I. Contextual Factors Rubric TWS Standard: The teacher uses information about the learning/teaching context and student individual differences to set learning goals, plan instruction and assess learning. Item 1 2 3 Rating Score/ . Comments # Indicator Not Met Indicator Partially Indicator Met Indicator . Met 1.1 Knowledge of Community, Teacher displays Teacher displays some Teacher displays a School and Classroom Factors minimal, irrelevant, or knowledge of the comprehensive biased knowledge of characteristics of the understanding of the the characteristics of community, school, characteristics of the the community, school, and classroom that may community, school, and classroom. affect learning. and classroom that may affect learning. 1.2 Knowledge of Characteristics of Teacher displays Teacher displays Teacher displays minimal, stereotypical, general knowledge of general & specific Students or irrelevant knowledge student differences understanding of of student differences (e.g., development, student differences (e.g. development, interests, culture, (e.g., development, interests, culture, abilities/disabilities) interests, culture, abilities/disabilities). that may affect abilities/disabilities) learning. that may affect learning. 1.3 Knowledge of Teacher displays Teacher displays Teacher displays Students’ Varied minimal, stereotypical, general knowledge general & specific Approaches to Learning or irrelevant knowledge about the different understanding of the about the different ways students learn different ways students ways students learn (e.g., learning styles, learn (e.g., learning (e.g., learning styles, learning modalities). styles, learning learning modalities). modalities) that may affect learning. 1.4 Knowledge of Skills Teacher displays little Teacher displays Teacher displays Students’ And Prior Learning or irrelevant knowledge general knowledge of general & specific of and and understanding of students’ skills students’ skills prior learning. prior learning that may and students’ skills affect learning. prior learning that may affect learning. 1.5 Implications for Instructional Teacher does not Teacher provides Teacher provides provide implications general implications for specific implications Planning and Assessment for instruction and instruction and for instruction and assessment based on assessment based on assessment based on student individual student individual student individual differences and differences and differences and community, school, community, school, community, school, and classroom and classroom and classroom characteristics OR characteristics. characteristics. provides inappropriate implications.
I. Contextual Factors Rubric TWS Standard: The teacher uses information about the learning/teaching context and student individual differences to set learning goals, plan instruction and assess learning. Item # Rating . Indicator . 1 Indicator Not Met 2 Indicator Partially Met 3 Indicator Met Score/ Comments 1.1 Knowledge of Community, School and Classroom Factors Teacher displays minimal, irrelevant, or biased knowledge of the characteristics of the community, school, and classroom. Teacher displays some knowledge of the characteristics of the community, school, and classroom that may affect learning. Teacher displays a comprehensive understanding of the characteristics of the community, school, and classroom that may affect learning. 1.2 Knowledge of Characteristics of Students Teacher displays minimal, stereotypical, or irrelevant knowledge of student differences (e.g. development, interests, culture, abilities/disabilities). Teacher displays general knowledge of student differences (e.g., development, interests, culture, abilities/disabilities) that may affect learning. Teacher displays general & specific understanding of student differences (e.g., development, interests, culture, abilities/disabilities) that may affect learning. 1.3 Knowledge of Students’ Varied Approaches to Learning Teacher displays minimal, stereotypical, or irrelevant knowledge about the different ways students learn (e.g., learning styles, learning modalities). Teacher displays general knowledge about the different ways students learn (e.g., learning styles, learning modalities). Teacher displays general & specific understanding of the different ways students learn (e.g., learning styles, learning modalities) that may affect learning. 1.4 Knowledge of Students’ Skills And Prior Learning Teacher displays little or irrelevant knowledge of students’ skills and prior learning. Teacher displays general knowledge of students’ skills and prior learning that may affect learning. Teacher displays general & specific understanding of students’ skills and prior learning that may affect learning. 1.5 Implications for Instructional Planning and Assessment Teacher does not provide implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics OR provides inappropriate implications. Teacher provides general implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics. Teacher provides specific implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics.
Exhibit,%203b.10.docx