PD Course Needs Form
Complete this form to provide Model Teaching with information on your professional development needs. We will compile a list of suggested courses that will help support you in your continuing education. You will receive an email provided to you that contains our Model Teaching course list with selected suggestions for courses you might find useful in supporting your teaching. Please allow up to one week for an email of recommendations from Model Teaching.
Name
*
First Name
Last Name
Email
*
example@example.com
Please select the grade level range(s) that you currently teach
Pk-2
3-5
6-8
9-12
Please select the subject area(s) that you currently teach
Reading
Writing
Math
Science
Social Studies/ History
Foreign Language
Art
Physical Education
Music, Theatre, Dance
Technology/ Computer
Other
If you selected other, please record the subject area(s) you teach:
Student Management and Culture
This section will ask you about your perceived strengths and weakness related to your classroom management and promotion of classroom culture.
Select any areas of WEAKNESS or CONCERN related to your perceived classroom management and classroom culture in the below list of teacher performance standards. You may also select topics that you would like to learn more about.
Expectations for student achievement that are obvious throughout the lesson and are reiterated consistently
Students execute transitions, procedures, or routines efficiently
Student behavior is reinforced with positive feedback consistently
Students are engaged and focused on the lesson activities and actively participating in the lesson by answering questions and attempting work
Students complete tasks and lesson activities with a fast pace and a sense of urgency consistently
Students are respectful to one another and the teacher, and respond with constructive language
Select any areas of STRENGTH related to your perceived classroom management and classroom culture in the below list of teacher performance standards.
Expectations for student achievement that are obvious throughout the lesson and are reiterated consistently
Students execute transitions, procedures, or routines efficiently
Student behavior is reinforced with positive feedback consistently
Students are engaged and focused on the lesson activities and actively participating in the lesson by answering questions and attempting work
Students complete tasks and lesson activities with a fast pace and a sense of urgency consistently
Students are respectful to one another and the teacher, and response with constructive language
Student Instruction and Content
This section will ask you about your perceived strengths and weakness related to your classroom instruction and how you present content to your students.
Select any areas of WEAKNESS or CONCERN related to your perceived instruction and content delivery in the below list of teacher performance standards. You may also select topics that you would like to learn more about.
Lesson structure and activities are aligned to a specific standard or lesson objective
Instructional materials, instructional prompts, and other instructional tools are high quality and demanding for all students, and match the rigor and grade level required of the objective
Lesson is well- planned, and instructional content is delivered clearly and accurately to students
Lesson delivery reaches every level of student and is differentiated appropriately when necessary
Goals for student mastery and achievement are measurable and the plans in place to achieve objective mastery goals are appropriate for all students
Methods to check for student understanding are consistent and frequent within the classroom lesson
Student assessment is aligned to classroom instruction and used to inform future instruction
Select any areas of STRENGTH related to your perceived instruction and content delivery in the below list of teacher performance standards.
Lesson structure and activities are aligned to a specific standard or lesson objective
Instructional materials, instructional prompts, and other instructional tools are high quality and demanding for all students, and match the rigor and grade level required of the objective
Lesson is well- planned, and instructional content is delivered clearly and accurately to students
Lesson delivery reaches every level of student and is differentiated appropriately when necessary
Goals for student mastery and achievement are measurable and the plans in place to achieve objective mastery goals are appropriate for all students
Methods to check for student understanding are consistent and frequent within the classroom lesson
Student assessment is aligned to classroom instruction and used to inform future instruction
Student Ownership and Learning
This section will ask you about your perceived strengths and weakness related to how students take ownership over their learning.
Select any areas of WEAKNESS or CONCERN related to your student's ownership and learning in the below list of teacher performance standards. You may also select topics that you would like to learn more about.
Students are given multiple opportunities to demonstrate content and objective mastery using a variety of methods to check for understanding: oral, written, computation, etc.
Students, and not the teacher, complete the majority of the learning through multiple methods: discussion, analysis, writing, etc.
Students answer questions that require them to cite specific evidence to support their ideas through both oral and written methods and have opportunities to build on each other's ideas
Students take initiative to ask questions or clarify concepts to improve understanding of the lesson
Students use methods to monitor their own learning and can assess whether they met the mastery level of the lesson objective
Select any areas of STRENGTH related to your student's ownership and learning in the below list of teacher performance standards.
Students are given multiple opportunities to demonstrate content and objective mastery using a variety of methods to check for understanding: oral, written, computation, etc.
Students, and not the teacher, complete the majority of the learning through multiple methods: discussion, analysis, writing, etc.
Students answer questions that require them to cite specific evidence to support their ideas through both oral and written methods and have opportunities to build on each other's ideas
Students take initiative to ask questions or clarify concepts to improve understanding of the lesson
Students use methods to monitor their own learning and can assess whether they met the mastery level of the lesson objective
Do you work with different student populations, like Gifted and Talented, English Language Learners, Students with Disabilities, etc.? Describe any concerns/ interests/ needs you may have when working with varied student groups in your classroom.
Do you have other needs, interests, or concerns? In the box below please provide any additional information on professional learning topics you would like to explore, and a rationale for why. Include information on specific concepts you need (for example, you need to learn how to teach Guided Reading) so we can provide you with the most accurate recommendations.
Tell us about your personality, your teaching style, and the personalities or learning styles of your students, if known. For example, if you have taken a personality test and know your “color”, “dimension”, personality style, or other personality trait depending on the personality test you took, you can record that here. If you have specific insights into student personality types, you’d like support in, unique information on your classroom culture, or anything else related to your interactions with your students and/ or your colleagues, you can provide that information here as well.
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