1.3 TC uses data from formative, diagnostic, TC does not gather or examine TC uses student performance data TC gathers and uses learner and summative assessments to guide student performance data or does (from previous assessments or performance data from a variety of instructional planning. not use data appropriately in the to guide instructional assessments to modify lesson planning process. strategies. objectives and instructional plans. InTASC 6, 7; CAEP 1.2 SCTS 4.0 Planning (Instructional Plans; – Assessment) 1.4 TC plans differentiated instruction to Lesson plans do not include strategies Lesson plans include general Lesson plans include specific address diverse learning needs. for differentiation or meet strategies for addressing diverse strategies for differentiation of requirements identified in IEPs learning needs. Plans meet teaching procedures/pacing to InTASC 1, 7 and/or 504 plans. requirements identified in IEPs address diverse learning needs. Plans CAEP 1.4 and/or 504 plans, as applicable. meet requirements identified in IEPs SCTS 4.0 Planning (Instructional and/or 504 plans, as applicable. – Domain 2: Instruction Expectations Meets Expectations Exceeds Expectations 2.1 TC effectively communicates appropriately TC does not communicate TC communicates appropriately TC communicates appropriately challenging expectations to learners. expectations for what students will challenging expectations for what challenging expectations for what know and be able to by the end of students will know and be able to do learners will know and be able to do CAEP 1.4 the lesson. by the end of the lesson. by the end of the lesson (or lesson SCTS 4.0- Instruction (Standards and series), while explaining the purpose Objectives; Activities and Materials); and relevance of the content. Environment (Expectations) 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 needs of diverse learners. instruction. differentiate instruction in an instructional strategies for meeting attempt to meet the needs 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)
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 plans differentiated instruction to address diverse learning needs. InTASC 1, 7 CAEP 1.4 SCTS 4.0 – Planning (Instructional 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.