2.1 TC effectively communicates TC does not communicate expectations TC communicates appropriately TC communicates appropriately appropriately challenging for what students will know and be able challenging expectations for what challenging expectations for what expectations to learners. to by the end of the lesson. students will know and be able to do by learners will know and be able to do by the end of the lesson. the end of the lesson (or lesson series), CAEP 1.4 while explaining the purpose and SCTS 4.0- Instruction (Standards relevance of the content. and Objectives; Activities and Materials); Environment (Expectations) 2.2 TC differentiates instruction to TC does not attempt to differentiate TC uses general strategies to TC uses a variety of specific instructional meet the needs of diverse learners. instruction. differentiate instruction in an attempt to strategies for meeting the needs of CEC 5.1 meet the needs of diverse learners. diverse learners. CAEP 1.4 SCTS 4.0 Instruction (Motivating – Students; Activities and Materials; Teacher Content Knowledge; Teacher Knowledge of Students) 2.3 TC demonstrates thorough TC presentation of content has TC presentation of content is clear and TC’s presentation of content is clear, command of the content taught misinformation and lacks clarity. accurate. TC correctly addresses learner precise, and accurate. The TC uses and appropriately addresses questions and misconceptions. content knowledge to field questions, learner questions and and address make connections, misunderstandings related to the misconceptions. content. InTASC 4; CAEP 1.3; SCTS 4.0 Instruction (Presenting – Instructional Content; Academic Feedback; Teacher Content Knowledge; Teacher Knowledge of Students) 2.4 TC measures student mastery of TC does not establish performance TC measures student mastery of learning TC uses multiple assessments (e.g., learning by using assessment criteria for assessments and/or does not through assessments (e.g. checks for checks for understanding, quizzes, strategies with established conduct assessment of learning. understanding, quizzes, probing probing questions) with established performance criteria. questions) with established performance performance criteria throughout criteria. instruction to measure mastery of InTASC 6 learning. In addition, candidate provides SCTS 4.0 Instruction (Standards opportunities for individual learners to – and Objectives) self-check during the lesson.
2.1 TC effectively communicates appropriately challenging expectations to learners. CAEP 1.4 SCTS 4.0- Instruction (Standards and Objectives; Activities and Materials); Environment (Expectations) TC does not communicate expectations for what students will know and be able to by the end of the lesson. TC communicates appropriately challenging expectations for what students will know and be able to do by the end of the lesson. TC communicates appropriately challenging expectations for what learners will know and be able to do by the end of the lesson (or lesson series), while explaining the purpose and relevance of the content. 2.2 TC differentiates instruction to meet the needs of diverse learners. CEC 5.1 CAEP 1.4 SCTS 4.0 – Instruction (Motivating Students; Activities and Materials; Teacher Content Knowledge; Teacher Knowledge of Students) TC does not attempt to differentiate instruction. TC uses general strategies to differentiate instruction in an attempt to meet the needs of diverse learners. TC uses a variety of specific instructional strategies for meeting the needs of diverse learners. 2.3 TC demonstrates thorough command of the content taught and appropriately addresses learner questions and misunderstandings related to the content. InTASC 4; CAEP 1.3; SCTS 4.0 – Instruction (Presenting Instructional Content; Academic Feedback; Teacher Content Knowledge; Teacher Knowledge of Students) TC presentation of content has misinformation and lacks clarity. TC presentation of content is clear and accurate. TC correctly addresses learner questions and misconceptions. TC’s presentation of content is clear, precise, and accurate. The TC uses content knowledge to field questions, make connections, and address misconceptions. 2.4 TC measures student mastery of learning by using assessment strategies with established performance criteria. InTASC 6 SCTS 4.0 – Instruction (Standards and Objectives) TC does not establish performance criteria for assessments and/or does not conduct assessment of learning. TC measures student mastery of learning through assessments (e.g. checks for understanding, quizzes, probing questions) with established performance criteria. TC uses multiple assessments (e.g., checks for understanding, quizzes, probing questions) with established performance criteria throughout instruction to measure mastery of learning. In addition, candidate provides opportunities for individual learners to self-check during the lesson.
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