audiences, purposes, and modalities. [NCTE/CAEP IV.3] 5.10 Candidates design instruction that Instruction ignores students’ Instruction incorporates students’ Instruction in writing and speaking incorporates students’ home and home/community languages. home/community languages to incorporate students’ home/community community languages to enable examine and appreciate language languages for the purpose of developing skillful control over their rhetorical differences and rhetorical choices. skillful control over their rhetorical choices choices and language practices for a and language practices for a variety of variety of audiences and purposes. audiences and purposes. [NCTE/CAEP IV.4] DOMAIN 5: ENGLISH EDUCATION Below Expectations Meets Expectations Exceeds Expectations 5.11 Candidates select, create, and use a Instruction does not show variety in Instruction shows some variety in Instruction shows variety in strategies and variety of instructional strategies strategies or resources AND/OR strategies and resources and often resources and includes contemporary and teaching resources, including doesn’t include contemporary includes contemporary technologies technologies and digital media. contemporary technologies and technologies and digital media. and digital media. digital media, consistent with what is currently known about student learning in English Language Arts. [NCTE/CAEP V.4] 5.12 Candidates plan and implement Instruction does not address social Instruction thoroughly and fairly Instruction promotes social justice and English language arts and literacy issues such as diversity, inclusivity, addresses social issues such as critical engagement with complex issues instruction that promotes social and equity or promotes or allows diversity, inclusivity, and equity. related to maintaining a diverse, inclusive, justice and critical engagement with the opposite. equitable society. complex issues related to maintaining a diverse, inclusive, equitable society. [NCTE/CAEP VI.1]
audiences, purposes, and modalities. [NCTE/CAEP IV.3] 5.10 Candidates design instruction that incorporates students’ home and community languages to enable skillful control over their rhetorical choices and language practices for a variety of audiences and purposes. [NCTE/CAEP IV.4] Instruction ignores students’ home/community languages. Instruction incorporates students’ home/community languages to examine and appreciate language differences and rhetorical choices. Instruction in writing and speaking incorporate students’ home/community languages for the purpose of developing skillful control over their rhetorical choices and language practices for a variety of audiences and purposes. DOMAIN 5: ENGLISH EDUCATION Below Expectations Meets Expectations Exceeds Expectations 5.11 Candidates select, create, and use a variety of instructional strategies and teaching resources, including contemporary technologies and digital media, consistent with what is currently known about student learning in English Language Arts. [NCTE/CAEP V.4] Instruction does not show variety in strategies or resources AND/OR doesn’t include contemporary technologies and digital media. Instruction shows some variety in strategies and resources and often includes contemporary technologies and digital media. Instruction shows variety in strategies and resources and includes contemporary technologies and digital media. 5.12 Candidates plan and implement English language arts and literacy instruction that promotes social justice and critical engagement with complex issues related to maintaining a diverse, inclusive, equitable society. [NCTE/CAEP VI.1] Instruction does not address social issues such as diversity, inclusivity, and equity or promotes or allows the opposite. Instruction thoroughly and fairly addresses social issues such as diversity, inclusivity, and equity. Instruction promotes social justice and critical engagement with complex issues related to maintaining a diverse, inclusive, equitable society.
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