Developmental Curriculum

Talk with every student. 

Learn the names of students. 

Help students make up work. 

Sit near a student with behavioral needs. 

Deliver a pre-determined behavioral support plan.

Collect data on an individual student’s behavior. 

Collect data on student learning preferences. 

Examine and compare student work for individual differences. 

Provide an environment for small-group learning

Design developmentally appropriate instruction.

Develop motivational strategies. 

Design and deliver differentiated instruction for an individual student.

Plan adaptations for a unit of instruction. 

Adapt a lesson for a few students. 

Create individualized materials. 

Provide individualized feedback. 

Create alternative assessments.

Evaluate some students individually.

Differentiate instruction according to all students' needs. 

Develop a plan for building relationships during the first week of school. 

Create culturally relevant lessons and unit plans.

Find information to answer student questions. 

Provide students with assistance in finding information. 

Answer individual questions. 

Assist individual students with technology. 

Assist students with finding resources.

Develop and use real-life examples in teaching. 

Become familiar with the curriculum and instruction plan for the class. 

Develop questions that lead students from their previous knowledge to new content.

Use Ohio content standards.

Engage students in thinking about the content at the application level of Bloom's taxonomy. 

Use content-specific instructional strategies.

Use a variety of content sources. 

Use Ohio content standards to develop unit plans. 

Engage students in thinking about the content at the analysis and synthesis of Bloom's taxonomy

Students use a variety of sources. 

Design activities that encourage students to integrate information from multiple content sources.

Engage students in thinking at all levels of Bloom's taxonomy.

Check or grade papers with a key.

Record grades.Record and comment on student writing tasks. 

Develop a student interview or survey.

Make objective observations.

Record participation patterns

Develop objective test questions. 

Develop essay questions. 

Create a checklist.

Grade essays.

Develop a rubric. 

Know school grading policies.

Design, implement, and evaluate a formative assessment consistent with Ohio content standards. 

Develop a pre-assessment.

Co-assess student work with the mentor teacher.

Develop unit instructional goals.

Use pre and post-assessments. 

Design new strategies based on formative assessment data. 

Design, collect, and analyze summative assessment data.

Use summative assessment data to adjust unit teaching strategies.

Develop, implement, and evaluate multiple formative assessments.

Develop a nine-week grading plan.

Write notes on a chalkboard or whiteboard. 

Operate technology. 

Create materials with teacher. 

Model appropriate language and share personal interest skills.

Teach a routine part of a lesson to a whole group.

Create a new learning center. Supervise students during group times. 

Review assignments with small groups.

Facilitate small group discussions.

Create and implement a lesson for a small group.

Create and implement a single lesson plan.

Assume leadership of the class for short periods of time. 

Create and lead classroom activities.

Co-plan unit instruction with mentor teacher. 

Plan multiple lessons based on formative assessment data.

Integrate technology into instruction. 

Co-teach with mentor teacher.

Design new strategies based on formative-summative assessment. 

Design a unit with multiple instructional strategies (e.g., discussion, inquiry, project-based learning)

Take attendance/stuff mailboxes. 

Collect lunch count.

Organize or file. 

Pass out papers or assignments.

Create/construct a bulletin board.

Become familiar with emergency procedures.

Know the school discipline policies. 

Give directions and explain procedures.

Explain the reason for a rule or policy.

Create supporting materials. 

Use appropriate classroom management (e.g., proximity control)

Explain a new classroom routine

Organize effective grouping arrangements. 

Create a variety of scaffolds to support independent learning.

Plan and execute effective classroom transitions.

Design a classroom management plan. 

Develop a plan for establishing routines/classroom procedures. 

Develop proactive and reactive classroom management plans.

Speak clearly and project voice. 

Give directions to individual students.

Give concise communication to students.

Attend faculty meetings.

Attend in-service meetings. 

Attend parent/teacher conferences.

Collaborate with mentor teacher

Give clear instructions both verbal and written.

Develop materials to support student learning at home.

Visit local community agencies

Interact with professional staff.

Attend data assessment meetings. 

Attend athletic events/extracurricular activities of students.

Communicate with parents and administrators about student performance.

Conduct home visits. Attend community events.

Model appropriate language and behavior. 

Dress professionally. 

Be punctual. 

Call in any/all absences. 

Be respectful of mentors and colleagues.

Write reflective journal entries. 

Reflect on instructions with students. 

Accurately and objectively describe student performance.

Reflect on individual lessons. 

Objectively describe student behavior.

Develop new strategies based on reflection.

Reflect on multiple lessons.

Adjust teaching strategies based on an analysis of data. 

Provide a rationale for new strategies.

Analyze teaching videos.

Develop resumes and portfolios in preparation for professional life. 

Develop a teaching philosophy. 

Complete the Teacher Performance Assessment (edTPA).