and master academic language demands in their content (vocabulary, function, syntax, discourse). language demand(s) for the learning task. (vocabulary, function, syntax, discourse). language demands (vocabulary, function, syntax, discourse). language function AND either discourse or syntax. 5b Engages learners in applying content knowledge to real world problems or “big ideas”/interdisciplinary themes (e.g., environment, justice). No reference to real world problems or big ideas. Teacher identifies real world problems or big ideas and may elicit student responses. Teacher identifies and facilitates student engagement with real world problems or big ideas. Teacher frequently provides opportunities for students to identify and extend the discussion of applying content to real world problems or big ideas. 6b Designs assessments that match learning objectives. Disconnect between assessments and learning objectives. Only some of the learning objectives are addressed in the planned assessments. All learning objectives are addressed and tied to the planned assessments. All learning objectives are addressed and tied to the planned assessments and include opportunities for differentiation. 6d Provides students with effective descriptive feedback to guide their learning progress. Feedback is unrelated to the learning objectives or is developmentally inappropriate. OR Feedback contains significant content inaccuracies. Feedback is general and addresses needs AND/OR strengths related to the learning objectives. Feedback is specific, meaningful, and addresses either needs OR strengths related to the learning objectives to guide students’ learning progress. Feedback is specific, meaningful, and addresses both strengths AND needs related to the learning objectives to guide students’ learning progress. 7a Selects and creates learning experiences that are aligned to learning objectives and content standards. Learning experiences are not aligned with learning objectives or content standards. Learning experiences are vaguely aligned learning objectives or content standards. Learning experiences build on each other and are aligned with learning objectives and content standards. Learning experiences build on each other and are clearly and consistently aligned with learning objectives and content standards. 7b Selects and uses materials and learning activities that are relevant to students’ sociocultural backgrounds. Materials and learning activities are not relevant to students’ sociocultural backgrounds. Materials and learning activities are superficially relevant to students’ sociocultural backgrounds. Materials and learning activities are relevant to students’ sociocultural backgrounds. Materials and learning activities are meaningful and consistently relevant to students’ sociocultural backgrounds.
1—Minimal 2—Basic 3—Proficient MU Professionalism #1: Teacher consistently arrives to school, events, and/or appointments on time and prepared. Regular tardiness Still preparing after arrival at school Often punctual but some tardiness Sometimes still preparing after arrival at school Consistently punctual Reliable Ready to teach on designated days MU Professionalism #3: Teacher consistently submits complete lesson plans on time to cooperating teacher(s) and university supervisor. Neglects to share lesson plans with cooperating teacher Fails to provide long form lesson plans to supervisor in timely manner Inconsistently shares lesson plans with coop Provides long form lesson plan to university supervisor but not in timely manner Regularly submits lesson plans to cooperating teacher Submits long-form lesson plans to supervisor 24-48 hours in advance of all observations MU Professionalism #4: Teacher communicates professionally with cooperating teacher(s), students, parents, school staff, and university supervisor. Communications are unprofessional or inappropriate Requests requiring a response are not addressed in a timely manner Lack of consideration of others’ preferred mode of communication Some communications are professional and respectful Requests requiring a response are sometimes addressed in a timely manner Others’ preferred mode of communication inconsistently used Communications to others are professional and respectful Requests requiring a response are addressed in a timely and appropriate manner Others’ preferred mode of communication is used