Sedgwick Middle School South Windsor High School Southington High School Suffield High School Wethersfield High School Windsor High School English Education (7 Responses) CT Common Core of Teaching: II Teachers Apply This Knowledge By: Planning, Instructing, Assessing, and Adjusting 3 = Student is making outstanding progress in meeting this standard. 2 = Student is making satisfactory progress in meeting this standard. 1 = Student is not making satisfactory progress in meeting this standard. N/A = Not Applicable 3 = Effectively implements instruction based on knowledge of academic principles, essential concepts, respect for language diversity and learning strategies appropriate to the discipline of ELA 2 = Makes deliberate attempts to implement instruction based on knowledge of academic principles, essential concepts, respect for language diversity and learning strategies appropriate to the discipline of ELA 1 = Knowledge and use of ELA academic content, essential concepts, and appropriate learning strategies are weak; language diversity is not respected N/A Average Rating
3 = Demonstrates accurate understanding of students’ different developmental levels and approaches to learning and routinely constructs ELA lessons that are adapted to meet diverse student 2 = Shows increasing understanding of students’ different developmental levels and approaches to learning and often constructs ELA lessons that are adapted to meet diverse student needs 1= Shows lack of understanding of students’ different developmental levels and approaches to learning and rarely constructs ELA lessons that are adapted to meet diverse student needs N/A Average Rating 4. Constructs ELA lessons that are adapted to diverse student needs based on understanding of students’ different developmental levels and approaches to learning. NCTE/NCATE 2.1 2.57 3 = Regularly connects interdisciplinary concepts, procedures, and applications to build understanding and to help students apply ELA knowledge and skills to real world problems 2 = Is working on connecting interdisciplinary concepts, procedures, and applications to build understanding and to help students apply ELA knowledge and skills to real world problems 1 = Has difficulty connecting interdisciplinary concepts, procedures, and applications to build understanding and to help students apply ELA knowledge and skills to real world problems N/A Average Rating 5. Connects interdisciplinary concepts, procedures, and applications to understanding and to help students apply ELA knowledge and skills to real world problems. NCTE/NCATE 2.5, 2.6, 4.3 2.57
3 = Purposefully and frequently provides opportunities for students to solve problems, explain their thinking, and evaluate their own performance 2 = Attempts to provide some opportunities for students to solve problems, explain their thinking, and evaluate their own performance 1 = Randomly and rarely provides opportunities for students to solve problems, explain their thinking, and evaluate their own performance N/A Average Rating 9. Provides opportunities for students to problems, explain their thinking, and evaluate their own performance. NCTE/NCATE 2.4 2.57 3 = Actively seeks out and uses resources from a variety of sources to create meaningful and challenging ELA curriculum 2 = In some instances, seeks out and uses resources from a variety of sources to create meaningful and challenging ELA curriculum 1 = Demonstrates little initiative in seeking out and using resources from a variety of sources to create meaningful and challenging ELA curriculum N/A Average Rating 10. Seeks out and uses resources from a variety of sources to create meaningful and challenging curriculum to support students’ learning in ELA. NCTE/NCATE 3.3.3, 4.1 2.57 3 = Routinely creates a respectful, supportive, and challenging environment that supports individual student’s development, construction of ELA knowledge, and motivation to learn; in doing so, demonstrates considerable knowledge of child and/or adolescent development and understanding of the multiple interacting influences on ELA learning 2 = Usually creates a respectful, supportive, and challenging environment that supports individual student’s development, construction of ELA knowledge, and motivation to learn; in doing so, demonstrates adequate knowledge of child and/or adolescent development and beginning understanding of the multiple interacting influences on ELA learning 1 = Has difficulty creating a respectful, supportive, and challenging environment that supports individual student’s development, construction of ELA knowledge, and motivation to constrained by limited knowledge of child and/or adolescent development and understanding of the multiple interacting influences on ELA learning N/A Average Rating
to effectively scaffold student learning. NCTE/NCATE 4.2 3 = Routinely creates positive and supportive interactions with students by using respectful, appropriate, and effective verbal and nonverbal communication techniques 2 = Attempts to create positive and supportive interactions with students by using respectful, appropriate, and effective verbal and nonverbal communication techniques 1 = Has difficulty creating positive and supportive interactions with students by respectful, appropriate, and effective verbal and nonverbal communication techniques N/A Average Rating 14. Creates positive and supportive interactions with students by using respectful, appropriate, and effective verbal and nonverbal communication techniques. NCTE/NCATE 2.1, 4.2 2.86 3 = Systematically documents student ELA learning in both ongoing and summative ways and provides students with this feedback 2 = Is beginning to systematically document student ELA learning in both ongoing and summative ways and provides students with this feedback 1 = Is not systematically documenting student ELA learning in both ongoing and summative ways and rarely provides students with this feedback N/A Average Rating 15. Documents student ELA learning in both ongoing and summative ways and provides students with this feedback. NCTE/NCATE 4.2, 4.10 2.57
