2 a, b Analyzes demographic, Two or more of the All of the major indicators All indicators for the cultural and linguistic indicators for the for the description of description of learning characteristics of the description of learning learning context are met, context are met to an community and the school context are not met or and those that are not met exemplary degree, and represent poor quality are considered minor or narrative demonstrates Describes resources of work, and narrative reasonable. Narrative a sophisticated community and support of displays an inadequate displays adequate understanding of the learning for ESOL students understanding of the description and analysis of school, its community, school, its community, the school, its community, and the ESOL students Describes aspects of school and the ESOL students and the ESOL students being taught. organization that impact being taught, and/or a being taught. instruction of ESOL lack of care and time. students 1.4 Describes the ESOL students in target and their skills, prior learning, and learning differences 1.5Analyzes how the above Candidate analysis of Candidate addresses Candidate applies factors will influence instructional implications instructional implications of pedagogical theory in a learning goals and of the community, school, the community, school, and sophisticated way to instructional design and classroom description classroom description, but analyze the impact of is superficial, incomplete analysis may be general and setting and student skills, and/or fails in other ways intuitive rather than specific prior learning and to provide an adequate and theoretically informed. learning differences on foundation for learning goals and instructional planning. instructional design. 2. Learning Goals 3a, b, c 2.1Describes the fundamental Narrative displays weak Narrative displays Narrative displays concepts and Essential content knowledge and adequate content sophisticated Questions and explains the little awareness of the knowledge and an knowledge of the significance of the unit for major issues to be awareness of the key content to be taught and ESOL students addressed in the unit and disciplinary concepts, but the fundamental may not adequately may not articulate the concepts of the explain either how the contribution of the unit to discipline and clearly
2 a, b Analyzes demographic, cultural and linguistic characteristics of the community and the school Describes resources of community and support of learning for ESOL students Describes aspects of school organization that impact instruction of ESOL students 1.4 Describes the ESOL students in target and their skills, prior learning, and learning differences 1.5Analyzes how the above factors will influence learning goals and instructional design Two or more of the indicators for the description of learning context are not met or represent poor quality work, and narrative displays an inadequate understanding of the school, its community, and the ESOL students being taught, and/or a lack of care and time. Candidate analysis of instructional implications of the community, school, and classroom description is superficial, incomplete and/or fails in other ways to provide an adequate foundation for instructional planning. All of the major indicators for the description of learning context are met, and those that are not met are considered minor or reasonable. Narrative displays adequate description and analysis of the school, its community, and the ESOL students being taught. Candidate addresses instructional implications of the community, school, and classroom description, but analysis may be general and intuitive rather than specific and theoretically informed. All indicators for the description of learning context are met to an exemplary degree, and narrative demonstrates a sophisticated understanding of the school, its community, and the ESOL students being taught. Candidate applies pedagogical theory in a sophisticated way to analyze the impact of setting and student skills, prior learning and learning differences on learning goals and instructional design. 2. Learning Goals 3a, b, c 2.1Describes the fundamental concepts and Essential Questions and explains the significance of the unit for ESOL students Narrative displays weak content knowledge and little awareness of the major issues to be addressed in the unit and may not adequately explain either how the Narrative displays adequate content knowledge and an awareness of the key disciplinary concepts, but may not articulate the contribution of the unit to Narrative displays sophisticated knowledge of the content to be taught and the fundamental concepts of the discipline and clearly
tesol_tcwssl_2014.docx