3.1 TC creates and maintains a safe TC does not follow safety procedures, TC follows safety procedures and makes TC develops and implements safety educational environment that is which results or could result in lack of adjustments to the physical procedures to promote learning, avoid conducive to learning. learning and/or student harm. environment to promote learning, avoid distractions, and ensure safe use of distractions, and ensure safe use of materials. SCTS 4.0 Instruction (Lesson materials. – Structure and Pacing); Environment (Environment) NAEYC Standard 1c: Child Development 3.2 TC maintains a caring, fair, and Responds with bias toward learners TC responds positively to learner TC responds positively to learner inclusive educational environment. who differ by gender, ethnicity, difficulties, concerns, and questions difficulties, concerns, and questions exceptionality, sexual orientation, or without bias towards gender, ethnicity, without bias towards gender, ethnicity, InTASC 2 status. TC tolerates exceptionality, sexual orientation, or exceptionality, sexual orientation, or SCTS 4.0 Environment (Respectful bullying and/or disrespectful peer status. TC works to status. The TC – Culture) interactions. establish a bully-free environment. implements proactive measures to Standard 6d: Becoming a hold students accountable for Professional respecting peer diversity and maintaining a bully-free environment. 3.3 TC creates environments that TC solely focuses on learners working TC structures instructional and TC structures instructional and promote positive social interaction independently of one another. routines and activities routines and activities to and collaboration in the learning Attempts to use cooperative learning (partner and group work, procedures, support positive social interactions, environment. are ineffective and lack structure. project-based learning, etc.) to support productive teamwork, and collaborative positive social interactions, productive learning. TC deliberately structures InTASC 3 teamwork, and collaborative learning. group composition, assigns specific SCTS 4.0 Instruction (Lesson roles, and promotes group autonomy. – Structure and Pacing; Activities and Materials; Grouping Students); Environment (Environment; Respectful Culture) NAEYC Standard 4a: Using Developmentally Effective Approaches
3.1 TC creates and maintains a safe educational environment that is conducive to learning. SCTS 4.0 – Instruction (Lesson Structure and Pacing); Environment (Environment) NAEYC Standard 1c: Child Development TC does not follow safety procedures, which results or could result in lack of learning and/or student harm. TC follows safety procedures and makes adjustments to the physical environment to promote learning, avoid distractions, and ensure safe use of materials. TC develops and implements safety procedures to promote learning, avoid distractions, and ensure safe use of materials. 3.2 TC maintains a caring, fair, and inclusive educational environment. InTASC 2 SCTS 4.0 – Environment (Respectful Culture) Standard 6d: Becoming a Professional Responds with bias toward learners who differ by gender, ethnicity, exceptionality, sexual orientation, or status. TC tolerates bullying and/or disrespectful peer interactions. TC responds positively to learner difficulties, concerns, and questions without bias towards gender, ethnicity, exceptionality, sexual orientation, or status. TC works to establish a bully-free environment. TC responds positively to learner difficulties, concerns, and questions without bias towards gender, ethnicity, exceptionality, sexual orientation, or status. The TC implements proactive measures to hold students accountable for respecting peer diversity and maintaining a bully-free environment. 3.3 TC creates environments that promote positive social interaction and collaboration in the learning environment. InTASC 3 SCTS 4.0 – Instruction (Lesson Structure and Pacing; Activities and Materials; Grouping Students); Environment (Environment; Respectful Culture) NAEYC Standard 4a: Using Developmentally Effective Approaches TC solely focuses on learners working independently of one another. Attempts to use cooperative learning are ineffective and lack structure. TC structures instructional and routines and activities (partner and group work, procedures, project-based learning, etc.) to support positive social interactions, productive teamwork, and collaborative learning. TC structures instructional and routines and activities to support positive social interactions, productive teamwork, and collaborative learning. TC deliberately structures group composition, assigns specific roles, and promotes group autonomy.
eced_internshipII.docx