Long Range Plan

Definition of APS (comprehension): The effective teacher will develop an annual or biannual long- range plan based on the SC grade level standards. An effective teacher will use their long range plan as a road map for the year or semester. The teacher is required to compose a long- range plan that combines knowledge of content, standards, and curriculum with the knowledge of specific learning and teaching contexts and student characteristics. The long range plan is used as a personalized guide to help guide them through what the students must learn. Included in the plans would be the unit topic or title, the correlated standards, the length of time it will take to complete the standard, and the assessments that students are to complete related

This will better enable learning for all students. Long range plans are good to show the student and teacher weaknesses and the areas where there needs to be improvements. The long range plans will be differ depending on content which would be subject matter, concepts, principles, and etc. It will also differ depending on context which would be the classroom setting and the learning need of a particular student. When composing the long range plan, an effective teacher should be willing to work independently and collaboratively with other grade level teachers. Long range plans are documents that should be reviewed often and if need be, revised. In order to know what should be taught and the assessments that should be given to students, the teacher should use the students’ information and study the information to better help and meet the needs of the students. The teacher can use this information to guide instructional planning. The teacher will get this information from student records, previous teacher, parents, and the actual

The book aims to answer three questions: “What can I know?”, “What should I do?”, “What may I hope?”. “Kant argues that we can only have knowledge of things we can experience.” In Kant’s view, the sole feature that gives an action moral worth is not the outcome that is achieved by the action, but the motive that is behind the action (so anything that takes place [an action] – like as a teacher if you choose to hold a tutoring session for your students after school but you do not get any compensation) Kant is saying your reason for doing this [you care about the kids and want them to be successful] should be more important than what the outcome is [the students pass math or do better on a test or something]. Your “reason” for tutoring gives the tutoring moral worth (makes it the right thing to do). And the only motive that can endow an act with moral value, he argues, is one that arises from universal principles discovered by reason. The categorical imperative is Kant’s famous statement of this duty: “Act only according to that maxim by which you can at the same time will that it should become a universal