|
I. Demonstrates ability to
impact student learning concerning NCSS 1.2, 1.3 by
providing lesson plan and pre and post test evidence and
reflection
|
1
No sample(s)
of student work prior to teaching the lesson are showcased, no
lesson plan concerning time, continuity and change and a person
or a place provided, post teaching student work sample(s) are
not showcased, and no clear relationship exists between the
teaching methods described and the demonstrated improvement (or
lack of improvement) in student performance can be seen.
Reflections on such things as how to better investigate whether
there are principles that transcend time not provided. |
2
No sample(s)
of student work prior to teaching the lessons are showcased,
however, a lesson plan concerning time, continuity and change
and a person or a place provided, post teaching student work
sample(s) are showcased, however, no clear relationship between
the teaching methods described and the demonstrated improvement
(or lack of improvement) in student performance can be seen.
Reflections on such things as how to better investigate whether
there are principles that transcend time not provided. |
3
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan concerning time, continuity and change and a person
or a place provided, post teaching student work sample(s) are
showcased, however, only a vague relationship between the
teaching methods described and the demonstrated improvement (or
lack of improvement) in student performance can be seen.
Reflections on such things as how to better investigate whether
there are principles that transcend time were provided. |
4
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan concerning time, continuity and change and a person
or a place provided, post teaching student work sample(s) are
showcased, and a clear relationship between the teaching methods
described and the demonstrated improvement (or lack of
improvement) in student performance can be seen. Reflections on
changes in teaching to better motivate students by using
ambiguous historical scenarios concerning whether there are
principles that transcend time were provided. |
|
II.
Demonstrates ability to impact student learning
concerning NCSS Standard 1.1 by providing lesson plan and
pre and post test evidence and reflection
|
1
No sample(s)
of student work prior to teaching the lessons are showcased, no
lesson plan or description of learning experience concerning
culture provided, post teaching student work sample(s) are not
showcased, and no clear relationship exists between the teaching
methods described and the demonstrated improvement (or lack of
improvement) in student performance can be seen. Reflections on
connections between strategies used and student learning
concerning ethnocentric views were not provided. |
2
No sample(s)
of student work prior to teaching the lessons are showcased,
however, a lesson plan or description of learning experience
concerning culture provided, post teaching student work
sample(s) are showcased, however, no clear relationship between
the teaching methods described and the demonstrated improvement
(or lack of improvement) in student performance can be seen.
Reflections on connections between strategies used and student
learning concerning ethnocentric views were not provided. |
3
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of learning experience concerning
culture provided, post teaching student work sample(s) are
showcased, however, only a vague relationship between the
teaching methods described and the demonstrated improvement (or
lack of improvement) in student performance can be seen.
Reflections on connections between strategies used and student
learning concerning ethnocentric views were provided. |
4
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of learning experience concerning
culture provided, post teaching student work sample(s) are
showcased, and a clear relationship between the teaching methods
described and the demonstrated improvement (or lack of
improvement) in student performance can be seen. Reflections on
connections between strategies used and student learning
concerning ethnocentric views were considered by creatively
applying pedagogical theory. |
|
III. Demonstrates ability to impact
diverse student learning by providing differentiated learning
opportunities when teaching NCSS content by
providing lesson plan and pre and post test evidence and
reflection |
1
No sample(s)
of student work prior to teaching the lessons are showcased, no
lesson plan or description of learning experience aligned with
the selected NCSS content standard and this INTASC standards and
appropriate State Content Standards provided, post teaching
student work sample(s) are not showcased, and no clear
relationship exists between the teaching methods described and
the demonstrated improvement (or lack of improvement) in student
performance can be seen. Reflections on changes in teaching
concerning this standard that might have improved the results
were not provided. |
2
No sample(s)
of student work prior to teaching the lessons are showcased,
however, a lesson plan or description of learning experience
aligned with the selected NCSS content standard and this INTASC
standard and appropriate State Content Standards provided, post
teaching student work sample(s) are showcased, however, no clear
relationship between the teaching methods described and the
demonstrated improvement (or lack of improvement) in student
performance can be seen. Reflections on changes in teaching
concerning this standard that might have improved the results
were not provided. |
3
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of learning experience aligned with
the selected NCSS content standard and this INTASC standard and
appropriate State Content Standards provided, post teaching
student work sample(s) are showcased, however, only a vague
relationship between the teaching methods described and the
demonstrated improvement (or lack of improvement) in student
performance can be seen. Reflections on changes in teaching
concerning this standard that might have improved the results
were provided. |
4
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of learning experience aligned with
the selected NCSS content standard and this INTASC standard and
appropriate State Content Standards provided, post teaching
student work sample(s) are showcased, and a clear relationship
between the teaching methods described and the demonstrated
improvement (or lack of improvement) in student performance can
be seen. Reflections on changes in teaching concerning this
standard that might have improved the results demonstrated the
ability to reflect on teaching and to consider improvements by
applying pedagogical theory. |
|
IV.
