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