2.5 TC provides specific and timely TC rarely provides feedback or feedback TC provides general instructional TC provides specific, corrective, and instructional feedback to students is unrelated to lesson objectives. feedback to students related to lesson timely instructional feedback to students pertaining to stated outcomes. objectives. Feedback is based on related to lesson objectives. Feedback is CEC 4.4 or individual responses. based on class-wide or individual InTASC 6 responses. SCTS 4.0 Instruction (Motivating – Students; Academic Feedback) 2.6 TC uses appropriate voice tone and TC voice tone is inappropriate for TC demonstrates effective teaching and TC demonstrates effective teaching and pacing to manage managing instruction/environment. communication skills through communication skills by varying voice instruction/environment Lesson pacing interferes with student appropriate tone and lesson tone and changing the pacing/sequence effectively. learning. pacing/sequence. of the presentation based upon student feedback during lesson. SCTS 4.0 Instruction (Lesson – Structure and Pacing; Presenting Instructional Content) 2.7 TC implements strategies that .TC makes no attempt to integrate TC addresses the needs of students from TC uses strategies that address the needs address the needs of learners from cultural and linguistic backgrounds into diverse cultural and/or linguistic of individual learners from diverse diverse cultural and linguistic instruction or learning experiences. TC backgrounds with general strategies or cultural backgrounds including strategies backgrounds. CEC 2.1 exhibits a size fits all” approach to learning experiences such as providing such as providing examples that are “one content presentation and learning examples from different cultures or using relevant to specific culture or using CAEP 1.4 experiences, ignoring cultural and multiple methods for presenting content. multiple methods for presenting content. SCTS 4.0 Instruction (Motivating linguistic backgrounds. – Students; Teacher Knowledge of Students) DOMAIN 3: ENVIRONMENT Below Expectations Meets Expectations Exceeds Expectations 3.1 TC maintains a physically safe TC does not follow safety procedures, TC follows the mentor teacher’s TC follows safety procedures and educational environment that is which results or could result in lack of procedures to physically arrange the adjustments to the physical environment conducive to learning. learning and/or student harm. classroom to distractions and ensure to promote learning, avoid distractions, safe use of materials. and ensure safe use of materials. SCTS 4.0 Instruction (Lesson – Structure and Pacing); Environment (Environment)
2.5 TC provides specific and timely instructional feedback to students pertaining to stated outcomes. CEC 4.4 InTASC 6 SCTS 4.0 – Instruction (Motivating Students; Academic Feedback) TC rarely provides feedback or feedback is unrelated to lesson objectives. TC provides general instructional feedback to students related to lesson objectives. Feedback is based on or individual responses. TC provides specific, corrective, and timely instructional feedback to students related to lesson objectives. Feedback is based on class-wide or individual responses. 2.6 TC uses appropriate voice tone and pacing to manage instruction/environment effectively. SCTS 4.0 – Instruction (Lesson Structure and Pacing; Presenting Instructional Content) TC voice tone is inappropriate for managing instruction/environment. Lesson pacing interferes with student learning. TC demonstrates effective teaching and communication skills through appropriate tone and lesson pacing/sequence. TC demonstrates effective teaching and communication skills by varying voice tone and changing the pacing/sequence of the presentation based upon student feedback during lesson. 2.7 TC implements strategies that address the needs of learners from diverse cultural and linguistic backgrounds. CEC 2.1 CAEP 1.4 SCTS 4.0 – Instruction (Motivating Students; Teacher Knowledge of Students) .TC makes no attempt to integrate cultural and linguistic backgrounds into instruction or learning experiences. TC exhibits a “one size fits all” approach to content presentation and learning experiences, ignoring cultural and linguistic backgrounds. TC addresses the needs of students from diverse cultural and/or linguistic backgrounds with general strategies or learning experiences such as providing examples from different cultures or using multiple methods for presenting content. TC uses strategies that address the needs of individual learners from diverse cultural backgrounds including strategies such as providing examples that are relevant to specific culture or using multiple methods for presenting content. DOMAIN 3: ENVIRONMENT Below Expectations Meets Expectations Exceeds Expectations 3.1 TC maintains a physically safe educational environment that is conducive to learning. SCTS 4.0 – Instruction (Lesson Structure and Pacing); Environment (Environment) TC does not follow safety procedures, which results or could result in lack of learning and/or student harm. TC follows the mentor teacher’s procedures to physically arrange the classroom to distractions and ensure safe use of materials. TC follows safety procedures and adjustments to the physical environment to promote learning, avoid distractions, and ensure safe use of materials.
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