Education Studies Department · Lesson Plan Template This lesson plan template should be used when submitting two (2) contiguous lesson plans for the Student Teaching Application

Education Studies Department

Application to Student Teaching

1

Table of Contents Purpose of the Application.............................................................................................................. 2

Overview of Required Components................................................................................................ 3

Lesson Plan Template ..................................................................................................................... 4

Planning Phase ........................................................................................................................... 4

Implementation Phase ................................................................................................................. 5

Post-Instruction Phase ................................................................................................................ 6

Professional Statement Guidelines ................................................................................................. 8

PGP II Guidelines ........................................................................................................................... 9

Section 1: Previous PGP Goal Achievement .............................................................................. 9

Section 2: Self-Assessment of Strengths and Areas for Growth ................................................. 9

Section 3: New PGP Goals ......................................................................................................... 9

LESSON PLAN RUBRIC – PLANNING AND PREPARATION ............................................. 10

LESSON PLAN RUBRIC – CLASSROOM ENVIRONMENT ................................................. 11

LESSON PLAN RUBRIC – RESULTS ANDE EVALUATION ................................................ 13

PROFESSIONAL STATEMENT RUBRIC................................................................................. 14

PROFESSIONAL STATEMENT RUBRIC................................................................................. 15

PROFESSIONAL GROWTH PLAN RUBRIC ........................................................................... 15

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Purpose of the Application

The application process for student teaching is a significant step toward eligibility for teacher

licensure in Kentucky. Providing a strong representation of one’s gifts, abilities, and knowledge

of both pedagogy and content is important. To that end, developing a portfolio which offers a

snapshot of one’s best work, strengths, and plans for professional growth is required.

The Admission to Student Teaching Portfolio is comprised of a set of materials which best

represent the candidate. Specifically, lesson plans demonstrate the ability to plan, implement, and

assess instruction. A professional growth plan includes a professional statement which allows the

candidate to concisely explore various elements related to teaching, followed by a set of tables in

which goals and strategies are considered for professional growth. All elements of the portfolio

should be complete, concise, and well-written. Additionally, APA should be employed for

citations and the reference page.

Purpose – The Student Teaching Portfolio is submitted with the Application to Student

Teaching and should reflect a candidate’s developing knowledge, skills, and commitments as

someone who is ready to begin professional preparation toward a career as a teacher.

Audience – The audience for the Student Teaching portfolio is the faculty representing both the

intended major (content area) and the Education Studies Department. Portfolios will also be

evaluated by the Teacher Preparation Accountability Committee as part of a complete review of

all admission criteria.

Evaluation – All indicators for the Lesson Plan Rubric and for the PGP II Rubric must receive a

Passing score (rating of 2 or above) in order for the Application to Student Teaching to be

successful.

3

Overview of Required Components

1. Two Contiguous Lesson Plans – These lesson plans must have been taught and must be

connected. They may be part of a previously developed unit plan. Both lessons must have

been taught. Use the lesson plan template that is provided in the next section. Note – One

lesson must have been observed, and one lesson must include student assessment data and an

evaluation of the data.

2. Professional Growth Plan II (PGP II) – The PGP II reflects the applicant’s teaching

philosophy, self-identified strengths and areas for growth, and a plan which includes goals

and strategies for addressing future growth. See the attached guidelines for the PGP.

3. Two Recommendations from Content Area Faculty – Two recommendations are required

from faculty members who teach courses within your major/content area. A link will be

provided to the faculty members submitting the recommendation forms.

4

Lesson Plan Template

This lesson plan template should be used when submitting two (2) contiguous lesson plans for

the Student Teaching Application. Both of the lessons must have been taught. Also note that

one lesson should have been observed and/or video recorded and one lesson must include student

assessment data and an evaluation of the data.

While the lessons may have been part of a larger unit, the entire unit is not required for this

application. Note, however, that this will be addressed in the context section of the lesson plan

template.

Planning Phase

Content Objective(s)

Specify what students should be able to do at the end of the lesson.

Example: Students will be able to add two single-digit numerals for the correct sum.

Content Connection(s)

Specify which standard aligns with each content objective.

