Section F: Utilization of Materials and Resources Uses a wide range of supplemental and instructional materials that reflect curriculum standards Consults effectively with resource personnel concerning appropriate materials and resources List the specific indicators to be improved: Activity(s) in which teacher will engage to meet the objective: Evidence of successful implementation: Timeframe: *The work of the teacher results in acceptable, measurable, and appropriate student academic progress *Teacher will adhere to activities stated in this document to improve instruction and thus student academic progress *Students will meet NWEA, State SOL and/or county goals for all students: students will show improvement from benchmark to simulation assessment; students will show growth from fall to spring NWEA; at least 80% of students will successfully pass SOL assessments *By year end Utilizes SOL blueprints (and county pacing guide) to plan for instruction Teacher will meet with grade level team and create school based pacing document (using the county pacing excel document) that is divided into the marking periods Grade level pacing guide submitted to English administrator and English specialist Due September of current school year Develops long- and short-range objectives that incorporate HCPS curricular standards Teacher will utilize English Unit Planning Template and focus on integrated lessons Submission of lesson plans (at least) the week prior to the lesson in School Space drop box Weekly Plans instruction to meet school needs based on data analysis Teacher will use Spring 2013 NWEA MAPs data and SOL SPBQ data to drive school pacing document and lesson plans 1. Grade level pacing guide submitted to English administrator and English specialist 1. Due September of current school year
2. Lesson plans will clearly indicate SOL and skill focus 2. On-going Uses data analysis to drive instructional planning Teacher will use NWEA MAPs data and SOL SPBQ data to create learning groups Minimum of three (3) literature and (3) writing student learning groups with leveled assignments clearly placed in school space folders and obvious during observations Groups need to be set by the end of September and change with fall NWEA results and winter Benchmark results Provides opportunities to use critical thinking and problem solving strategies Teacher will utilize English Unit Planning Template and focus on integrated lessons with a minimum of one media, one major writing and one major project for each unit Student work archived in digital form (School Space, blog site, Google Docs, etc.) or displayed On-going Uses a variety of teaching methods and instructional strategies to engage students in their learning Teacher will utilize English Unit Planning Template and focus on integrated lessons with mini units focused on grammar, vocabulary, media messages, literary devices and writing Thorough lesson plans and high ratings on observations using the English look-for tool On-going Plans for differentiated delivery of instruction Teacher will utilize English Unit Planning Template and use NWEA MAPs data and SOL SPBQ data to create activities and learning groups that will have varying lesson elements to address different level learners Thorough lesson plans and high ratings on observations using the English look-for tool On-going Utilizes teaching resources and instructional tools provided, including technology Teacher will use resources provided on the English blog, Achieve 3000, SAS Curriculum Pathways and the H21 blog Resources will be documented in lesson plans and used (and observed) throughout the year On-going Uses a wide range of supplemental and instructional materials that reflect curriculum standards Teacher will seek out and use non-fiction, poetry and media Resources will be documented in lesson plans and used (and On-going