1.4 TC plans differentiated instruction to address diverse learning needs. InTASC 1, 7 CAEP 1.4 SCTS 4.0 – Planning (Instructional Plans) Lesson do not include strategies for differentiation or meet requirements identified in IEPs and/or 504 plans. Lesson 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 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) [NCTE/NCATE V.3] 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 of diverse learners. 2.3 TC demonstrates thorough command of the content - print and non-print texts, media texts, classic texts, contemporary texts, including young adult – that represent a range of world literatures, historical traditions, genres, and the experiences of different genders, ethnicities, and social classes; literary theories; how adolescents read (including media environments), composition of 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.
[NCTE/NCATE IV.2, V.3] 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. In addition, TC moves throughout the space to maintain eye contact with students DOMAIN 2: INSTRUCTION Below Expectations Meets Expectations Exceeds Expectations 2.7 TC implements strategies that address the needs of learners from diverse cultural and linguistic backgrounds - local, national, and international histories, individual identities (e.g. race, ethnicity, gender expressions, age, appearance, ability, spiritual belief, sexual orientation, socioeconomic status, and community environment), and language/dialects. CAEP 1.4 SCTS 4.0 – Instruction (Motivating Students; Teacher Knowledge of Students) [NCTE/NCATE III.1, VI.1, VI.2, V.1, V.2] 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, specific to each lesson that address the needs of individual learners from diverse cultural backgrounds including strategies such as providing examples that are relevant to specific culture. DOMAIN 3: ENVIRONMENT Below Expectations Meets Expectations Exceeds Expectations 3.1 TC maintains a physically safe educational environment that is conducive to learning. TC does not follow safety procedures, which results or could TC follows the mentor teacher’s procedures to physically arrange the TC follows safety procedures and makes adjustments to the physical environment to
audiences, purposes, and modalities. [NCTE/CAEP IV.3] 5.10 Candidates design instruction that incorporates students’ home and community languages to enable skillful control over their rhetorical choices and language practices for a variety of audiences and purposes. [NCTE/CAEP IV.4] Instruction ignores students’ home/community languages. Instruction incorporates students’ home/community languages to examine and appreciate language differences and rhetorical choices. Instruction in writing and speaking incorporate students’ home/community languages for the purpose of developing skillful control over their rhetorical choices and language practices for a variety of audiences and purposes. DOMAIN 5: ENGLISH EDUCATION Below Expectations Meets Expectations Exceeds Expectations 5.11 Candidates select, create, and use a variety of instructional strategies and teaching resources, including contemporary technologies and digital media, consistent with what is currently known about student learning in English Language Arts. [NCTE/CAEP V.4] Instruction does not show variety in strategies or resources AND/OR doesn’t include contemporary technologies and digital media. Instruction shows some variety in strategies and resources and often includes contemporary technologies and digital media. Instruction shows variety in strategies and resources and includes contemporary technologies and digital media. 5.12 Candidates plan and implement English language arts and literacy instruction that promotes social justice and critical engagement with complex issues related to maintaining a diverse, inclusive, equitable society. [NCTE/CAEP VI.1] Instruction does not address social issues such as diversity, inclusivity, and equity or promotes or allows the opposite. Instruction thoroughly and fairly addresses social issues such as diversity, inclusivity, and equity. Instruction promotes social justice and critical engagement with complex issues related to maintaining a diverse, inclusive, equitable society.