Instructional Plans: What Strong Observation Evidence Can Look Like

Emphasize clear plans, high expectations, student work, assessment, and classroom routines that support rigorous participation. For Instructional Plans, the strongest preparation question is not “Did I mention it?” but “What student evidence will make this part of NIET / TAP observable?”

A classroom micro-scenario

During the lesson, the teacher identifies a moment where instructional plans should become visible, gathers evidence from students, and uses that evidence to decide the next instructional move.

Teacher moves that fit this component

• name the teacher move precisely
• identify the student action it should produce
• connect the evidence to a next decision

Evidence students can produce

• student behavior is observable
• an artifact or response exists
• the evidence affects instruction

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

• Instructional Plans 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 Instructional Plans

1. At what exact moment should Instructional Plans 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 NIET / TAP components