Language Objective(s)

Specify how students will show that they meet the content objective.

Example: Students will be able to use mathematical vocabulary to explain the operation of

addition for single-digit numerals orally or in writing.

Language Connection(s)

Specify which language standard aligns with each language objective.

Content Context

What is the purpose of the lesson?

How does the lesson support previous learning?

How does the lesson establish a foundation for subsequent learning?

Is the lesson part of a unit of study? If so, what unit?

Students’ Context

Consider the cultural, linguistic, and SEC backgrounds of students and their families.

How will connections to students’ cultural knowledge/cultural “data sets” be made?

Are there any ways to incorporate families’ “funds of knowledge?”

What language stages of ELLs will need to be considered in planning?

What accommodations are needed for students with IEPs or other learning differences/needs?

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Key Vocabulary

What terms are critical for student understanding? How will those terms be taught in ways that

are engaging and that will assist students in remembering the words and their meanings? (Note:

After explicitly teaching them, it is helpful to capture the vocabulary by posting all academic

terms on a “word wall” or some other medium and refer to them often as new concepts are

addressed.)

Materials

What materials and equipment will be required?

Can multicultural literature be included? Artifacts from popular culture (or other materials

from the students’ world)? Pictures representing diversity? Technological resources that

will promote student engagement? Other media?

What materials which explore current issues or events that are important to the community

can be used?

Implementation Phase Instructional Considerations

How much time is anticipated for each procedure? (This may be provided to the left of each

procedure.)

How the students are engaged in the lesson from the beginning

Introducing academic terms

Introducing significant ideas, important characters, historical events, etc. that would be

important for meeting the content objective

Explicit teaching (explaining, modeling, thinking aloud, etc.)

Student grouping strategies/collaboration (students work together to answer challenging

questions or to solve challenging problems—emphasis on group versus individual success;

also see the Discourse considerations below related to grouping strategies)

Student inquiry (students questioning, investigating)

Student choice (choice of problem, topic, reading selection etc.) and teacher choice (why

required materials/sources are needed)

Active involvement (activities that will promote active participation)

Cultural Considerations

Consider as many aspects of culture as possible, including race, ethnicity, ability levels, learning

differences, socio-economics, and even family culture. Also explore how students’ funds of

knowledge inform the planning, as well as how anticipated student responses could affect the

learning experience.

Exploring important issues

Presenting various perspectives, differing points of view

Deconstructing negative stereotypes; challenging the status quo

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Discourse Considerations

Discourse is more than student responses to single-answer questions. Instead, discourse should

be encouraged by creating a safe place for student input and discussion.

Consider what discourse protocols will be used in the lesson, e.g., “shout it out,” “discussion

web,” “call and response,” “musical shares,” “read around,” etc. and explain how/when these

protocols will be used.

How will student talk be promoted?

How will grouping strategies will be employed to promote equitable discourse?

What other equitable discourse practices will be employed so that all students have the

opportunity to participate in discussion?

Assessment Considerations

A. Formative

Describe how individual student demonstration of learning will be identified throughout

the lesson so in order to scaffold student learning.

Explain how formative assessment data will be recorded during the lesson (clipboard

with a checklist, digital data from a SmartBoard activity, etc.).

Describe how students’ language use will be assessed while they are actively engaged in

reading, writing, speaking, and listening.

B. Summative

Describe how the content and language objectives are to be met.

C. Other (formative and/or summative)

Describe how English language learners and/or students with IEPs will be assessed by

using visual or other forms of representation.

Describe any forms of self-assessment to be used.

Post-Instruction Phase

One lesson must have been observed by a classroom teacher or faculty member and/or video

recorded. Either the video recording (may be digital) or a copy of the observer’s

notes/feedback must accompany the lesson plan.

One lesson must include formative and summative student assessment data, as well as an

evaluation of the data.

a. Formative assessment, which occurred during the lesson, may be presented with a simple

checklist.

b. Summative assessment data should be presented in graphs or tables. Student names

should not be included, although each student’s assessment results should be presented

(use letters, numbers, etc.).

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c. An evaluation of the formative and summative data should follow and include:

How many students met the learning objective(s) stated in the lesson plan?

