Standard+4+-+Differentiates+Instruction


 * Standard IV: Plans, designs, and differentiates instruction for all students** (based on Research for Better Teaching ™ model areas of performance**)****: A JCDS teacher possesses deep knowledge of curriculum design and is committed to using that knowledge to develop appropriate learning opportunities and resources for students that match children’s learning styles and inspires students to become life long learners.**
 * Elements || Beginning Practice || Approaching/Developing || Enacting/Applying ||
 * 1. Plans curriculum, driven by assessment || Teachers has not yet learned how to use assessment to inform instruction.

Teacher plans curriculum without taking into consideration growth of each student. || Teacher administers assessments. Teacher is learning how to use assessments to inform instruction.

Teacher is learning how to plan curriculum to ensure the growth of each student. || Teacher uses assessment to drive instruction.

Teacher plans curriculum with clear goals, learning experiences and assessment to ensure the growth of each student. || Teacher does not yet possess the understanding of motivating students as learners. || Teachers is learning to motivate students as learners through student-teacher relationships, setting appropriate expectations, and creating a class climate to ensure the engagement and success of each student. || Teacher motivates students as learners through student-teacher relationships, setting appropriate expectations, and creating a class climate to ensure the engagement and success of each student. ||
 * 2. Motivates students || Teacher creates a class climate that was welcoming.
 * 3. Implements Instructional strategies ||  || Teacher often implements instructional strategies using some learning principles, models of teaching and explicit instruction.

Tea || Teacher consistently implements instructional strategies through a clear understanding of learning principles, models of teaching and explicit instruction.

Teacher maintains clarity in regard to goals and learning outcomes. ||
 * 4. Classroom Management ||  ||   || Teacher manages the classroom with clearly defined and taught routines, expectations and “logical consequences”.

Teacher is mindful of the pace of the day and considers the learning environment that is needed to create the momentum that is developmentally appropriate for students is a consistent factor in planning for instruction and the physical space. ||