3 = Consistently implements effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration among students and responses to varied forms of media, print and non-print text 2 = Is learning to implement effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration among students and responses to varied forms of media, print and non-print text 1 = Rarely implements effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration among students or responses to varied forms of media, print and non-print text N/A Average Rating 16. Implements effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration among students and responses to varied forms of media, print and non-print text. NCTE/NCATE 3.6.1, 3.6.2, 3.6.3, 4.6 2.57 3 = Demonstrates an knowledge of and ability to teach works representing a broad historical and contemporary spectrum of US, British, World and young adult literature 2 = Demonstrates adequate knowledge of literary works representing both historical and contemporary US, British, World and young adult literature 1 = Shows little knowledge of varied works representing US, British, World or young adult literature N/A Average Rating 17. Uses literary works representing a broad spectrum of historical and contemporary US, British, World and young adult literature. NCTE/NCATE 2.2, 3.1.5, 3.5.1, 3.5.2, 3.5.3 2.71
3 = Demonstrates an in-depth knowledge of and ability to use various applications of literary theory and criticism to enhance students’ understanding and appreciation of print and nonprint text, the relationship between symbols and meaning, and their effects on reading 2 = Knows and uses a variety of teaching applications for a range of works of literary theory and criticism to enhance students’ understanding and appreciation of print and nonprint text, the relationship between symbols and meaning, and their effects on reading 1 = little knowledge or application of literary theory or criticism and the impact each has on students’ understanding and appreciation of print and nonprint text, the relationship between symbols and meaning, and their effects on reading N/A Average Rating 18. Draws upon a range of works of literary criticism to enhance students’ understanding and appreciation of print and nonprint text, the relationship between symbols and meaning, and their effects on reading. NCTE/NCATE 3.1.3, 3.2.5, 3.3.1, 3.5.4 2.29 3 = Spoken and written language is grammatically and syntactically correct; vocabulary is developmentally appropriate, creative, prescriptive and specifically enhances student understanding of the content 2 = Spoken and written language is grammatically and syntactically correct; vocabulary is developmentally appropriate and enhances student understanding of the content 1 = Spoken or written language contains grammatical and/or syntactical errors; vocabulary is developmentally inappropriate or N/A Average Rating 19. Articulates using acceptable and appropriate oral and written expressions. NCTE/NCATE 3.1.7 2.86
3 = Regularly responds to the group or individual student’s levels of H/SS understanding while teaching 2 = Increasingly responds to the group or individual student’s levels of H/SS understanding while teaching 1 = it challenging to respond to the group or individual student’s levels of H/SS understanding while teaching N/A Average Rating 2. Responds to the group or individual student’s levels of H/SS understanding while teaching. NCSS 3.1 2.50 3 = Effectively plans and implements H/SS instruction based on knowledge of the community context and of students as a group and as individuals 2 = Makes deliberate attempts to plan and implement H/SS instruction based on knowledge of the community context and of students as a group and as individuals 1 = Does not plan and implement H/SS instruction based on knowledge of the community context and of students as a group and as individuals N/A Average Rating 3. Plans and implements H/SS instruction based on knowledge of the community context and of students as a group and as individuals NCSS 3.1 2.75 3 = Demonstrates accurate understanding of students’ different developmental levels and approaches to learning and routinely constructs H/SS lessons that are adapted to meet diverse student 2 = increasing understanding of students’ different developmental levels and approaches to learning and often constructs H/SS lessons that are adapted to meet diverse student needs 1 = Shows lack of understanding of students’ different developmental levels and approaches to learning and rarely constructs H/SS lessons that are adapted to meet diverse student needs N/A Average Rating 4. Constructs H/SS lessons that are adapted to diverse student needs based on understanding of students’ different developmental levels and approaches to learning. NCSS 3.1 2.25