How many students did not meet the learning objectives?

What factors may have contributed to any shortcomings of meeting the objectives?

Were the formative assessment procedures effective? How did the formative

assessments guide the lesson flow in providing further explanation/scaffolding to

assure that all students were meeting the lesson objectives?

Were the discourse protocols effective? Why or why not?

What re-teaching strategies were employed (or could have been) for students who did

not meet the objectives?

This lesson plan format and planning guide corresponds with the Culturally Responsive

Instruction Observation Protocol (CRIOP).

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Professional Statement Guidelines

Develop a professional statement based on responses to the questions below:

1. What content and/or pedagogical knowledge do teachers need in order to support student

learning?

2. How might a teacher effectively partner with and serve students, their families, and the school

community?

3. What is the role of the teacher as an advocate for students?

4. What are the attributes of a professional in the field of teaching?

5. What are the essential elements of an environment that supports learning for every student and

how is such a culture established?

For each question above, consider the following:

Identify the main idea and explain why it is salient.

Consider how this part of a philosophy affects student achievement, especially

achievement gaps and best practices considered most important.

Discuss literature from coursework and/or other relevant sources that have shaped the

ideas presented (document using APA).

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PGP II Guidelines

Section 1: Previous PGP Goal Achievement Using the table below, list and describe your goals from the PGP I. How much progress have you

made in achieving your goals? What evidence do you have that highlights your progress?

Section 1 – Previous PGP Goal Achievement

Previous Goals Progress

1. 1.

2. 2.

3. 3.

Section 2: Self-Assessment of Strengths and Areas for Growth Using the table below, identify three strengths and three areas for growth. These may be new to

you, or you may continue to work on previous goals referenced in your PGP I. What literature

sources are helpful in considering your strengths and areas of growth? Connect your strengths

and areas for growth to at least two domains from the Charlotte Danielson Framework for

Teaching.

Section 2– Self-Assessment

Strengths CD Framework Domain

1.

2.

3.

Areas for Growth CD Framework Domain

1.

2.

3.

Section 3: New PGP Goals

Define a set of professional goals based on the areas for growth addressed in Section 2. Identify

the strategies and resources that you will utilize to support each goal. What literature sources are

helpful in addressing your goals and strategies for implementation? Refer to the SMART

framework for addressing your goals, and connect those goals at least two domains of the

Charlotte Danielson Framework for Teaching. Use the table provided below.

NOTE 1: A strategy differs from a goal. The goal is what one hopes to achieve whereas the

strategy provides a structure for achieving the goal.

NOTE 2: Are your goals specific, measurable, attainable, realistic, and timely (SMART)?

(https://www.mindtools.com/pages/article/smart-goals.htm)

Section 3. Professional Growth Goals and Goals for Utilizing Technology

Professional Goals Strategies for Implementation CD Framework Domain

1. 1. 1.

2. 2. 2.

3. 3. 3.

https://www.mindtools.com/pages/article/smart-goals.htm

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LESSON PLAN RUBRIC – PLANNING AND PREPARATION

Component Exemplary Target Passing Insufficient Evidence

Knowledge of content and

content pedagogy.

The lesson plan reflects

mastery of the content and

pedagogical methods selected.

The lesson plan reflects a

strong grasp of the content and

pedagogical methods selected.

The content presented in the

lesson plan is accurate.

Content errors are evident in

the lesson plan.

Knowledge of students’

developmental differences,

strengths, and needs, funds

of knowledge, interests, and

how needs inform student

engagement and learning.

The context statements

demonstrate a firm

understanding of the role of

the lesson and the strengths

and needs of the students,

including students’ interests.

Instruction is differentiated

according to the students’

needs and funds of knowledge.

The context statements

demonstrate familiarity with the

role of the lesson and the

strengths and needs of the

students, including students’

interests. Instruction is

differentiated according to the

students’ needs and funds of

knowledge.

Some student needs are

addressed and differentiated

instructional strategies have

been stated. There is some

evidence that the candidate has

sought information related to

students’ needs, interests, and

funds of knowledge.

