Aligns Lesson objectives, Lesson objectives, Lesson objectives, objectives, instruction, or instruction, and instruction, and instruction, and assessments are assessments are assessments are assessments missing. present, but lack appropriately aligned. alignment. Selects supports Candidate does not Candidate selects Candidate selects Candidate selects (strategies, select supports that supports that are tied supports that are tied supports that are tied learning accommodate to the learning to the learning to the learning experiences, individual’s needs or objectives with objectives and objectives and resources, and groups of learners attention to the class as addresses similar addresses similar materials) to with similar needs a whole. groups’ needs. groups’ needs and accommodate (i.e., does not attend specific individual’s individual to instructional needs. learner’s needs requirements in IEPs, and groups of IFSPs, and 504 needs plans). Sequences the The sequence of the The sequence of The sequence of The sequence of learning learning experiences learning experiences learning experiences learning experiences experiences to reflects the reflects the candidate’s reflects the reflects the build on each candidate’s lack of partial knowledge of candidate’s accurate candidate’s accurate other to support knowledge of learning progressions and comprehensive and comprehensive learners’ learning learning progressions in the content area or knowledge of knowledge of of the essential in the content area or developmental learning progressions learning progressions content, strategy developmental domain. in the content area or and research in the or skill domain. developmental content area or domain. developmental domain. Justifies the Candidate provides Candidate uses Candidate uses Candidate uses selected learning no justification of the evidence of learners’ evidence of learners’ evidence of learners’ experiences connection between prior knowledge or prior knowledge and prior knowledge and with attention to the learners’ prior background (when background (when background (when learners’ prior knowledge or appropriate to the appropriate to the appropriate to the knowledge and background. lesson) to justify the lesson) to justify the lesson), justifies and background (e.g., choice of learning choice of learning the choice of learning cultural, high experiences. experiences. experiences using needs, family principles from structure, English research. language learners) Accurately Candidate’s plans Candidates’ plans Candidate’s plans Candidate’s plans represents show a lack of show accurate but show accurate and exhibit the important content understanding of insufficient details of sufficiently candidate’s breadth concepts content. the content. comprehensive of knowledge of the details of the content. concepts and understanding of how the concepts are linked. PLANNING SUMMARY STATEMENT LEARNING ENVIRONMENT
Aligns objectives, instruction, and assessments Lesson objectives, instruction, or assessments are missing. Lesson objectives, instruction, and assessments are present, but lack alignment. Lesson objectives, instruction, and assessments are appropriately aligned. Selects supports (strategies, learning experiences, resources, and materials) to accommodate individual learner’s needs and groups of needs Candidate does not select supports that accommodate individual’s needs or groups of learners with similar needs (i.e., does not attend to instructional requirements in IEPs, IFSPs, and 504 plans). Candidate selects supports that are tied to the learning objectives with attention to the class as a whole. Candidate selects supports that are tied to the learning objectives and addresses similar groups’ needs. Candidate selects supports that are tied to the learning objectives and addresses similar groups’ needs and specific individual’s needs. Sequences the learning experiences to build on each other to support learners’ learning of the essential content, strategy or skill The sequence of the learning experiences reflects the candidate’s lack of knowledge of learning progressions in the content area or developmental domain. The sequence of learning experiences reflects the candidate’s partial knowledge of learning progressions in the content area or developmental domain. The sequence of learning experiences reflects the candidate’s accurate and comprehensive knowledge of learning progressions in the content area or developmental domain. The sequence of learning experiences reflects the candidate’s accurate and comprehensive knowledge of learning progressions and research in the content area or developmental domain. Justifies the selected learning experiences with attention to learners’ prior knowledge and background (e.g., cultural, high needs, family structure, English language learners) Candidate provides no justification of the connection between the learners’ prior knowledge or background. Candidate uses evidence of learners’ prior knowledge or background (when appropriate to the lesson) to justify the choice of learning experiences. Candidate uses evidence of learners’ prior knowledge and background (when appropriate to the lesson) to justify the choice of learning experiences. Candidate uses evidence of learners’ prior knowledge and background (when appropriate to the lesson), and justifies the choice of learning experiences using principles from research. Accurately represents important content concepts Candidate’s plans show a lack of understanding of content. Candidates’ plans show accurate but insufficient details of the content. Candidate’s plans show accurate and sufficiently comprehensive details of the content. Candidate’s plans exhibit the candidate’s breadth of knowledge of the concepts and understanding of how the concepts are linked. PLANNING SUMMARY STATEMENT LEARNING ENVIRONMENT