o A minimum of one teacher-created unit plan per course including developmentally appropriate practices and experiences supported by at least three examples of assessed student work relating to the unit plans. Unit plans should detail instructions and match GPS standards. 

o For programs with multiple instructors, both instructors must submit showcase materials.

• Individual, differentiated materials/activities/projects are used to accommodate needs of high school students. (ex. Alternate materials, modified instructional strategies, modified plans, etc.)

• Evidence indicates the instructor is aware of different learning styles and utilizes them in the instruction. The high school teacher provides instruction using different modalities including lecturing, demonstration, simulation etc.

• The instructor utilizes a variety of curriculum materials and activities to encourage the acceptance of diversity as it relates gender, age, language, ability, race, religion, family structure, background, or culture. No evidence of bias was found in materials, displays, lesson plans etc

• Academic Integration

• The instructor provides learning experiences, group work, and projects that require higher-order academic skills beyond acquiring knowledge and understanding, such as application, analysis, synthesis, and evaluation. Include a lesson plan with assessed student work for each of the domains: application, analysis, synthesis, and evaluation

• Are multi-media and/or web-based materials used in the training process to meet individual learning styles?

• Do performance and knowledge-based tests contain, in writing, the following:

o Objectives of the test

o Step-by-step instructions

o Realistic time limit for completion

o Indication of quality/exactness standard

o Rating or grading scale

• Updated assorted specialized workbooks, manuals, textbooks and/or resource books (hardcopy or digital) are available to support the program goals.