8.1 Varies role in the Utilizes only a teacher directed Beginning to integrate role Varies role between instructor, Integrates a variety of roles for instructional process (e.g., instructional approach. variation, but relies primarily facilitator, guide and audience. all members of the classroom instructor, facilitator, on direct instruction. Considers learners’ needs community, so students guide, audience) and instructional goals in become both teachers and determining appropriate learners. instructional role. Does not incorporate or Moderately effective at Incorporates available media Seeks out new and/or 8.2 Uses available media and ineffectively incorporates incorporating available and technology that supports innovative ways to integrate technology to support available media and media and technology and/ content and skill development. available media and content and skill technology in support of or support of content and skill technology to support content development. content and skill development. development is not always and skill development. clear. Rarely uses instructional Sometimes uses instructional Uses instructional strategies Uses instructional strategies 8.3 Uses a variety of strategies which provide strategies which provide which provide regular to create an interactive instructional strategies opportunities for students to opportunities for students to opportunities for students to environment where students to support and expand communicate. communicate. May not allow develop and use a variety of independently select and use learners’ communication for a variety of methods for methods for communicating a variety of communication with various audiences communicating to various to various audiences. modes. through speaking, audiences listening, reading, writing, and other modes. Standard 8: Instructional Strategies (continued) The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
8.1 Varies role in the instructional process (e.g., instructor, facilitator, guide, audience) Utilizes only a teacher directed instructional approach. Beginning to integrate role variation, but relies primarily on direct instruction. Varies role between instructor, facilitator, guide and audience. Considers learners’ needs and instructional goals in determining appropriate instructional role. Integrates a variety of roles for all members of the classroom community, so students become both teachers and learners. 8.2 Uses available media and technology to support content and skill development. Does not incorporate or ineffectively incorporates available media and technology in support of content and skill development. Moderately effective at incorporating available media and technology and/ or support of content and skill development is not always clear. Incorporates available media and technology that supports content and skill development. Seeks out new and/or innovative ways to integrate available media and technology to support content and skill development. 8.3 Uses a variety of instructional strategies to support and expand learners’ communication with various audiences through speaking, listening, reading, writing, and other modes. Rarely uses instructional strategies which provide opportunities for students to communicate. Sometimes uses instructional strategies which provide opportunities for students to communicate. May not allow for a variety of methods for communicating to various audiences Uses instructional strategies which provide regular opportunities for students to develop and use a variety of methods for communicating to various audiences. Uses instructional strategies to create an interactive environment where students independently select and use a variety of communication modes. Standard 8: Instructional Strategies (continued) The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.