2.1 TC effectively communicates TC does not communicate expectations TC communicates appropriately TC communicates appropriately appropriately challenging for what students will know and be able challenging expectations for what challenging expectations for what expectations to learners. to by the end of the lesson. students will know and be able to do by learners will know and be able to do by the end of the lesson. the end of the lesson (or lesson series), CAEP 1.4 while explaining the purpose and SCTS 4.0- Instruction (Standards relevance of the content. and Objectives; Activities and Materials); Environment (Expectations) 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 attempt to strategies for meeting the needs of meet the needs of diverse learners. diverse learners. CAEP 1.4 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 and TC’s presentation of content is clear, command of the content taught misinformation and lacks clarity. accurate. TC correctly addresses learner and accurate. The TC uses precise, and appropriately addresses questions and misconceptions. content knowledge to field questions, learner questions and make connections, and address misunderstandings related to the misconceptions. content. InTASC 4; CAEP 1.3; SCTS 4.0 Instruction (Presenting – Instructional Content; Academic Feedback; Teacher Content Knowledge; Teacher Knowledge of Students)
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) 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 needs of diverse learners. 2.3 TC demonstrates thorough command of the content taught and appropriately addresses learner questions and misunderstandings related to the content. InTASC 4; CAEP 1.3; SCTS 4.0 – Instruction (Presenting Instructional Content; Academic Feedback; Teacher Content Knowledge; Teacher Knowledge of Students) 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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