2.4 TC measures student mastery of TC does not establish performance TC measures student mastery of TC uses multiple assessments (e.g., learning by using assessment criteria for assessments and/or does not learning through assessments (e.g. checks for understanding, quizzes, strategies with established conduct assessment of learning. checks for understanding, quizzes, probing questions) with established performance criteria. probing questions) with established performance criteria throughout performance criteria. instruction to measure mastery of InTASC 6 learning. In addition, candidate SCTS 4.0 Instruction (Standards provides opportunities for individual – and Objectives) learners to self-check during the lesson. 2.5 TC provides specific and timely TC rarely provides feedback or feedback TC provides general instructional TC provides specific, corrective, and instructional feedback to students is unrelated to lesson objectives. feedback to students related to lesson timely instructional feedback to pertaining to stated outcomes. objectives. Feedback is on students related to lesson objectives. or individual responses. Feedback is based on class-wide or InTASC 6 individual responses. SCTS 4.0 Instruction (Motivating – Students; Academic Feedback) 2.6 TC uses appropriate voice tone and TC voice tone is inappropriate for TC demonstrates effective teaching and TC demonstrates effective teaching and pacing to manage managing instruction/environment. communication skills through communication skills by varying instruction/environment Lesson pacing interferes with student appropriate voice tone and lesson tone and changing the pacing/sequence effectively. learning. pacing/sequence. of the presentation based upon student feedback during lesson. SCTS 4.0 Instruction (Lesson – Structure and Pacing; Presenting Instructional Content) 2.7 TC implements strategies that TC makes no attempt to integrate TC addresses the needs of students from TC uses strategies that address the address the needs of learners from cultural and linguistic backgrounds into diverse cultural and/or linguistic needs of individual learners from diverse cultural and linguistic instruction or learning experiences. backgrounds with general strategies or diverse cultural backgrounds including backgrounds. learning experiences. strategies such as providing examples that are relevant to specific culture. CAEP 1.4 SCTS 4.0 Instruction (Motivating – Students; Teacher Knowledge of Students)
2.4 TC measures student mastery of learning by using assessment strategies with established performance criteria. InTASC 6 SCTS 4.0 – Instruction (Standards and Objectives) TC does not establish performance criteria for assessments and/or does not conduct assessment of learning. TC measures student mastery of learning through assessments (e.g. checks for understanding, quizzes, probing questions) with established performance criteria. TC uses multiple assessments (e.g., checks for understanding, quizzes, probing questions) with established performance criteria throughout instruction to measure mastery of learning. In addition, candidate provides opportunities for individual learners to self-check during the lesson. 2.5 TC provides specific and timely instructional feedback to students pertaining to stated outcomes. InTASC 6 SCTS 4.0 – Instruction (Motivating Students; Academic Feedback) TC rarely provides feedback or feedback is unrelated to lesson objectives. TC provides general instructional feedback to students related to lesson objectives. Feedback is on or individual responses. TC provides specific, corrective, and timely instructional feedback to students related to lesson objectives. Feedback is based on class-wide or individual responses. 2.6 TC uses appropriate voice tone and pacing to manage instruction/environment effectively. SCTS 4.0 – Instruction (Lesson Structure and Pacing; Presenting Instructional Content) TC voice tone is inappropriate for managing instruction/environment. Lesson pacing interferes with student learning. TC demonstrates effective teaching and communication skills through appropriate voice tone and lesson pacing/sequence. TC demonstrates effective teaching and communication skills by varying tone and changing the pacing/sequence of the presentation based upon student feedback during lesson. 2.7 TC implements strategies that address the needs of learners from diverse cultural and linguistic backgrounds. CAEP 1.4 SCTS 4.0 – Instruction (Motivating Students; Teacher Knowledge of Students) TC makes no attempt to integrate cultural and linguistic backgrounds into instruction or learning experiences. TC addresses the needs of students from diverse cultural and/or linguistic backgrounds with general strategies or learning experiences. TC uses strategies that address the needs of individual learners from diverse cultural backgrounds including strategies such as providing examples that are relevant to specific culture.
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