Planning: What Strong Observation Evidence Can Look Like

Pair AchieveNJ requirements with the district's approved teacher-practice instrument and focus lesson preparation on observable planning, instruction, environment, and assessment evidence. For Planning, the strongest preparation question is not “Did I mention it?” but “What student evidence will make this part of New Jersey AchieveNJ observable?”

A classroom micro-scenario

The lesson begins with a diagnostic prompt tied to prior knowledge, moves into a task requiring the target thinking, and includes a planned branch if the diagnostic reveals a misconception.

Teacher moves that fit this component

• align target, task, and evidence
• anticipate likely misconceptions
• plan decision points before teaching

Evidence students can produce

• activities clearly serve the target
• assessment matches the intended thinking
• instruction adapts along planned contingencies

What an administrator may be able to see

• a learning target connected to a meaningful task
• success criteria that describe quality of thinking or performance
• lesson sequencing that anticipates prior knowledge and likely misconceptions

What students might be doing

• explain what they are learning and how they will know they are successful
• connect prior learning to the new task
• use criteria during work rather than only after grading

What students might be saying

• “Today we are learning to…, and I will know I can when…”
• “This connects to yesterday because…”
• “My work meets this criterion, but not this one yet.”

Artifacts that can make evidence concrete

• standards-to-task alignment map
• student-facing success criteria
• planned misconception and response notes

Weak evidence vs. stronger evidence

Common missed opportunities

• Planning is named in the lesson plan but no student behavior demonstrates it.
• The teacher can explain the intent, but the observer would have to infer too much because the evidence remains hidden.
• Only one student produces the evidence, so it is difficult to judge how broadly learning is occurring.
• The teacher collects information but the next instructional move does not respond to it.

Planning questions for Planning

1. At what exact moment should Planning become visible?
2. What should students be doing differently because this component is strong?
3. What student language would tell me the intended thinking is actually happening?
4. What artifact, response, or behavior can provide evidence beyond my own explanation?
5. What will I change if the evidence is weaker or stronger than expected?

Related New Jersey AchieveNJ components