There is little or no evidence

that the candidate has identified

students’ needs, interests or

funds of knowledge.

Differentiated instruction is

minimal, unclear, or

nonexistent.

Knowledge of resources

available.

The resources needed for the

lesson are identified and

explained if provided from

outside of what is recognized

as standard. The candidate has

sought resources which

uniquely support the content

and students’ funds of

knowledge and needs.

The resources needed for the

lesson are identified and

explained if provided from

outside of what is recognized as

standard.

A complete list of resources

needed for the lesson is

provided. Some information

regarding the resources may or

may not be provided.

Information related to lesson

resources is limited or not

provided.

Designs coherent instruction

with regard to learning

activities and lesson

structure.

All lesson concepts are

identified and how they are

relevant to the context of the

lesson is clear. The stated

instructional methods are

explained and the cohesive

nature of the lesson structure

indicates a smooth lesson

experience, while encouraging

student input and engagement.

All lesson concepts are

identified and how they are


lesson is clear. The stated

instructional methods are

explained and the cohesiveness

of the structure indicates the

flow of the lesson is smooth.

The lesson structure allows for

flexibility to incorporate

student input and engagement.

The important concepts are

identified, but how they are


lesson may not be clear. The

stated instructional methods

are somewhat explained,

although the how they fit

cohesively for smooth flow is

not evident. Student input and

engagement is not a focus.

The lesson lacks coherence

regarding various elements

and/or how those elements are

relevant to the lesson content.

Student collaboration and

engagement is not considered

in the lesson.

Design demonstrates

congruence between

standards, objectives,

procedures, and

assessments.

All elements of the lesson

align, including the stated

standards and learning

objectives, resources,

procedures, and assessments.

The elements of the lesson

align, including the stated

standards and learning

objectives, resources,

procedures, and assessments.

The elements of the lesson

align, including the standards,

objectives, procedures, and

assessments.

The standards, objectives,

instructional procedures, and/or

assessments are not clearly

listed. The stated elements do

not align.

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LESSON PLAN RUBRIC – CLASSROOM ENVIRONMENT


Expectations for learning

and achievement are clearly

stated and motivate learners

toward engagement.

Outcomes for learning

accommodate multiple types

of learning styles and

encourage high levels of

engagement across ability

levels. Classroom discourse

demonstrates a balance

between teacher and student

voice.

Outcomes for learning

accommodate most types of

learning styles in the class and

high expectations are

communicated for all students.

While student voice is

considered, it is not central to

the classroom environment.

There is evidence of

consideration of more than

one learning style and high

expectations are generally

communicated. While student

voice may be considered, it is

not central to the classroom

environment. Teacher voice is

emphasized.

The expectations are not clear

or the procedures do not seem

to challenge students. Little or

no evidence is provided that

multiple learning styles will be

met. The environment in the

classroom emphasizes teacher

voice only.

Instructional grouping

strategies are stated as

needed.

Grouping strategies are clearly

stated and equitable, are

appropriate for the activities,

promote a sense of ‘voice’ for

all students in discourse, and

do not encourage a top-down

social structure between

students.

Grouping strategies are

equitable, are appropriate for

the activities, and promote a

sense of ‘voice’ for all students

in discourse.

The use of multiple grouping

strategies is evident and gives

students a chance to add to the

discourse.

Grouping strategies are not

identified or are limited to just

one method.

Technologies are evident in

lesson.

The use of technologies in

lesson planning and

implementation is clearly

stated, students are guided to

use technologies appropriately

and effectively.


lesson planning and

implementation is evident.

Student use of technologies is

appropriate.


lesson planning and

implementation is done at a

surface level. Some student

use of technologies is evident,

but does not reflect a clear

connection to meaningful

learning.


lesson planning and

implementation is not evident.

No consideration has been

given to student use of

technologies.

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LESSON PLAN RUBRIC – INSTRUCTION AND ASSESSMENT Component Exemplary Target Passing Insufficient Evidence

Lesson purposes are connected

to students’ interests.

