Part One
Part Two
Section
Student Background,
Knowledge, & Experiences:
This component acknowledges the importance of knowing what students should know, given prior
NCSCOS curricular strands, goals, and objectives as well as what the teacher knows about the group of learners, including their developmental characteristics and background (shaped by their personal experiences and existing knowledge).
Learning Goals & Objectives:
The purpose of this component is to have teacher candidates identify and state (in measurable terms) the intended outcomes of instruction expected as a result of this teaching/learning experience. These goals and objectives should be clearly connected to the Plan for
Assessment/Evaluation of Student
Learning.
IDP
IDP
IDP
IDP
Part Three Essential Content Knowledge:
Teacher candidates examine and demonstrate the breadth and depth of content knowledge required for their effective understanding and teaching of the subject matter.
Candidates should be familiar with vocabulary, facts, relationships among facts and concepts, as well as principles and generalizations related to the subject matter.
IDP
IDP
Project
Criteria
Instructional Methods & Materials
(NCTS 4c.1)
Not Proficient
Developing Candidate
1
Component is missing, or is not fully developed.
Minimally
Proficient
“Proficient”
Proficient
Candidate
Candidate
2 3
Student includes components that would meet proficiency – but minimally.
Uses a variety of appropriate methods and materials that incorporates the developmental levels of students in the instructional process.
Includes plans for meeting the individual needs of the students.
Accomplished
Candidate
4
Student meets proficiency and exceeds expectations.
Lesson Development
(NCTS 3a.1; 3c.1; 3d.1)
Identifies and explains 21 st Century
Skills
(NCTS 3d.1)
Component is missing, or is not fully developed.
Component is missing, or is not fully developed.
Lessons Show Horizontal Alignment
(NCTS 3c.1)
Component is missing, or is not fully developed.
Plans Show Relationship between
Content & CCS/NCSCOS
(NCTS 3a.1)
Global Awareness is Highlighted
(NCTS 3c.2)
Component is missing, or is not fully developed.
Component is missing, or is not fully developed.
Student includes components that would meet proficiency – but minimally.
Student includes components that would meet proficiency – but minimally.
Student includes components that would meet proficiency – but minimally.
Student includes components that would meet proficiency – but minimally.
Student includes components that would meet proficiency – but minimally.
Develops and applies lessons based on the
NCSCOS.
Student meets proficiency and exceeds expectations.
Shows evidence of integrating 21 st Century
Skills and Content into instruction.
Student meets proficiency and exceeds expectations.
Demonstrates appropriate knowledge of the links between grade/subject and
NCSCOS by relating content to other disciplines.
Accurately represents the relationship between the content and the NCSCOS.
Student meets proficiency and exceeds expectations.
Student meets proficiency and exceeds expectations.
Includes and articulates subject-specific content related to the global nature of the lesson.
Student meets proficiency and exceeds expectations.

Part Four Instructional Procedures:
Teacher candidates consider the content and pedagogy that will maximize student learning for this particular content and these particular students. Candidates should also consider pacing, sequencing, language, and procedures of instruction.
IDP
IDP
IDP
IDP
IDP
Part Five Resources, Materials, and
Preparation:
This component is intended to focus teacher candidates on the importance of selecting and preparing materials, resources, and equipment before instruction begins.
Such preparation will make instruction and student learning more effective. This component is about the practical preparation that should be done: making copies, reserving the computer lab, developing discussion questions,
IDP
IDP
Instructional Procedures Consider
Diversity of Students
(NCTS 2b.3)
Component is missing, or is not fully developed.
Student includes components that would meet proficiency – but minimally.
Addresses Strengths and Weaknesses of Students Through Selection of
Materials
(NCTS 4a.2)
Component is missing, or is not fully developed.
Student includes components that would meet proficiency – but minimally.
Understands the influence of diversity in the classroom and plans instruction accordingly.
Shows evidence of evaluating the impact of diversity on the learning environment.
Incorporates 21 st Century
Skills into lessons.
Student meets proficiency and exceeds expectations.
Student meets proficiency and exceeds expectations.
Incorporates 21
Instruction
(NCTS 3d.1)
Integrates Technology into Instruction
(NCTS 4d.1)
Includes Critical Thinking and
Problem Solving
(NCTS 4e.1)
Includes Lesson Plans
(NCTS 4b.1)
Uses Appropriate Materials
(NCTS 4c.1) st Century Skills into Component is missing, or is not fully developed.
Component is missing, or is not fully developed.
Component is missing, or is not fully developed.
Component is missing, or is not fully developed.
Student includes components that would meet proficiency – but minimally.
Student includes components that would meet proficiency – but minimally.
Student includes components that would meet proficiency – but minimally.
Student includes components that would meet proficiency – but minimally.
Component is missing, or is not fully developed.
Student includes components that would meet proficiency – but minimally.
Shows evidence of integration of technology into instruction to maximize student learning.
Student meets proficiency and exceeds expectations.
Integrates instruction that helps students develop the ability to think critically and use problem solving skills.
Provides a script of instruction, including introduction, questions, discussion, procedures, and anticipated questions.
Provides description of how instruction is adjusted to maximize the responsiveness to cultural differences and learning needs of students.
Assesses and uses resources needed to address strengths and weaknesses of students.
Provides a rationale for resources, including their ability to address the strengths and weaknesses of students.
Includes evidence that a variety of appropriate materials was used to meet the needs of all students.
Student meets proficiency and exceeds expectations.
Student meets proficiency and exceeds expectations.
Student meets proficiency and exceeds expectations.
Student meets proficiency and exceeds expectations.