3 = Habitually asks questions and implements methods that encourage students to critically 2 = Works diligently to ask questions and implement methods that encourage students to think critically 1 = Rarely asks questions and implements methods that encourage students to think critically N/A Average Rating 8. Asks questions and implements methods that encourage students to think critically. NCSS 3.1 2.25 3 = Purposefully and frequently provides opportunities for students to solve problems, explain their thinking, and evaluate their own performance 2 = Attempts to provide some opportunities for students to solve problems, explain their thinking, and evaluate their own performance 1 = Randomly and rarely provides opportunities for students to solve problems, explain their thinking, and evaluate their own performance N/A Average Rating 9. Provides opportunities for students to problems, explain their thinking, and evaluate their own performance. NCSS 3.1 2.50 3 = Actively seeks out and uses resources from a variety of sources to create meaningful and challenging H/SS curriculum 2 = In some instances, seeks out and uses resources from a variety of sources to create meaningful and challenging H/SS curriculum 1 = Demonstrates little initiative in seeking out and using resources from a variety of sources to create meaningful and challenging H/SS curriculum N/A Average Rating 10. Seeks out and uses resources from a variety of sources to create meaningful and challenging curriculum to support students’ learning in H/SS. NCSS 3.1 2.75
3 = Consistently uses informal and formal assessment data to modify H/SS instruction, to plan appropriate lessons, and to make purposeful decisions about group formations 2 = On some occasions, uses informal and formal assessment data to modify H/SS instruction, to plan appropriate lessons, and to make purposeful decisions group formations 1 = Rarely uses informal and formal assessment data to modify H/SS instruction, to plan appropriate lessons, or to make purposeful decisions about group formations N/A Average Rating 12. Uses informal and formal assessment data to modify H/SS instruction and to plan appropriate lessons, including purposeful choices regarding group formations. NCSS 3.1 2.25 3 = Purposely and effectively sequences learning into coherent units of instruction derived from the H/SS curriculum in an effort to effectively scaffold student learning 2 = Attempts to deliberately sequence learning tasks into coherent units of instruction derived from the H/SS curriculum in an effort to effectively scaffold student learning 1 = Does not intentionally sequence learning tasks into coherent units of instruction derived from the H/SS curriculum in an effort to effectively scaffold student learning N/A Average Rating 13. Sequences learning tasks into coherent units of instruction derived from the H/SS curriculum in an effort to effectively scaffold student learning. NCSS 3.1 3.00 3 = Routinely creates positive and supportive interactions with students by using respectful, appropriate, and effective verbal and nonverbal communication techniques 2 = Attempts to create positive and supportive interactions with students by using respectful, appropriate, and effective verbal and nonverbal communication techniques 1 = Has difficulty creating positive and supportive interactions with students by using respectful, appropriate, and effective verbal and nonverbal communication techniques N/A Average Rating
3 = Routinely constructs science lessons that are adapted to meet diverse student 2 = Often constructs science lessons that are adapted to meet diverse student needs 1 = Rarely constructs science lessons that are adapted to meet diverse student needs N/A Average Rating 4. Constructs science lessons adapted to student needs based on different developmental levels, approaches to learning, abilities, background experiences and personal interests NSTA/NCATE 5.b 2.71 3 = Regularly applies concepts, procedures, and applications to build understanding and to help students connect science knowledge and skills to real world problems 2 = Is working on applying concepts, procedures, and applications to build understanding and to help students connect science knowledge and skills to real world problems 1 = Has difficulty applying concepts, procedures, and applications to understanding and, therefore, is unable to help students connect science knowledge and skills to real world problems N/A Average Rating 5. Applies concepts, procedures, and applications to build understanding and to help students connect science knowledge and skills to real world problems NSTA/NCATE 4.b 2.71 3 = Consistently instruction based on science national and state curriculum frameworks and local curricular goals in an effort to address student needs and abilities 2 = In most instances, instruction based on science national and state curriculum frameworks and local curricular goals in an effort to address student needs and abilities 1 = Has difficulty planning instruction based on science national and state curriculum frameworks and local curricular goals in an effort to address student needs and abilities N/A Average Rating
