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1
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2
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3
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4
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DEMONSTRATING KNOWLEDGE
OF CONTENT
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The outcomes represent
low expectations for students and lack of rigor, and
not all of these outcomes reflect important learning
in the discipline. They are stated as student activities,
rather than as outcomes for learning. Outcomes reflect
only one type of learning and only one discipline or
strand and are suitable for only some students.
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The teacher is familiar
with the important concepts in the discipline but displays
a lack of awareness of how these concepts relate to
one another. The teacher indicates some awareness of
prerequisite learning, although such knowledge may be
inaccurate or incomplete. The teacher's plans and
practice reflect a limited range of pedagogical approaches
to the discipline or to the students
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The teacher displays
solid knowledge of the important concepts in the discipline
and how these relate to one another. The teacher demonstrates
accurate understanding of prerequisite relationships
among topics. The teacher's plans and practice reflect
familiarity with a wide range of effective pedagogical
approaches in the subject.
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The teacher displays
extensive knowledge of the important concepts in the
discipline and how these relate both to one another
and to other disciplines. The teacher demonstrates understanding
of prerequisite relationships among topics and concepts
and understands the link to necessary cognitive structures
that ensure student understanding. The teacher's plans
and practice reflect familiarity with a wide range of
effective pedagogical approaches in the discipline and
the ability to anticipate student misconceptions
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DEMONSTRATING KNOWLEDGE
OF STUDENTS
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The teacher displays
minimal understanding of how students learn and little
knowledge of their varied approaches to learning, knowledge
and skills, special needs, and interests and cultural
heritage and does not indicate that such knowledge is
valuable
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The teacher displays
generally accurate knowledge of how students learn and
of their varied approaches to learning, knowledge and
skills, special needs, and interests and cultural heritage,
yet may apply this knowledge not to individual students
but to the class as a whole
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The teacher understands
the active nature of student learning and attains information
about levels of development for groups of students.
The teacher also purposefully acquires knowledge from
several sources about groups of students' varied approaches
to learning, knowledge and skills, special needs, and
interests and cultural heritage
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The teacher understands
the active nature of student learning and acquires information
about levels of development for individual students.
The teacher also systematically acquires knowledge from
several sources about individual students' varied approaches
to learning, knowledge and skills, special needs, and
interests and cultural heritage
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SETTING INSTRUCTIONAL
OUTCOMES
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The outcomes represent
low expectations for students and lack of rigor, and
not all of these outcomes reflect important learning
in the discipline. They are stated as student activities,
rather than as outcomes for learning. Outcomes reflect
only one type of learning and only one discipline or
strand and are suitable for only some students.
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Outcomes represent
moderately high expectations and rigor. Some reflect
important learning in the discipline and consist of
a combination of outcomes and activities. Outcomes reflect
several types of learning, but the teacher has made
no effort at coordination or integration. Outcomes,
based on global assessments of student learning, are
suitable for most of the students in the class.
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Most outcomes represent
rigorous and important learning in the discipline and
are clear, are written in the form of student learning,
and suggest viable methods of assessment. Outcomes reflect
several different types of learning and opportunities
for coordination, and they are differentiated, in whatever
way is needed, for different groups of students.
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All outcomes represent
high-level learning in the discipline. They are clear,
are written in the form of student learning, and permit
viable methods of assessment. Outcomes reflect several
different types of learning and, where appropriate,
represent both coordination and integration. Outcomes
are differentiated, in whatever way is needed, for individual
students
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DEMONSTRATING KNOWLEDGE
OF RESOURCES
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The teacher is unaware
of resources to assist student learning beyond materials
provided by the school,nor is the teacher aware of resources
for expanding one's own professional skill.
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The teacher displays
some awareness of resources beyond those provided by
the school for classroom use and for extending one's
professional skill but does not seek to expand this
knowledge.
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The teacher displays
awareness of resources beyond those provided by the
school,including those on the Internet, for classroom
use and for extending one's professional skill, and
seeks out such resources
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The teacher's knowledge
of resources for classroom use and for extending one's
professional skill is extensive, including those available
through the school,in the community, through professional
organizations and universities, and on the Internet.
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DESIGNING COHERENT
I N CONSTRUCTION
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Learning activities
are poorly aligned with the instructional outcomes,
do not follow an organized progression, are not designed
to engage students in active intellectual activity,
and have unrealistic time allocations. Instructional
groups are not suitable to the activities and offer
no variety
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Some of the learning
activities and materials are aligned with the instructional
outcomes and represent moderate cognitive challenge,
but with no differentiation for different students.
Instructional groups partially support the activities,
with some variety. The lesson or unit has a recognizable
structure; but the progression of activities is uneven,
with only some reasonable time allocations.
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Most of the learning
activities are aligned with the instructional outcomes
and follow an organized progression suitable to groups
of students. The learning activities have reasonable
time allocations; they represent significant cognitive
challenge, with some differentiation for different groups
of students and varied use of instructional groups
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The sequence of learning
activities follows a coherent sequence, is aligned to
instructional goals, and is designed to engage students
in high-level cognitive activity. These are appropriately
differentiated for individual learners. Instructional
groups are varied appropriately, with some opportunity
for student choice.
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Total---->
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