2.2 Conveys Importance of the Content U Teacher conveys a Teacher communicates Teacher conveys genuine Students demonstrate through negative attitude toward importance of the enthusiasm for the content, and active participation, curiosity and the content, suggesting content but with little students demonstrate attention to detail that they value the that the content is not conviction and only consistent commitment to its content’s importance. important or that it is minimal apparent value. mandated by others. acceptance by the students. Unacceptable Basic Proficient Distinguished Comments: 2.3 Demonstrating Knowledge of Students U Teacher displays little Teacher recognizes the Teacher displays knowledge of Teacher displays knowledge of students’ knowledge of students’ of understanding students’ skills and knowledge skills and knowledge for each student, skills and knowledge and students’ skills and for groups of students and including those with special needs. does not indicate that knowledge but only recognizes the of this such knowledge is displays this knowledge knowledge. valuable. for the class as a whole Unacceptable Proficient Distinguished Comments: 2.4 Demonstrates Knowledge of Content and Pedagogy U Teacher displays little Teacher displays basic Pedagogical practices reflect Teacher displays continuing search for understanding of pedagogical knowledge current research on best best practice and anticipates student pedagogical issues but does not anticipate practice within the discipline but misconceptions. involved in student student without anticipating student learning of the content. misconceptions. misconceptions. Unacceptable Basic Proficient Distinguished Comments: 2.5 Demonstrates Knowledge of Content and Pedagogy: Knowledge of Prerequisite Relationships U Teacher displays little Teacher indicates some Teacher’s and practices Teacher actively builds on knowledge of understanding of awareness of reflect understanding of prerequisite relationships when prerequisite knowledge prerequisite learning, prerequisite relationships describing instruction or seeking causes important for student although reflects between topics and concepts. for student misunderstanding. learning of the content knowledge that may be incomplete or inaccurate.
2.2 Conveys Importance of the Content U Teacher conveys a negative attitude toward the content, suggesting that the content is not important or that it is mandated by others. Teacher communicates importance of the content but with little conviction and only minimal apparent acceptance by the students. Teacher conveys genuine enthusiasm for the content, and students demonstrate consistent commitment to its value. Students demonstrate through active participation, curiosity and attention to detail that they value the content’s importance. Unacceptable Basic Proficient Distinguished Comments: 2.3 Demonstrating Knowledge of Students U Teacher displays little knowledge of students’ skills and knowledge and does not indicate that such knowledge is valuable. Teacher recognizes the of understanding students’ skills and knowledge but only displays this knowledge for the class as a whole Teacher displays knowledge of students’ skills and knowledge for groups of students and recognizes the of this knowledge. Teacher displays knowledge of students’ skills and knowledge for each student, including those with special needs. Unacceptable Proficient Distinguished Comments: 2.4 Demonstrates Knowledge of Content and Pedagogy U Teacher displays little understanding of pedagogical issues involved in student learning of the content. Teacher displays basic pedagogical knowledge but does not anticipate student misconceptions. Pedagogical practices reflect current research on best practice within the discipline but without anticipating student misconceptions. Teacher displays continuing search for best practice and anticipates student misconceptions. Unacceptable Basic Proficient Distinguished Comments: 2.5 Demonstrates Knowledge of Content and Pedagogy: Knowledge of Prerequisite Relationships U Teacher displays little understanding of prerequisite knowledge important for student learning of the content Teacher indicates some awareness of prerequisite learning, although reflects knowledge that may be incomplete or inaccurate. Teacher’s and practices reflect understanding of prerequisite relationships between topics and concepts. Teacher actively builds on knowledge of prerequisite relationships when describing instruction or seeking causes for student misunderstanding.