Standard 3: Curriculum Implementation The Teacher Candidate recognizes the importance of long-range planning and curriculum development. The Teacher Candidate implements curriculum upon student, district, and state standards. Representing Indicator: 3.1 Implementation of Curriculum Standards 0-The Teacher Candidate does 1-Emerging Candidate: The 2-Developing Candidate: The 3-Skilled Candidate: The 4-Exceeding Candidate: The not possess the necessary Teacher Candidate is able to Teacher Candidate is able to Teacher Candidate is able to Teacher Candidate adapts and knowledge, therefore, the articulate necessary knowledge articulate the necessary articulate necessary knowledge develops the lesson according to standard is not evident or is but does not demonstrate in knowledge and demonstrates in and demonstrates in the teaching environment/student effectively incorrect in performance. performance. performance with some success. performance. response (all descriptors in the skilled candidate (3) column must be met as well as at Expected level of performance one descriptor below) by end of the student teaching semester. Makes no attempt to Designs lesson Implements lesson and Implements lessons and Delivers lessons and access standards. demonstrating assessments exhibiting assessments exhibiting assessments that knowledge of how to limited understanding understanding of illustrate a high degree Learning activities access district, state, of appropriate appropriate curriculum. of understanding of the clearly do not align to and/or national curriculum. intended learning standards. standards. Implements and/or objectives. Implements learning utilizes embedded Does not include Plans for learning activities aligned to formative assessment Connects standards in lesson activities somewhat district, state, and/or opportunities and subjects plans. aligned to district, state, national standards. learning activities and/or considers scope and/or national closely aligned to and sequence when Does not post or standards. Posts the learning chosen district, state, implementing lessons. mention the learning objective(s) in and/or national objective during the Records the learning friendly language but standards. Makes adjustments lesson. objectives on the lesson only refers to it during the lesson while plan. minimally during Connects learning still following district instruction. objectives to real world curriculum. Posts the learning references to aid in objective but does not States the learning student comprehension. mention the objective objectives so that some during the lesson. students are able to Clearly conveys articulate the objective objectives so that the of the lesson. majority of students are able to articulate the objective of the lesson in student language. Comments:
Standard 3: Curriculum Implementation The Teacher Candidate recognizes the importance of long-range planning and curriculum development. The Teacher Candidate implements curriculum upon student, district, and state standards. Representing Indicator: 3.1 Implementation of Curriculum Standards 0-The Teacher Candidate does not possess the necessary knowledge, therefore, the standard is not evident or is incorrect in performance. 1-Emerging Candidate: The Teacher Candidate is able to articulate necessary knowledge but does not demonstrate in performance. 2-Developing Candidate: The Teacher Candidate is able to articulate the necessary knowledge and demonstrates in performance with some success. 3-Skilled Candidate: The Teacher Candidate is able to articulate necessary knowledge and effectively demonstrates in performance. Expected level of performance by end of the student teaching semester. 4-Exceeding Candidate: The Teacher Candidate adapts and develops the lesson according to the teaching environment/student response (all descriptors in the skilled candidate (3) column must be met as well as at one descriptor below) Makes no attempt to access standards. Learning activities clearly do not align to standards. Does not include standards in lesson plans. Does not post or mention the learning objective during the lesson. Designs lesson demonstrating knowledge of how to access district, state, and/or national standards. Plans for learning activities somewhat aligned to district, state, and/or national standards. Records the learning objectives on the lesson plan. Posts the learning objective but does not mention the objective during the lesson. Implements lesson and assessments exhibiting limited understanding of appropriate curriculum. Implements learning activities aligned to district, state, and/or national standards. Posts the learning objective(s) in language but only refers to it minimally during instruction. States the learning objectives so that some students are able to articulate the objective of the lesson. Implements lessons and assessments exhibiting understanding of appropriate curriculum. Implements and/or utilizes embedded formative assessment opportunities and learning activities closely aligned to chosen district, state, and/or national standards. Connects learning objectives to real world references to aid in student comprehension. Clearly conveys objectives so that the majority of students are able to articulate the objective of the lesson in student friendly language. Delivers lessons and assessments that illustrate a high degree of understanding of the intended learning objectives. Connects subjects and/or considers scope and sequence when implementing lessons. Makes adjustments during the lesson while still following district curriculum. Comments: