The teacher also purposefully knowledge from several sources of students' background, cultures, skills, language proficiency, interests, and special needs and attains this knowledge about groups of students. 1.c. Setting Instructional Outcomes represent low Outcomes represent moderately Most outcomes represent All outcomes represent rigorous Outcomes expectations for students and high expectations and rigor. rigorous and important learning and important learning in the lack of rigor, and not all of them in the discipline. discipline. reflect important learning in the discipline. Outcomes are stated as activities Some reflect important learning All the instructional outcomes The outcomes are are rather than as student learning. in the discipline and consist of a are clear, are written in the form written in the form of student combination of outcomes and of student learning, and suggest learning, and permit viable activities. viable methods of assessment. methods of assessment. Outcomes reflect only one type of Outcomes reflect several types of Outcomes reflect several different Outcomes reflect several different learning and only one discipline learning but teacher has not types of learning and types of learning and, where or strand and are suitable for made an attempt at coordination opportunities for coordination. appropriate, represent only some students. or integration. opportunities for both Outcomes take into account the coordination and integration. Most of the outcomes are suitable varying needs of groups of for most of the students in the students. Outcomes take into account the class in accordance with global varying needs of individual assessments of student learning. students. 1.d. Demonstrating Teacher is unaware of school or Teacher displays basic Teacher displays awareness of Teacher displays extensive knowledge of Resources district resources for classroom awareness of school or district resources -- not only through the knowledge of resources - not only use, for the expansions of his or resources available for school and district but also through the school and district her own knowledge, or for classroom use, for the expansion through sources external to the but also in the community, students. of his or her own knowledge, and school and on the Internet -- through professional for students, but no knowledge of available for classroom use, for organizations, universities, and resources available more expansion of his or her own on the internet - for classroom broadly. knowledge, and for students. use, for the expansion of his or her own knowledge, and for students.
The teacher also purposefully knowledge from several sources of students' background, cultures, skills, language proficiency, interests, and special needs and attains this knowledge about groups of students. 1.c. Setting Instructional Outcomes Outcomes represent low expectations for students and lack of rigor, and not all of them reflect important learning in the discipline. Outcomes represent moderately high expectations and rigor. Most outcomes represent rigorous and important learning in the discipline. All outcomes represent rigorous and important learning in the discipline. Outcomes are stated as activities rather than as student learning. Some reflect important learning in the discipline and consist of a combination of outcomes and activities. All the instructional outcomes are clear, are written in the form of student learning, and suggest viable methods of assessment. The outcomes are are written in the form of student learning, and permit viable methods of assessment. Outcomes reflect only one type of learning and only one discipline or strand and are suitable for only some students. Outcomes reflect several types of learning but teacher has not made an attempt at coordination or integration. Most of the outcomes are suitable for most of the students in the class in accordance with global assessments of student learning. Outcomes reflect several different types of learning and opportunities for coordination. Outcomes take into account the varying needs of groups of students. Outcomes reflect several different types of learning and, where appropriate, represent opportunities for both coordination and integration. Outcomes take into account the varying needs of individual students. 1.d. Demonstrating knowledge of Resources Teacher is unaware of school or district resources for classroom use, for the expansions of his or her own knowledge, or for students. Teacher displays basic awareness of school or district resources available for classroom use, for the expansion of his or her own knowledge, and for students, but no knowledge of resources available more broadly. Teacher displays awareness of resources -- not only through the school and district but also through sources external to the school and on the Internet -- available for classroom use, for expansion of his or her own knowledge, and for students. Teacher displays extensive knowledge of resources - not only through the school and district but also in the community, through professional organizations, universities, and on the internet - for classroom use, for the expansion of his or her own knowledge, and for students.
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