10. Seeks out and uses resources from a variety of sources, including technology, to create meaningful and interesting activities to support students’ learning in science NSTA/NCATE 5.d 2.93 3 = Routinely creates a respectful, safe, and challenging environment that supports students’ construction of science knowledge 2 = Usually creates a respectful, safe, and challenging environment that supports students’ construction of science knowledge 1 = Has difficulty creating a respectful, safe, and challenging environment that supports students’ construction of science knowledge N/A Average Rating 11. Creates a respectful, safe, and challenging environment that supports students’ construction of science knowledge 5.f 2.86 3 = Consistently uses informal and formal assessment data to inform and modify science instruction, to plan appropriate lessons, including purposeful decisions about group formations, and to engage students in reflective self-analysis 2 = On some occasions, uses informal and formal assessment data to inform and modify science instruction, to plan appropriate lessons, including purposeful decisions group formations, and to engage students in reflective self-analysis 1 = Rarely uses informal and formal assessment data to inform or modify science instruction, to plan appropriate lessons, to make purposeful decisions group formations, or to encourage students to engage in reflective self-analysis N/A Average Rating
1. Plans and implements instruction based on knowledge and use of core academic principles, discipline-specific content, and learning concepts. NCATE 1.a, 1.b, 1.d; CCT 1.1, 1.2 3.00 3 = Consistently plans and implements instruction based on local, state, and national curricula, frameworks and standards 2 = In most instances, plans and implements instruction based on local, state, and national curricula, frameworks and standards 1 = Has difficulty planning and implementing instruction based on local, state, and national curricula, frameworks and standards N/A Average Rating 2. Plans and implements instruction based on local, state, and national curricula, frameworks and standards. NCATE 1.a, 1.c CCT 1.2 2.50 3 = Effectively plans and implements instruction based on knowledge and consideration of school, family, and community contexts 2 = Makes deliberate attempts to plan and implement instruction based on knowledge and consideration of school, family, and community contexts 1 = Does not plan and implement instruction based on knowledge and consideration of school, family, and community contexts N/A Average Rating 3. Plans and implements instruction based on knowledge and consideration of school, family, and community contexts NCATE 1.c CCT 2.1, 3.6 3.00 3 = Routinely constructs lessons that are adapted in response to diverse student characteristics 2 = Often constructs lessons that are adapted in response to diverse student characteristics 1 = Rarely constructs lessons that are adapted in response to diverse student characteristics N/A Average Rating
students apply knowledge and skills to real world problems 11. Plans and implements instruction using appropriate and varied strategies and methods, including effective use of technology, to promote learning. NCATE 1.b, 1.c CCT 1.4, 3.5, 4.2 3.00 3 = Routinely creates a respectful, safe, and challenging environment that supports a productive learning environment for all students 2 = Usually creates a respectful, safe, and challenging environment that supports a productive learning environment for all students 1 = Has difficulty creating a respectful, safe, and challenging environment that supports productive learning for all students N/A Average Rating 12. Creates a respectful, safe, and challenging classroom climate that supports a productive learning environment for all students. NCATE 1.c, 1.g, 4.a CCT 2.1, 2.4 3.00 3 = Consistently maximizes the amount of time spent on learning by effectively managing transitions, routines, student engagement and behavior 2 = deliberate attempts to effectively use instructional time by managing transitions, routines, student engagement and behavior 1 = Ineffective use of instructional time due to difficulties managing transitions, routines, student engagement and behavior N/A Average Rating
13. Maximizes the amount of time spent on learning by effectively managing transitions, routines, student engagement and behavior. NCATE 1.c CCT 2.4, 2.5 3.00 3 = Routinely creates positive and supportive interactions with students by respectful, appropriate, and effective verbal and nonverbal communication techniques 2 = Attempts to create positive and supportive interactions with students by using respectful, appropriate, and effective verbal and nonverbal communication techniques 1 = Has difficulty creating positive and supportive interactions with students due to ineffective verbal and nonverbal communication N/A Average Rating 14. Creates positive and supportive interactions with students through respectful, appropriate, and effective verbal and nonverbal communication techniques. NCATE 1.b, 1.c CCT 1.3, 2.1 3.00 3 = Consistently uses a variety of informal and formal assessment data to plan, implement, and modify instruction 2 = Makes a deliberate effort to use a variety of informal and formal assessment data to plan, implement, and modify instruction 1 = Does not adequately use assessment to plan, implement, and modify instruction for effective learning N/A Average Rating
19. Introduces students to socially relevant issues in agriculture, and provides opportunities for respectful and critical analysis of various perspectives regarding such issues. NCATE 1.a, 1.c, 4.a CCT 2.1, 3.6, 3.8 3.00 3 = Consistently and effectively demonstrates and promotes knowledge about legal and ethical issues, safe procedures and materials use, and respect for living things 2 = Makes an effort to demonstrate and promote knowledge about legal and ethical issues, safe procedures and materials use, and respect for living things 1 = Does not demonstrate or promote knowledge about legal and ethical issues, safe procedures and materials use, and respect for living things N/A Average Rating 20. Demonstrates and promotes knowledge about legal and ethical issues, safe procedures and materials use, and respect for living things. NCATE 1.c CCT 1.2, 2.4 3.00