5.1 Maximizing the amount of time learning by effectively PTC: PDK: 2.5. X managing routines and transitions. 3D 2.2 [Demonstrating appropriate discipline-specific knowledge and skills CNK: to promote student conceptual understanding] and determining 1.1; students’ prior knowledge to ensure that content instruction is at an PDK: appropriate level of challenge and differentiated to meet their learning 2.1, 3.1. X needs. 2.2, 2.3; INT: 3.1; 3.2 Developing and organizing coherent, [interdisciplinary], and relevant PDK: units, lessons and learning tasks that build on students’ prior 2.1, knowledge, skills and interests and engage students in the work of the PTC: 2.2, 3.2. X discipline [including discourse and/or inquiry-based learning]. [It also 2G 2.3; includes 3.6 & 3.8.] INT: 3.1, 3.2 Selecting appropriate assessment strategies to monitor ongoing PDK: student progress. PTC: 2.4; 3.4. X 4C INT: 3.2 Designing or selecting academic/ behavioral interventions [and PDK: strategies] through differentiated, supplemental, specialized PTC: 2.2, instruction for students who do not respond to primary instruction 3.7. 1A, 2.3; X alone [individually or in groups]. [It also includes 3.5] 2C, 3A DIV: 5.1 Including strategies for teaching and supporting content area literacy CNK: skills, and when appropriate, numeracy skills [across the curriculum]. 1.1, [It also includes 1.1, 1.5, & 1.6] L & Literacy N-Numeracy PTC: PDK: 3.9. X 2B 2.1, 2.2; INT: a variety of evidence-based instructional strategies to enable PTC: PDK: 4.1. X students to apply and construct new learning. 2A 2.2, 2.4 Using technological and digital resources [in a professional and TTT: 4.2. X ethical manner] strategically to support learning. [It also includes 1.3, 4.1
5.1 Maximizing the amount of time learning by effectively managing routines and transitions. 2.5. PTC: 3D PDK: 2.2 X [Demonstrating appropriate discipline-specific knowledge and skills to promote student conceptual understanding] and determining students’ prior knowledge to ensure that content instruction is at an appropriate level of challenge and differentiated to meet their learning needs. 3.1. CNK: 1.1; PDK: 2.1, 2.2, 2.3; INT: 3.1; 3.2 X Developing and organizing coherent, [interdisciplinary], and relevant units, lessons and learning tasks that build on students’ prior knowledge, skills and interests and engage students in the work of the discipline [including discourse and/or inquiry-based learning]. [It also includes 3.6 & 3.8.] 3.2. PTC: 2G PDK: 2.1, 2.2, 2.3; INT: 3.1, 3.2 X Selecting appropriate assessment strategies to monitor ongoing student progress. 3.4. PTC: 4C PDK: 2.4; INT: 3.2 X Designing or selecting academic/ behavioral interventions [and strategies] through differentiated, supplemental, specialized instruction for students who do not respond to primary instruction alone [individually or in groups]. [It also includes 3.5] 3.7. PTC: 1A, 2C, 3A PDK: 2.2, 2.3; DIV: 5.1 X Including strategies for teaching and supporting content area literacy skills, and when appropriate, numeracy skills [across the curriculum]. [It also includes 1.1, 1.5, & 1.6] L & Literacy N-Numeracy 3.9. PTC: 2B CNK: 1.1, PDK: 2.1, 2.2; INT: X a variety of evidence-based instructional strategies to enable students to apply and construct new learning. 4.1. PTC: 2A PDK: 2.2, 2.4 X Using technological and digital resources [in a professional and ethical manner] strategically to support learning. [It also includes 1.3, 4.2. TTT: 4.1 X
Appendix-A3-Student-Teaching-Evaluation-Instrument-aligned-to-standards-and-performance.docx