2.2 TC differentiates instruction to meet the TC does not attempt to differentiate TC uses general strategies to TC uses a variety of specific of diverse learners. instruction. differentiate instruction in an instructional strategies for meeting attempt to meet the of diverse the needs of diverse learners. CAEP 1.4 learners. SCTS 4.0 Instruction (Motivating Students; – Activities and Materials; Teacher Content Knowledge; Teacher Knowledge of Students) 2.3 TC demonstrates thorough command of the TC presentation of content has TC presentation of content is clear TC’s presentation of content is content taught and appropriately addresses misinformation and clarity. and accurate. TC correctly addresses precise, and accurate. The TC uses learner questions and misunderstandings learner questions and content knowledge to field related to the content. misconceptions. questions, make connections, and address misconceptions. InTASC 4; CAEP 1.3; SCTS 4.0 Instruction (Presenting Instructional – Content; Academic Feedback; Teacher Content Knowledge; Teacher Knowledge of Students) 2.4 TC measures student mastery of learning by TC does not establish performance TC measures student mastery of TC uses multiple assessments (e.g., using assessment strategies with established criteria for assessments and/or does learning through assessments (e.g. checks for understanding, quizzes, performance criteria. not conduct assessment of learning. checks for understanding, quizzes, probing questions) with established probing questions) with established performance criteria throughout InTASC 6 performance criteria. instruction to measure mastery of SCTS 4.0 Instruction (Standards and learning. In addition, candidate – Objectives) provides opportunities for individual learners to self-check during the lesson. 2.5 TC provides specific and timely instructional TC rarely provides feedback or TC provides general instructional TC provides specific, corrective, and feedback to students pertaining to stated feedback is unrelated to lesson feedback to students related to timely instructional feedback to outcomes. objectives. lesson objectives. Feedback is based students related to lesson objectives. on class-wide or individual Feedback is based on class-wide or InTASC 6 responses. individual responses. SCTS 4.0 Instruction (Motivating Students; – Academic Feedback)
2.2 TC differentiates instruction to meet the 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 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 clarity. TC presentation of content is clear and accurate. TC correctly addresses learner questions and misconceptions. TC’s presentation of content is 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 based on class-wide 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.