2.1 TC effectively communicates appropriately challenging expectations to learners. CAEP 1.4 SCTS 4.0- Instruction (Standards and Objectives; Activities and Materials); Environment (Expectations) TC does not communicate expectations for what students will know and be able to by the end of the lesson. TC communicates appropriately challenging expectations for what students will know and be able to do by the end of the lesson. TC communicates appropriately challenging expectations for what learners will know and be able to do by the end of the lesson (or lesson series), while explaining the purpose and relevance of the content. 2.2 TC differentiates instruction to meet the of diverse learners. CAEP 1.4 SCTS 4.0 – Instruction (Motivating Students; Activities and Materials; Teacher Content Knowledge; Teacher Knowledge of Students) TC does not attempt to differentiate instruction. TC uses general strategies to differentiate instruction in an attempt to meet the needs of diverse learners. TC uses a variety of specific instructional strategies for meeting the needs of diverse learners. 2.3 TC demonstrates thorough command of the content taught and appropriately addresses learner questions and misunderstandings related to the content. InTASC 4; CAEP 1.3; SCTS 4.0 – Instruction (Presenting Instructional Content; Academic Feedback; Teacher Content Knowledge; Teacher Knowledge of Students) TC presentation of content has misinformation and clarity. TC presentation of content is and accurate. TC correctly addresses learner questions and misconceptions. TC’s presentation of content is clear, precise, and accurate. The TC uses content knowledge to field questions, make connections, and address misconceptions. 2.4 TC measures student mastery of learning by using assessment strategies with established performance criteria. InTASC 6 SCTS 4.0 – Instruction (Standards and Objectives) TC does not establish performance criteria for assessments and/or does not conduct assessment of learning. TC measures student mastery of learning through assessments (e.g. checks for understanding, quizzes, probing questions) with established performance criteria. TC uses multiple assessments (e.g., checks for understanding, quizzes, probing questions) with established performance criteria throughout instruction to measure mastery of learning. In addition, candidate provides opportunities for individual learners to self-check during the lesson.
5.3 Provide opportunities for students to create the visual components of the improvised and/or scripted scenes considering mood, theme, texture, and genre . (Based on Revised South Carolina State Standard # 3) Limited use of design elements in instruction. The employment of design elements (sets, properties, lights, sound, costumes and make-up) are incorporated into instruction and utilized in improvised and scripted scenes. Specific lessons and units are created and employed for students to experience design elements (sets, properties, lights, sound, costumes and make-up). 5.4 Allows students to explore the role of director by experiencing the interpretation of dramatic texts with teacher as director and organizing rehearsals and/or exploring the role of director though self and/or peer directing their own performances (monologues, scenes, etc. (Based on Revised South Carolina State Standard #4) Limited understanding of director/leader role is to side coach and organize other students in rehearsal. Planning and instruction include exercises exploring the role of director or utilize teacher as director. Students are engaged in specific assignments allowing them to function as director of scripted or improvised scenes or to experience the role of director through observation of teacher as director. 5.5 Utilizes research (cultural and historical) to integrate information from past and present cultures to enhance their theatrical knowledge and experiences. (Based on Revised South Carolina State Standard # 5 & #8) Research is not used in lessons. Planning and instruction includes students employing some research techniques (both cultural and historical). Planning and instruction include students employing proper research techniques (both cultural and historical) to create scenes, compare dramatic texts, direct, act, and design scenes. Students analyze the role of theatrical experiences in the community and other cultures. 5.6 Provides opportunities for students to analyze, evaluate, and construct meaning from theatrical experiences. (Based on Revised South Carolina State Standard #7) Limited opportunities within each lesson for students to engage in reflective work. Planning and instruction include specific opportunities for students to evaluate, analyze and critique their own work, that of their peers, and other theatrical work. Analysis and evaluation are woven into each and every lesson, challenging students to assimilate and synthesize their knowledge and experiences.