1.4 TC plans differentiated instruction Lesson do not include strategies Lesson include general Lesson plans include specific strategies for to address diverse learning needs. for differentiation or meet strategies for addressing diverse differentiation of teaching requirements identified in IEPs learning needs. Plans meet procedures/pacing to address diverse InTASC 1, 7 and/or 504 plans. requirements identified in IEPs learning needs. Plans meet requirements CAEP 1.4 and/or 504 plans, as applicable. identified in IEPs and/or 504 plans, as SCTS 4.0 Planning (Instructional applicable. – Plans) DOMAIN 2: INSTRUCTION Below Expectations Meets Expectations Exceeds Expectations 2.1 TC effectively communicates TC does not communicate TC communicates appropriately TC communicates appropriately challenging appropriately challenging expectations for what students will challenging expectations for what expectations for what learners will know and expectations to learners. know and be able to by the end of students will know and be able to do be able to do by the end of the lesson (or the lesson. by the end of the lesson. lesson series), while explaining the purpose CAEP 1.4 and relevance of the content. SCTS 4.0- Instruction (Standards and Objectives; Activities and Materials); Environment (Expectations) [NCTE/NCATE V.3] 2.2 TC differentiates instruction to TC does not attempt to differentiate TC uses general strategies to TC uses a variety of specific instructional meet the needs of diverse learners. instruction. differentiate instruction in an strategies for meeting the of diverse attempt to meet the needs of learners. CAEP 1.4 diverse learners. SCTS 4.0 Instruction (Motivating – Students; Activities and Materials; Teacher Content Knowledge; Teacher Knowledge of Students) 2.3 TC demonstrates thorough TC presentation of content has TC presentation of content is clear TC’s presentation of content is clear, precise, command of the content - print misinformation and lacks clarity. and accurate. TC correctly addresses and accurate. The TC uses content knowledge and non-print texts, media texts, learner questions and to field questions, make connections, and classic texts, contemporary texts, misconceptions. address misconceptions. including young adult that – represent a range of world literatures, historical traditions, genres, and the experiences of different genders, ethnicities, and social classes; literary theories; how adolescents read (including media environments), composition of
1.4 TC plans differentiated instruction to address diverse learning needs. InTASC 1, 7 CAEP 1.4 SCTS 4.0 – Planning (Instructional Plans) Lesson do not include strategies for differentiation or meet requirements identified in IEPs and/or 504 plans. Lesson include general strategies for addressing diverse learning needs. Plans meet requirements identified in IEPs and/or 504 plans, as applicable. Lesson plans include specific strategies for differentiation of teaching procedures/pacing to address diverse learning needs. Plans meet requirements identified in 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) [NCTE/NCATE V.3] TC does not communicate expectations for what students will know and be able to by the end of the lesson. TC communicates appropriately challenging expectations for what students will know and be able to do by the end of the lesson. 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. 2.2 TC differentiates instruction to meet the needs of diverse learners. CAEP 1.4 SCTS 4.0 – Instruction (Motivating Students; Activities and Materials; Teacher Content Knowledge; Teacher Knowledge of Students) TC does not attempt to differentiate instruction. TC uses general strategies to differentiate instruction in an attempt to meet the needs of diverse learners. TC uses a variety of specific instructional strategies for meeting the of diverse learners. 2.3 TC demonstrates thorough command of the content - print and non-print texts, media texts, classic texts, contemporary texts, including young adult – that represent a range of world literatures, historical traditions, genres, and the experiences of different genders, ethnicities, and social classes; literary theories; how adolescents read (including media environments), composition of TC presentation of content has misinformation and lacks clarity. TC presentation of content is clear and accurate. TC correctly addresses learner questions and misconceptions. TC’s presentation of content is clear, precise, and accurate. The TC uses content knowledge to field questions, make connections, and address misconceptions.
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