InTASC Resources Standard 7: Planning For Instruction pva

PVA

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.

Indicator 7.1.a

The teacher individually and collaboratively selects and creates learning experiences that are appropriate for curriculum goals and content standards, and are relevant to learners.

Performance

Progression

Level 0	The teacher candidate does not or seldom manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 1	The teacher candidate manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 2	The teacher candidate actively involves learners in managing the learning environment and making full use of instructional time. S/he employs strategies to build learner self-direction and ownership of learning. The teacher candidate provides options and resources to engage learners with subject matter and to develop their skills in both collaborative and self-directed learning.
Level 3	The teacher candidate supports learners’ independence and self-direction in identifying their learning needs, accessing resources, and using time to accelerate their learning.

Indicator 7.1.b

The teacher plans how to achieve each student's learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate for individuals and groups of learners.

Performance

Progression

Level 0	The teacher candidate does not or seldom manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 1	The teacher candidate manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 2	The teacher candidate actively involves learners in managing the learning environment and making full use of instructional time. S/he employs strategies to build learner self-direction and ownership of learning. The teacher candidate provides options and resources to engage learners with subject matter and to develop their skills in both collaborative and self-directed learning.
Level 3	The teacher candidate supports learners’ independence and self-direction in identifying their learning needs, accessing resources, and using time to accelerate their learning.

Indicator 7.1.c

The teacher develops appropriate sequencing of learning experiences and provides multiple ways to demonstrate knowledge and skills.

Performance

Progression

Level 0	The teacher candidate does not or seldom manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 1	The teacher candidate manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 2	The teacher candidate actively involves learners in managing the learning environment and making full use of instructional time. S/he employs strategies to build learner self-direction and ownership of learning. The teacher candidate provides options and resources to engage learners with subject matter and to develop their skills in both collaborative and self-directed learning.
Level 3	The teacher candidate supports learners’ independence and self-direction in identifying their learning needs, accessing resources, and using time to accelerate their learning.

Indicator 7.1.d

The teacher plans for instruction based on formative and summative assessment data, prior leaner knowledge, and learner interest.

Performance

Progression

Level 0	The teacher candidate does not or seldom manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 1	The teacher candidate manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 2	The teacher candidate actively involves learners in managing the learning environment and making full use of instructional time. S/he employs strategies to build learner self-direction and ownership of learning. The teacher candidate provides options and resources to engage learners with subject matter and to develop their skills in both collaborative and self-directed learning.
Level 3	The teacher candidate supports learners’ independence and self-direction in identifying their learning needs, accessing resources, and using time to accelerate their learning.

Indicator 7.1.e

The teacher plans collaboratively with professionals who have specialized expertise (e.g., special educators, related service providers, language learning specialists, librarians, media specialists) to design and jointly deliver as appropriate effective learning experiences to meet unique learning needs.

Performance

Progression

Level 0	The teacher candidate does not or seldom manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 1	The teacher candidate manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 2	The teacher candidate actively involves learners in managing the learning environment and making full use of instructional time. S/he employs strategies to build learner self-direction and ownership of learning. The teacher candidate provides options and resources to engage learners with subject matter and to develop their skills in both collaborative and self-directed learning.
Level 3	The teacher candidate supports learners’ independence and self-direction in identifying their learning needs, accessing resources, and using time to accelerate their learning.

Indicator 7.1.f

The teacher evaluates plans in relation to short- and long-range goals and systematically adjusts plans to meet each student's learning needs and enhance learning.

Performance

Progression

Level 0	The teacher candidate does not or seldom manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 1	The teacher candidate manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 2	The teacher candidate actively involves learners in managing the learning environment and making full use of instructional time. S/he employs strategies to build learner self-direction and ownership of learning. The teacher candidate provides options and resources to engage learners with subject matter and to develop their skills in both collaborative and self-directed learning.
Level 3	The teacher candidate supports learners’ independence and self-direction in identifying their learning needs, accessing resources, and using time to accelerate their learning.

Indicator 7.1.g

The teacher understands content and content standards and how these are organized in the curriculum.

Essential Knowledge

Progression

Level 0	The teacher candidate does not or seldom manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 1	The teacher candidate manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 2	The teacher candidate actively involves learners in managing the learning environment and making full use of instructional time. S/he employs strategies to build learner self-direction and ownership of learning. The teacher candidate provides options and resources to engage learners with subject matter and to develop their skills in both collaborative and self-directed learning.
Level 3	The teacher candidate supports learners’ independence and self-direction in identifying their learning needs, accessing resources, and using time to accelerate their learning.

Indicator 7.1.k

The teacher knows a range of evidence-based instructional strategies, resources, and technological tools and how to use them effectively to plan instruction that meets diverse learning needs.

Essential Knowledge

Progression

Level 0	The teacher candidate does not or seldom manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 1	The teacher candidate manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 2	The teacher candidate actively involves learners in managing the learning environment and making full use of instructional time. S/he employs strategies to build learner self-direction and ownership of learning. The teacher candidate provides options and resources to engage learners with subject matter and to develop their skills in both collaborative and self-directed learning.
Level 3	The teacher candidate supports learners’ independence and self-direction in identifying their learning needs, accessing resources, and using time to accelerate their learning.

Indicator 7.1.l

The teacher knows when and how to adjust plans based on assessment information and leaner responses.

Essential Knowledge

Progression

Level 0	The teacher candidate does not or seldom manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 1	The teacher candidate manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 2	The teacher candidate actively involves learners in managing the learning environment and making full use of instructional time. S/he employs strategies to build learner self-direction and ownership of learning. The teacher candidate provides options and resources to engage learners with subject matter and to develop their skills in both collaborative and self-directed learning.
Level 3	The teacher candidate supports learners’ independence and self-direction in identifying their learning needs, accessing resources, and using time to accelerate their learning.

Indicator 7.1.m

The teacher knows when and how to access resources and collaborate with others to support students learning (e.g., special educators, related service providers, language learner specialists, librarians, media specialists, community organizations).

Essential Knowledge

Progression

Level 0	The teacher candidate does not or seldom manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 1	The teacher candidate manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 2	The teacher candidate actively involves learners in managing the learning environment and making full use of instructional time. S/he employs strategies to build learner self-direction and ownership of learning. The teacher candidate provides options and resources to engage learners with subject matter and to develop their skills in both collaborative and self-directed learning.
Level 3	The teacher candidate supports learners’ independence and self-direction in identifying their learning needs, accessing resources, and using time to accelerate their learning.