students based skill, gender, feedback is provided to all class or other defining students. characteristics. Internship Assessment Unacceptable Acceptable Exemplary Item—Instruction Cluster 6. Implements effective Knowledge of content is minimal and/or Objectives, instruction, and Lessons reflect an in-depth instruction for students instruction is not adequate to meet the practice tasks can be directly knowledge of the content in the standards. linked to the identified state or discipline. using knowledge of content Objectives are not directly Objectives are and appropriate standards. or indirectly aligned with national standard. Chosen class developmentally appropriate, state/national standards. Objectives content, instructional approach, measureable and performances are developmentally inappropriate and learning tasks can be based and contain a criterion for (CAEP 1.3; InTASC 4) for students’ abilities or skill levels. linked to student mastery of each objective. Lessons extend Tasks in lesson are incongruent with state and/or national standards. the requirements of the objectives. TC demonstrates weak Objectives are developmentally standards through instructional knowledge of the content by planning appropriate, measurable, and and practice tasks. Standards inappropriate or poorly aligned performance based. Tasks in are thoroughly addressed within learning experiences. Objectives are lesson are congruent with all lessons and mastery of lesson not measurable and performance objectives and aligned with content can lead students to based. national/state standards. demonstrate mastery of state and national standards. Tasks in lesson are congruent with objectives and TC identifies the state/national standard being addressed. 7. Establishes, The teacher candidate does not The teacher candidate The teacher candidate consistently communicates, and communicate and/or design experiences communicates and designs some communicates and designs many maintains high expectations that encourage student participation experiences that encourage experiences that require student for student achievement and and learning in a challenging, yet student participation and participation and learning in a participation. Students are supportive environment. Students do learning in a challenging, yet challenging, yet supportive given opportunities and not recognize their role in the learning supportive environment. environment. Students assume
students based skill, gender, class or other defining characteristics. feedback is provided to all students. Internship Assessment Item—Instruction Cluster Unacceptable Acceptable Exemplary 6. Implements effective instruction for students using knowledge of content and appropriate standards. (CAEP 1.3; InTASC 4) Knowledge of content is minimal and/or instruction is not adequate to meet the standards. Objectives are not directly or indirectly aligned with state/national standards. Objectives are developmentally inappropriate for students’ abilities or skill levels. Tasks in lesson are incongruent with objectives. TC demonstrates weak knowledge of the content by planning inappropriate or poorly aligned learning experiences. Objectives are not measurable and performance based. Objectives, instruction, and practice tasks can be directly linked to the identified state or national standard. Chosen class content, instructional approach, and learning tasks can be linked to student mastery of state and/or national standards. Objectives are developmentally appropriate, measurable, and performance based. Tasks in lesson are congruent with objectives and aligned with national/state standards. Lessons reflect an in-depth knowledge of the content in the discipline. Objectives are developmentally appropriate, measureable and performances based and contain a criterion for each objective. Lessons extend the requirements of the standards through instructional and practice tasks. Standards are thoroughly addressed within all lessons and mastery of lesson content can lead students to demonstrate mastery of state and national standards. Tasks in lesson are congruent with objectives and TC identifies the state/national standard being addressed. 7. Establishes, communicates, and maintains high expectations for student achievement and participation. Students are given opportunities and The teacher candidate does not communicate and/or design experiences that encourage student participation and learning in a challenging, yet supportive environment. Students do not recognize their role in the learning The teacher candidate communicates and designs some experiences that encourage student participation and learning in a challenging, yet supportive environment. The teacher candidate consistently communicates and designs many experiences that require student participation and learning in a challenging, yet supportive environment. Students assume
CAEP_Standard_1_worksheets_160421.docx