SCTS 4.0 – Instruction (Motivating Students; Academic Feedback) 2.6 TC uses appropriate voice tone and pacing to manage instruction/environment effectively. 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 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 of learners from diverse cultural and linguistic backgrounds. 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. 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. 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 bully-free environment. 3.3 TC creates environments that promote positive social interaction and collaboration in the learning environment. 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 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. 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 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 Expectations Exceeds Expectations 4.1 TC effectively co-teaches with the mentor teacher. 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 co-taught lessons.
5.3 TC designs and demonstrates activities that implement use and maintenance of safety equipment and emergency procedures that comply with state and/or national guidelines. (NSTA Standard 4b) TC exhibits no knowledge of emergency procedures, safety equipment, or safety procedures for the students. TC does not model and supervise safe behaviors by students. TC exhibits knowledge of and proper use of safety equipment and models safe behavior when using that equipment, and this was observed at least once during instruction. TC exhibits consistent knowledge of and proper implementation of emergency procedures, safety equipment, and safety procedures for students. TC models safe behavior and attempts to ensure students do the same. 5.4 TC designs and demonstrates activities that are safe for abilities of all students (NSTA Standard 4b). TC does not take into account the abilities of students in the design and implementation of activities that require safety considerations. TC takes into account the abilities of students in the design and implementation of activities that require safety considerations. TC takes into account the abilities of all students in the design and implementation of activities that require safety considerations consistently; specific accommodations are evident in the lesson plan and instruction. 5.5 TC designs and demonstrates activities that demonstrate safe, humane, and ethical decision making with respect to all living organisms in and out of the classroom, complying with legal restrictions on the collection, keeping and use of living organisms. (NSTA Standard 4c) Living organisms are not treated in a proper manner by the TC; the relative safety and welfare of the organisms and/or the students is not taken into consideration by the TC. When applicable, living organisms are treated properly in the classroom and/or in the field by the TC, and relative student safety is obviously considered by the TC. Living organisms are always treated properly in the classroom and/or in the field by the TC, and relative student safety is always a consideration by the TC.