APS Teacher Evaluation
Module 8: Standard 2- Instructional Planning
Please sit in groups from the same school.
Brainstorm
What are 8 things that you would
expect to see in an effective
lesson?
Your Logo
Anticipation Guide
Your Logo
APS Teacher Evaluation Process Overview
Writes
Lesson Plans
Writes
Compiles
Participates
Participates
Participates
SMART
Goal
Document
Log
Observations
Mid-Year
Evaluation
Approves
Reviews
Facilitates
Facilitates
Conducts
Lesson Plans
Monitors
4
Agenda
1. Teacher Performance Standard 2 Instructional
Planning
2. APS Lesson Plan Key Elements
3. Application
5
Enduring
Effective instruction must be planned.
Understanding
Essential
Question
Standards
Content
Objectives
Language
Objectives
What is required for effective instructional planning?
The teacher plans using the Virginia Standards of Learning, APS
curriculum, effective strategies, resources, and data to meet the
needs of all students.
Participants will be able to:
Write lesson plans including the key elements.
Participants will be able to:
Read
Read the text to ask and answer questions to demonstrate
comprehension.
Write
Given a topic, use key vocabulary to collaboratively write a lesson
plan using the key elements
Speak
Use the key vocabulary in an oral description of examples for the
various elements of the lesson plan.
Listen
Listen to a colleague's example and assess accuracy.
6
Performance Standard 2: Instructional Planning/Program
Planning and Management
The teacher plans using the Virginia
Standards of Learning, APS curriculum,
effective strategies, resources, and data to
meet the needs of all students.
The educational specialist effectively plans,
coordinates, and implements programs and
services consistent with established
guidelines, policies, and procedures.
Sample Performance Indicators
Examples of teacher work conducted in the
performance of the standard may include, but are not
limited to:


Uses student learning data to guide planning.
Examples of educational specialist work conducted in the
performance of the standard may include, but are not
limited to:

Uses assessment information in making
recommendations or decisions that are in the
Plans time realistically
for
pacing,
content Planning/Program
Performance
Standard
2: Instructional
Planning and Management
best
interest
of the learner/school/district.
mastery, and transitions.
The teacher plans using the Virginia Standards
of Learning, APS curriculum, effective strategies,
resources, and data to meet the needs of all
students.

Plans for differentiated instruction.

Aligns lesson objectives to the school’s
curriculum and student learning needs.

Develops appropriate long- and short-range
plans, and adapts plans when needed.
The educational specialist effectively plans,
coordinates, and implements programs and services
consistent with established guidelines, policies, and
procedures.

Uses state and local assessment data to
modify strategies, interventions, services, and
program effectiveness.

Provides services that will support mastery of
state and national standards and guidelines.

