2.7 TC effectively uses summative TC relies on formative assessments TC effectively uses summative TC effectively uses summative assessment assessment strategies to determine alone to monitor and report student assessment (culminating measurement) (culminating measurement) strategies to mastery of learning and communicates progress. strategies to determine student determine student mastery and results to students. mastery and communicates results to communicate results to students including students. future steps for support or enrichment. InTASC 6; CAEP 1.2 SCTS 4.0 Instruction (Standards and – Objectives) 2.8 TC implements effective questioning TC generally utilizes only one TC regularly uses more than one TC uses a balanced mix of question types strategies (written and verbal) that align question type and alignment with question type to solicit various levels of that solicit various levels of thinking and with lesson objectives and encourage lesson objectives is inconsistent. thinking. Questions align with lesson align with lesson objectives. Wait time is higher order thinking. Response opportunity is limited to objectives. Wait time is provided with provided with equal response opportunity specific learners or learner groups. equal response opportunity for most for all learners. InTASC 6, 8 learners. SCTS 4.0 Instruction (Questioning; – Thinking) 2.9 TC provides specific and timely TC provides general and TC provides specific, corrective and TC provides specific, corrective and timely instructional feedback to students motivational feedback unrelated to timely instructional feedback to instructional feedback to students related pertaining to stated outcomes. lesson objectives. For example, students related to lesson objectives. to lesson objectives. Feedback is based on student is told that it was better Feedback is on either class-wide or both class wide and individual responses. InTASC 6 without TC identifying why it was individual responses. SCTS 4.0 Instruction (Motivating better. – Students; Academic Feedback) 2.10 TC facilitates safe and appropriate Digital tools are not used to support TC facilitates safe and appropriate TC facilitates safe and appropriate learner learner use of digital for problem student learning or are used in an learner use of current and emerging use of digital tools providing opportunities solving, conducting research, and inappropriate/unsafe manner. digital tools, providing opportunities for for problem solving, conducting research, creative expression. problem solving, conducting research, and creative expression. or creative expression. CAEP 1.5 SCTS 4.0 Instruction (Motivating – Students; Activities and Materials; Thinking; Problem Solving; Student Work)
2.7 TC effectively uses summative assessment strategies to determine mastery of learning and communicates results to students. InTASC 6; CAEP 1.2 SCTS 4.0 – Instruction (Standards and Objectives) TC relies on formative assessments alone to monitor and report student progress. TC effectively uses summative assessment (culminating measurement) strategies to determine student mastery and communicates results to students. TC effectively uses summative assessment (culminating measurement) strategies to determine student mastery and communicate results to students including future steps for support or enrichment. 2.8 TC implements effective questioning strategies (written and verbal) that align with lesson objectives and encourage higher order thinking. InTASC 6, 8 SCTS 4.0 – Instruction (Questioning; Thinking) TC generally utilizes only one question type and alignment with lesson objectives is inconsistent. Response opportunity is limited to specific learners or learner groups. TC regularly uses more than one question type to solicit various levels of thinking. Questions align with lesson objectives. Wait time is provided with equal response opportunity for most learners. TC uses a balanced mix of question types that solicit various levels of thinking and align with lesson objectives. Wait time is provided with equal response opportunity for all learners. 2.9 TC provides specific and timely instructional feedback to students pertaining to stated outcomes. InTASC 6 SCTS 4.0 – Instruction (Motivating Students; Academic Feedback) TC provides general and motivational feedback unrelated to lesson objectives. For example, student is told that it was better without TC identifying why it was better. TC provides specific, corrective and timely instructional feedback to students related to lesson objectives. Feedback is on either class-wide or individual responses. TC provides specific, corrective and timely instructional feedback to students related to lesson objectives. Feedback is based on both class wide and individual responses. 2.10 TC facilitates safe and appropriate learner use of digital for problem solving, conducting research, and creative expression. CAEP 1.5 SCTS 4.0 – Instruction (Motivating Students; Activities and Materials; Thinking; Problem Solving; Student Work) Digital tools are not used to support student learning or are used in an inappropriate/unsafe manner. TC facilitates safe and appropriate learner use of current and emerging digital tools, providing opportunities for problem solving, conducting research, or creative expression. TC facilitates safe and appropriate learner use of digital tools providing opportunities for problem solving, conducting research, and creative expression.
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