Task : Provide two examples of instructional decision-making based on students’ learning or responses.
UCO Conceptual Framework
I.A. Assesses self as a professional
I.C. Evaluates the effects of his or her choices and actions on others and changes when needed.
III.D. Develops and effectively uses assessment procedures and adapts instruction/services based upon assessment and reflection.
2011 InTASC Standards
Standard #2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Standard #5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
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.
Prompt

Cover Page. Instructional Decision Making, grade level, your name, banner ID,
 date submitted, and supervisor name.
Think of a time during your unit when a student’s learning or response caused you to modify your original design for instruction. (The resulting modification may affect other students as well.) Cite specific evidence to support your answers to the following: o Describe the student’s learning or response that caused you to rethink your plans. The student’s learning or response may come from a planned
 formative assessment or another source (not the pre-assessment). o Describe what you did next and explain why you thought this would improve student progress toward the learning goal.
Now, think of one more time during your unit when another student’s learning or response caused you to modify a different portion of your original design for instruction. (The resulting modification may affect other students as well.) Cite specific evidence to support your answers to the following:

o o
Describe the student’s learning or response that caused you to rethink your plans. The student’s learning or response may come from a planned formative assessment or another source (not the pre-assessment).
Describe what you did next and explain why you thought this would improve student progress toward the learning goal.

Name: ____________________
Instructional Decision-Making Rubric
Task : Provide two examples of instructional decision-making based on students’ learning or responses.
First Submission____________________ Revised Submission____________________
Indicator
Sound Professional
Practice
Unacceptable
Many instructional decisions are inappropriate and not pedagogically sound. No evidence is used to support response.
Basic
Instructional decisions are somewhat appropriate, but many decisions are not pedagogically sound.
Evidence cited does not support response.
Developing Proficient
Instructional decisions are mostly appropriate, but some decisions are not pedagogically sound. Evidence cited supports response.
Most instructional decisions are pedagogically sound and lead to student learning.
Evidence cited supports response.
Modifications Based on
Analysis of Student
Learning
Teacher treats class as “one plan fits all” with no modifications.
No modifications in instruction were made.
Limited modifications of the instruction plan are made, but not based on data or analysis.
Some modifications of the instructional plan are made to address individual student needs, but these are not based on the analysis of student learning, best practice or contextual factors.
Modifications in instruction lack congruence with learning goals.
Modifications in instruction are somewhat congruent with learning goals.
Appropriate modifications of the instructional plan are made to address individual student needs.
These modifications are informed by the analysis of student learning/performance, best practices or contextual factors.
Modifications in instruction are congruent with learning goals.
Congruence Between
Modifications and
Learning Goals
Outstanding
Instructional decisions reflect skills in decision-making characteristic of experienced teachers. Evidence cited clearly illustrates and strongly supports response.
All proficient elements met and response includes an explanation of why the modifications would improve student progress.
Modifications in instruction are congruent with learning goals and reflect sensitivity to individual students’ needs. Modifications influence future planning and instruction.