1. Planning
1.1. Instructional Goal #3
1.1.1. Standard 1 - Prepares and provisions for cognitively demanding instruction
1.1.1.1. Rubric
1.1.1.1.1. Advanced: Resident preparation and provisioning demonstrates deep understanding of the content and the cognitive demands of the lesson in relation to the specific learning of individual students.
1.1.1.1.2. Proficient: Resident preparation and provisioning demonstrates sufficient understanding of the content and cognitive demands of the lesson for students.
1.1.1.1.3. Developing: Resident preparation and provisioning demonstrates some understanding of the content and cognitive demands of the lesson for students, but there are gaps or clear misconceptions.
1.1.1.1.4. Needs Improvement: Resident preparation and provisioning does not demonstrate understanding of the content and/or cognitive demands of the lesson for students.
1.1.2. Standard 2 - Plans high cognitive demand lessons and units of instruction
1.1.2.1. Rubric
1.1.2.1.1. 2a
1.1.2.1.2. 2b
1.1.3. Standard 3 - Plans with knowledge of students and content
1.1.3.1. Rubric
1.1.3.1.1. Fall
1.1.3.1.2. Spring
1.1.4. Standard 4 - Plans Assessment
1.1.4.1. Rubric
1.1.4.1.1. Fall
1.1.4.1.2. Spring
2. Teaching
2.1. Instructional Goal #1
2.1.1. Standard 5 - Maintains productive participation of all students
2.1.1.1. Rubric
2.1.1.1.1. 5a
2.1.1.1.2. 5b
2.1.1.2. Look Fors
2.1.1.2.1. Fall
2.1.1.2.2. Spring
2.1.2. Standard 6 - Communicates effectively with students
2.1.2.1. Rubric
2.1.2.1.1. Advanced: Resident accepts and conveys authority as the educational leader in the classroom; effectively communicates instructions and expectations and creates opportunities for students to take on authentic leadership roles.
2.1.2.1.2. Proficient: Resident accepts and conveys authority as the educational leader in the classroom and effectively communicates instructions and expectations.
2.1.2.1.3. Developing: Resident does not consistently accept and/or convey authority as the educational leader in the classroom; does not consistently communicate instructions and expectations in an effective manner.
2.1.2.1.4. Needs Improvement: Resident does not accept and/or convey authority as the educational leader; does not effectively communicate instructions and expectations.
2.1.2.2. Look Fors
2.1.2.2.1. Fall
2.1.2.2.2. Spring
2.2. Instructional Goal #2
2.2.1. Standard 7 - Teaches with high cognitive demand
2.2.1.1. Rubric
2.2.1.1.1. Fall
2.2.1.1.2. Spring
2.2.1.2. Look Fors
2.2.1.2.1. Fall
2.2.1.2.2. Spring
2.2.2. Standard 8 - Facilitates content-focused discourse
2.2.2.1. Rubric
2.2.2.1.1. Fall
2.2.2.1.2. Spring
2.2.2.2. Look Fors
2.2.2.2.1. Fall
2.2.2.2.2. Spring
2.3. Instructional Goal #3
2.3.1. Standard 9 - Assesses and adapts instruction
2.3.1.1. Rubric
2.3.1.1.1. Fall
2.3.1.1.2. Spring
2.3.1.2. Look Fors
2.3.1.2.1. Fall
2.3.1.2.2. Spring
2.4. Instructional Goal #4
2.4.1. Standard 10 - Creates opportunities for students to communicate thinking through writing
2.4.1.1. Rubric
2.4.1.1.1. Advanced: Resident provides evidence and artifacts of advancing the skills of students to use writing to access content and communicate their thinking and knowledge. *
2.4.1.1.2. Proficient: Resident provides artifacts of student writing that demonstrates their ability to access content and communicate their thinking and knowledge.*
2.4.1.1.3. Developing: Resident provides limited artifacts of student writing that demonstrates their ability to access content and communicate their thinking and knowledge.*
2.4.1.1.4. Needs Improvement: Resident does not provide artifacts of student writing that demonstrates their ability to access content and communicate their thinking and knowledge.
2.4.1.2. Look Fors
2.4.1.2.1. Fall
2.4.1.2.2. Spring