InTASC Indicator 1—Minimal 2—Basic 3—Proficient 4—Advanced No reference to real world Teacher identifies real world Teacher identifies and Teacher frequently provides 5b Engages learners in problems or big ideas. problems or big ideas facilitates student opportunities for students to applying content knowledge to real world problems or without engaging students in engagement with real world identify and extend the ideas”/interdisciplinary discussion. problems or big ideas. discussion of applying “big themes (e.g., environment, content to real world justice). problems or big ideas. 5d Engages learners in No opportunities for students Teacher challenges Teacher challenges Teacher frequently provides challenging assumptions and to challenge assumptions or assumptions without assumptions and engages opportunities for students to creative problem solving in engage in problem solving. engaging students in problem students in problem solving. challenge assumptions and local and global contexts. solving. engage in problem solving. 5h Develops and No content literacy support is Some planning for content Some planning for content Consistent planning for evident. literacy support with minimal literacy support and some content literacy support and implements supports for implementation. implementation evident. consistent implementation learner literacy development across content areas. evident. 6l Analyzes formative and No evident use of assessment Minimal analysis or analysis is Consistent analysis of data Consistent analysis of summative assessments to data to guide planning or not consistent with and is appropriately used to multiple sources of data to understand patterns and instruction. subsequent learning guide planning and guide planning and gaps in learning, and to objectives. instruction including some instruction, including guide planning and differentiation. differentiation for a variety of instruction. learners. 6b Designs assessments that Disconnect between Only some of the learning All learning objectives are All learning objectives are match learning objectives. assessments and learning objectives are addressed in addressed and tied to the addressed and tied to the objectives. the planned assessments. planned assessments. planned assessments and include opportunities for differentiation. 6d Provides students with Feedback is unrelated to the Feedback is general and Feedback is specific and Feedback is specific and effective descriptive learning objectives or is addresses AND/OR addresses either needs OR addresses both strengths feedback to guide their developmentally strengths related to the strengths related to the AND needs related to the learning progress. inappropriate. learning objectives. learning objectives. learning objectives. OR Feedback contains significant content inaccuracies. InTASC Indicator 1—Minimal 2—Basic 3—Proficient 4—Advanced
InTASC Indicator 1—Minimal 2—Basic 3—Proficient 4—Advanced 5b Engages learners in applying content knowledge to real world problems or “big ideas”/interdisciplinary themes (e.g., environment, justice). No reference to real world problems or big ideas. Teacher identifies real world problems or big ideas without engaging students in discussion. Teacher identifies and facilitates student engagement with real world problems or big ideas. Teacher frequently provides opportunities for students to identify and extend the discussion of applying content to real world problems or big ideas. 5d Engages learners in challenging assumptions and creative problem solving in local and global contexts. No opportunities for students to challenge assumptions or engage in problem solving. Teacher challenges assumptions without engaging students in problem solving. Teacher challenges assumptions and engages students in problem solving. Teacher frequently provides opportunities for students to challenge assumptions and engage in problem solving. 5h Develops and implements supports for learner literacy development across content areas. No content literacy support is evident. Some planning for content literacy support with minimal implementation. Some planning for content literacy support and some implementation evident. Consistent planning for content literacy support and consistent implementation evident. 6l Analyzes formative and summative assessments to understand patterns and gaps in learning, and to guide planning and instruction. No evident use of assessment data to guide planning or instruction. Minimal analysis or analysis is not consistent with subsequent learning objectives. Consistent analysis of data and is appropriately used to guide planning and instruction including some differentiation. Consistent analysis of multiple sources of data to guide planning and instruction, including differentiation for a variety of learners. 6b Designs assessments that match learning objectives. Disconnect between assessments and learning objectives. Only some of the learning objectives are addressed in the planned assessments. All learning objectives are addressed and tied to the planned assessments. All learning objectives are addressed and tied to the planned assessments and include opportunities for differentiation. 6d Provides students with effective descriptive feedback to guide their learning progress. Feedback is unrelated to the learning objectives or is developmentally inappropriate. OR Feedback contains significant content inaccuracies. Feedback is general and addresses AND/OR strengths related to the learning objectives. Feedback is specific and addresses either needs OR strengths related to the learning objectives. Feedback is specific and addresses both strengths AND needs related to the learning objectives. InTASC Indicator 1—Minimal 2—Basic 3—Proficient 4—Advanced
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