The teacher candidate The teacher candidate The teacher candidate Teacher seizes an adheres to the instruction attempts to modify the promotes the successful opportunity to enhance plan in of evidence lesson when needed and learning of all students, learning, building on a of poor student to respond to student making minor adjustments spontaneous event or student understanding or lack of questions and interests, as needed to instructional interests, or successfully interest. Teacher with moderate success. plans and accommodating adjusts and differentiates 3e: Demonstrating candidate ignores student Teacher candidate student questions, needs, instruction to address flexibility and questions; when students accepts responsibility for and interests. Drawing on individual student responsiveness experience difficulty, the student success but has a broad repertoire of misunderstandings. Teacher teacher candidate blames only a limited repertoire strategies, the teacher persists in seeking effective the students or their of strategies to draw candidate persists in approaches for students who home environment. upon. seeking approaches for need help, using an students who have extensive repertoire of difficulty learning. instructional strategies and soliciting additional resources from the school or community. In addition to the characteristics of The teacher’s “proficient”: adjustments to the lesson are designed to assist individual students. Teacher seizes on a teachable moment to enhance a lesson. The teacher conveys to students that s/he won’t consider a lesson until every “finished” student understands and that s/he has a broad range of approaches to use. In reflecting on practice, the teacher can cite others in the school and beyond whom s/he has contacted for assistance in reaching some students. Professionalism Component Unsatisfactory (0) Basic (1) Proficient (2) Distinguished*
3e: Demonstrating flexibility and responsiveness The teacher candidate adheres to the instruction plan in of evidence of poor student understanding or lack of interest. Teacher candidate ignores student questions; when students experience difficulty, the teacher candidate blames the students or their home environment. The teacher candidate attempts to modify the lesson when needed and to respond to student questions and interests, with moderate success. Teacher candidate accepts responsibility for student success but has only a limited repertoire of strategies to draw upon. The teacher candidate promotes the successful learning of all students, making minor adjustments as needed to instructional plans and accommodating student questions, needs, and interests. Drawing on a broad repertoire of strategies, the teacher candidate persists in seeking approaches for students who have difficulty learning. Teacher seizes an opportunity to enhance learning, building on a spontaneous event or student interests, or successfully adjusts and differentiates instruction to address individual student misunderstandings. Teacher persists in seeking effective approaches for students who need help, using an extensive repertoire of instructional strategies and soliciting additional resources from the school or community. In addition to the characteristics of “proficient”: The teacher’s adjustments to the lesson are designed to assist individual students. Teacher seizes on a teachable moment to enhance a lesson. The teacher conveys to students that s/he won’t consider a lesson “finished” until every student understands and that s/he has a broad range of approaches to use. In reflecting on practice, the teacher can cite others in the school and beyond whom s/he has contacted for assistance in reaching some students. Professionalism Component Unsatisfactory (0) Basic (1) Proficient (2) Distinguished*
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