Develops appropriate long- and short-range
plans, and adapts plans when needed.
How is Standard 2 Measured?
Effective
Effective is the
Highly Effective*
expected level of
performance.
In addition to meeting The teacher plans
the standard, the
using the Virginia
teacher actively seeks Standards of
and uses alternative
Learning, APS
Teacher data and resources and curriculum,
consistently
effective strategies,
differentiates plans to resources, and data
meet the needs of all
to meet the needs
students.
of all students.
The educational
The educational
specialist plans,
specialist
coordinates, and
effectively plans,
implements programs coordinates, and
Educational and services consistent implements
Specialist
with established
programs and
guidelines, policies,
services consistent
and procedures in a
with established
highly effective
guidelines, policies,
manner.
and procedures.
Developing/Needs
Improvement
Ineffective
The teacher
inconsistently uses
APS curriculum,
effective strategies,
resources, and data in
planning to meet the
needs of all students.
The teacher does
not plan, or plans
without
adequately using
APS curriculum,
effective strategies,
resources, and
data.
The educational
specialist
inconsistently plans,
coordinates, and
implements programs
and services
consistent with
established guidelines,
policies, and
procedures.
The educational
specialist rarely
plans, coordinates,
and implements
programs and
services consistent
with established
guidelines, policies,
and procedures.
Plans
Teacher Evaluation Handbook p. 21
“Written plans (e.g. lesson plans or workshop
agendas/outlines) provide evidence of knowledge
and planning and need to be available for an
evaluator at any time. For an announced
observation, the teacher needs to provide the plan
to the evaluator before the visit to the classroom.
The APS Guide to Key Elements of a Lesson Plan and
Observation form can be found in Section III of the
Handbook. Other forms of communication are at
the discretion of the evaluator.”
Additional Reading
Brief 4
Instructional
Planning
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Windshield Check for Understanding
• CLEAR = I get it!
• BUGS = I get it for the most
part, but some things are still
unclear.
• MUD = I still don’t get it!
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2) APS Lesson Plan Key Elements
12
Presentation
Lesson Video- World War I: Writing From the
Trenches
APS
Gunston Middle School
Barbara Formosa and Greg Cabana
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What key elements did you see?
• Discuss in pairs
• Share out key elements from the video
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Practice
In this particular grade level- what does
_____(insert key element)___ look like?
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Stations- Examples of Grade Level
Specific Key Elements
1. Circle 4 key elements that you would like to
spend more time learning about/practicing
2. Around the room are posters with information
about each key element.
– Stand by one poster (no more than 4-6 per poster)
– Brainstorm examples of that element in your
instructional planning
– Repeat 3 more times
3. Grab a partner and gallery walk
4. Debrief as a group
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3) Application: Plan A Lesson
• Collaboratively plan a lesson including the key
elements
– If you need suggestions on a typical third quarter
objective for Math, Reading, Science or Reading
send a representative up to the front to take
copies back to your table.
– Record the lesson on chart paper as evidence of
understanding the key elements
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Debrief- Collaborative Lesson Planning
• What was a successful part of this activity?
• What was a challenge in this activity?
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Closure
Enduring
Understanding
Effective instruction must be planned.
Essential
Question
What is required for effective instructional planning?
Standards
The teacher plans using the Virginia Standards of Learning, APS curriculum,
effective strategies, resources, and data to meet the needs of all students.
Content
Objectives
Language
Objectives
Participants will be able to:
Write lesson plans including the key elements.
Participants will be able to:
Read
Read the text to ask and answer questions to demonstrate comprehension.
Write
Given a topic, use key vocabulary to collaboratively write a lesson plan using
the key elements
Speak
Use the key vocabulary in an oral description of examples for the various
elements of the lesson plan.
Listen
19
Listen to a colleague's example and assess accuracy.
Check for Understanding:
• Return to Anticipation Guide
• Action Plan
• Exit ticket
20
Anticipation Guide
1. Content objectives address the topic of study and what will be learned.
2. Language objectives address two skills: listening and speaking.
3. Key vocabulary is introduced at the beginning of the lesson.
4. Because time is an issue, it is not necessary to review the previous day's
lesson.
5. The hook, or motivation for the lesson, is a time to assess students.
6. Assessment occurs at the beginning, middle and end of the lesson.
7. Teachers model the activity during the practice phase of the lesson plan.
8. The application/activity phase of the lesson is a good place to differentiate.
9. Students share their findings during the closure component of the lesson
plan.
10. Though some lessons may span more than one day, all the key elements
should be evident every day.
21
APS Teacher Evaluation Vision
Since 1999
“Arlington Public Schools will provide every
student with highly effective educators
that have the necessary tools to positively
impact student learning and growth.”
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Language Objectives
• State how students will use language to
master the content
• Include all four language domains – reading,
writing, speaking and listening
• Build academic language proficiency
• Students need time to practice using all four
language domains to develop understanding
of the content
Language Objectives
Key Questions When Writing language
Objectives
• Is the objective observable?
• How will you assess student
mastery?
• Are the language objectives
focused on the academic
language and/or language
processes you expect students to
use?
• Are the objectives written in
student-friendly language?
Consider:
What are the language demands of
the content objective?
 Language functions – e.g. define,
describe, explain, classify,
compare, summarize, sequence
 Academic vocabulary – (e.g.
discipline-specific, test
vocabulary, transition words)
 Language structures – (questions,
past tense, writing a complete
sentence, writing a paragraph)
Language Objectives
Example: The Water Cycle - Language Objectives
Student will be able to:
• Read
– Read the text to ask and answer
questions to demonstrate
comprehension.
• Write
– Use key vocabulary and
transition words to describe the
water cycle process.
• Speak
– Describe the water cycle while
viewing a diagram.
– Use the key vocabulary in an oral
description of the water cycle.
• Listen
– Listen to a partner’s description
and assess accuracy.
Content Objectives
Content objectives:
• are derived from the state content standards
• should emphasize the key components of the topic
• should be clear, direct, observable and student-friendly
• Should build connections to prior background knowledge of
key vocabulary and concepts
• Students need time to practice using all four language
domains to develop understanding of the content
APS Teacher Evaluation
A Process for Student and Teacher Growth