1a - Demonstrating Knowledge of Content and Pedagogy INEFFECTIVE PROGRESSING EFFECTIVE HIGHLY EFFECTIVE The teacher's The teacher's The teacher's plans and plans and practice plans and The teacher's practice display reflect some practice reflect plans and practice little knowledge awareness of the solid knowledge reflect extensive of the content, important concepts of the content, knowledge of the prerequisite in the discipline, prerequisite content and the relationships prerequisite relationships structure of the between relationships between discipline. The different aspects between them, and important teacher actively of the content, the instructional concepts, and builds on or the practices specific the instructional knowledge of instructional to that discipline. practices prerequisites and practices specific to that misconceptions specific to that discipline. when describing discipline. instruction or seeking causes for student misunderstanding. 1b - Demonstrating Knowledge of Students INEFFECTIVE PROGRESSING EFFECTIVE HIGHLY EFFECTIVE The teacher The teacher The teacher demonstrates indicates the actively seeks The teacher little or no importance of knowledge of actively seeks knowledge of understanding students' knowledge of students' students' backgrounds, students' backgrounds, backgrounds, cultures, skills, backgrounds, cultures, skills, cultures, skills, language cultures, skills, language language proficiency, language
1a - Demonstrating Knowledge of Content and Pedagogy INEFFECTIVE The teacher's plans and practice display little knowledge of the content, prerequisite relationships between different aspects of the content, or the instructional practices specific to that discipline. PROGRESSING The teacher's plans and practice reflect some awareness of the important concepts in the discipline, prerequisite relationships between them, and the instructional practices specific to that discipline. EFFECTIVE The teacher's plans and practice reflect solid knowledge of the content, prerequisite relationships between important concepts, and the instructional practices specific to that discipline. HIGHLY EFFECTIVE The teacher's plans and practice reflect extensive knowledge of the content and the structure of the discipline. The teacher actively builds on knowledge of prerequisites and misconceptions when describing instruction or seeking causes for student misunderstanding. 1b - Demonstrating Knowledge of Students INEFFECTIVE The teacher demonstrates little or no knowledge of students' backgrounds, cultures, skills, language PROGRESSING The teacher indicates the importance of understanding students' backgrounds, cultures, skills, language EFFECTIVE The teacher actively seeks knowledge of students' backgrounds, cultures, skills, language proficiency, HIGHLY EFFECTIVE The teacher actively seeks knowledge of students' backgrounds, cultures, skills, language