1.2 TC designs, selects, or modifies multiple methods of assessments that are aligned with lesson objectives. InTASC 6, 7; CAEP 1.2 SCTS 4.0 – Planning (Instructional Plans; Assessment) NAEYC Standard 3c: Observing, Documenting and Assessing Assessments do not align with lesson objectives, or no assessments are identified. Accommodations are not planned or are inappropriate. Informal or formal lesson assessments are appropriate (for age and knowledge align with lesson objectives, and occur at various points during the lesson. Plans appropriate assessment accommodations to meet individual learner needs. Informal and formal lesson assessments are appropriate (for age and knowledge level), align with lesson objectives and cognitive task, and occur at various points during the lesson. Assessments include verbal and/or written directions, models, prompts, etc. that clearly define learner expectations. Plans appropriate assessment accommodations to meet individual learner needs. 1.3 TC uses data from a variety of formative, diagnostic, and summative assessments to guide instructional planning. InTASC 6, 7; CAEP 1.2 SCTS 4.0 – Planning (Instructional Plans; Assessment) Standard 3c: Observing, Documenting, and Assessing TC does not gather or examine student performance data or does not use data appropriately in the planning process. TC gathers and uses learner performance data from multiple assessments to modify or determine lesson objectives and instructional plans. TC gathers and uses a variety of learner performance data from multiple assessments to modify or determine lesson objectives and to modify instructional 1.4 TC plans for safe and appropriate learner use of digital tools for problem solving, conducting research, and creative expression. InTASC 5; CAEP 1.5 SCTS 4.0- Instruction (Motivating Students; Activities and Materials) TC plans lessons without including appropriate resources for learner use of digital tools to support problem solving or creative thought. TC plans for safe and appropriate learner use of tools providing opportunities for problem solving, conducting research, and/or creative expression. TC plans for safe and appropriate learner use of current and emerging digital tools providing multiple opportunities for problem solving, conducting research, and creative expression.
1.5 TC plans developmentally appropriate, rigorous, and differentiated instruction to address diverse learning needs. InTASC 1, 7 CAEP 1.4 SCTS 4.0 – Instruction (Lesson Structure and Pacing); Planning (Instructional Plans) NAEYC Standard 1b: Promoting Child Development and Learning Lesson plans are developmentally appropriate but do not include strategies for differentiation or meet requirements identified in IEPs and/or 504 plans. Lesson plans are developmentally appropriate and include differentiation of teaching procedures/pacing to address specific, diverse learning needs. Plans meet requirements identified in IEPs and/or 504 plans, as applicable. Lesson plans are developmentally appropriate, and include differentiation of learning objectives, teaching procedures/pacing, and/or assessment methods to address individual learning needs. Differentiation is based on formal and informal assessment information, IEPs, and/or 504 plans, as applicable. DOMAIN 2: INSTRUCTION Below Expectations Meets Expectations Exceeds Expectations 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) NAEYC Standard 4a: Using Developmentally Effective Approaches TC does not communicate expectations for what learners will know and be able to by the end of the lesson (or lesson series) and/or does not explain the purpose and relevance of the lesson content. 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. TC makes connections to prior knowledge and 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 lesson content. 2.2 TC helps learners assume responsibility for their own learning. SCTS 4.0 – Instruction (Activities and Materials) TC takes full responsibility for setting learner goals, keeping learners on task, and evaluating their performance without facilitating the development of learner self-management strategies. TC facilitates learner self-management (goal setting, task persistence, and TC facilitates learners’ ability to when difficulties arise, set goals, persist in independent task completion, and reflect on their learning.
3.1 TC creates and maintains a safe educational environment that is conducive to learning. SCTS 4.0 – Instruction (Lesson Structure and Pacing); Environment (Environment) NAEYC Standard 1c: Child Development TC does not follow safety procedures, which results or could result in lack of learning and/or student harm. TC follows safety procedures and makes adjustments to the physical environment to promote learning, avoid distractions, and ensure safe use of materials. TC develops and implements safety procedures 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) Standard 6d: Becoming a Professional Responds with bias toward learners who differ by gender, ethnicity, exceptionality, sexual orientation, or status. TC tolerates bullying and/or disrespectful peer interactions. TC responds positively to learner difficulties, concerns, and questions without bias towards gender, ethnicity, exceptionality, sexual orientation, or 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 status. The TC implements proactive measures to hold students accountable for respecting peer diversity and maintaining 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) NAEYC Standard 4a: Using Developmentally Effective Approaches TC solely focuses on learners working independently of one another. Attempts to use cooperative learning are ineffective and lack structure. 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. TC structures instructional and routines and activities to support positive social interactions, productive teamwork, and collaborative learning. TC deliberately structures group composition, assigns specific roles, and promotes group autonomy.
3.4 TC implements proactive classroom management strategies that promote positive behaviors and active engagement. InTASC 3 SCTS 4.0 – Instruction (Activities and Materials) Environment (Expectations; Managing Student Behavior) NAEYC Standard 4a: Using Developmentally Effective Approaches TC implements ineffective, reactive classroom management strategies resulting in persistent problem behavior. TC develops and implements strategies for setting behavioral, social, and academic expectations for active engagement. TC positively reinforces learners who meet those expectations and positively redirects learner behavior as needed. In addition to meeting acceptable expectations, the TC is able to adjust classroom management strategies during instruction and/or address the needs of individual learners. DOMAIN 4: PROFESSIONALISM Expectations Meets Expectations Exceeds Expectations 4.1 TC collaborates with caregivers and school professionals to enhance student learning. InTASC 10, 3 SCTS 4.0 – Professionalism (School Responsibilities) TC does not collaborate with caregivers and professionals or does so inappropriately. TC collaborates and communicates appropriately with caregivers and school professionals (i.e. colleagues, administrators, and other professionals) to enhance student learning and development. TC is an effective co-teacher. TC collaborates appropriately w with professionals within and outside of the school community to enhance student learning and development. TC is an effective co-teacher in both the lead and/or supporting role. 4.2 TC maintains professional relationships with school personnel and students. InTASC 10 NAEYC Standard 6c: Becoming a Professional TC exhibits unprofessional behaviors that damage relationships with school personnel (e.g. colleagues, administrators, mentor teachers, other school staff members, and university supervisor) or students. TC conducts self in a professional manner when interacting with school personnel (e.g. colleagues, administrators, mentor teachers, other school staff members, and university supervisor) and students in and away from the school environment. TC not only conducts self in a professional manner in and away from the school environment, but initiative to establish relationships with school personnel (e.g. colleagues, administrators, mentor teachers, other school staff members, and university supervisor) and students.
5.4 Social Studies: Provides experiences in geography, history, economics, and social relations/civics across a developmental continuum. Uses an integrated approach to include content from other disciplines. NAEYC Standard 5c: Using Content Knowledge to Build Meaningful Curriculum Instruction and plans do not reflect an understanding of Social Studies content. Standards are not adequately addressed. Connections between Social Studies and other disciplines are not made. Instruction and plans reflect an understanding of Social Studies content and address the standards. TC is beginning to make connections between Social Studies and other disciplines in lessons. Instruction and reflect a strong knowledge of the Social Studies content. Standards are addressed within lessons. Connections between Social Studies and other disciplines are frequently made.