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 clear, content taught and appropriately addresses misinformation and lacks 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 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) 2.6 TC uses appropriate voice tone and pacing to TC voice tone is inappropriate for TC demonstrates effective teaching TC demonstrates effective teaching manage instruction/environment effectively. managing instruction/environment. and communication skills through and communication skills by varying Lesson pacing interferes with appropriate voice tone and lesson voice tone and changing the SCTS 4.0 Instruction (Lesson Structure and student learning. pacing/sequence. pacing/sequence of the presentation – Pacing; Presenting Instructional Content) based upon student feedback during lesson.
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 lacks clarity. TC presentation of content is clear and accurate. TC correctly addresses learner questions and misconceptions. TC’s presentation of content is clear, 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 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. 2.6 TC uses appropriate voice tone and pacing to manage instruction/environment effectively. SCTS 4.0 – Instruction (Lesson Structure and Pacing; Presenting Instructional Content) TC voice tone is inappropriate for managing instruction/environment. Lesson pacing interferes with student learning. TC demonstrates effective teaching and communication skills through appropriate voice tone and lesson pacing/sequence. TC demonstrates effective teaching and communication skills by varying voice tone and changing the pacing/sequence of the presentation based upon student feedback during lesson.