development: Emerging Date: 9/25/21
Level of Development: Exploring Date: 5/6/22
Level of Development: Applying Date: 11/6/22
Evidence:
• I use school provided curriculum
and plans lessons accordingly
• Formative assessments allow me to
know what students still need to
work on
• I cruise the room during work time
and informally assesses students for
future lessons and reviews
• I regularly meet with the other 3rd
grade teacher for planning purposes and to make sure that we are both on
roughly the same track.
• Both short and long term goals are planned out with grade level teachers to
ensure success for all third graders. (ISTE 4a)
4.4   Plan instruction that incorporates appropriate strategies to
meet the learning needs of all students
Level of Development: Emerging Date: 9/25/21
Level of Development: Exploring Date: 5/6/22
Level of Development: Applying Date: 11/6/22
Evidence:
• Formative assessments allow the teacher to know what students still
need to practice
• I use the provided curriculum to plan lessons and enhances lessons by
adding different elements such as technology or manipulatives
• I plan rotations in a way that allows for students to work with the
teacher during at least one rotation
• I plan multiple ways in which students can demonstrate their levels of
understanding during a lesson: pair/share, raising hands, holding up
whiteboards, coming up to the board to show how they solved a
problem, and exit tickets are just a few examples of how students can
demonstrate understanding

4.5   Adapt instructional plans and curricular materials to meet the

assessed learning needs of all students
Level of Development: Exploring Date: 9/25/21
Level of Development: Exploring Date: 5/6/22
Level of Development: Applying Date: 11/6/22
Evidence: 
• I regularly gives both informal and formative assessments to
determine where students are at with their understanding of the
material
• I move around the class and offers support to those students who need
it . Example: offering dry erase array boards if students are struggling
with multiplication and division
• I meet with grade level teachers regularly to ensure that students’
needs are always at the forefront of lesson planning
• I have one student with an IEP and so I do modify certain expectations. He
works very slowly and has a hard time concentrating so often I will only
make him do one side of a worksheet or half the math problems that we are
working on so as to keep him from feeling overwhelmed and frustrated.