Score Level 4.  The response provides written and video evidence that clearly, consistently, and convincingly demonstrates the teacher candidate’s ability to learn about students; create and maintain the classroom environment; plan for instruction; make adaptations to the plan to meet student needs; teach the lesson; assess student learning; analyze the evidence of student learning and the effectiveness of the lesson; and reflect on the instructional experience. The preponderance of evidence provided for each of the following domains is appropriate, relevant, accurate, and clear or detailed.  Evidence is purposefully connected and reinforced across the response.

Planning Instruction and Designing Learning Experiences for Students     TPE 8, 9

The candidate learns about her or his students and uses this information to plan instruction and assessment, as evidenced by:

·         establishing  clear and  appropriate  goals for  student  learning, based  on  state-adopted academic content standards for students or state-adopted framework

·         obtaining detailed and relevant information about the class as a whole and about selected students, including linguistic background; academic language abilities; content knowledge and skills; physical, social, and emotional development; cultural and health considerations; and interests

·         planning relevant and appropriate instruction in relation to the content area and subject matter to be taught and in accordance with state-adopted academic content standards for students or state-adopted framework

·         selecting or adapting relevant and appropriate instructional strategies, grouping strategies, and instructional materials to assist students to achieve learning goals and meet all students’ needs

Creating and maintaining effective environments for student learning         TPE 10, 11

The candidate  establishes a climate  for  learning and uses instructional  time  appropriately,  as evidenced by:

·         allocating instructional time appropriately

·         establishing clear and appropriate procedures for routine tasks and managing transitions to maximize instructional time

·         developing and maintaining clear and appropriate expectations  for academic and social behavior

·         creating and maintaining a positive climate for learning

Engaging and supporting students in learning TPE 4, 5, 6, 7

The candidate uses and adapts strategies and activities for instruction and learning, as evidenced by:

·         using  relevant  and  developmentally-appropriate   instructional  strategies  and  activities according to purpose and lesson content

·         making relevant and appropriate plans for students who have special needs or abilities

·         drawing  upon detailed and relevant information about students’  backgrounds  and prior learning, including students’ assessed levels of literacy in English and their first language, as well as their proficiency in English, for planning, and allowing students to express meaning, including in their first language

·         knowing and applying relevant and appropriate instructional practices for English Language Development

·         ensuring the active and equitable participation of all students

Making subject matter comprehensible to students      TPE 1

The candidate knows the state-adopted content standards for students or state-adopted framework, as evidenced by:

·         demonstrating a detailed and accurate understanding of subject-specific pedagogical skills for teaching the state-adopted academic content standards or state-adopted framework to all students

Assessing student learning              TPE 2, 3

The candidate uses assessment to obtain information about student learning and to plan further instruction, as evidenced by:

·         using  progress  monitoring  appropriately  at  key  points  during  instruction  to  determine whether students are progressing adequately and providing detailed and accurate feedback to students

·         using classroom assessments appropriately and analyzing student work accurately

Developing as a professional educator  TPE 13

The candidate reflects on the instructional experience and student learning, as evidenced by:

·         providing detailed and relevant reflection and feedback on the results of the instruction and adaptations made in order to improve teaching effectiveness

Score Level 3. The response provides written and video evidence that clearly demonstrates the teacher candidate’s ability to learn about students; create and maintain the classroom environment; plan for instruction; make adaptations to the plan to meet student needs; teach the lesson; assess student learning; analyze the evidence of student learning and the effectiveness of the lesson; and reflect on the instructional  experience.   The preponderance of evidence provided for each of the following domains is appropriate, relevant, or accurate. Evidence is connected across the response.

Planning instruction and designing learning experiences for students      TPE 8, 9

The candidate learns about her or his students and uses this information to plan instruction and assessment, as evidenced by:

·         establishing  appropriate  goals  for  student  learning, based  on  state-adopted  academic content standards for students or state-adopted framework

·         obtaining relevant information about the class as a whole and about selected students, including  linguistic  background;  academic  language  abilities;  content  knowledge  and skills; physical, social, and emotional development; cultural and health considerations; and interests

·         planning appropriate instruction in relation to the content area and subject matter to be taught and in accordance with state-adopted academic content standards for students or state-adopted framework

·         selecting or adapting appropriate instructional strategies, grouping strategies, and instructional materials that assist students to achieve learning goals and meet students’ needs

Creating and maintaining effective environments for student learning         TPE 10, 11

The candidate  establishes a climate  for  learning and uses instructional  time  appropriately,  as evidenced by:

·         allocating instructional time appropriately

·         establishing appropriate procedures for routine tasks and managing transitions to maximize instructional time

·         developing and maintaining appropriate expectations for academic and social behavior

·         creating and maintaining a positive climate for learning

Engaging and supporting students in learning TPE 4, 5, 6, 7

The candidate uses and adapts strategies and activities for instruction and learning, as evidenced by:

·         using  developmentally-appropriate  instructional  strategies  and  activities  according  to purpose and lesson content

·         making appropriate plans for students who have special needs or abilities

·         drawing upon relevant information about students’ backgrounds and prior learning, including

students’  assessed levels of literacy in English and their first language, as well as their proficiency in English, for planning, and allowing students to express meaning, including in their first language

·         knowing  and  applying  appropriate  instructional  practices   for  English  Language Development

·         ensuring the active and equitable participation of most students

Making subject matter comprehensible to students      TPE 1

The candidate knows the state-adopted content standards for students or state-adopted framework, as evidenced by:

·         demonstrating an accurate understanding of subject-specific pedagogical skills for teaching the state-adopted academic content standards or state-adopted framework to all students

Assessing student learning          TPE 2, 3

The candidate uses assessment to obtain information about student learning and to plan further instruction, as evidenced by:

·         using progress monitoring appropriately at key points during instruction to determine whether students are progressing adequately and providing accurate feedback to students

·         using classroom assessments and analyzing student work accurately

Developing as a professional educator  TPE 13

The candidate reflects on the instructional experience and student learning, as evidenced by:

·         providing relevant reflection and feedback on the results of the instruction and adaptations made in order to improve teaching effectiveness