The purposes of the lesson are

clearly connected to students'

interest and funds of

knowledge; and there is

evidence of collaboration with

students with regard to

developing the lesson.


clearly connected to students'

interest and funds of

knowledge.


somewhat connected to

students' interest and funds of

knowledge.


not stated OR are not connected

to students' interest and funds

of knowledge.

Presentation and/or

explanation of content,

directions and procedures are

clear.

All of the procedures are

clearly articulated and have a

logical sequence. Culturally

and linguistically diverse

students are considered in how

methods are communicated.

The procedures have a logical

sequence and are well-

articulated for all learners

overall.

The procedures have a logical

sequence, but could be more

clearly stated for all learners.

The procedures are not clearly

articulated for all learners and

do not have a logical sequence.

A variety of questioning

techniques or prompts are

used.

Students are engaged through

appropriate and varied

questioning and/or prompts

which support problem

solving and high-level

thinking.

Students are engaged through

appropriate and varied

questioning and/or prompts.

Evidence of some questioning

and prompts is provided.

Questioning and prompts are

limited or not provided.

The sequence, scope, and time

allotted for the lesson are

appropriate.

The pace of the lesson

provides time for all students

to think critically, with

equitable considerations for

each learner.

The pace of the lesson provides

time for all students to think

critically, with equitable

considerations for each learner.

Some time is given for

students to think about their

responses, but not

consistently.

The pace of the lesson does not

allow adequate time for

students to consider their

responses.

Evidence of inquiry and/or

self-assessment is provided.

The procedures include

information indicating that

students are clearly

encouraged to use inquiry and

self-assess during the lesson.

Students are clearly encouraged

to use inquiry and self-assess

during the lesson.

Students seem to be

encouraged to use inquiry and

self-assess during the lesson,

although the procedures are

not explicit about this.

Opportunities for students to

use inquiry and self-assess

during the lesson are limited or

are not provided.

13

LESSON PLAN RUBRIC – RESULTS ANDE EVALUATION


Accurate assessment

results are provided

(without student identities)

and thoughtfully evaluated,

including how the results

shape subsequent

instruction.

Accurate results are provided for

formative and summative

assessments.

The effectiveness of the lesson

assessments is considered,

especially regarding how well the

students met the stated objectives

by identifying the specific

“indicators of effectiveness”

(Danielson, 2011, p. 37).

The candidate offers several best

practice examples of how the

results shape subsequent

instruction for those who met the

objectives, including how the

needs of high-functioning

students will be met and what re-

teaching strategies will be

employed for students who did

not meet the objectives.


formative and summative

assessments.


assessments is considered.

The candidate offers some best

practice examples of how the

results shape subsequent

instruction for all students,

specifically what re-teaching

strategies will be employed for

students who did not meet the

objectives.


summative assessments.


assessments is considered.

The candidate offers some

general ideas of subsequent

instruction, including what re-

teaching strategies will be

employed for students who did

not meet the objectives.

The results are not clear or the

candidate is not able to

determine whether or not the

learning objectives were met.

The candidate offers no

suggestions of additional

teaching strategies to meet the

needs of students who did not

meet the learning objectives.

14

PROFESSIONAL STATEMENT RUBRIC Component Exemplary Target Passing Insufficient Evidence

What content and

pedagogical knowledge do

teachers need in order to

support student learning?

The statement identifies diverse

content and pedagogical concepts

and skills aligned with the EDS

conceptual framework.

The statement describes their

importance and connection.

The statement identifies diverse

content and pedagogical concepts

and skills aligned with the EDS


The statement describes their

importance.

The statement identifies multiple

content and pedagogical

concepts and skills aligned with

the EDS conceptual framework.

The statement either:

Doesn’t identify multiple

content or pedagogical

knowledge or skills, or

The knowledge and skills are

not aligned with the EDS


How might a teacher

effectively partner with

and serve students, their

families, and the school

community?


creative and effective methods in

which a teacher might form

partnerships to serve students,

families, and the community.

The description portrays a vision

of seamless connection between

the various stakeholders.


effective methods in which a

teacher might form partnerships

to serve students, families, and

the community.

The statement portrays an

understanding of the connection

between the methods.


methods in which a teacher

might form partnerships to serve

students, families, and the

community.


