2.1 TC effectively communicates appropriately TC does not communicate TC communicates appropriately TC communicates appropriately challenging expectations to learners. expectations for what students will challenging expectations for what challenging expectations for what know and be able to by the end of students will know and be able to do learners will know and be able to do CAEP 1.4 the lesson. by the end of the lesson. by the end of the lesson (or lesson SCTS 4.0- Instruction (Standards and series), while explaining the purpose Objectives; Activities and Materials); and relevance of the content. Environment (Expectations) 2.2 TC differentiates instruction to meet the TC does not attempt to differentiate TC uses general strategies to TC uses a variety of specific of diverse learners. instruction. differentiate instruction in an instructional strategies for meeting attempt to meet the needs of the needs of diverse learners. CAEP 1.4 diverse learners. SCTS 4.0 Instruction (Motivating Students; – Activities and Materials; Teacher Content Knowledge; Teacher Knowledge of Students) 2.3 TC demonstrates thorough command of the TC presentation of content has TC presentation of content is TC’s presentation of content is clear, content taught and appropriately addresses misinformation and clarity. and accurate. TC correctly addresses precise, and accurate. The TC uses learner questions and misunderstandings learner questions and content knowledge to field related to the content. misconceptions. questions, make connections, and address misconceptions. InTASC 4; CAEP 1.3; SCTS 4.0 Instruction (Presenting Instructional – Content; Academic Feedback; Teacher Content Knowledge; Teacher Knowledge of Students) 2.4 TC measures student mastery of learning by TC does not establish performance TC measures student mastery of TC uses multiple assessments (e.g., using assessment strategies with established criteria for assessments and/or does learning through assessments (e.g. checks for understanding, quizzes, performance criteria. not conduct assessment of learning. checks for understanding, quizzes, probing questions) with established probing questions) with established performance criteria throughout InTASC 6 performance criteria. instruction to measure mastery of SCTS 4.0 Instruction (Standards and learning. In addition, candidate – Objectives) provides opportunities for individual learners to self-check during the lesson.
2.1 TC effectively communicates appropriately challenging expectations to learners. CAEP 1.4 SCTS 4.0- Instruction (Standards and Objectives; Activities and Materials); Environment (Expectations) TC does not communicate expectations for what students will know and be able to by the end of the lesson. TC communicates appropriately challenging expectations for what students will know and be able to do by the end of the lesson. TC communicates appropriately challenging expectations for what learners will know and be able to do by the end of the lesson (or lesson series), while explaining the purpose and relevance of the content. 2.2 TC differentiates instruction to meet the of diverse learners. CAEP 1.4 SCTS 4.0 – Instruction (Motivating Students; Activities and Materials; Teacher Content Knowledge; Teacher Knowledge of Students) TC does not attempt to differentiate instruction. TC uses general strategies to differentiate instruction in an attempt to meet the needs of diverse learners. TC uses a variety of specific instructional strategies for meeting the needs of diverse learners. 2.3 TC demonstrates thorough command of the content taught and appropriately addresses learner questions and misunderstandings related to the content. InTASC 4; CAEP 1.3; SCTS 4.0 – Instruction (Presenting Instructional Content; Academic Feedback; Teacher Content Knowledge; Teacher Knowledge of Students) TC presentation of content has misinformation and clarity. TC presentation of content is and accurate. TC correctly addresses learner questions and misconceptions. TC’s presentation of content is clear, precise, and accurate. The TC uses content knowledge to field questions, make connections, and address misconceptions. 2.4 TC measures student mastery of learning by using assessment strategies with established performance criteria. InTASC 6 SCTS 4.0 – Instruction (Standards and Objectives) TC does not establish performance criteria for assessments and/or does not conduct assessment of learning. TC measures student mastery of learning through assessments (e.g. checks for understanding, quizzes, probing questions) with established performance criteria. TC uses multiple assessments (e.g., checks for understanding, quizzes, probing questions) with established performance criteria throughout instruction to measure mastery of learning. In addition, candidate provides opportunities for individual learners to self-check during the lesson.
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