3.2 TC maintains a caring, fair, and TC responds positively to learner inclusive educational environment. difficulties, concerns, and questions Responds with bias toward learners TC responds positively to learner without bias towards gender, ethnicity, who differ by gender, ethnicity, difficulties, concerns, and questions InTASC 2 exceptionality, sexual orientation, or exceptionality, sexual orientation, or without bias towards gender, ethnicity, SCTS 4.0 Environment (Respectful status. The TC – socio-economic status. TC tolerates exceptionality, sexual orientation, or Culture) implements proactive measures to bullying and/or disrespectful peer status. TC works to hold students accountable for interactions. establish a bully-free environment. respecting peer diversity and a bully-free environment. maintaining 3.3 TC creates environments that promote positive social interaction and collaboration in the learning TC structures instructional and TC structures instructional and environment. routines and activities to TC solely focuses on learners working routines and activities support positive social interactions, independently of one another. (partner and group work, procedures, InTASC 3 productive teamwork, and collaborative Attempts to use cooperative learning project-based learning, etc.) to support SCTS 4.0 Instruction (Lesson learning. TC deliberately structures – are ineffective and lack structure. positive social interactions, productive Structure and Pacing; Activities and group composition, assigns specific teamwork, and collaborative learning. Materials; Grouping Students); roles, and promotes group autonomy. Environment (Environment; Respectful Culture) 3.4 TC implements proactive classroom management strategies that TC develops and implements strategies promote positive behaviors and for setting behavioral, social, and In addition to meeting acceptable active engagement. TC implements ineffective, reactive academic expectations for active expectations, the TC is able to adjust classroom management strategies engagement. TC positively reinforces classroom management strategies InTASC 3 resulting in persistent problem learners who meet those expectations during instruction and/or address the SCTS 4.0 Instruction (Activities and behavior. – and positively redirects learner needs of individual learners. Materials) Environment behavior as needed. (Expectations; Managing Student Behavior) DOMAIN 4: PROFESSIONALISM Expectations Expectations Exceeds Expectations
3.2 TC maintains a caring, fair, and inclusive educational environment. InTASC 2 SCTS 4.0 – Environment (Respectful Culture) Responds with bias toward learners who differ by gender, ethnicity, exceptionality, sexual orientation, or socio-economic 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) 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. 3.4 TC implements proactive classroom management strategies that promote positive behaviors and active engagement. InTASC 3 SCTS 4.0 – Instruction (Activities and Materials) Environment (Expectations; Managing Student Behavior) TC implements ineffective, reactive classroom management strategies resulting in persistent problem behavior. TC develops and implements strategies for setting behavioral, social, and academic expectations for active engagement. TC positively reinforces learners who meet those expectations and positively redirects learner behavior as needed. In addition to meeting acceptable expectations, the TC is able to adjust classroom management strategies during instruction and/or address the needs of individual learners. DOMAIN 4: PROFESSIONALISM Expectations Expectations Exceeds Expectations
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