Louisiana Administrative Code
Title 28 - EDUCATION
Part CXXV - Bulletin 121-Students Teaching and Reaching (STAR) Content Standards Curriculum Framework
Subpart 3 - Students Teaching and Reaching (STAR) II
Chapter 17 - Objectives
Section CXXV-1701 - Objectives

STAR-Students Teaching and Reaching

Objectives

1A-1

Develop a working definition of moral leadership.

1A-2

Examine components of moral leadership and relate them to students' development of personal ethics.

1B-1

Create moral leadership life journey maps.

1B-2

Create personal moral leadership statement.

1C-1

Identify major educational philosophies and ethics.

1C-2

Apply educational philosophies and ethics to classroom situations.

1C-3

Develop personal leadership growth plan.

1D-1

Develop a teaching philosophy that incorporates personal values.

1D-2

Expand teaching philosophy to include professional ethics and moral leadership.

1E-1

Describe characteristics of critical friends groups (CFG).

1E-2

Relate characteristics of CFG to leadership goals.

1E-3

Plan process for how critical friends groups will operate.

1E-4

Relate characteristics of self-efficacy to teaching effectiveness, persistence, and CFG.

2A-1

Research lesson plans to find lesson plans that address student thinking preferences.

2A-2

Analyze lesson plans to determine whether all student thinking preferences have been addressed.

2B-1

Create lesson plans that address all student thinking preferences.

2B-2

Demonstrate the use of a variety of resources to create lesson plans that address all student preferences.

3A-1

Identify characteristics of major categories of students with exceptionalities.

3A-2

Research and identify needs of students with exceptionalities through a detailed student profile.

3B-1

Research and list teaching strategies to facilitate constructing and teaching a differentiated lesson that will differentiate between age-appropriate and developmentally appropriate learning materials.

3B-2

Research "best practice" for facilitating learning of students with exceptionalities.

3C-1

Construct and teach differentiated lesson for students with exceptionalities.

3C-2

Incorporate lesson activities that address students' individual strengths.

4A-1

Observe behavior management plans in classrooms.

4A-2

Analyze behavior management plans in classrooms.

4B-1

Analyze personal time management skills.

4B-2

Integrate technology to create an effective time management plan.

4C-1

Observe patterns of traffic and student interaction in classroom physical environments.

4C-2

Analyze patterns of traffic and student interaction in classroom physical environments.

5A-1

Describe characteristics of problem-based learning.

5B-1

Develop a lesson plan implementing either: problem-based learning; project-based learning; or inquiry-based learning.

5B-2

Teach a problem-based, project-based, or inquiry-based lesson.

5C-1

Identify the elements of a cross-discipline lesson.

5D-1

Implement a cross-discipline lesson plan.

6A-1

Identify components of Web Quest.

6A-2

Create a Web Quest lesson that meets specified higher-level learning targets.

6A-3

Teach a Web Quest lesson.

7A-1

Review basic parts of lesson plans (i.e., anticipatory set, modeling, guided practice, independent practice, evaluation, closure).

7B-1

Identify components of a rubric.

7B-2

Design a rubric that is adaptable to different types of lessons.

8A-1

Define characteristics of teacher professional development.

8A-2

Develop qualities of teacher professionalism into toolkit.

8A-3

Define professional development growth plan (PDGP).

8A-4

Identify components of PDGP.

8B-1

Locate and synthesize skill-building training opportunities.

8B-2

Develop an implementation plan for PDGP.

8C-1

Demonstrate the roles that teachers play in the classroom.

8C-2

Analyze the roles that teachers play in the classroom.

8C-3

Identify the qualities of reflective practice.

8C-4

Identify the constraints of becoming reflective.

8D-1

Develop an action plan to implement new practice/strategies/actions as part of lessons.

8E-1

Identify need of a community partner school.

8E-2

Develop a service learning proposal.

8E-3

Submit a service learning proposal for approval and implementation.

8F-1

Identify the differences and similarities in the Louisiana Center for Educational Technology (LCET), Interstate New Teacher Assessment and Support Consortium (INTASC), and National Board of Professional Teaching Standards (NBPTS) assessments.

8G-1

Implement a test review strategy in preparation for PRAXIS and teacher licensure.

9A-1

Identify educational policy such as, "No Child Left Behind" (NCLB).

9B-1

Describe the stages of development in the relationship between educational policy and court case decisions.

9B-2

Develop a flowchart for a strategic plan to address a specific concern from NCLB.

10A-1

Identify components of school improvement plans.

10B-1

Research and critique at least one school improvement plan using evaluative standards based on research.

10C-1

Interpret a School Performance Score (SPS) and compare this data to the school improvement plan.