4.7 TC demonstrates professional TC is not prepared to teach each day. TC comes to the classroom prepared for TC is consistently prepared to each responsibility (e.g. preparedness, Lesson plans may be missing or each day. TC organizes materials, day and displays a high degree of responsibility, initiative, time incomplete; materials may not be lesson plans, and activities prior to organization, creativity, and initiative. management). organized in advance; others (assistants implementation. Plans are discussed Plans are discussed with the mentor or colleagues) may not be informed of with the mentor teacher in advance. teacher in advance. SCTS 4.0 Environment their instructional roles for the lesson. – (Environment) Professionalism Lack of preparedness and initiative (Growing and Developing negatively impacts student learning Professionally) opportunities. NAEYC Standard 6b: Becoming a Professional 4.8 TC is receptive to and incorporates TC is argumentative, oppositional, or TC is receptive to professional learning TC seeks professional learning professional learning and defensive when receiving constructive opportunities and constructive opportunities and constructive constructive feedback from school feedback or professional learning. TC feedback. TC incorporates appropriate feedback. TC receives feedback in a and university professionals. makes no attempt to incorporate feedback from others (i.e., planning, mature manner and appropriately appropriate feedback from others (i.e., instruction, assessment, management, incorporates suggestions for change. SCTS 4.0 Professionalism (Growing planning, instruction, assessment, communication, and/or dispositions). – and Developing Professionally) management, communication, and/or Standard 6c: Becoming a dispositions). Professional 4.9 TC uses self-reflection to evaluate TC’s reflections include general TC’s reflections include specific TC’s reflections include specific and improve professional practice. statements not supported by specific statements supported by evidence statements supported by evidence examples and plans for change are not (assessment data, observation, student (assessment data, observation, student InTASC 9 included. behavior, artifacts, etc.) to improve behavior, artifacts, etc.). Reflections SCTS 4.0 Professionalism instruction and student learning. include detailed explanations of – (Reflecting on Teaching) strategies that will be used to improve NAEYC Standard 6d: Becoming a instruction and student learning. Professional * A Below Expectations rating on this item may result in failure for the internship DOMAIN 5: EARLY CHILDHOOD EDUCATION Below Expectations Meets Expectations Exceeds Expectations
4.7 TC demonstrates professional responsibility (e.g. preparedness, responsibility, initiative, time management). SCTS 4.0 – Environment (Environment) Professionalism (Growing and Developing Professionally) NAEYC Standard 6b: Becoming a Professional TC is not prepared to teach each day. Lesson plans may be missing or incomplete; materials may not be organized in advance; others (assistants or colleagues) may not be informed of their instructional roles for the lesson. Lack of preparedness and initiative negatively impacts student learning opportunities. TC comes to the classroom prepared for each day. TC organizes materials, lesson plans, and activities prior to implementation. Plans are discussed with the mentor teacher in advance. TC is consistently prepared to each day and displays a high degree of organization, creativity, and initiative. Plans are discussed with the mentor teacher in advance. 4.8 TC is receptive to and incorporates professional learning and constructive feedback from school and university professionals. SCTS 4.0 – Professionalism (Growing and Developing Professionally) Standard 6c: Becoming a Professional TC is argumentative, oppositional, or defensive when receiving constructive feedback or professional learning. TC makes no attempt to incorporate appropriate feedback from others (i.e., planning, instruction, assessment, management, communication, and/or dispositions). TC is receptive to professional learning opportunities and constructive feedback. TC incorporates appropriate feedback from others (i.e., planning, instruction, assessment, management, communication, and/or dispositions). TC seeks professional learning opportunities and constructive feedback. TC receives feedback in a mature manner and appropriately incorporates suggestions for change. 4.9 TC uses self-reflection to evaluate and improve professional practice. InTASC 9 SCTS 4.0 – Professionalism (Reflecting on Teaching) NAEYC Standard 6d: Becoming a Professional TC’s reflections include general statements not supported by specific examples and plans for change are not included. TC’s reflections include specific statements supported by evidence (assessment data, observation, student behavior, artifacts, etc.) to improve instruction and student learning. TC’s reflections include specific statements supported by evidence (assessment data, observation, student behavior, artifacts, etc.). Reflections include detailed explanations of strategies that will be used to improve instruction and student learning. * A Below Expectations rating on this item may result in failure for the internship DOMAIN 5: EARLY CHILDHOOD EDUCATION Below Expectations Meets Expectations Exceeds Expectations