include learning high standards of supports that address learning the needs of the class provide academic respond to the social language support emotional of the learner Category Two: Instructional Practice: How do candidates implement research-based practices? Emerging Developing Practicing Leading E-1 E-2 D-1 D-2 P-1 P-2 L-1 L-2 The emerging candidate In addition to meeting In addition to meeting In addition to meeting provides evidence of emerging expectations, developing expectations, practicing expectations, implementation the developing candidate the practicing candidate the leading candidate demonstrating: provides evidence of provides consistent provides evidence of Standard American implementation evidence of implementation English in written demonstrating: implementation demonstrating: and spoken a positive low-risk demonstrating: student-led inquiry communication learning environment student support to based learning rapport with students explicit modeling of practice, and opportunities and respect for skills (i.e., analyze, apply skills in an involvement of students summarize) and authentic context students in ability to manage thought processes varied levels of progress whole and small necessary for student student participation and setting learning group tasks learning and engagement as ability to connect new appropriate to the content to prior learner academic learning ability to link new active engagement of content to personal, students throughout cultural, and the entirety of the community assets lesson a challenging ability to elicit and learning environment on student that provides responses to support opportunities to content and process express varied development of perspectives and learners promotes mutual skill in providing respect among feedback to support students student learning incorporation of active and visible learning strategies responsive teaching with adjustments made in time” “just in response to student dialogue or evidence of learning seamless incorporation of varied resources including technology ability to provide useable feedback that addresses both
include learning supports that address the needs of the class respond to the social emotional of the learner high standards of learning provide academic language support Category Two: Instructional Practice: How do candidates implement research-based practices? Emerging Developing Practicing Leading E-1 E-2 D-1 D-2 P-1 P-2 L-1 L-2 The emerging candidate provides evidence of implementation demonstrating: Standard American English in written and spoken communication rapport with students and respect for students ability to manage whole and small group tasks In addition to meeting emerging expectations, the developing candidate provides evidence of implementation demonstrating: a positive low-risk learning environment explicit modeling of skills (i.e., analyze, summarize) and thought processes necessary for student learning ability to connect new content to prior academic learning active engagement of students throughout the entirety of the lesson ability to elicit and on student responses to support content and process development of learners skill in providing feedback to support student learning In addition to meeting developing expectations, the practicing candidate provides consistent evidence of implementation demonstrating: student support to practice, and apply skills in an authentic context varied levels of student participation and engagement as appropriate to the learner ability to link new content to personal, cultural, and community assets a challenging learning environment that provides opportunities to express varied perspectives and promotes mutual respect among students incorporation of active and visible learning strategies responsive teaching with adjustments made “just in time” in response to student dialogue or evidence of learning seamless incorporation of varied resources including technology ability to provide useable feedback that addresses both In addition to meeting practicing expectations, the leading candidate provides evidence of implementation demonstrating: student-led inquiry based learning opportunities involvement of students in progress and setting learning
CCGA_DETP_Quality_Assurance_System.docx