Part I: Section A Directions:

The teacher candidate will collect the necessary information needed to plan, teach, and assess a lesson remembering that teaching begins with knowledge of the learners. In this process, the teacher candidate will describe the context for learning using the following prompts. Part I: Section A should not exceed four pages, including prompts (12-point font, Times New Roman).

Text boxes have been provided to help evaluators identify the information more quickly. If you need more space, you may expand the text box to fit your needs.

About the School Where You Are Teaching

1. Type of setting (e.g., first-grade classroom in an elementary school, resource room, a home, a job site)

2. Your role in the identified learner’s instructional program (i.e. self-contained classroom, pull out approach for supplementary instruction, part of an instructional team, etc.)

3. The schedule for instructional time with the identified learner for the learning goal (i.e. One day a week for 15 minutes, one hour daily, etc.)

4. The primary language of instruction, if other than English (e.g., ASL)

5. Describe any district, school, or cooperating teacher requirements or expectations that might affect your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.

6. Identify any textbook or instructional program primarily used for the subject (focus) of instruction in the setting. If a textbook, provide the title, publisher, and date of publication. The plan must rely on resources in addition to the textbook, but the textbook may be referenced and used. List other resources (i.e. electronic whiteboard, hands-on materials, online resources) used for the subject of instruction in the class.

7. If group instruction, describe the size and composition of the group (i.e. 4 special education learners, 2 learners with IEPs and 19 general education learners).

About the Identified Learner(s)

1. Age:

2. Gender:

3. Grade Level:

4. Describe learning challenges as reported on the identified learner’s IEP.

5. Describe evidence of what students know, what they can do, and what they are still learning to do.

6. List any type of alternative communication used by the learner (i.e. communication boards, signing, AlphaSmart keyboard, optical-character-recognition devices, speech generation technology).

7. Describe any pertinent behavior management plans for the identified learner.