Students and Family Involvement in Setting Instructional Goals

The teacher is expected to formulate instructions that support every student in meeting the learning goals. Therefore, the instructions should entail knowledge of content areas, cross-disciplinary experiences, and pedagogy. Also, the student’s knowledge and family context are essential when formulating instructions. Working with the family and students, the teacher puts into using the relevant strategies and resources in effecting the instructions. Further, either individually or collaboratively, the teacher develops learning experiences that are essential for curriculum goals. The teacher plans on how to meet the learning goals of each learner, selecting the appropriate strategies and resources. According to Campbell, et al. (2013), the strategies are aimed at separating either individuals or groups of learners’ instructions. The essential knowledge expected from the teacher includes understanding the content and standards and to incorporate them into the curriculum. It calls for the teacher to understand the needs and strengths of the learners. Therefore, they will be able to plan for the instructions that are responsive to the specific needs and strengths.

Developing an Intervention Plan using a Functional Assessment

The teacher should understand and use some assessment methods in ensuring that learners are engaged in their growth. Assessment helps in monitoring the progress, guiding the teachers and learners in decision making. The activity requires the teacher to balance the application of formative and summative assessment. Thus, it will support, evaluate and the learner’s learning effort. Similarly, the assessment designed should match the goals of the learners and the assessment methods. As a result, the causes of biases that can interfere with the assessment results are minimized. Moreover, the teacher should possess the knowledge to differentiate between formative and summative practices of assessment. Also, the teacher should understand the variety types of assessments purposes and they should be selected appropriately.

Reference

Campbell, D. M., Melenyzer, B. J., Nettles, D. H., & Wyman, R. M. (2013).    How to develop a professional portfolio: A manual for teachers . Pearson Higher Ed.