Watch and annotate the videos of one peer as assigned by your instructor on InTASC Standards 1, 2, and 3 of the Clinical Practice Rubric. * Use t

InTASC Standard 2: Learning Differences

The candidate uses understanding of individual differences, diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Guiding Question: Does the candidate create a positive classroom environment by making learners feel valued and creating a climate of mutual respect?

Element

Insufficient (1)

Basic/

Developing (2)

Proficient (3)

Outstanding (4)

Justification

Valuing Students

The candidate does not create a positive classroom environment by making learners feel valued or creating a climate of mutual respect.

The candidate attempts to create a positive classroom environment by making learners feel valued, but does not create a climate of mutual respect.

The candidate creates a positive classroom environment by making learners feel valued and creating a climate of mutual respect.

The candidate creates a positive classroom environment by consistently ensuring that learners feel valued and creating and fostering a climate of mutual respect among all stakeholders.

Guiding Question: Does the candidate use knowledge about individual differences and diverse cultures to develop inclusive learning environments and make appropriate and timely accommodations that support all students in meeting high standards including students with learning differences and/or language barriers?

Students with Learning Differences or Needs (including ELL and SPED)

The candidate does not use knowledge about individual differences and diverse cultures to develop inclusive learning environments and does not make accommodations that support students in meeting high standards including students with learning differences and/or language barriers.

The candidate sometimes uses knowledge about individual differences or diverse cultures to develop inclusive learning environments but does not always make appropriate and timely accommodations that support all students in meeting high standards including students with learning differences and/or language barriers.

The candidate uses knowledge about individual differences and diverse cultures to develop inclusive learning environments and make appropriate and timely accommodations that support all students in meeting high standards including students with learning differences and/or language barriers.

The candidate consistently uses knowledge about individual differences and diverse cultures to develop inclusive learning environments and make appropriate and timely accommodations and use of assistive technologies that support all students in meeting and exceeding high standards including students with learning differences and/or language barriers.

InTASC Standard 3: Learning Environments

The candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

Guiding Question: Does the candidate collaborate with students and families to create environments that support individual and collaborative learning, positive social interaction, active engagement in learning, and self-motivation?

Element

Insufficient (1)

Basic/ Developing (2)

Proficient (3)

Outstanding (4)

Justification

Creating a Safe, Positive Learning Climate

The candidate does not collaborate with students and families to create environments that support individual and collaborative learning, positive social interaction, active engagement in learning, and self-motivation.

The candidate collaborates with students to create environments that support individual or collaborative learning, positive social interaction, active engagement in learning, and self-motivation.

The candidate collaborates with students and families through appropriate communication channels to create environments that support individual and collaborative learning, positive social interaction, active engagement in learning, and self-motivation.

The candidate collaborates with colleagues, students, and families through appropriate and accessible communication channels to intentionally create environments that naturally foster individual and collaborative learning, positive social interaction, active engagement in learning, and self-motivation.

Guiding Question: Does the candidate establish a student-centered classroom environment in which the students collaborate with each other, make choices, and take responsibility for their own learning, while the candidate becomes a co-learner who facilitates discussions and activities that engage students in learning?

Student Centered Classrooms

The candidate has not established a student-centered classroom. Classroom is clearly teacher-centered.

The candidate sometimes creates a student-centered classroom environment in which the students take minimal responsibility for their own learning, while the candidate becomes a co-learner who facilitates discussions and activities that engage students in learning.

The candidate establishes a student-centered classroom environment in which the students collaborate with each other, make choices, and take responsibility for their own learning, while the candidate becomes a co-learner who facilitates discussions and activities that engage students in learning.

The candidate consistently establishes a student-centered classroom environment in which the students collaborate with each other, make choices, provide feedback to one another, and take responsibility for their own learning, while the candidate becomes a co-learner who facilitates discussions and activities that lead to a deep level of engagement in learning. Additionally, the candidate makes appropriate use of technology to expand student participation in independent learning and higher order thinking.

Guiding Question: Does the candidate create a learning environment with a strong presence of norms and procedures that are consistently enforced and followed, that lead to engaged students, maximum time on task, and logical management of classroom space?

Managing the Learning Environment, Norms and Procedures

The candidate does not have evidence of norms or procedures present, and/or ineffectively manages the learning environment, leading to wasted time for learning and inattention of students.

The candidate has a fairly well-organized classroom, with evidence of norms and procedures, but is not managing time and classroom space (i.e., desks, group areas, etc.) effectively for maximum student learning and/or the candidate does not consistently enforce norms.

The candidate creates a learning environment with a strong presence of norms and procedures that are consistently enforced and followed, that leads to engaged students, maximum time on task, and logical management of classroom space.

The candidate works with learners to create a learning environment with a strong presence of norms and procedures that are consistently enforced and followed, that fosters maximum engagement among learners, maximum time on task, and logical management of classroom space. The candidate uses technology tools effectively to achieve maximum engagement and optimal use of class time.

What Went Well? (Glows)

What Can Be Improved (Grows)

Next Steps and Recommendations (ideas, resources and suggestions for re-teaching, extensions, etc.)