4. TC communicates to the TC TC sets expectations for what TC does not set expectations for makes connections to prior knowledge and sets expectations for students will know and be able to what students will know and be able students (a) what they are what students will know and be able do by the end of the lesson while to by the end of the lesson and/or expected to learn (i.e., to know to do by the end of the lesson while explaining the purpose and does not explain the purpose and and be able to do) and (b) the explaining the purpose and relevance relevance of the lesson content. relevance of the lesson content. overall purpose and relevance of the lesson content. (i.e., why they are expected to know and/or be able to do it) [NCTE/NCATE V.3] 5. TC demonstrates a command TC presentation of content is clear, TC presentation of content is clear, TC presentation of content has precise, and accurate. The TC uses precise, and accurate. misinformation and lacks clarity. of the content print and – content knowledge to accurately field texts, media texts, classic student questions and address texts, contemporary texts, misconceptions. including young adult that – represent a range of world literatures, historical traditions, genres, and the experiences of different genders, ethnicities, and social classes; literary theories; how adolescents read (including media environments), composition of formal and informal texts (including contemporary technologies and/or digital media to compose multimodal discourse); conventions of English language; grammar; concept of dialects; principles of language acquisition; English language history; how adolescents compose texts – taught. [NCTE/NCATE I.1, I.2, II.1, II.2,
4. TC communicates to the students (a) what they are expected to learn (i.e., to know and be able to do) and (b) the overall purpose and relevance (i.e., why they are expected to know and/or be able to do it) [NCTE/NCATE V.3] TC makes connections to prior knowledge and sets expectations for what students will know and be able to do by the end of the lesson while explaining the purpose and relevance of the lesson content. TC sets expectations for what students will know and be able to do by the end of the lesson while explaining the purpose and relevance of the lesson content. TC does not set expectations for what students will know and be able to by the end of the lesson and/or does not explain the purpose and relevance of the lesson content. 5. TC demonstrates a command of the content – print and texts, media texts, classic texts, contemporary texts, including young adult – that represent a range of world literatures, historical traditions, genres, and the experiences of different genders, ethnicities, and social classes; literary theories; how adolescents read (including media environments), composition of formal and informal texts (including contemporary technologies and/or digital media to compose multimodal discourse); conventions of English language; grammar; concept of dialects; principles of language acquisition; English language history; how adolescents compose texts – taught. [NCTE/NCATE I.1, I.2, II.1, II.2, TC presentation of content is clear, precise, and accurate. The TC uses content knowledge to accurately field student questions and address misconceptions. TC presentation of content is clear, precise, and accurate. TC presentation of content has misinformation and lacks clarity.
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