Part Six identifying student groups for instructional activities.
Adaptions & Modifications:
Teacher candidates consider the various needs of their students and plan for curriculum adaptations and instructional modifications that need to be made. In an authentic field experience, candidates are responsible to know and adhere to the required modifications for students.
IDP
IDP
IDP
IDP
Part Seven Classroom Management:
Teacher candidates think about the classroom environment, processes, and procedures that will maximize students’ opportunities for learning.
Areas to consider might be purposeful grouping of students; procedures for distributing and/or collecting materials, resources, and
IDP
Integrates Technology
(NCTS 4d.1)
Organizes Student Learning
(NCTS 4f.1)
Plans Show Understanding of Diverse
Student Populations
(NCTS 2b.3)
Uses a Variety of Instructional
Methods to Maximize Learning for
Diverse Student Populations
(NCTS 4c.1)
Plans Show Purposeful Grouping of
Students
(NCTS 4f.1)
Component is missing, or is not fully developed.
Student includes components that would meet proficiency – but minimally.
Component is missing, or is not fully developed.
Component is missing, or is not fully developed.
Component is missing, or is not fully developed.
Component is missing, or is not fully developed.
Student includes components that would meet proficiency – but minimally.
Student includes components that would meet proficiency – but minimally.
Student includes components that would meet proficiency – but minimally.
Student includes components that would meet proficiency – but minimally.
Integrates technology with instruction.
Explains the appropriate integration of technology into the learning process and how technology will maximize student learning.
Organizes student learning experiences that develop cooperation, collaboration, and student leadership.
Explains how instructional organization can foster the above components of student leadership.
Shows an understanding of diverse student populations as evidenced by their instructional plans.
Includes procedures for accommodating instruction for students with varied cultural backgrounds and learning needs.
Lessons use a variety of instructional methods and procedures designed to meet the needs of diverse students.
Thoughtful planning and consideration are shown here.
Discusses how students will be grouped for at least one instructional activity.
Includes the academic purpose of the activity as well as the purpose related to fostering cooperation, collaboration, and/or student leadership.
Student meets proficiency and exceeds expectations.
Student meets proficiency and exceeds expectations.
Student meets proficiency and exceeds expectations.
Student meets proficiency and exceeds expectations.
Student meets proficiency and exceeds expectations.

equipment; a plan for maximizing academic engagement; and pacing of instruction.
IDP
Part Eight Plan for Assessment &
Part Nine
Evaluation of Student
Learning:
Teacher candidates develop a comprehensive assessment plan, including pre-assessments, formative assessments, postassessments, and a plan for analyzing student assessment data.
Careful attention is paid to alignment between learning goals and objectives and assessment criteria.
Assessment & Evaluation
IDP
IDP
Classroom Management Procedures are Highlighted
(NCTS 4a.2)
Plans for Use of Data
(NCTS 1a.2)
Component is missing, or is not fully developed.
Student includes components that would meet proficiency – but minimally.
Component is missing, or is not fully developed.
Student includes components that would meet proficiency – but minimally.
Project includes specific information about how strategies for time, materials, resources, student behavior, etc. will be managed.
The purpose of these kinds of activities should point toward addressing strengths and weaknesses of students.
Describes data sources that were or will be reviewed and used in this lesson unit.
Fully explains how data will be used to inform instruction.
Student meets proficiency and exceeds expectations.
Student meets proficiency and exceeds expectations.
Part Ten Results & Analysis of Student
Learning:
Teacher candidates will accurately report and represent student outcomes, examining patterns of performance for individuals and groups of students.
IDP
Shows Proper Use of Data to Inform
Instruction
(NCTS 1a.2)
Component is missing, or is not fully developed.
Student includes components that would meet proficiency – but minimally.
Includes Discussion of Data Analysis
Procedures
(NCTS 1a.2)
Component is missing, or is not fully developed.
Student includes components that would meet proficiency – but minimally.
Draws on appropriate data to develop classroom and instructional plans.
Is able to articulate databased decisions and considerations of the developmental level of the instruction and students.
Students with limited field
experiences should address how students would gather assessment data and use it to inform instruction.
Articulation of the implications of data is important to highlight.
Students with full field experiences should address actual data analysis procedures and implications of data.
Student meets proficiency and exceeds expectations.
Student meets proficiency and exceeds expectations.