Demonstrates ability to impact student learning by
providing multiple instructional strategies that support
students’
intellectual,
social and
personal
development when teaching NCSS content. |
1
No sample(s)
of student work prior to teaching the lessons are showcased, no
lesson plan or description of learning experience aligned with a
NCSS standard and appropriate State Content Standards provided,
post teaching student work sample(s) are not showcased, and no
clear relationship exists between the teaching methods described
and the demonstrated improvement (or lack of improvement) in
student performance can be seen. Reflections on changes in
teaching concerning this standard that might have improved the
results were not provided. |
2
No sample(s)
of student work prior to teaching the lessons are showcased,
however, a lesson plan or description of learning experience
aligned with a NCSS standard and appropriate State Content
Standards provided, post teaching student work sample(s) are
showcased, however, no clear relationship between the teaching
methods described and the demonstrated improvement (or lack of
improvement) in student performance can be seen. Reflections on
changes in teaching concerning this standard that might have
improved the results were not provided. |
3
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of learning experience aligned with a
NCSS standard and appropriate State Content Standards provided,
post teaching student work sample(s) are showcased, however,
only a vague relationship between the teaching methods described
and the demonstrated improvement (or lack of improvement) in
student performance can be seen. Reflections on changes in
teaching concerning this standard that might have improved the
results were provided. |
4
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of learning experience aligned with a
NCSS standard and appropriate State Content Standards provided,
post teaching student work sample(s) are showcased, and a clear
relationship between the teaching methods described and the
demonstrated improvement (or lack of improvement) in student
performance can be seen. Reflections on changes in teaching
concerning this standard that might have improved the results
demonstrated the ability to reflect on teaching and to consider
improvements by applying pedagogical theory. |
|
V.
Demonstrates ability to impact student learning by motivating
individuals and groups when teaching NCSS content. |
1
No sample(s)
of student work prior to teaching the lessons are showcased, no
lesson plan or description of learning experience aligned with
curriculum goals provided, post teaching student work sample(s)
are not showcased, and no clear relationship exists between the
teaching methods described and the demonstrated improvement (or
lack of improvement) in student performance can be seen.
Reflections on changes in teaching concerning this standard that
might have improved the results were not provided. |
2
No sample(s)
of student work prior to teaching the lessons are showcased,
however, a lesson plan or description of learning experience
aligned with curriculum goals provided, post teaching student
work sample(s) are showcased, however, no clear relationship
between the teaching methods described and the demonstrated
improvement (or lack of improvement) in student performance can
be seen. Reflections on changes in teaching concerning this
standard that might have improved the results were not provided. |
3
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of learning experience aligned with
curriculum goals provided, post teaching student work sample(s)
are showcased, however, only a vague relationship between the
teaching methods described and the demonstrated improvement (or
lack of improvement) in student performance can be seen.
Reflections on changes in teaching concerning this standard that
might have improved the results were provided. |
4
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of learning experience that is
aligned with curriculum goals provided, post teaching student
work sample(s) are showcased, and a clear relationship between
the teaching methods described and the demonstrated improvement
(or lack of improvement) in student performance can be seen.
Reflections on changes in teaching concerning this standard that
might have improved the results demonstrated the ability to
reflect on teaching and to consider improvements by better using
whole-class, small-group, and individual work. |
|
VI.
