Scoring Criteria
Not Proficient
Developing Candidate
Section
Project
Criteria
1
Part One
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).
Part Two
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.
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.
Part Four
Instructional Procedures:
“Proficient”
Proficient
Candidate
Minimally Proficient
Candidate
Accomplished
Candidate
2
3
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.
Articulates considerations appropriate to
the developmental level of instruction for
students.
Shows clear thought about students
based on content and need.
4
Student meets proficiency and
exceeds expectations.
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 21st
Century Skills and Content into
instruction.
Student meets proficiency and
exceeds expectations.
Component is missing, or is not fully
developed.
Student includes components that
would meet proficiency – but
minimally.
Demonstrates appropriate knowledge of
the links between grade/subject and
NCSCOS by relating content to other
disciplines.
Student meets proficiency and
exceeds expectations.
Lessons Show Vertical Alignment
(NCTS 1a.1)
Component is missing, or is not fully
developed.
Student includes components that
would meet proficiency – but
minimally.
Clearly represents or explains the
correlation between the NCSCOS and
development of grade and subject
appropriate planning.
Student meets proficiency and
exceeds expectations.
Plans Show Relationship between
Content & NCSCOS
(NCTS 3a.1)
Global Awareness is Highlighted
(NCTS 3c.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.
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.
IDP
Incorporates 21st Century Skills into
Instruction
(NCTS 3d.1)
Integrates Technology into Instruction
(NCTS 4d.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.
Student includes components that would meet
proficiency – but minimally.
IDP
Instructional Methods & Materials
(NCTS 4c.1)
Component is missing, or is not fully
developed.
Student includes components that
would meet proficiency – but
minimally.
ISLP
Instructional Planning Based on
Student Needs
(NCTS 1a.1)
Component is missing, or is not fully
developed.
Student includes components that
would meet proficiency – but
minimally.
IDP
Lesson Development
(NCTS 3a.1; 3c.1; 3d.1)
Component is missing, or is not fully
developed.
IDP
Identifies and explains 21st Century
Skills
(NCTS 3d.1)
Component is missing, or is not fully
developed.
IDP
Lessons Show Horizontal Alignment
(NCTS 3c.1)
ISLP
IDP
IDP
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
Student meets proficiency and
exceeds expectations.
Accurately represents the
relationship between the
content and the NCSCOS.
Includes and articulates
subject-specific content
related to the global nature
of the lesson.
Student meets proficiency and
exceeds expectations.
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 21st Century
Skills into lessons.
Student meets proficiency and
exceeds expectations.
Shows evidence of
integration of technology
into instruction to
maximize student learning.
Student meets proficiency and
exceeds expectations.
Student meets proficiency and
exceeds expectations.
Student meets proficiency and
exceeds expectations.
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,
identifying student groups for
instructional activities.
IDP
Includes Critical Thinking and
Problem Solving
(NCTS 4e.1)
Component is missing, or is not fully
developed.
Student includes components that would meet
proficiency – but minimally.
IDP
ISLP
Includes Lesson Plans
(NCTS 4b.1)
Component is missing, or is not fully
developed.
Student includes components that would meet
proficiency – but minimally.
ISLP
Uses Selected Resources
Appropriately
(NCTS 2d.1)
Component is missing, or is not fully
developed.
Student includes components that would meet
proficiency – but minimally.
ISLP
Monitors Student Performance
(NCTS 4b.1)
Component is missing, or is not fully
developed.
Student includes components that would meet
proficiency – but minimally.
ISLP
Uses Effective Strategies
(NCTS 5c.1)
Component is missing, or is not fully
developed.
Student includes components that would meet
proficiency – but minimally.
IDP
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.
IDP
Uses Appropriate Materials
(NCTS 4c.1)
Component is missing, or is not fully
developed.
Student includes components that would meet
proficiency – but minimally.
IDP
Integrates Technology
(NCTS 4d.1)
Component is missing, or is not fully
developed.
Student includes components that would meet
proficiency – but minimally.
IDP
Organizes Student Learning
(NCTS 4f.1)
Component is missing, or is not fully
developed.
Student includes components that would meet
proficiency – but minimally.
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.
Provides evidence that
collaboratively selected
resources were
incorporated into lessons
and used to support the
learning needs of all
students.
Provides evidence of
collaboration with
colleagues to monitor
student performance.
