The teacher:

a. Aligns classroom instruction with local standards and district curriculum.

b. Uses research-based instructional strategies that address the full range of cognitive levels.

c. Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs.

d. Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth.

e. Connects students' prior knowledge, life experiences, and interests in the instructional process.

f. Uses available resources, including technologies, in the delivery of instruction.

A. Aligns Classroom Instruction with Local Standards & District Curriculum

B. Uses Available Resources, Including Technologies, in the Delivery of Instruction

For each day's instruction, I post on my class website our daily learning objective, which is derived from the Common Core. In addition, each day's lesson in every class I teach is accessible online, with nearly 100% of my presentations, handouts, forms, and documents linked directly to the website.



B. Uses Research-Based Instructional Strategies that Address the Full Range of Cognitive Levels

The screenshot to the right is the menu on my AtlanticESL wiki, which is a 70+page wiki I have developed for the purpose of both staff development and ESL program management.

Within this wiki is a myriad of research-based instructional strategies that I promote and use during instruction. My philosophy as an English/ESL teacher is that these strategies are not only helpful but necessary for ALL students, not just ESL students.

Many of the research-based strategies involve scaffolding, content and language objectives, and countless other instructional strategies used to differentiate daily instruction for the multitude of different learners walking into our classroomrooms today.

I firmly believe that employing and varying your differentiation strategies throughout your everyday instruction helps engage students on a deeper and more interesting level.

C. Demonstrates Flexibility and Responsiveness in Adjusting Instruction to Meet Student Needs

E. Connects Students' Prior Knowledge, Life Experiences, and Interests in the Instructional Process


Attached is a file entitled "Differentiation Guide." This is a student-specific differentiation plan that I prepared to assist the sheltered instruction teachers of that student in planning general differentiation for this student. I also provided each of the teachers with a form for specific lesson differentiation. Though, on my general differentiation guide, I provide ideas for differentiation in all areas (content, process, product, interest, readiness, and learning style), the specific lesson differentiation would usually focus only on one or two of those areas. However, I feel providing overall differentiation information and ideas to the sheltered teachers helps to encourage the teachers to more actively and conscientiously differentiate for not only their ELL students, but hopefully each of their students.

I believe writing the differentiation out and making it straight-forward and do-able increases the likelihood that we as teachers will actually follow through with the differentiation. I also believe that the act of routinely planning the differentiation will ultimately end in the habitual attitude and practice of performing differentiation, not only for those who most obviously need it, but also for the general student.

D. Engages Students in Varied Experiences that Meet Diverse Needs and Promote Social, Emotional, and Academic Growth.