3.2 TC maintains a caring, fair, and inclusive TC responds to students with bias TC addresses student difficulties, TC responds positively to learner educational environment. (3.4) toward students who differ by concerns, and questions without bias difficulties, concerns, and questions gender, ethnicity, exceptionality, towards gender, ethnicity, without bias towards gender, InTASC 2 sexual orientation, or social exceptionality, sexual orientation, or ethnicity, exceptionality, sexual SCTS 4.0 – Environment (Respectful Culture) economic status. TC tolerates social economic status. TC works to orientation, or socio-economic bullying and/or disrespectful peer establish a bully-free environment. status. TC works to establish a interactions. environment. 3.3 TC creates environments that promote positive TC rarely uses strategies that TC implements instructional TC structures instructional and social interaction and collaboration in the promote student social interaction. activities (partner and group work, routines and activities learning environment. (4.5) procedures, project-based learning, (partner and group work, etc.) to support positive social procedures, project-based learning, InTASC 3 interactions and productive etc.) to support positive social SCTS 4.0 – Instruction (Lesson Structure and teamwork. interactions, productive teamwork, Pacing; Activities and Materials; Grouping and collaborative learning. Students); Environment (Environment; Respectful Culture) 3.4 TC manages instructional routines and TC implements ineffective TC follows the mentor teacher’s TC follows and makes appropriate transitions between activities or classes in an procedures for managing routines procedures for managing adjustments to the mentor teacher’s efficient and orderly manner. (4.5) and transitions resulting in reduced instructional and non-instructional procedures for managing active engagement in instructional routines (e.g., bathroom breaks, instructional and non-instructional InTASC 3 activities and increased problem sharpening pencils, turning in work), routines (e.g., bathroom breaks, SCTS 4.0 – Instruction (Activities and Materials) behavior. and transitions. sharpening pencils, turning in work), Environment (Expectations; Managing Student and transitions. Behavior) Domain 4: Professionalism Below Expectations Meets Expectations Exceeds Expectations 4.1 TC effectively co-teaches with the mentor TC does not engage in co-teaching TC follows the guidance of the TC collaborates with the mentor teacher. (6.2) with the mentor teacher. mentor teacher to plan and teacher to plan and implement implement co-taught lessons. lessons.
3.2 TC maintains a caring, fair, and inclusive educational environment. (3.4) InTASC 2 SCTS 4.0 – Environment (Respectful Culture) TC responds to students with bias toward students who differ by gender, ethnicity, exceptionality, sexual orientation, or social economic status. TC tolerates bullying and/or disrespectful peer interactions. TC addresses student difficulties, concerns, and questions without bias towards gender, ethnicity, exceptionality, sexual orientation, or social economic status. TC works to establish a bully-free environment. TC responds positively to learner difficulties, concerns, and questions without bias towards gender, ethnicity, exceptionality, sexual orientation, or socio-economic status. TC works to establish a environment. 3.3 TC creates environments that promote positive social interaction and collaboration in the learning environment. (4.5) InTASC 3 SCTS 4.0 – Instruction (Lesson Structure and Pacing; Activities and Materials; Grouping Students); Environment (Environment; Respectful Culture) TC rarely uses strategies that promote student social interaction. TC implements instructional activities (partner and group work, procedures, project-based learning, etc.) to support positive social interactions and productive teamwork. TC structures instructional and routines and activities (partner and group work, procedures, project-based learning, etc.) to support positive social interactions, productive teamwork, and collaborative learning. 3.4 TC manages instructional routines and transitions between activities or classes in an efficient and orderly manner. (4.5) InTASC 3 SCTS 4.0 – Instruction (Activities and Materials) Environment (Expectations; Managing Student Behavior) TC implements ineffective procedures for managing routines and transitions resulting in reduced active engagement in instructional activities and increased problem behavior. TC follows the mentor teacher’s procedures for managing instructional and non-instructional routines (e.g., bathroom breaks, sharpening pencils, turning in work), and transitions. TC follows and makes appropriate adjustments to the mentor teacher’s procedures for managing instructional and non-instructional routines (e.g., bathroom breaks, sharpening pencils, turning in work), and transitions. Domain 4: Professionalism Below Expectations Meets Expectations Exceeds Expectations 4.1 TC effectively co-teaches with the mentor teacher. (6.2) TC does not engage in co-teaching with the mentor teacher. TC follows the guidance of the mentor teacher to plan and implement co-taught lessons. TC collaborates with the mentor teacher to plan and implement lessons.
pete_internshipI.docx