Harmony Turner
Standard 7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Overview of Standard
Standard 7 is quite clear in its core mission: ensuring that the teacher is wholeheartedly committed to using all information made possible, including that which the teacher may need to seek outside input (community, collegial, collaborative), and that which the individual students also inherently bring to the class. This way, the teacher's planning for instruction reflects a well-thought out, evidence-based, purposeful, goal-oriented, appropriate, and even cross-disciplinary intention. The teacher is self-supported through the outreach he/she chooses to obtain in order to benefit the needs of all learners. Formative and summative assessments are mindfully utilized to craft and adjust plans to meet learner needs. Ultimately, the teacher is astute in his/her professional understanding of the various disciplines, content knowledge, and developmental milestones which intelligibly translate into flexible, open, sequential, integrated experiences for the students.
Artifact #1:
Weekly Meeting Form (PDF)
In providing supportive evidence of Standard 7, I chose to include a direct communication reflected in my Weekly Meeting Form for Week 12. Echoed is: “Always be willing to adapt and modify plans, because you truly don't know how things will turn out. Be willing to take risks because now is the time, while I have such strong support. Know the students, remember big picture, connect with their knowledge base, and explore.” This was a self-reflection as experienced through creating and receiving feedback for my solo draft document. Changing circumstances were absolutely a factor and I had to be willing and ready to quickly make adjustments. Even this week, as I am about to enter my first solo day (tomorrow), there has been a change in scheduling that will directly affect my previously planned lessons. However, the show must go on, and I will make the necessary shifts in order to accommodate, while still ensuring the students are engaged in thoughtful, meaningful, learning.
Artifact #2:
OG Assessment Results
Descriptor: 7(q): The teacher believes that plans must always be open to adjustment and revision based on learner needs and changing circumstances.
Descriptor: 7(l) The teacher knows when and how to adjust plans based on assessment information and learner responses.
Pictured below are two varied results from an OG (Orton Gillingham) worksheet completed at the end of an OG lesson. As an educator, it is imperative that I utilize results such as this to determine differentiation plans, misconceptions, and actions necessary to support the development of, and appropriate challenge for, all students. I completed 4 OG lessons throughout the course of my solo teaching, and immediately following the first lesson, I knew I would need to adjust plans. Though I still included elements that this particular group of students might not be ready for yet (believing in potential of all my students equally), I found myself mindfully, and sometimes spontaneously, making changes to better support my students. Learner responses, in addition to paper results, were also very telling, especially in terms of what my next steps needed to be if I wanted to provide the best supports and/or challenges.
