California CEEDAR
High Leverage Practices
HLP/TPE Alignment Resource
HLP 12: Systematically design instruction toward a specific learning goal.
Help students to develop important concepts and skills that provide the foundation for more complex learning. Sequence lessons that build on each other and make connections explicit, in both planning and delivery. Activate students’ prior knowledge and show how each lesson “fits” with previous ones. Planning involves careful consideration of learning goals, what is involved in reaching the goals, and allocating time accordingly. Ongoing changes (e.g., pacing, examples) occur throughout the sequence based on student performance.
U TPE 1.1
Apply knowledge of students, including their prior experiences, interests, and social-emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning.
MMSN 1.7 (pdf)
ESN 1.4 (pdf)
U TPE 1.8
Monitor student learning and adjust instruction while teaching so that students continue to be actively engaged in learning.
U TPE 3.3
Plan, design, implement, and monitor instruction consistent with current subject-specific pedagogy in the content area(s) of instruction, and design and implement disciplinary and cross-disciplinary learning sequences, including integrating the visual and performing arts as applicable to the discipline.
U TPE 4.2
Understand and apply knowledge of the range and characteristics of typical and atypical child development from birth through adolescence to help inform instructional planning and learning experiences for all students.
** Elements for TPE 6 are associated with the HLP
U TPE 6.1
Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to plan and implement instruction that can improve student learning.
U TPE 6.2
Recognize their own values and implicit and explicit biases, the ways in which these values and implicit and explicit biases may positively and negatively affect teaching and learning, and work to mitigate any negative impact on the teaching and learning of students. They exhibit positive dispositions of caring, support, acceptance, and fairness toward all students and families, as well as toward their colleagues.