Date Created: April 5th, 2017

Date Submitted: Spring 2017

Title of Artifact: Observation Three: Planning
New Jersey Professional Standards for Teachers: Standard Seven Planning for Instruction

I am placing my artifact, Observation 3: Planning, under Standard Seven Planning for

Instruction as evidence of continued mastery towards development of engaging instructional
methods which support all learners. This observation shows examples of planning for instruction
through collaboration, common planning time and active research to better understand the
curriculum, content areas, and goals expected of learners. Having the opportunity to examine the
process of planning throughout the past few weeks has been beneficial in helping me gain a
stronger understanding of the expectations of this standard. My observations and reflections
made on instructional planning allow me the ability to continue to master of pedagogy.

References:
New Jersey Professional Standards for Teachers. (2014, August 4). Retrieved from
http://www.state.nj.us/education/code/current/title6a/chap9.pdf
I. Observation 3:
Planning
II. Grade:
Differs depending on student (Ranges from 1st through 5th)
III. Students:
4 Boys (Grade 1, Grade 2, Grade 4 and Grade 5)
IV. Setting:
Pull-Out Resource Room/Special Education Classroom
V. Pre-Observation:
Prior to this observation I reviewed my notes from past observations I

completed to see what I noticed about her planning techniques. One of the

first things I recognized when starting my observations were that this teacher

kept an oversized calendar on her desk. This is where she wrote down any

quick notes about her upcoming days. It is also a place for her to remember

each of her students individual schedules. Having memory of students

schedules is especially important in a pull-out resource setting because

students transition between different teachers and classes throughout the

school day.
VI. Data:
The teacher I am observing has different programs to use for each of her

students because they are all at various levels developmentally. This means

that she must plan her lessons according to each students individualized

education program (IEP). She keeps record of students progress in a binder

labeled with each of their names. She mentioned it is critical to stay neat and

organized throughout the year otherwise it makes it extremely difficult to find

crucial information or data when it may be needed. I attended a common

planning meeting with a couple other teachers to discuss, evaluate, and plan

about the progress of a few specific students. This opportunity showed me the

amount of extra thought and effort teachers put into their students education.
VII. Analysis:
As a teacher, it is crucial to consistently be prepared. Not only does this mean

having lesson plans created, it also means, managing time to research, plan

and create developmentally appropriate lessons with up-to-date materials and

information. It is also crucial to note the different types of planning which

occur. Individual planning time is spent creating and preparing lessons and

evaluating student classwork. Collaborative planning time typically occurs

weekly and the time is spent in meetings with specialists or other teachers

who all work with the same students or grade-level. Aside from all of this it is

important to note that not everything will go as planned within the classroom,

this is when having a set of back-up plans comes in handy.

VIII. Recommendations:
Something I recommend having especially for a special education teacher is a

system which students write down a few of their main struggles or concerns

within their main classroom. This could be a helpful way to learn more about

each students individual needs and potentially be an effective way of making

them feel more comfortable in their main class. By utilizing a system similar

to this it could help teachers plan what activities are most important to work

on for each student and make the planning process more simple and

individualized. In an article titled Time for teacher learning, planning critical

for school reform, author Merritt, explains methods of improving the

planning process. She mentions, Some districts have added more planning

time for teachers in response to the demands of unions and teacher leaders.

Late arrival and early release times can provide teachers with common

planning time for PLC work, (p. 34). These shorter school days not only
 offer extra planning time for teachers, but also allow students time to

recuperate and return prepared and actively engaged for the next day.
IX. Post-Observation:
After completing this observation, I researched more information about the

process of planning. Being in the field observing has given me many

opportunities to see planning in action and all that it entails. Although, doing

research is a beneficial way to follow up all the information I received. Merritt

states, Teaching is more complex in this decade than ever before as educators

adapt to new curricular reforms and assessments, implement social and

emotional learning programs, and plan learning for an increasingly diverse

student population, (p. 32). There are more expectations now from teachers

than there ever was which puts more pressure on the planning process making

it more difficult for teachers to find enough quality time to plan. Having the

ability to manage time and stay organized is a major aspect to teaching that

many individuals may not realize.

X. Citations:
Merritt, E. G. (2016). Time for teacher learning, planning critical for school
reform. Phi Delta Kappan, 98(4), 31-36.
doi:10.1177/0031721716681774
Observation 3: Planning

Victoria Elacqua