Incorporates and discusses
teaching methods and
procedures that have been
documented as effective
with the content discipline
and developmental age
group.
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.
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.
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.
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
Adaptions & Modifications:
ISLP
Collaborates with Specialists
(NCTS 2d.1)
Component is missing, or is not fully
developed.
Student includes components that would meet
proficiency – but minimally.
IDP
Plans Show Understanding of Diverse
Student Populations
(NCTS 2b.3)
Component is missing, or is not fully
developed.
Student includes components that would meet
proficiency – but minimally.
IDP
Uses a Variety of Instructional
Methods to Maximize Learning for
Diverse Student Populations
(NCTS 4c.1)
Component is missing, or is not fully
developed.
Student includes components that would meet
proficiency – but minimally.
ISLP
Collaborates with Specialists
(NCTS 2d.1)
Component is missing, or is not fully
developed.
Student includes components that would meet
proficiency – but minimally.
IDP
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.
IDP
Classroom Management Procedures
are Highlighted
(NCTS 4a.2)
Component is missing, or is not fully
developed.
Student includes components that would meet
proficiency – but minimally.
IDP
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.
ISLP
Alignment Between Learning
Objectives and Assessment is
Apparent
(NCTS 1a.1; NCTS 4h.1)
Component is missing, or is not fully
developed.
Student includes components that would meet
proficiency – but minimally.
ISLP
Assessment Plans are Evident
(NCTS 4h.1)
Component is missing, or is not fully
developed.
Student includes components that would meet
proficiency – but minimally.
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.
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
equipment; a plan for maximizing
academic engagement; and pacing
of instruction.
Part Eight
Plan for Assessment &
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.
Collaborates with
specialists to choose viable
resources in support of the
learning needs of all
students.
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.
Collaborates with
specialists to choose viable
resources in support of the
learning needs of special
education students.
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.
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.
Clearly represents
alignment between
objectives and assessments
(including evaluation
criteria).
Project includes plans for
formative and summative
assessment designed before
instruction is delivered.
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.
Student meets proficiency and
exceeds expectations.
Student meets proficiency and
exceeds expectations.
Student meets proficiency and
exceeds expectations.
Student meets proficiency and
exceeds expectations.
ISLP
Assessment Highlights 21st Century
Skills
(NCTS 4h.2)
Component is missing, or is not fully
developed.
Student includes components that would meet
proficiency – but minimally.
Part Nine
Assessment & Evaluation
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.
Part Ten
Results & Analysis of Student
Learning:
IDP
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.
ISLP
Data Analysis
(NCTS 1a.1)
Component is missing, or is not fully
developed.
Student includes components that would meet
proficiency – but minimally.
ISLP
Display of Data
(NCTS 1a.1; 4h.2)
Component is missing, or is not fully
developed.
Student includes components that would meet
proficiency – but minimally.
ISLP
Shows Use of Data in Decision
Making
(NCTS 5a.1; 5c.1)
Component is missing, or is not fully
developed.
Student includes components that would meet
proficiency – but minimally.
ISLP
Reflection on Use of Data to Improve
Instruction
(NCTS 5a.1)
Component is missing, or is not fully
developed.
Student includes components that would meet
proficiency – but minimally.
Teacher candidates will accurately
report and represent student
outcomes, examining patterns of
performance for individuals and
groups of students.
Part Eleven
Reflection on Teaching and
Learning:
Teacher candidates will examine
their impact on student learning,
including their planning of effective
instruction, use of appropriate and
accurate assessments, analysis of
student learning, and plans for future
instruction. Additionally, the focus
is developing a reflective disposition
and on continuous teacher candidate
professional improvement.
Plan includes descriptions
of 21st Century knowledge,
skills, and dispositions that
will be taught and
evaluated.
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.
Evaluates data (formative
and summative) that was
collected and analyzes how
that data was used to
evaluate student progress.
Creates a visual
representation of the
specified learning goals and
objectives. This could be a
chart, spreadsheet, or other
method. Makes sure to
include references to 21st
century skills addressed.
Articulates the relationship
between specific outcome
data and implications for
improving student
learning. Uses data to
verify instructional
practices and in planning.
Provides a self-evaluation
of his or her confidence and
perceived ability on each of
the instructional design
components.
Discusses how what was
learned in this instructional
design experience will be
used to improve future
instructional experiences.
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.
Student meets proficiency and
exceeds expectations.
Student meets proficiency and
exceeds expectations.