InTASC Indicator 1—Minimal 3—Proficient 4—Advanced 4a Effectively uses multiple Uses one representation or Inconsistent use of Consistent use of multiple Consistent use of multiple representations and explanation to content appropriate multiple representations/explanations representations/explanations explanations that capture standard with key ideas representations/ that capture key ideas. that capture key ideas and key ideas in the discipline missing. explanations. advances learner’s and promote each learner’s achievement of content achievement of content standards. standards. Considers only one Considers only one Elicits multiple perspectives Elicits multiple perspectives 4b Encourages learners to understand, question, and perspective. No probing of perspective. Some probing from students. from students and actively analyze ideas from multiple student responses. of student responses. probes students to extend perspectives so that they understanding of the master the content. content. 4d Stimulates learner Does not attempt to connect Limited connection to prior Encourages students to Consistent evidence of reflection on prior content to learners’ prior knowledge, knowledge or previous reflect on prior content students reflecting on knowledge, links new link new concepts to familiar lessons with little or no knowledge, make links relevant prior content concepts to familiar concepts, or make attempt to elicit students’ between new and familiar knowledge, making links concepts, and makes connections to learners’ own experiences. concepts, and connect to between new and familiar connections to learners’ experiences. their experiences but is concepts, and connecting to experiences. primarily teacher directed. their experiences. 4e Recognizes learner No recognition of Some recognition of Some recognition of Consistent recognition of misconceptions in a misconceptions or misconception but no misconceptions and some misconceptions and discipline that interfere with misconceptions are equated attempt to use use of misconceptions to consistent use of learning, and creates with students’ lack of misconceptions to build build accurate conceptual misconceptions to build experiences to accurate knowledge in content area. accurate conceptual understanding. accurate conceptual conceptual understanding. understanding. understanding. 4h Creates opportunities Language supports are Language supports primarily General language supports Targeted language supports for students to learn, missing or are not aligned address one language address use of two or more address use of vocabulary, practice, and master with the language demand(s) demand (vocabulary, language demands language function AND either academic language demands for the learning task. function, syntax, discourse). (vocabulary, function, syntax, discourse or syntax. in their content (vocabulary, discourse). function, syntax, discourse).
InTASC Indicator 1—Minimal 3—Proficient 4—Advanced 4a Effectively uses multiple representations and explanations that capture key ideas in the discipline and promote each learner’s achievement of content standards. Uses one representation or explanation to content standard with key ideas missing. Inconsistent use of appropriate multiple representations/ explanations. Consistent use of multiple representations/explanations that capture key ideas. Consistent use of multiple representations/explanations that capture key ideas and advances learner’s achievement of content standards. 4b Encourages learners to understand, question, and analyze ideas from multiple perspectives so that they master the content. Considers only one perspective. No probing of student responses. Considers only one perspective. Some probing of student responses. Elicits multiple perspectives from students. Elicits multiple perspectives from students and actively probes students to extend understanding of the content. 4d Stimulates learner reflection on prior content knowledge, links new concepts to familiar concepts, and makes connections to learners’ experiences. Does not attempt to connect to learners’ prior knowledge, link new concepts to familiar concepts, or make connections to learners’ experiences. Limited connection to prior knowledge or previous lessons with little or no attempt to elicit students’ own experiences. Encourages students to reflect on prior content knowledge, make links between new and familiar concepts, and connect to their experiences but is primarily teacher directed. Consistent evidence of students reflecting on relevant prior content knowledge, making links between new and familiar concepts, and connecting to their experiences. 4e Recognizes learner misconceptions in a discipline that interfere with learning, and creates experiences to accurate conceptual understanding. No recognition of misconceptions or misconceptions are equated with students’ lack of knowledge in content area. Some recognition of misconception but no attempt to use misconceptions to build accurate conceptual understanding. Some recognition of misconceptions and some use of misconceptions to build accurate conceptual understanding. Consistent recognition of misconceptions and consistent use of misconceptions to build accurate conceptual understanding. 4h Creates opportunities for students to learn, practice, and master academic language demands in their content (vocabulary, function, syntax, discourse). Language supports are missing or are not aligned with the language demand(s) for the learning task. Language supports primarily address one language demand (vocabulary, function, syntax, discourse). General language supports address use of two or more language demands (vocabulary, function, syntax, discourse). Targeted language supports address use of vocabulary, language function AND either discourse or syntax.
teaching-performance-assessment.docx