Students); Environment (Environment; Respectful Culture) 3.4 TC manages instructional routines and TC implements ineffective TC follows the mentor teacher’s TC follows and makes appropriate transitions between activities or classes in an procedures for managing routines procedures for managing the mentor teacher’s adjustments to efficient and orderly manner. and transitions resulting in reduced instructional and non-instructional procedures for managing active engagement in instructional routines (e.g., bathroom breaks, instructional and non-instructional InTASC 3 activities and increased problem sharpening pencils, turning in work), routines (e.g., bathroom breaks, SCTS 4.0 Instruction (Activities and Materials) behavior. and transitions. sharpening pencils, turning in work), – Environment (Expectations; Managing Student and transitions. Behavior) DOMAIN 4: PROFESSIONALISM Below Expectations Expectations Exceeds Expectations 4.1 TC effectively co-teaches with the mentor TC does not engage in co-teaching TC follows the guidance of the TC collaborates with the mentor teacher. with the mentor teacher. mentor teacher to plan and teacher to plan and implement implement co-taught lessons. lessons. 4.2 TC establishes professional relationships with TC exhibits unprofessional behaviors TC conducts self in a professional TC not only conducts self in a school personnel and students. that damage relationships with manner when interacting with professional manner, but, also, school personnel (e.g. colleagues, school personnel (e.g. colleagues, takes initiative to establish positive InTASC 10 administrators, mentor teachers, administrators, mentor teachers, relationships with school personnel school staff members, and other school staff members, and (e.g. colleagues, administrators, university supervisor) or students. university supervisor) and students mentor teachers, other school staff in and away from the school members, and university supervisor) environment. and students in and away from the school environment. 4.3 TC demonstrates effective verbal TC’s verbal communication is not TC’s verbal communication is TC’s verbal communication communication that is appropriate for the appropriate for students and/or appropriate for students and integrates professional vocabulary intended audiences and uses standard English. professionals and/or does not reflect professionals and reflects standard which is appropriate for students standard English conventions. English conventions. and professionals and reflects standard English conventions.
Students); Environment (Environment; Respectful Culture) 3.4 TC manages instructional routines and transitions between activities or classes in an efficient and orderly manner. InTASC 3 SCTS 4.0 – Instruction (Activities and Materials) Environment (Expectations; Managing Student Behavior) TC implements ineffective procedures for managing routines and transitions resulting in reduced active engagement in instructional activities and increased problem behavior. TC follows the mentor teacher’s procedures for managing instructional and non-instructional routines (e.g., bathroom breaks, sharpening pencils, turning in work), and transitions. TC follows and makes appropriate adjustments to the mentor teacher’s procedures for managing instructional and non-instructional routines (e.g., bathroom breaks, sharpening pencils, turning in work), and transitions. DOMAIN 4: PROFESSIONALISM Below Expectations Expectations Exceeds Expectations 4.1 TC effectively co-teaches with the mentor teacher. TC does not engage in co-teaching with the mentor teacher. TC follows the guidance of the mentor teacher to plan and implement co-taught lessons. TC collaborates with the mentor teacher to plan and implement lessons. 4.2 TC establishes professional relationships with school personnel and students. InTASC 10 TC exhibits unprofessional behaviors that damage relationships with school personnel (e.g. colleagues, administrators, mentor teachers, school staff members, and university supervisor) or students. TC conducts self in a professional manner when interacting with school personnel (e.g. colleagues, administrators, mentor teachers, other school staff members, and university supervisor) and students in and away from the school environment. TC not only conducts self in a professional manner, but, also, takes initiative to establish positive relationships with school personnel (e.g. colleagues, administrators, mentor teachers, other school staff members, and university supervisor) and students in and away from the school environment. 4.3 TC demonstrates effective verbal communication that is appropriate for the intended audiences and uses standard English. TC’s verbal communication is not appropriate for students and/or professionals and/or does not reflect standard English conventions. TC’s verbal communication is appropriate for students and professionals and reflects standard English conventions. TC’s verbal communication integrates professional vocabulary which is appropriate for students and professionals and reflects standard English conventions.