ABSTRACT
A teacher’s teaching begins before the teacher steps into the classroom and starts talking. Prior to each lesson, unit, semester, or school year, while teachers are planning the content of instruction, selecting teaching materials, designing the learning activities and grouping methods, and deciding on the pacing and allocation of instructional time, they are actually determining what learning opportunities their students are going to have. Teachers could use state or district curriculum standards, school district curriculum goals and objectives, and learning outcomes developed by professional organizations to plot the scope and sequence of subject topics. Teachers also could apply their knowledge of research-based practices to plan what strategies and techniques will be adopted to deliver instruction. Nevertheless, the most informative source for any instructional planning resides in the teachers’ classrooms—the students. This chapter explores the teacher performance standard of data-driven planning. The questions addressed in this chapter include:
What does data-driven planning mean?
What does the research say about data-driven planning?
What are research-based quality indicators for data-driven planning?
How can data-driven planning be documented?
What are rating scale options for data-driven planning?
