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Standard 2.4 Sequencing and Alignment with Standards |
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Does the teacher plan and implement an instructional program, which incorporates the curriculum in the Standards for Quality Education? Are lessons and units of instruction well sequenced, articulated with other grades and content allocated appropriate amounts of time based on the importance and difficulty of the learning?
In all three levels of Career Prep Math, lessons are based on the district established competencies. Timing and sequencing are essential in achieving effective teaching and instruction. Students are required at all three levels to master a wealth of materials and skills that will be essential in their chosen careers and in every day life. My job as their teacher is to ensure that appropriate planning is achieved to give students the time needed to be successful. This planning must address the requirements of this district program and the speed at which these requirements are expected to be fulfilled.
In order to effectively plan, I have developed long and short term instruments for my instruction. I have developed a competency based Long Range Plan for all three levels of Career Prep Math that helps to guide my delivery of instruction and the timing of such instruction. My weekly lesson plans allow me to set clear and measurable goals for instruction on a short term basis.
Upon entering the Career Prep program, all students are given a Math Competency notebook which outlines the expectations in each level of the program. Each level is fully and completely defined.
Daily I post the day, date and year in three distinct sections on the whiteboard. Each section is relevant to each class I teach and appropriately labeled. In each section I list what we will be doing in class that particular day.
Supporting Documentation: (Click on each to see document)
Career Prep Program Long Range Plans
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