Learning experiences are passive and Learning objectives are expectations of the discipline. InTASC 4, 7; CAEP 1.3, 1.4 do not ensure student engagement. measureable, appropriately Learning objectives are SCTS 4.0 – Instruction (Standards and Lesson plans do not meet challenging, and align with the measureable, appropriately Objectives); Planning (Instructional Plans; expectations of the discipline. standards. challenging, and align with the Assessment) standards. 1.2 TC designs, selects, or modifies assessments Assessments do not align with lesson Lesson assessments align with lesson Informal and formal lesson that are aligned with lesson objectives. (5.1) objectives, or no assessments are objectives and occur at least once assessments are appropriate (for age identified. during the lesson. and knowledge level), align with InTASC 6, 7; CAEP 1.2 lesson objectives, and occur at SCTS 4.0 – Planning (Instructional Plans; various points during the lesson. Assessment) 1.3 TC uses data from formative, diagnostic, and TC does not gather or examine TC uses student performance data TC gathers and uses learner summative assessments to guide instructional student performance data or does (from previous assessments or performance data from a variety of planning. (5.3) not use data appropriately in the to guide instructional assessments to modify lesson planning process. strategies. objectives and instructional plans. InTASC 6, 7; CAEP 1.2 SCTS 4.0 – Planning (Instructional Plans; Assessment) 1.4 TC plans differentiated instruction to address Lesson plans do not include Lesson plans include general Lesson plans include specific diverse learning needs. strategies for differentiation or meet strategies for addressing diverse strategies for differentiation of requirements identified in IEPs learning needs. Plans meet teaching procedures/pacing to InTASC 1, 7 and/or 504 plans. requirements identified in IEPs address diverse learning needs. CAEP 1.4 and/or 504 plans, as applicable. Plans meet requirements identified SCTS 4.0 – Planning (Instructional Plans) in IEPs and/or 504 plans, as applicable.
InTASC 4, 7; CAEP 1.3, 1.4 SCTS 4.0 – Instruction (Standards and Objectives); Planning (Instructional Plans; Assessment) Learning experiences are passive and do not ensure student engagement. Lesson plans do not meet expectations of the discipline. Learning objectives are measureable, appropriately challenging, and align with the standards. expectations of the discipline. Learning objectives are measureable, appropriately challenging, and align with the standards. 1.2 TC designs, selects, or modifies assessments that are aligned with lesson objectives. (5.1) InTASC 6, 7; CAEP 1.2 SCTS 4.0 – Planning (Instructional Plans; Assessment) Assessments do not align with lesson objectives, or no assessments are identified. Lesson assessments align with lesson objectives and occur at least once during the lesson. Informal and formal lesson assessments are appropriate (for age and knowledge level), align with lesson objectives, and occur at various points during the lesson. 1.3 TC uses data from formative, diagnostic, and summative assessments to guide instructional planning. (5.3) InTASC 6, 7; CAEP 1.2 SCTS 4.0 – Planning (Instructional Plans; Assessment) TC does not gather or examine student performance data or does not use data appropriately in the planning process. TC uses student performance data (from previous assessments or to guide instructional strategies. TC gathers and uses learner performance data from a variety of assessments to modify lesson objectives and instructional plans. 1.4 TC plans differentiated instruction to address diverse learning needs. InTASC 1, 7 CAEP 1.4 SCTS 4.0 – Planning (Instructional Plans) Lesson plans do not include strategies for differentiation or meet requirements identified in IEPs and/or 504 plans. Lesson plans include general strategies for addressing diverse learning needs. Plans meet requirements identified in IEPs and/or 504 plans, as applicable. Lesson plans include specific strategies for differentiation of teaching procedures/pacing to address diverse learning needs. Plans meet requirements identified in IEPs and/or 504 plans, as applicable.
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