1
NCTE FORMATIVE ATTACHMENT – NCTE 2012 Standards
Candidate’s Name:
School Site:
Grade Level Taught:
(Created Sept. 2015)
Evaluator’s Name:
Subject Taught:
Date:
Item
0
1
Basic
2
Emerging
3
Target
4
Exemplary
1. Candidates are knowledgeable
about texts that represent a range
of world literatures, historical
traditions, genres, and the
experiences of different genders,
ethnicities, and social classes; they
are able to use literary theories to
interpret and critique a range of
texts. (NCTE 1.1)
2. Candidates are knowledgeable
about how adolescents read texts
and make meaning through
interaction with media
environments. (NCTE 1.2)
Instruction indicates
that teacher lacks
foundational
knowledge about
various kinds of
writing in different
media.
Instruction reveals basic
knowledge of various
kinds of writing in
different media.
Instruction reveals strong
knowledge of various
kinds of writing in
different media.
Instruction reveals strong
knowledge of various kinds
of writing in different
media as well as critical
approaches for
interpreting texts.
Instruction reveals
profound knowledge of
various kinds of writing in
different media as well as
critical approaches for
interpreting texts.
Instruction shows no
or flawed knowledge
about the ways that
social media and
contemporary
technology shape
students’ reading.
Instruction shows little
knowledge about the
ways that social media
and contemporary
technology shape
students’ reading.
Instruction shows general
knowledge about the
ways that social media
and contemporary
technology shape
students’ reading.
Instruction shows
teacher’s familiarity with
the ways that social media
and contemporary
technology shape
students’ reading.
3. Candidates can compose a range
of formal and informal texts taking
into consideration the
interrelationships among form,
audience, context, and purpose;
candidates understand that writing
is a recursive process; candidates
can use contemporary
technologies and/or digital media
to compose multimodal discourse.
(NCTE 2.1)
Candidate struggles
to compose a text for
any audience.
Limited skills in
editing and revising.
Technology usage
while writing has no
relevance to
purpose, OR
technology not used
during the writing
process.
Candidate can compose
a text for an audience.
Limited skills in editing
and revising. Use of
technology while
writing is somewhat
relevant to purpose.
Candidate can effectively
compose a variety of
texts for various
audiences. Candidate
demonstrates competent
editing and revising. Use
of technology during the
writing process is
relevant to purpose.
Candidate can effectively
compose a variety of texts
for various audiences.
Candidate shows skill in
editing and revising. Use
of technology enhances
writing experiences.
Instruction shows
teacher’s sophisticated
understanding with the
ways that social media and
contemporary technology
shape students’ reading.
Teacher uses social media
and related technologies
skillfully.
Candidate displays
advanced writing skills in a
variety of texts designed
for different audiences.
Editing and revising
practices are excellent.
Technology usage related
to the writing process is
advanced and employs
various modalities.
N/A
2
Item
4. Candidates are knowledgeable
about how adolescents compose
texts and make meaning through
interaction with media
environments. (NCTE 2.3)
5. Candidates plan and implement
instruction based on ELA curricular
requirements and standards,
school and community contexts,
and knowledge about students’
linguistic and cultural backgrounds.
(NCTE 5.1)
6. Candidates plan and implement
English language arts and literacy
instruction that promotes social
justice and critical engagement
with complex issues related to
maintaining a diverse, inclusive,
equitable society. (NCTE 6.1)
0
1
Basic
2
Emerging
3
Target
4
Exemplary
Instruction shows no
awareness of the
ways that social
media and
contemporary
technology shape
students’ writing,
AND/OR the
instruction relies on
false information
about social media
and contemporary
technology.
Plan and instruction
not aligned to
standards.
Instruction reveals
little evidence of
teacher sensitivity to
diversity.
Instruction shows little
knowledge about the
ways that social media
and contemporary
technology shape
students’ writing.
Instruction shows general
knowledge about the
ways that social media
and contemporary
technology shape
students’ writing.
Instruction shows
teacher’s familiarity with
the ways that social media
and contemporary
technology shape
students’ writing.
Instruction shows
teacher’s sophisticated
understanding of the ways
that social media and
contemporary technology
shape students’ writing.
Teacher uses social media
and related technologies
skillfully.
Plan and instruction
generally align to OK
Academic Standards.
Teacher is insufficiently
sensitive to diversity.
Plan and instruction align
to OK Academic
Standards. Instruction
demonstrates sensitivity
to diversity – language or
culture.
Plan and instruction align
to OK Academic Standards.
Instruction demonstrates
sensitivity to diversity –
both language and culture.
Plan and instruction align
to OK Academic
Standards. Instruction is
tailored to specific cultural
make-up of the student
population.
Instruction does not
involve student
engagement with
issues related to
diversity and/or
social justice.
Plan and instruction
require students to
think about diversity or
social justice.
Plan and instruction
require students to think
about diversity and social
justice.
Plan and instruction
encourage development of
social conscience and
critical thinking about
diversity.
Plan and instruction
encourage development
of social conscience and
critical thinking about
diversity through
individual inquiry and
collaboration.
N/A