Demonstrates ability to impact student learning by using
technology, verbal, and nonverbal communications when teaching
NCSS content.
|
1
No sample(s)
of student work prior to teaching the lessons are showcased, no
lesson plan or description of learning experience aligned with
this NCSS standard and appropriate State Content Standards
provided, post teaching student work sample(s) are not
showcased, and no clear relationship exists between the teaching
methods described and the demonstrated improvement (or lack of
improvement) in student performance can be seen. Reflections on
changes in teaching concerning this standard that might have
improved the results were not provided. |
2
No sample(s)
of student work prior to teaching the lessons are showcased,
however, a lesson plan or description of learning experience
aligned with this NCSS standard and appropriate State Content
Standards provided, post teaching student work sample(s) are
showcased, however, no clear relationship between the teaching
methods described and the demonstrated improvement (or lack of
improvement) in student performance can be seen. Reflections on
changes in teaching concerning this standard that might have
improved the results were not provided. |
3
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of learning experience aligned with
this NCSS standard and appropriate State Content Standards
provided, post teaching student work sample(s) are showcased,
however, only a vague relationship between the teaching methods
described and the demonstrated improvement (or lack of
improvement) in student performance can be seen. Reflections on
changes in teaching concerning this standard that might have
improved the results were provided. |
4
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of learning experience aligned with
this NCSS standard and appropriate State Content Standards
provided, post teaching student work sample(s) are showcased,
and a clear relationship between the teaching methods described
and the demonstrated improvement (or lack of improvement) in
student performance can be seen. Reflections on changes in
teaching concerning this standard that might have improved the
results demonstrated the ability to reflect on teaching and to
consider improvements by applying pedagogical theory. |
|
VII. Demonstrates ability to impact
student learning by using knowledge of subject
matter, students, the community, NCSS and
PA state standards, and NCSS content standards.
|
1
No sample(s)
of student work prior to teaching the lessons are showcased, no
lesson plan or description of learning experience aligned with
NCSS SPA and INTASC standards and appropriate State Content
Standards provided, post teaching student work sample(s) are not
showcased, and no clear relationship exists between the teaching
methods described and the demonstrated improvement (or lack of
improvement) in student performance can be seen. Reflections on
how to use discussions to reach curriculum goals were not
provided. |
2
No sample(s)
of student work prior to teaching the lessons are showcased,
however, a lesson plan or description of learning experience
aligned with NCSS SPA and INTASC standard and appropriate State
Content Standards provided, post teaching student work sample(s)
are showcased, however, no clear relationship between the
teaching methods described and the demonstrated improvement (or
lack of improvement) in student performance can be seen.
Reflections on how to use discussions to reach curriculum goals
were not provided. |
3
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of learning experience aligned with
NCSS SPA and INTASC standard and appropriate State Content
Standards provided, post teaching student work sample(s) are
showcased, however, only a vague relationship between the
teaching methods described and the demonstrated improvement (or
lack of improvement) in student performance can be seen.
Reflections on how to better start discussions were made. |
4
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of learning experience aligned with
NCSS SPA and INTASC standard and appropriate State Content
Standards provided, post teaching student work sample(s) are
showcased, and a clear relationship between the teaching methods
described and the demonstrated improvement (or lack of
improvement) in student performance can be seen. Reflections on
how to use ambiguities, problems, or student’s preconceptions to
start productive discussions were made. |
|
VIII.
Demonstrates ability to impact student learning by using formal
and informal assessments when teaching NCSS content. |
1
No sample(s)
of student work prior to teaching the lessons are showcased, no
lesson plan or description of formal and informal assessments
provided, post teaching student work sample(s) are not
showcased, and no clear relationship exists between the teaching
methods described and the demonstrated improvement (or lack of
improvement) in student performance can be seen. Reflections on
how to use discussion as an informal assessment and grading
rubrics as a formal assessment were not provided. |
2
No sample(s)
of student work prior to teaching the lessons are showcased,
however, a lesson plan or description of formal and informal
assessments provided, post teaching student work sample(s) are
showcased, however, no clear relationship between the teaching
methods described and the demonstrated improvement (or lack of
improvement) in student performance can be seen. Reflections on
how to use discussion as an informal assessment and grading
rubrics as a formal assessment were not provided. |
3
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of formal and informal assessments
provided, post teaching student work sample(s) are showcased,
however, only a vague relationship between the teaching methods
described and the demonstrated improvement (or lack of
improvement) in student performance can be seen. Reflections on
how to use discussion as an informal assessment and grading
rubrics as a formal assessment were provided. |
4
Sample(s) of
student work prior to teaching the lessons are showcased, a
lesson plan or description of formal and informal assessments
provided, post teaching student work sample(s) are showcased,
and a clear relationship between the teaching methods described
and the demonstrated improvement (or lack of improvement) in
student performance can be seen. Reflections on how to use
discussion as an informal assessment and, objective exams and
project grading rubrics as a formal assessment were provided. |