InTASC 4, 7; CAEP 1.3, 1.4 SCTS 4.0 – Instruction (Standards and Objectives); Planning (Instructional Plans; Assessment) engagement. Lesson plans do not meet expectations of the discipline. measureable, appropriately challenging, and align with the standards. measureable, appropriately challenging, and align with the standards. 1.2 TC designs, selects, or modifies assessments that are aligned with lesson objectives. InTASC 6, 7; CAEP 1.2 SCTS 4.0 – Planning (Instructional Plans; Assessment) Assessments do not align with lesson objectives, or no assessments are identified. Lesson assessments align with lesson objectives and occur at least once during the lesson. Informal and formal lesson assessments are appropriate (for age and knowledge level), align with lesson objectives, and occur at various points during the lesson. 1.3 TC uses data from formative, diagnostic, and summative assessments to guide instructional planning. InTASC 6, 7; CAEP 1.2 SCTS 4.0 – Planning (Instructional Plans; Assessment) TC does not gather or examine student performance data or does not use data appropriately in the planning process. TC uses student performance data (from previous assessments or to guide instructional strategies. TC gathers and uses learner performance data from a variety of assessments to modify lesson objectives and instructional plans. 1.4 TC differentiated instruction to address diverse learning needs. InTASC 1, 7 CAEP 1.4 SCTS 4.0 – Planning (Instructional Plans) Lesson plans do not include strategies for differentiation or meet requirements identified in IEPs and/or 504 plans. Lesson plans include general strategies for addressing diverse learning needs. Plans meet requirements identified in IEPs and/or 504 plans, as applicable. Lesson plans include specific strategies for differentiation of teaching procedures/pacing to address diverse learning needs. Plans meet requirements identified in IEPs and/or 504 plans, as applicable. DOMAIN 2: INSTRUCTION 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) 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 needs 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 lacks clarity. TC presentation of content is clear 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. 2.5 TC provides specific and timely instructional feedback to students pertaining to stated outcomes. InTASC 6 SCTS 4.0 – Instruction (Motivating Students; Academic Feedback) TC rarely provides feedback or feedback is unrelated to lesson objectives. TC provides general instructional feedback to students related to lesson objectives. Feedback is on or individual responses. TC provides specific, corrective, and timely instructional feedback to students related to lesson objectives. Feedback is based on class-wide or individual responses. 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 voice tone and lesson pacing/sequence. TC demonstrates effective teaching and communication skills by varying tone and changing the pacing/sequence of the presentation based upon student feedback during lesson. 2.7 TC implements strategies that address the needs 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.