InTASC Indicator 1—Minimal 3—Proficient 4—Advanced 4a Effectively uses multiple representations and explanations that capture key ideas in the discipline and promote each learner’s achievement of content standards. Uses one representation or explanation to content standard with key ideas missing. Inconsistent use of appropriate multiple representations/ explanations. Consistent use of multiple representations/explanations that capture key ideas. Consistent use of multiple representations/explanations that capture key ideas and advances learner’s achievement of content standards. 4b Encourages learners to understand, question, and analyze ideas from multiple perspectives so that they master the content. Considers only one perspective. No probing of student responses. Considers only one perspective. Some probing of student responses. Elicits multiple perspectives from students. Elicits multiple perspectives from students and actively probes students to extend understanding of the content. 4d Stimulates learner reflection on prior content knowledge, links new concepts to familiar concepts, and makes connections to learners’ experiences. Does not attempt to connect to learners’ prior knowledge, link new concepts to familiar concepts, or make connections to learners’ experiences. Limited connection to prior knowledge or previous lessons with little or no attempt to elicit students’ own experiences. Encourages students to reflect on prior content knowledge, make links between new and familiar concepts, and connect to their experiences but is primarily teacher directed. Consistent evidence of students reflecting on relevant prior content knowledge, making links between new and familiar concepts, and connecting to their experiences. 4e Recognizes learner misconceptions in a discipline that interfere with learning, and creates experiences to accurate conceptual understanding. No recognition of misconceptions or misconceptions are equated with students’ lack of knowledge in content area. Some recognition of misconception but no attempt to use misconceptions to build accurate conceptual understanding. Some recognition of misconceptions and some use of misconceptions to build accurate conceptual understanding. Consistent recognition of misconceptions and consistent use of misconceptions to build accurate conceptual understanding. 4h Creates opportunities for students to learn, practice, and master academic language demands in their content (vocabulary, function, syntax, discourse). Language supports are missing or are not aligned with the language demand(s) for the learning task. Language supports primarily address one language demand (vocabulary, function, syntax, discourse). General language supports address use of two or more language demands (vocabulary, function, syntax, discourse). Targeted language supports address use of vocabulary, language function AND either discourse or syntax.
InTASC Indicator 1—Minimal 2—Basic 3—Proficient 4—Advanced 5b Engages learners in applying content knowledge to real world problems or “big ideas”/interdisciplinary themes (e.g., environment, justice). No reference to real world problems or big ideas. Teacher identifies real world problems or big ideas without engaging students in discussion. Teacher identifies and facilitates student engagement with real world problems or big ideas. Teacher frequently provides opportunities for students to identify and extend the discussion of applying content to real world problems or big ideas. 5d Engages learners in challenging assumptions and creative problem solving in local and global contexts. No opportunities for students to challenge assumptions or engage in problem solving. Teacher challenges assumptions without engaging students in problem solving. Teacher challenges assumptions and engages students in problem solving. Teacher frequently provides opportunities for students to challenge assumptions and engage in problem solving. 5h Develops and implements supports for learner literacy development across content areas. No content literacy support is evident. Some planning for content literacy support with minimal implementation. Some planning for content literacy support and some implementation evident. Consistent planning for content literacy support and consistent implementation evident. 6l Analyzes formative and summative assessments to understand patterns and gaps in learning, and to guide planning and instruction. No evident use of assessment data to guide planning or instruction. Minimal analysis or analysis is not consistent with subsequent learning objectives. Consistent analysis of data and is appropriately used to guide planning and instruction including some differentiation. Consistent analysis of multiple sources of data to guide planning and instruction, including differentiation for a variety of learners. 6b Designs assessments that match learning objectives. Disconnect between assessments and learning objectives. Only some of the learning objectives are addressed in the planned assessments. All learning objectives are addressed and tied to the planned assessments. All learning objectives are addressed and tied to the planned assessments and include opportunities for differentiation. 6d Provides students with effective descriptive feedback to guide their learning progress. Feedback is unrelated to the learning objectives or is developmentally inappropriate. OR Feedback contains significant content inaccuracies. Feedback is general and addresses AND/OR strengths related to the learning objectives. Feedback is specific and addresses either needs OR strengths related to the learning objectives. Feedback is specific and addresses both strengths AND needs related to the learning objectives. InTASC Indicator 1—Minimal 2—Basic 3—Proficient 4—Advanced