1. Strand A In Depth Context and Introduction

2. Strand A: Instruction Demonstrates your competency in instruction based on your documentation of NM Teacher Competencies 1,2, and 5 1.The teacher accurately demonstrates knowledge of the content area and approved curriculum. 2.The teacher appropriately utilizes a variety of teaching methods and resources for each area taught. 3.The teacher effectively utilizes student assessment techniques and procedures.

3. General Description 3-5 hours of focused, standards based, consecutive or connected instruction. Same skills are taught to everyone in the classroom. You are providing evidence to a reviewer that you can meet the needs of all your students while teaching to a whole group.

4. “Non-Negotiables” Must be based on standards Must integrate another curricular area Must be based on students’ current achievement levels: pre and post test data to show achievement during your instruction Must meet the needs of ALL students in your classroom Criteria for success (rubric) must be given to students before the lesson begins. Communication with parents and students before, during, and after the lesson.

5. Selecting your Focus for Instruction (Lesson will be taught after Nov. 2 nd Workshop) A 3–5 hour segment of your instruction that: – Demonstrates your work with one group of students – Takes place in one day or in consecutive/connected sessions – Integrates skills/content from more than one subject area – Is connected by concept, skill, and/or theme. – Provides evidence of student achievement related to your instruction.

6. Strand A - Sections 1.Context 2.Introduction 3.Instructional Record – Workshop 4 4.Resources – Workshop 4 5.Student Work – Workshop 6 6.Student Achievement – Workshop 6

7. Context – Demographics Section 1 This section gives the reviewers a mental picture of your classroom. Think of context as setting the scene for the story of this segment of teaching. A.Class Information Grade, course title, number of students in the class, number with IEP’s, and number of ELL students

8. Context – Achievement Levels Section 1 Range of achievement levels in your classroom Explain why this instruction is appropriate for this group of students at this time

9. Context – Achievement Levels Section 1 Support your claims by referring to standardized assessment data or other assessments appropriate to you content area, grade level and/or specialty area Assessment tools: Assessments required by the state and district Previous years assessments may be included Standarized test data Teacher developed assessments Beginning of the year tests such as math, reading, and early childhood assessments Content area assessments Observations of performance for programs such as PE, fine arts, SPED, etc.

10. Context – Standards and Benchmarks Section 1 Identify curriculum or performance standards for segment of instruction Choose one to three NM Performance Standards or Benchmarks or District Curriculum Standards and Benchmarks Write these out in their entirety If your content area does not include the academic content standards or benchmarks, you may use appropriate learning goals for any content area that include relevant concepts, knowledge and/or skills.

11. Context – Standards and Benchmarks Section 1 You may use appropriate goals for your content area that include relevent concepts, knowledge and/or skills. – For example, for Special Education, appropriate instructional goals might draw from IEP’s.

12. Context – Additional Info Section 1 Optional Data – any other information that you think that the reviewer needs to know to get an accurate picture of the class that you walk into everyday. Relevant issues of Diversity might include: Socio Economic status Race/ethnicity/gender Cultural background Native language/English Language Proficiency Religion Learning Styles Special needs Age Mobility rate

13. Context – Additional Info Section 1 Additional Information – other factors that impact teaching school’s special status (Corrective Action) Prescribed school curriculum School/and or class size Special classroom circumstances (inclusion, presence of IA’s, or relevant school support programs)

14. Context – Additional Info Section 1 You do not have to add every possible detail to talk about your students Include information that may be relevant for the reviewers to understand the approaches you use or the rationale behind your work with your students

15. Section 2 - Introduction This section introduces reviewers to the 3-5 hour segment of instruction you are presenting in this strand. It includes... The knowledge and skills this instruction helped students to learn – Don’t restate the standards. Put this into language that is clear and concise. What exactly will the students be able to do as a result of this instruction? How this segment fit into previous and continuing instruction – You should be able to show a clear progression from the previously taught skill, your segment of instruction, and then to the instruction that you will provide next.

16. Section 2 - Introduction How this segment integrated skills or content from more than one subject area. How you organized the educational setting to enhance learning. How you differentiated instruction for students with diverse needs.

17. How to collect your data Collect examples of student work completed during and after the 3-5 hours of instruction. Examples should provide evidence of what students learned and should demonstrate different levels of achievement.

18. Next Workshop The focus of our next workshop will be “Writing your Lesson Plan for Strand A. This lesson will be taught to your students after our workshop. It is beneficial if you have an idea of what you will be teaching during your 3-5 hours of instruction by our next workshop.