Doesn’t identify multiple

partnership methods, or

Doesn’t identify methods to

partner with one or more of the

three stakeholder groups, or

The methods are not feasible.

What is the role of the

teacher as an advocate for

students?

The statement describes advocacy

as central to the role of a teacher

and describes practical ways to

advocate.

The statement connects advocacy

to the social and emotional

development of students, and to act

of teaching.

The statement describes advocacy

as central to the role of a teacher

and describes practical ways to

advocate.

The statement connects advocacy

to the social and emotional

development of students.

The statement describes

advocacy as central to the role of

a teacher and describes practical

ways to advocate.


Doesn’t describe advocacy as

central to the role of a teacher,

or

Doesn’t describes methods of

advocacy, or

The methods described are not

feasible.

What are the attributes of a

professional in the field of

teaching?

The statement describes a

professional educator as a complex

suite of knowledge, skills, and

dispositions.

Connections between the attributes

are highlighted.


professional educator as a

complex suite of knowledge,

skills, and dispositions.

The statement lists multiple

knowledge, skill, and disposition

attributes of a professional

educator.


Doesn’t list multiple

knowledge, skill, or

dispositional attributes, or

The attributes are not aligned

with the EDS conceptual

framework.

What are the essential

elements of an

environment which

supports learning for every

student and how is such a

culture established?

The statement describes a holistic

learning environment in which all

students feel belonging, and are

nurtured to feel creative, curious,

and be rigorous in their intellectual

pursuits.

The statement describes practical

methods to establish such a culture.

The statement describes a holistic

learning environment in which all

students feel belonging and are

nurtured to feel creative and

curious.


methods to establish such a

culture.


learning environment in which

all students feel belonging.


methods to establish such a

culture.


Doesn’t describe a nurturing

learning environment, or

Doesn’t describe practical

methods to establish one.

15

PROFESSIONAL STATEMENT RUBRIC


Relevant course readings

and other literature support

the statement.

Every section of the statement is

supported by relevant literature.

Literature cited includes work

other than course readings.

Every section of the statement is

supported by relevant literature.

Although the statement is

supported by relevant literature

some sections are not supported.

The statement isn’t supported by

relevant literature.

PROFESSIONAL GROWTH PLAN RUBRIC


Previous PGP goal

achievement

The plan describes goals from a

previous PGP and describes any

changes related to them.

The description includes explicit

quantitative and qualitative

evidence.




The description includes

evidence.




The plan either:

Doesn’t describe previous

goals, or

Doesn’t describe changes

related to them.

Self-assessment The self-assessment lists areas of

strength as well as areas for

growth.

The self-assessment connects to

three domains of the CD

Framework.

The self-assessment lists areas of


growth.


two domains of the CD

Framework.

The self-assessment lists areas of


growth.


a single domain of the CD

Framework.

The self-assessment either:

Doesn’t list areas of strength or

for growth, or

It doesn’t connect to any

domain of the CD Framework.

New PGP goals The new PGP includes SMART

goals connected to two or three

domains of the CD Framework.

The plan includes multiple

strategies and resources to support

every goal.

The plan includes multiple valid

measures of goal attainment and a

feasible timeline.

The new PGP includes SMART

goals connected to two or three


The plan includes a single

strategy and resource to support

every goal.

The plan includes measures of

goal attainment and a feasible

timeline.

The new PGP includes goals

connected to two or three


The plan includes a single

strategy to support every goal.

The plan includes a description

of how goal attainment will be

seen and a timeline.

The PGP either:

Doesn’t include goals

connected to two domains of

the CD Framework, or

Doesn’t include feasible

strategies, resources, or a

timeline, or

Doesn’t include description of

how goal attainment will be

observed.

Relevant literature Relevant literature is cited

supporting every element of the

self-assessment and new PGP.

Relevant literature is cited

supporting both the self-

assessment and new PGP.

Relevant literature is cited

supporting either the self-

assessment or the new PGP.

The PGP is not supported by any

literature.

Revised 9/19

Documents

Education Studies Department · Lesson Plan Template This lesson plan template should be used when submitting two (2) contiguous lesson plans for the Student Teaching Application