PERFORMANCE BASED ASSESSMENT: PLANNING INSTRUCTION PART 1 This project is aligned to the Texas Approved Educator Standards 1.A.(ii); 1.A.(iii); 2.B.(i); 5.a.(i) and evaluates yo

PERFORMANCE BASED ASSESSMENT:
PLANNING INSTRUCTION PART 1

This project is aligned to the Texas Approved Educator Standards 1.A.(ii); 1.A.(iii); 2.B.(i); 5.a.(i) and evaluates your knowledge and skills from the following courses:

• UNDERSTANDING RIGOR
• UNDERSTANDING THE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS
• ELEMENTS OF EFFECTIVE INSTRUCTION

Please review your notes or the coursework listed above before beginning the project.  You must score 80% or higher to pass the project.

To begin the lesson planning process, candidates must write learning objectives using the TEKS in their content area and describe an assessment that is aligned with both the learning objective and the state standard. Additionally, candidates must demonstrate how to describe the learning objective and performance measure to students (the objective statement) and tell students why it is important for them to know the material. Candidates must also identify the prior learning or background knowledge that students must know in order to successfully meet the learning objective for the lesson.  You will write 2 plans for this project.  You will receive 2 grades in this project; one for each plan or submission. You must score at least 48 out of 60 points on each submission to successfully pass this assignment. 

Please allow 3 – 5 business days for scoring.

This project evaluates your knowledge and skills in the following areas:

• Using the state standard to write learning objectives
• Aligning the rigor of the state standard to the rigor of the learning objective
• Describing a performance measure that is aligned to the state standard and is included in the learning objective
• Writing an objective statement and related performance measures in student-friendly terms
• Describing the purpose of learning the new content; why it helps the student in the content area and in their life
• Writing a statement that the teacher uses to connect the lesson to necessary prior knowledge and/or background knowledge, and supports the student making connections within and across content areas

This project is aligned to the Texas Educator Standards.  Successful completion is required as a demonstration of your knowledge and skills in meeting the above standards, and is a preservice requirement. You must score 80% or higher on each submission to successfully complete the project. You can download the scoring rubric here.

For TNT 700.3PBP, you will complete two lesson plan introductions, completing only those areas described above. Each lesson plan introduction will be submitted on a different submission page. There are two submission pages, one for each document.

NOTE: If you are seeking certification in Core Subjects EC – 6, Core Subjects 4 – 8, ELAR 4 – 8, or ELAR/SS 4 – 8 at least ONE of your two lesson plans must be written for literacy, using the literacy standards.  The other lesson plan may be in any other Core EC-6 Content Area.

All other content areas must write lesson plans aligned to the certification area you are seeking. You will use these plans in the upcoming projects, TNT 700.4PBP and 700.5PBP.

Below are links to the TEKS, a sample project, the template for which you will need 2 documents, and a copy of the scoring criteria — the rubric. Select each link to get the information you need.

TEKS by Subject AreaLinks to an external site.

Sample ProjectDownload Sample Project

TemplateDownload Template

Criteria for Scoring (Rubric)Download Criteria for Scoring (Rubric)

Write all answers in the response column text box; the text box will expand as you write.

1. On the template, write your Name, Content Area, Grade Level and Submission Number at the top of each page.

2. Using the TEKS for your grade level and content area, copy the TEKS word for word. This must include the grade level, number, and letter of competency. For example, (Grade 6) 5.B.  If you are having difficulty remembering how to read the TEKS you should review the course TCR 402 Understanding the TEKS.  You can link to it from your dashboard by clicking Courses>All Courses>Past Enrollments. 

3. Describe an assessment/performance measure that will accurately determine if students have learned the content at the same level of rigor as is required in the TEKS.

4. Write your learning objective, using the same language as the TEKS and include the performance measure.

5. Write the statement you will say to students that explain the learning objective in student friendly terms and includes how student performance will be measured.

6. Write the verbiage you will use to explain the purpose of learning the material.

7. Write the statement you will make to students that connect this learning to prior instruction, background knowledge, and/or other content areas.

8. Save each submission document by your name and submission number. For example, Joe Stephens Submission 1.

9. Each completed submission document must be submitted separately. Submit each document on the appropriate submission page. There are two submission documents and two submission pages. Each submission document must be scored individually, so each must be submitted separately. Our grading system will not allow us to grade more than one submission per page. 

10. You will receive 2 grades; one for each submission. To successfully complete this project, you must pass both of the two submissions with an 80% or higher.

11. When you have received 2 passing scores, and not before, return to the course and select Course Complete to conclude your enrollment and post your completion to your portal. Do not do this before you have passed both portions of the course, as you will conclude your enrollment, but your portal will not update. Please allow 3 – 5 business days for scoring.

*Caution* PLEASE READ

Teachers of Tomorrow recognizes the use of artificial intelligence (AI) as a ground-breaking tool for research.  With focused queries, it can fill in knowledge gaps and reveal vital connections.  It can also reflect societal biases and generate incorrect responses.  Generative AI searches can and do create false citations, contradictory statements, and offensive statements. They also incorporate copyrighted text without citing it. As information consumers and learners, it is imperative we are able to critically analyze the material it produces to determine the value and appropriateness of it to our work. 

The performance-based assessments in Teachers of Tomorrow coursework are designed to help you hone skills that make you a more effective teacher.  You need to be able to design a lesson and align all instructional materials and strategies, along with formative and summative assessments, to the learning objective.  You must be able to create a productive classroom environment that both aligns with best practice and creates a safe space for you and your students.  You will need to know how to differentiate, accommodate, and modify curriculum for students with varied learning needs.  These are foundational concepts in our field.  If you cannot successfully do these things, you will not be an effective teacher.  This work is designed to have value to you in your development as an educator. 

In this context, appropriate use of generative AI might be asking for examples in order to spark your own creativity and thought process.  You might use it to precheck assignments for feedback suggestions or to summarize an article you are considering using to support your work.  It is not an appropriate use to copy the response you receive and submit it as your own.  You are responsible for the caliber of content you submit, and AI is not an acceptable substitute for your unique and original work.  Submissions that are inaccurate, fail to correctly attribute others’ work, contain offensive material, or are plagiarized will not be considered to be proficient. To use generative AI in lieu of original work is a violation of our Academic Integrity Policy. 

Teachers of Tomorrow instructors have been trained on AI-generated material and may reach out to you if they suspect your work is disproportionately composed of material found by using AI tools.  To keep your work above suspicion and your academic integrity intact, it is your responsibility to carefully consider and edit any research done with generative AI.  In addition, you are expected to cite your sources in a recognized format (APA, MLA, or Chicago).   

As a future teacher, this is an opportunity to think about what you will find acceptable from your students and how you will address these issues.  Assessments should reflect what a student knows and is able to do; that is not possible if the work submitted is copied wholesale from an AI query. We encourage you to research the issues surrounding the academic use of generative AI to set boundaries and guidelines in your own classroom.