learning, and self- inappropriate for questions or accommodates interests or a learners’ motivation. age or interests. questions or spontaneous event. learners’ learners’ background. Activities and interests. All learners are VDOE 5 Learners are not assignments are Activities and cognitively engaged engaged in learning. appropriate to some assignments are in the activities and learners and engage appropriate to assignments in their them mentally, but learners, and learners exploration of other learners are not are cognitively content. Learners engaged or engaged in exploring initiate or adapt content. Learners are activities and self-motivated. projects to enhance their understanding. Comments/Goals: CONTENT KNOWLEDGE-Also see SPA Standards. InTASC 4. Content Knowledge The candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects accessible and meaningful for learners to ensure content mastery. Performance 1 2 3 4 Evidence/Comments Does Not Meet Approaching Meets Exceeds Standard Standard Standard Standards 4.1 Candidate In planning and Candidate is familiar Candidate displays Candidate displays understands the tools practice, candidate with the important solid knowledge of extensive knowledge of inquiry and makes content errors concepts in the the important of the important structures of the or does not correct discipline but may concepts in the concepts in the discipline errors made by display lack of discipline and how discipline and how learners. awareness of how concepts relate to concepts relate both (NOTE: Tools of plans these concepts relate one another. to one another and to inquiry ad structures Candidate’s and practice display to one another. plans other disciplines. of the discipline are Candidate’s little understanding plans and practice reflect plans content specific Candidate’s Candidate’s of the tools of and practice indicate accurate and practices reflect strategies for inquiry and some awareness of understanding of understanding of instruction, e.g. structures of the prerequisite prerequisite prerequisite manipulatives in discipline. relationships, relationships among relationships among math, inquiry in although such topics and concepts. topics and concepts science, primary knowledge may be and a link to sources in social inaccurate or necessary cognitive studies, and personal incomplete. structures by learners narrative to English.)
learning, and self- motivation. VDOE 5 inappropriate for learners’ age or background. Learners are not engaged in learning. learners’ questions or interests. Activities and assignments are appropriate to some learners and engage them mentally, but other learners are not engaged or accommodates learners’ questions or interests. Activities and assignments are appropriate to learners, and learners are cognitively engaged in exploring content. Learners are self-motivated. interests or a spontaneous event. All learners are cognitively engaged in the activities and assignments in their exploration of content. Learners initiate or adapt activities and projects to enhance their understanding. Comments/Goals: CONTENT KNOWLEDGE-Also see SPA Standards. InTASC 4. Content Knowledge The candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects accessible and meaningful for learners to ensure content mastery. Performance 1 Does Not Meet Standard 2 Approaching Standard 3 Meets Standard 4 Exceeds Standards Evidence/Comments 4.1 Candidate understands the tools of inquiry and structures of the discipline (NOTE: Tools of inquiry ad structures of the discipline are content specific strategies for instruction, e.g. manipulatives in math, inquiry in science, primary sources in social studies, and personal narrative to English.) In planning and practice, candidate makes content errors or does not correct errors made by learners. Candidate’s plans and practice display little understanding of the tools of inquiry and structures of the discipline. Candidate is familiar with the important concepts in the discipline but may display lack of awareness of how these concepts relate to one another. Candidate’s plans and practice indicate some awareness of prerequisite relationships, although such knowledge may be inaccurate or incomplete. Candidate displays solid knowledge of the important concepts in the discipline and how concepts relate to one another. Candidate’s plans and practice reflect accurate understanding of prerequisite relationships among topics and concepts. Candidate displays extensive knowledge of the important concepts in the discipline and how concepts relate both to one another and to other disciplines. Candidate’s plans and practices reflect understanding of prerequisite relationships among topics and concepts and a link to necessary cognitive structures by learners
ESL_Internship_Handbook.docx