The fourth Standard of Effective Practice relies on nine components to unpack planning for instruction through an asset-based mindset that honors the whole student. As educators develop this mindset, they will flexibly engage with all five SEL competencies. In particular, educators must rely on responsible decision-making centered in curiosity.
Ideally, educators cultivate responsible decision-making skills during their pre-service licensure programs and in-service practices, model and rely on those skills with colleagues, students, families, and community members in school and community settings, and utilize parallel grade-banded, benchmarked SEL competencies for students (SEL Framework: Five Competencies) in order to integrate evidence-based Social and Emotional Learning (SEL) practices across all subject areas and in all settings. For Standard Four: Planning for Instruction, we developed two learning goals for responsible decision-making, set measurable benchmarks, provided a learning target for each benchmark with space for noting evidence of the benchmark and to action plan, and identified resources from local and national partners.
The uniform reflection template for learning targets is located to the right on the main menu. This template along with aligned learning targets can be used for syllabi creation, tier 3 licensure via portfolio, and district professional learning about adult transformative SEL.
Responsible Decision-Making Centered in Curiosity
Curiosity is focal among responsible decision-making competencies and can animate critical self- and social analysis and action. Curiosity has both cognitive and affective elements that contribute to an enduring tendency to pursue knowledge and new experiences. As such, it appears to be essential to attention, engagement, and learning.
Learning Goal
Applies and evaluates decision-making skills to engage in a variety of situations.
Standards Components
4AMinnesota’s English Language Development Standards
The teacher understands Minnesota’s English Language Development Standards Framework and uses the framework components to develop learning experiences that support the development of language in content instruction.
4CMinnesota’s Academic Standards
The teacher creates or adapts lessons, unit plans, learning experiences, and aligned assessments based on Minnesota's academic standards, or if unavailable, national or international discipline-specific standards.
4DPrior Knowledge, Culture, and Experiences
The teacher designs instruction to build on learners’ prior knowledge, culture, and experiences, allowing learners to accelerate as they demonstrate their understandings.
4LInnovative Digital Learning Environments
The teacher explores and applies instructional design principles to create innovative digital learning environments that engage and support learning.
Benchmark
Analyze and evaluate evidence, arguments, claims, and beliefs to inform effective decisions.
Learning Target
I can share how I gather data, synthesize, apply, and reflect on it in new situations to make informed decisions about planning for instruction.
Learning Goal
Applies and evaluates decision-making skills to engage in a variety of situations.
Standards Components
4BCross-Disciplinary Instruction
The teacher understands cross-disciplinary instruction, with particular attention to historically marginalized disciplines to engage learners purposefully in applying content knowledge.
4GContent Area Language
The teacher creates opportunities for students to learn, practice, and use language of the content area.
Benchmark
Regularly demonstrate use of systematic decision-making, by identifying a decision, gathering information, and assessing alternative resolutions.
Learning Target
I can model the process of using data and facts to support cross-disciplinary, language-centered instruction.
Learning Goal
Considers ethical standards, social and community norms and safety concerns in making decisions
Standards Components
4EDifferentiated Instruction
The teacher plans how to achieve each student’s learning goals by choosing anti-racist, culturally relevant and responsive instructional strategies, accommodations, and resources to differentiate instruction for individuals and groups of learners.
4FWide Range of Curriculum Materials
The teacher demonstrates the ability to feature,highlight, and use resources written and developed by traditionally marginalized voices that offer diverse perspectives on race, culture, language, gender,sexual identity, ability, religion, nationality,migrant/refugee status, socioeconomic status,housing status, and other identities traditionally silenced or omitted from curriculum by offering a wide range of curriculum materials.
4HPromote Equity
Consistent with the local curriculum and state and local academic standards, the teacher demonstrates the ability to create opportunities for students to learn about power, privilege, intersectionality, and systemic oppression in the context of various communities and empowers learners to be agents of social change to promote equity.
Benchmark
Demonstrate ability to consider personal responsibility, social norms, safety concerns and ethical standards in making decisions.
Learning Target
I can model fairness, honesty, and integrity in my instructional decisions.