InTASC 4, 7; CAEP 1.3, 1.4 SCTS 4.0 – Instruction (Standards and Objectives); Planning (Instructional Plans; Assessment) Learning experiences are passive and do not ensure student engagement. Lesson plans do not meet expectations of the discipline. Learning objectives are measureable, appropriately challenging, and align with the standards. expectations of the discipline. Learning objectives are measureable, appropriately challenging, and align with the standards. 1.2 TC designs, selects, or modifies assessments that are aligned with lesson objectives. (5.1) InTASC 6, 7; CAEP 1.2 SCTS 4.0 – Planning (Instructional Plans; Assessment) Assessments do not align with lesson objectives, or no assessments are identified. Lesson assessments align with lesson objectives and occur at least once during the lesson. Informal and formal lesson assessments are appropriate (for age and knowledge level), align with lesson objectives, and occur at various points during the lesson. 1.3 TC uses data from formative, diagnostic, and summative assessments to guide instructional planning. (5.3) InTASC 6, 7; CAEP 1.2 SCTS 4.0 – Planning (Instructional Plans; Assessment) TC does not gather or examine student performance data or does not use data appropriately in the planning process. TC uses student performance data (from previous assessments or to guide instructional strategies. TC gathers and uses learner performance data from a variety of assessments to modify lesson objectives and instructional plans. 1.4 TC plans differentiated instruction to address diverse learning needs. InTASC 1, 7 CAEP 1.4 SCTS 4.0 – Planning (Instructional Plans) Lesson plans do not include strategies for differentiation or meet requirements identified in IEPs and/or 504 plans. Lesson plans include general strategies for addressing diverse learning needs. Plans meet requirements identified in IEPs and/or 504 plans, as applicable. Lesson plans include specific strategies for differentiation of teaching procedures/pacing to address diverse learning needs. Plans meet requirements identified in IEPs and/or 504 plans, as applicable.
2.5 TC provides specific and timely instructional feedback to students pertaining to stated outcomes. (4.3) InTASC 6 SCTS 4.0 – Instruction (Motivating Students; Academic Feedback) TC rarely provides feedback or feedback is unrelated to lesson objectives. TC provides general instructional feedback to students related to lesson objectives. Feedback is based on class-wide or individual responses. TC provides specific, corrective, and timely instructional feedback to students related to lesson objectives. Feedback is based on class-wide or individual responses. 2.6 TC uses appropriate voice tone and pacing to manage instruction/environment effectively. (4.1) SCTS 4.0 – Instruction (Lesson Structure and Pacing; Presenting Instructional Content) TC voice tone is inappropriate for managing instruction/environment. Lesson pacing interferes with student learning. TC demonstrates effective teaching and communication skills through appropriate voice tone and lesson pacing/sequence. TC demonstrates effective teaching and communication skills by varying voice tone and changing the pacing/sequence of the presentation based upon student feedback during lesson. 2.7 TC implements strategies that address the needs of learners from diverse cultural and linguistic backgrounds. (6.1) CAEP 1.4 SCTS 4.0 – Instruction (Motivating Students; Teacher Knowledge of Students) TC makes no attempt to integrate cultural and linguistic backgrounds into instruction or learning experiences. TC addresses the needs of students from diverse cultural and/or linguistic backgrounds with general strategies or learning experiences. TC uses strategies that address the needs of individual learners from diverse cultural backgrounds including strategies such as providing examples that are relevant to specific culture. Domain 3: Environment Below Expectations Meets Expectations Exceeds Expectations 3.1 TC maintains a physically safe educational environment that is conducive to learning. (4.5) SCTS 4.0 – Instruction (Lesson Structure and Pacing); Environment (Environment) TC does not follow safety procedures, which results or could result in lack of learning and/or student harm. TC follows the mentor teacher’s procedures to physically arrange the classroom to avoid distractions and ensure safe use of materials. TC follows safety procedures and makes adjustments to the physical environment to promote learning, avoid distractions, and ensure safe use of materials.
3.2 TC maintains a caring, fair, and inclusive educational environment. (3.4) InTASC 2 SCTS 4.0 – Environment (Respectful Culture) TC responds to students with bias toward students who differ by gender, ethnicity, exceptionality, sexual orientation, or social economic status. TC tolerates bullying and/or disrespectful peer interactions. TC addresses student difficulties, concerns, and questions without bias towards gender, ethnicity, exceptionality, sexual orientation, or social economic status. TC works to establish a bully-free environment. TC responds positively to learner difficulties, concerns, and questions without bias towards gender, ethnicity, exceptionality, sexual orientation, or socio-economic status. TC works to establish a environment. 3.3 TC creates environments that promote positive social interaction and collaboration in the learning environment. (4.5) InTASC 3 SCTS 4.0 – Instruction (Lesson Structure and Pacing; Activities and Materials; Grouping Students); Environment (Environment; Respectful Culture) TC rarely uses strategies that promote student social interaction. TC implements instructional activities (partner and group work, procedures, project-based learning, etc.) to support positive social interactions and productive teamwork. TC structures instructional and routines and activities (partner and group work, procedures, project-based learning, etc.) to support positive social interactions, productive teamwork, and collaborative learning. 3.4 TC manages instructional routines and transitions between activities or classes in an efficient and orderly manner. (4.5) InTASC 3 SCTS 4.0 – Instruction (Activities and Materials) Environment (Expectations; Managing Student Behavior) TC implements ineffective procedures for managing routines and transitions resulting in reduced active engagement in instructional activities and increased problem behavior. TC follows the mentor teacher’s procedures for managing instructional and non-instructional routines (e.g., bathroom breaks, sharpening pencils, turning in work), and transitions. TC follows and makes appropriate adjustments to the mentor teacher’s procedures for managing instructional and non-instructional routines (e.g., bathroom breaks, sharpening pencils, turning in work), and transitions. Domain 4: Professionalism Below Expectations Meets Expectations Exceeds Expectations 4.1 TC effectively co-teaches with the mentor teacher. (6.2) TC does not engage in co-teaching with the mentor teacher. TC follows the guidance of the mentor teacher to plan and implement co-taught lessons. TC collaborates with the mentor teacher to plan and implement lessons.