Standard 2 (3): The unit must ensure each program provides effective instruction on lesson planning, including the use of Minnesota academic standards, or, if unavailable, national discipline-specific standards;

Teacher candidates in UED licensure programs are instructed on how to do lesson planning that aligns with Minnesota academic standards. General and content-specific methods courses offered at UED provide teacher candidates with effective instruction on lesson planning aligned with expectations stated in the MN Standards of Effective Practice for Beginning Teachers. When taking this course(s), students receive effective instruction on lesson planning that teaches them to carefully plan to implement a variety of strategies that support diverse students attainment of Minnesota K-12 student academic standards. This guided practice helps teacher candidates in identifying and describing key components of an instructional lesson in their written plans.

Teacher candidates use lesson plan templates created by UED faculty and accessible in TaskStream for developing their lesson plans. Each template has a section to identify academic standards alignment for the lesson using a specific  MN K-12 standards search and selection tool within Taskstream.

Lesson planning across UED is developmental throughout required courses (see Table 2.2). These courses provide teacher candidates with explicit learning opportunities, pedagogical instruction and practice in lesson planning. This sequence of courses builds on what teacher candidates have learned in previous courses tied to strategies (e.g., urban, ESL, ELL, special education, Low SES, etc.) that make lessons more complex to meet the differentiated needs of their students. Faculty use rubrics in TaskStream to score the assignments to demonstrate candidate proficiency in developing sound lesson plans.

Culminating evidence of effective instruction on lesson planning also includes teacher candidates’ evaluations during the Advanced Urban Teaching Practicum (EDU 450) course and student teaching. Effectiveness is measured using a rubric based on the Standard 7 of the Standards of Effective Practice that addresses Lesson Planning. The “Proficient” rating states: “Demonstrated sufficiently thorough and timely preparation of lessons and other teacher tasks based upon knowledge of subject matter, students, the community, state academic standards and curriculum goals.” As data in Exhibit 2.3.6 shows from candidate scores collected in Taskstream about their skills developing lesson plans during coursework, their advanced practicum and student teaching, effective instruction has led to proficiency in lesson planning.

In addition, UED administers surveys to program completers, beginning teachers, and school administrators to gather perceptions in how effectively UED prepares teachers in   lesson planning among other aspects of teaching. These surveys use the NExT Common Metrics instruments—Exit Survey, Transitioning to Teaching Survey and Supervisor Survey. UED program completers are provided two main surveys: at exit and one year after graduation. Supervisors of program completers working in the teaching field also complete a survey during the graduates’ first year of employment. The surveys include reflection questions that allow respondents to rate how effectively UED prepares teacher candidates regarding instructional practice, implementation, and perceived impact. Items included under the instructional practice skills include the candidate’s lesson planning and implementation effectiveness. For instance, survey data (Exhibit 2.3.7) indicate that a combined majority (90% or more) of program completers, beginning teachers, and school administrators either agree or tend to agree that the UTP equips teacher candidates with necessary skills to plan lessons with clear learning objectives/goals in mind. Along with actual candidate performance while they are in the program, data from these perception surveys are used to inform program improvement.

Table 2.2 Courses by Program with Main Responsibility for Instructing Candidates about Lesson Planning using MN K-12 Academic Standards