Enhanced Instructional Expectations These Instructional Expectations (effective August 2021) are intended to guide staff with engaging students in synchronous and asynchronous learning for the 2021-2022 school year. Listed below are examples of key roles and expectations essential for effective instruction. Role (s)
Expectations
Elementary and Encore Teachers (Grades K–2 and 3–5)
Plan for in-person instruction using the resources available in Canvas. Provide differentiated, as well as scaffolded, activities and resources. Provide feedback to students. Continue to include formative and summative assessments.
Secondary Teachers, Grades 6–12 (Including Fine Arts, Physical Education, World Languages)
Plan for in-person instruction using the resources available in Canvas. Provide differentiated, as well as scaffolded, activities and resources. Provide feedback to students. Continue to include formative and summative assessments.
Career and Technical Education (CTE) Teachers
Plan for in-person instruction using the resources available in Canvas. Provide differentiated, as well as scaffolded, activities and resources. Provide feedback to students. Continue to include formative and summative assessments.
English Learner (EL) – Teachers
Provide direct services to students through a dedicated block of time for English language development. Scaffold content materials to ensure that ACPS EL Best Practices are integrated in the design and delivery of all lessons and activities. Provide ongoing support to EL students in their English language development activities and their content work through small-group instruction, dedicated English language development time, and student and family outreach. Administer the Access for English Language Learners (ELLs) Assessment during the testing window.
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