Skip main navigation.
 U.S. Department of Education: Promoting Educational Excellence for all Americans - Link to Home Page

Figure 5. Region XIII Unit Planning Guide


Corresponds to figs 3.1, 3.6


Backward Design Process

Stage 1:
Identify Desired Results

  1. Enduring Understandings
  2. Essential Questions
  3. Knowledge and Skills

Stage 2:
Determine Acceptable Evidence

  1. Performance Tasks
    - Performance Tasks Blueprint (O)
  2. Quizzes, Tests, Prompts
  3. Unprompted Evidence
  4. Self-Assessment

Stage 3:
Plan Learning Experiences and Instruction

  1. Sequence of Learning Experiences and Instruction
What enduring understandings are desired?
Teaching is a responsibility, not just a job.
What essential questions will guide this unit and focus your teaching and intern learning?
Why teach? What does it mean to be a teacher?
What are your responsibilities as a teacher?
As an educator, what are your ethical and legal boundaries?
As an educator, why reflect?
What does it mean to be a professional educator?


What key knowledge and skills will the interns acquire as a result of this unit?

Interns will know:

  • the importance of developing a personal educational philosophy
  • the value of the teaching profession
  • the importance of families involvement in their children's education
  • appropriate ways for working and communicating effectively with families in varied contexts
  • the importance of participating in professional development activities to enhance content knowledge and pedagogical skill
  • the values in participating in school activities
  • the legal requirements and ethic guidelines for educators
  • policies and procedures in compliance with Code of Standards of Practice for TX Educators
  • the importance of using reflection and ongoing self assessment to enhance teaching effectiveness
  • the roles and responsibilities of specialists and other professionals at the building, district and regional level
  • available educator support systems
  • characteristics, goals and procedures associated with teacher appraisal
  • the value in maintaining an expanded view o the teaching profession

Interns will be able to:

  • develop an educational philosophy
  • align professional practices to stated philosophy
  • apply procedures for conducting effective parent-teacher conferences
  • communicate with families on a regular basis to share information about students' progress and reporting appropriately to families concerns B
  • engage families in their childrens' education and in various aspects for the instructional program
  • maintain supportive and cooperative relationships with colleagues
  • assume professional responsibilities and duties outside the classroom, as appropriate
  • used knowledge of legal and ethical guidelines to guide behavior in education-related situations
  • engage in collaborative decision making, problem solving ad reflection to support students' learning and well-being
  • work productively with supervisors and mentors to address issues and enhance professional skills
  • participate in sharing ideas and expertise with other professionals
  • use evidence to self-assess to identify strengths, challenges and potential problems and improve teaching performance
  • articulate the different between serving as a teacher and a professional educator


Adapted from Grant Wiggins and Jay McTighe, Understanding by Design Handbook, Worksheet 3.2,
p. 62. Copyright 1999 ASCD. All rights reserved. Used with permission.