1. Planning in the Secondary Classroom

2. What are you priorities when you plan?  Think about planning. Be careful to separate your ideas about planning from classroom management and other concerns.  Take a minute to discuss this with a neighbor. Jot down a few of your highest priorities. Be prepared to share.  Think about planning. Be careful to separate your ideas about planning from classroom management and other concerns.  Take a minute to discuss this with a neighbor. Jot down a few of your highest priorities. Be prepared to share.

3. Priorities  Performance on assessments  Covering the curriculum  Student engagement  Modifications  Pedagogy Where do you begin?  Performance on assessments  Covering the curriculum  Student engagement  Modifications  Pedagogy Where do you begin?

4. Addressing These Priorities  Performance on assessments  In HCPSS, we do not teach to the test. Our curricula are carefully and skillfully aligned with the MSDE MSCs for middle school and core learning goals for high school. A well-designed curriculum requires well-designed evaluation tools and the MSAs and HSAs are generally regarded as such. The performance of our students on state assessments is well-predicted by their performance in our classes. Teach the curriculum well and you will prepare your students to be successful on these assessments.  Performance on assessments  In HCPSS, we do not teach to the test. Our curricula are carefully and skillfully aligned with the MSDE MSCs for middle school and core learning goals for high school. A well-designed curriculum requires well-designed evaluation tools and the MSAs and HSAs are generally regarded as such. The performance of our students on state assessments is well-predicted by their performance in our classes. Teach the curriculum well and you will prepare your students to be successful on these assessments.

5. Addressing These Priorities  Covering the curriculum  We work very hard to try to keep the curricula from growing too vast, but even if we are entirely successful, every teacher will someday find themselves having to decide what to leave out when they run out of time. For assessed courses, make the MSA/HSA assessment limits your priorities.  Covering the curriculum  We work very hard to try to keep the curricula from growing too vast, but even if we are entirely successful, every teacher will someday find themselves having to decide what to leave out when they run out of time. For assessed courses, make the MSA/HSA assessment limits your priorities.

6. Addressing These Priorities  Student engagement  Student engagement begins with a well-designed lesson plan. Our expectation is that you will have a lesson plan every day (don’t panic!). As you plan, consider your students carefully. Be sure to differentiate your lessons in terms of PRODUCT, PROCESS, and CONTENT. Use multiple intelligences, cooperative learning, formative assessments, etc. to engage every student.  Student engagement  Student engagement begins with a well-designed lesson plan. Our expectation is that you will have a lesson plan every day (don’t panic!). As you plan, consider your students carefully. Be sure to differentiate your lessons in terms of PRODUCT, PROCESS, and CONTENT. Use multiple intelligences, cooperative learning, formative assessments, etc. to engage every student.

7. Addressing These Priorities  Modifications  Become familiar with all of your students’ IEPs and be sure that you make all of the appropriate modifications. Discuss any modifications that you do not understand or cannot figure out how to incorporate with a special education teacher or a resource teacher. If you have a co-teacher, work closely with them. There are many creative ways to meet the special needs of each student.  Modifications  Become familiar with all of your students’ IEPs and be sure that you make all of the appropriate modifications. Discuss any modifications that you do not understand or cannot figure out how to incorporate with a special education teacher or a resource teacher. If you have a co-teacher, work closely with them. There are many creative ways to meet the special needs of each student.

8. Addressing These Priorities  Pedagogy  The art and science of teaching is not something easily mastered. Take advantage of the support you will receive here to work on learning to apply different teaching strategies and classroom structures.  Pedagogy  The art and science of teaching is not something easily mastered. Take advantage of the support you will receive here to work on learning to apply different teaching strategies and classroom structures.

9. Essential Tools  State standards State standards  HCPSS curriculum (Document Repository and eGuides)Document RepositoryeGuides  Public release items from the MSAs Public release items from the MSAs  Quarterly assessments  Instructional Strategies Database Instructional Strategies Database  eKits eKits  Document Repository Document Repository  State standards State standards  HCPSS curriculum (Document Repository and eGuides)Document RepositoryeGuides  Public release items from the MSAs Public release items from the MSAs  Quarterly assessments  Instructional Strategies Database Instructional Strategies Database  eKits eKits  Document Repository Document Repository

10. Backwards Planning  Planning with the end in mind -- What do you want your students to learn by the end of your course? What content? What skills?  Also, what do you want them to learn about being a human being?  Planning with the end in mind -- What do you want your students to learn by the end of your course? What content? What skills?  Also, what do you want them to learn about being a human being?

11. Begin at the end

12. Create a general outline  Insert Planning Calendars

13. Work down to more specifics

14. Finally, figure out a specific lesson  You may want to use the content-specific lesson formats we have developed.