Lesson Planning

Overview:

Instructional delivery plays a crucial part in the attainment of educational goals and objectives. Well-prepared lesson plans help ensure superior delivery of the curriculum program.  Each teacher shall prepare daily lesson plans based on the current North Carolina Standard Course of Study (NC SCOS), Literacy Instruction Standards, and NC Digital Learning Standards) and applicable curriculum and instructional guides developed by the school system. 

I. Criteria for Lesson Plans

1. The teachers' weekly/daily lesson plans in each assigned content area should be accessible to the school principal at any time during the school day.
2. Teachers shall maintain lesson plans for one year in order to allow the teacher and supervisory staff the opportunity to assess instructional delivery and evaluate whether there are gaps in the curriculum.
3. When planning lessons, teachers must consider:

1. specific outcomes and objectives that relate to the curriculum;
2. planned activities, instructional strategies, and special materials;
3. effective use of technological resources;
4. activities to address individual student needs and modifications;
5. assessment/evaluation criteria; and
6. evidence of curriculum alignment and continuity of the instructional program.

II.  Lesson Plan Compliance

1. Teachers are responsible for seeking clarification whenever they are unsure about the requirements of lesson plans.
2. Pursuant to the school improvement plan, every full-time assigned classroom teacher must be provided duty-free instructional planning time, with the goal of providing an average of at least five hours of planning time per week.
3. Principals are responsible for ensuring compliance with lesson plans.
4. Staff development opportunities should be provided, as necessary, to facilitate lesson plan compliance.

III. Homework 

1. The district recognizes the importance of homework in supplementing classroom instruction and furthering the goals of the educational program. 
2. Homework reinforces learning and fosters independence, responsibility, and self-direction.
3. Homework assignments should strengthen skills, provide practice in subjects that already have been taught in class and improve a student's ability to work independently. 
4. Teachers should take into consideration the differences in financial, educational, and technological resources of students and their parents or guardians when making assignments. 
5. In addition, the amount of time necessary to complete the tasks should be reasonable in light of the age and maturity of the students and other assignments given to the students.
6. Principals shall ensure that homework assignments are made in accordance with district policy. 
7. Principals are encouraged to involve staff, parents, and students in developing standards for appropriate types and amounts of homework for the school or particular grade levels.