Instructional Planning and Delivery

The Texas Administrative Code has a section on Teacher Standards.  These standards are “to inform the training, appraisal, and professional development of teachers.” The first standard outlines the expectations regarding instructional planning and delivery.   It includes designing lessons built on standards, data and student knowledge. Teachers need to understand both the content and the students being taught.  Lessons need to be presented clearly and accurately ensuring all students are engaged in the learning.  Differentiated instruction allows teachers to provide the appropriate levels of thinking and activity for each student to be successful.   


 James Stronge, in his book Qualities of Effective Teachers, states “Teaching is a complex activity that involves careful preparation and planning objectives and activities on an hourly, daily, and weekly basis. In addition, long-term planning ensures coverage of curriculum across a marking period, semester, and year. Further, effective educators demonstrate high expectations for students and select strategies to propel the students' learning.”  As a certified teacher, it is our responsibility to plan high quality lessons  

knowing that we will need to adjust and adapt to the individual needs of our students.  We can’t expect all our students to grow if we are providing a one-size-fits-all lesson.  This growth is best achieved through consistent checks for understanding and timely feedback. 


A popular adage states “If you fail to plan, you plan to fail.”  This is especially true for teaching.  Student learning depends a great deal on what happens before they even enter the classroom.  Are we taking enough time to plan?  Are we meeting the needs of each student?  Are we making the learning accessible to all?


Stronge, J. (2007).  Qualities of Effective Teachers. Virginia:  Association for Supervision   and Curriculum Development.


Texas Administrative Code §149.AA Teacher Standards

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Training Spotlight

1st-3rd grade educators worked together to learn engaging ways to develop number sense. Students will develop fact fluency while playing games that use their number sense strategies. By learning their facts in this way, students are not merely memorizing, but rather learning to work with numbers flexibly.  “Low achievers are often low achievers not because they know less but because they don’t use numbers flexibly – they have been set on the wrong path, often from an early age, of trying to memorize methods instead of interacting with numbers flexibly.” Jo Boaler,  Stanford University, 2009


April 8, 2019

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Pre-K 4 SA Professional Learning
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