Designing coherent instruction is the heart of planning, reflecting the teacher’s knowledge of content and of the students in the class, the intended outcomes of instruction, and the available resources. Such planning requires that educators have a clear understanding of the state, district, and school expectations for student learning and the skill to translate these into a coherent plan. It also requires that teachers understand the characteristics of the students they teach and the active nature of student learning. Educators must determine how best to sequence instruction in a way that will advance student learning through the required content. Furthermore, such planning requires the thoughtful construction of lessons that contain cognitively engaging learning activities, the incorporation of appropriate resources and materials, and the intentional grouping of students. Effective practice in this component recognizes that a well-designed instruction plan addresses the learning needs of various groups of students; one size does not fit all. At the highly effective level, the teacher plans instruction that takes into account the specific learning needs of each student and solicits ideas from students on how best to structure the learning. This plan is then implemented in domain 3.

• Learning activities Instruction is designed to engage students and advance them through the content.
• Instructional materials and resources Aids to instruction are appropriate to the learning needs of the students.
• Instructional groups Teachers intentionally organize instructional groups to support student learning.
• Lesson and unit structure Teachers produce clear and sequenced lesson and unit structures to advance student learning.

• Learning activities are matched to instructional outcomes.
• Activities provide opportunities for higher-level thinking.
• The teacher provides a variety of appropriately challenging materials and resources.
• Instructional student groups are organized thoughtfully to maximize learning and build on students’ strengths.
• The plan for the lesson or unit is well structured, with reasonable time allocations.

• The teacher reviews her learning activities with a reference to high-level “action verbs” and rewrites some of the activities to increase the challenge level.
• The teacher creates a list of historical fiction titles that will expand her students’ knowledge of the age of exploration.
• The teacher plans for students to complete a project in small groups; he carefully selects group members by their reading level and learning style.
• The teacher reviews lesson plans with her principal; they are well structured, with pacing times and activities clearly indicated.
• The fourth-grade math unit plan focuses on the key concepts for that level.

Danielson, Charlotte. Implementing the Framework for Teaching in Enhancing Professional Practice. Alexandria, VA :ASCD, 2009.

Elicit student thinking:

• So, what is this problem about?
• Tell us what you see.

Support student thinking:

• What did you mean when you said ______?
• Show us on your drawing what you mean.

Extend student thinking:

• Restate: So, you're saying that...
• How is your way of solving like _______'s way?

Increase participation of other students in the conversation:

• Prompt further participation: Would someone like to add on?
• Did anyone think of this problem in a different way?

Probe specific math topics:

• What would happen if ________?
• What pattern do you see here?

Morrie's Okemos Ford is offering FREE windshield wipers for any staff or district owned vehicles throughout the school year. It is as simple as filling out some basic information (on this Google form) about you and your vehicle that Morrie's would be getting the wipers for.

We are thrilled to announce staff openings for our districtwide Saturday School program - "Super Saturday"! We are looking for enthusiastic and dedicated educators to join us in supporting our 3rd - 5th grade students who are not yet at grade level to provide instruction over 9 exciting weeks, starting October 17th from 8:30 AM to 12:30 PM. Students will be there from 9:00 AM – 12:00 PM.

The locations for Super Saturday will be at Dwight Rich, Gardner, and Pattengill.

We are hiring for:

- 3 ELA Teachers

- 3 Math Teachers

- 3 PE Teachers

- 3 Leads

If you’re passionate about making a difference and have energy to help our students succeed, we’d love to have you on board! Please apply on the Lansing School District's website by clicking on the employment tab and looking for Saturday School Teacher or Lead.

Link to Evaluation Documents for Staff

This folder includes the "24-25 Evaluation Grid" that lists which roles are evaluated with which tool. It also includes a companion document and rubrics for non-classroom staff.

Reminder: The due date for your fully approved Professional Growth Plan (PGP) is Friday October 11th.

The PGP is 40% of your overall evaluation. The components you choose for your PGP will be rated by your administrator and calculated into your PGP score.

Remember to click "Submit for Approval".

FYI-Per MDE Guidelines, All 1st year teachers to the profession and any teacher rated minimally effective or ineffective the previous school year must have an "Individualized Development Plan" (IDP). This is in addition to the Professional Growth Plan (PGP) used for the evaluation. Administrators will reach out to those impacted.

If you are having trouble accessing your online curriculum it might be one of these two things:

1. It may be that that subject area section has not been assigned to you in Synergy. Reach out to your building administrator/school secretary for assistance with assigning those sections to you in Synergy.
2. Your Google account may be defaulting to a personal Google email account. Please also check that when you are logging in that you are on your district assigned Google account and not your personal account. We are finding that sometimes when attempting to log in, it defaults to personal Google accounts.

If you are still having trouble with accessing the online curriculum after verifying the problem was not these two things, please submit a Technology work request.

Below you can find the new, updated required instructional minutes by grade level and content area. Each grade level also includes a sample schedule.

Teachers are encouraged to monitor student progress regularly using formative assessments and adjust pacing as needed based on classroom data. However, teachers should aim to stay within two weeks of the pacing outlined in the guides to maintain alignment with district-wide goals.

The documents attached outline K-8 curricular resources, standards and pacing. This can also be found by clicking here on the LSD website.

The document attached outlines 9-12 curricular resources, standards and pacing. This can also be found by clicking here on the LSD website.

A resource to use as you see fit.