1.5 TC plans developmentally Lesson plans are developmentally Lesson plans are developmentally Lesson plans are developmentally appropriate, rigorous, and appropriate but do not include appropriate and include differentiation appropriate, and include differentiation differentiated instruction to address strategies for differentiation or meet of teaching procedures/pacing to of learning objectives, teaching diverse learning needs. requirements identified in IEPs and/or address specific, diverse learning needs. procedures/pacing, and/or assessment 504 plans. Plans meet requirements identified in methods to address individual learning InTASC 1, 7 IEPs and/or 504 plans, as applicable. needs. Differentiation is based on CAEP 1.4 formal and informal assessment SCTS 4.0 Instruction (Lesson information, IEPs, and/or 504 plans, as – Structure and Pacing); applicable. Planning (Instructional Plans) NAEYC Standard 1b: Promoting Child Development and Learning DOMAIN 2: INSTRUCTION Below Expectations Meets Expectations Exceeds Expectations 2.1 TC effectively communicates TC does not communicate expectations TC communicates appropriately TC makes connections to prior appropriately challenging for what learners will know and be able challenging expectations for what knowledge and communicates expectations to learners. to by the end of the lesson (or lesson learners will know and be able to do by appropriately challenging expectations series) and/or does not explain the the end of the lesson (or lesson series), for what learners will know and be able CAEP 1.4 purpose and relevance of the lesson while explaining the purpose and to do by the end of the lesson (or lesson SCTS 4.0- Instruction (Standards and content. relevance of the content. series), while explaining the purpose Objectives; Activities and Materials); and relevance of the lesson content. Environment (Expectations) NAEYC Standard 4a: Using Developmentally Effective Approaches 2.2 TC helps learners assume TC takes full responsibility for setting TC facilitates learner self-management TC facilitates learners’ ability to responsibility for their own learning. learner goals, keeping learners on task, (goal setting, task persistence, and when difficulties arise, and evaluating their performance set goals, persist in independent task SCTS 4.0 Instruction (Activities and without facilitating the development of completion, and reflect on their – Materials) learner self-management strategies. learning.
1.5 TC plans developmentally appropriate, rigorous, and differentiated instruction to address diverse learning needs. InTASC 1, 7 CAEP 1.4 SCTS 4.0 – Instruction (Lesson Structure and Pacing); Planning (Instructional Plans) NAEYC Standard 1b: Promoting Child Development and Learning Lesson plans are developmentally appropriate but do not include strategies for differentiation or meet requirements identified in IEPs and/or 504 plans. Lesson plans are developmentally appropriate and include differentiation of teaching procedures/pacing to address specific, diverse learning needs. Plans meet requirements identified in IEPs and/or 504 plans, as applicable. Lesson plans are developmentally appropriate, and include differentiation of learning objectives, teaching procedures/pacing, and/or assessment methods to address individual learning needs. Differentiation is based on formal and informal assessment information, IEPs, and/or 504 plans, as applicable. DOMAIN 2: INSTRUCTION Below Expectations Meets Expectations Exceeds Expectations 2.1 TC effectively communicates appropriately challenging expectations to learners. CAEP 1.4 SCTS 4.0- Instruction (Standards and Objectives; Activities and Materials); Environment (Expectations) NAEYC Standard 4a: Using Developmentally Effective Approaches TC does not communicate expectations for what learners will know and be able to by the end of the lesson (or lesson series) and/or does not explain the purpose and relevance of the lesson content. TC communicates appropriately challenging expectations for what learners will know and be able to do by the end of the lesson (or lesson series), while explaining the purpose and relevance of the content. TC makes connections to prior knowledge and communicates appropriately challenging expectations for what learners will know and be able to do by the end of the lesson (or lesson series), while explaining the purpose and relevance of the lesson content. 2.2 TC helps learners assume responsibility for their own learning. SCTS 4.0 – Instruction (Activities and Materials) TC takes full responsibility for setting learner goals, keeping learners on task, and evaluating their performance without facilitating the development of learner self-management strategies. TC facilitates learner self-management (goal setting, task persistence, and TC facilitates learners’ ability to when difficulties arise, set goals, persist in independent task completion, and reflect on their learning.
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