and adolescent child and adolescent characteristics of the characteristics of the development. development. age as well as age group and uses exceptions to the that knowledge with general patterns. individual students. Guiding Questions Evidence Examples Are counselors developmentally Uses flexible groupings based on learning styles appropriate materials? and developmental needs of students Is there a demonstrated knowledge of student Documentation of instructional and testing development? accommodations and modifications of instruction for students. I. PLANNING AND PREPARATION DOMAIN Content and Pedagogical Knowledge Plans Guidance activities and/or lessons using National School Counseling Standards Unsatisfactory Improvement Proficient Exemplary Necessary Guidance activities, Guidance activities, Guidance activities, Guidance activities, lessons, and materials lessons, and materials lessons, and lessons, and materials are not appropriate are somewhat materials are are appropriate for for students/staff and appropriate for generally appropriate students/staff, designed do not engage and for students and to make content and students in engage some designed to make concepts relevant, and appropriate decision students/staff in content and concepts engage all students/staff making. Activities appropriate decision relevant, and engage in appropriate decision are not logically making. Some most students/staff in making. Activities are sequenced within activities are appropriate decision logically sequenced individual lessons. logically sequenced making. The within individual within individual majority of activities lessons. lessons. are logically sequenced within individual lessons. Guiding Questions Evidence Examples Does the counselor take an active role in Presentation of National School Counseling adopting and facilitating National Counseling Standards in ways that are clear and meaningful. Standards? Is instruction connected to National Counseling Standards? I. PLANNING AND PREPARATION DOMAIN Content and Pedagogical Knowledge
and adolescent development. child and adolescent development. characteristics of the age as well as exceptions to the general patterns. characteristics of the age group and uses that knowledge with individual students. Guiding Questions Evidence Examples Are counselors developmentally appropriate materials? Is there a demonstrated knowledge of student development? Uses flexible groupings based on learning styles and developmental needs of students Documentation of instructional and testing accommodations and modifications of instruction for students. I. PLANNING AND PREPARATION DOMAIN Content and Pedagogical Knowledge Plans Guidance activities and/or lessons using National School Counseling Standards Unsatisfactory Improvement Necessary Proficient Exemplary Guidance activities, lessons, and materials are not appropriate for students/staff and do not engage students in appropriate decision making. Activities are not logically sequenced within individual lessons. Guidance activities, lessons, and materials are somewhat appropriate for and engage some students/staff in appropriate decision making. Some activities are logically sequenced within individual lessons. Guidance activities, lessons, and materials are generally appropriate for students and designed to make content and concepts relevant, and engage most students/staff in appropriate decision making. The majority of activities are logically sequenced within individual lessons. Guidance activities, lessons, and materials are appropriate for students/staff, designed to make content and concepts relevant, and engage all students/staff in appropriate decision making. Activities are logically sequenced within individual lessons. Guiding Questions Evidence Examples Does the counselor take an active role in adopting and facilitating National Counseling Standards? Is instruction connected to National Counseling Standards? Presentation of National School Counseling Standards in ways that are clear and meaningful. I. PLANNING AND PREPARATION DOMAIN Content and Pedagogical Knowledge
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