The Professional Internship of the UMUC Teacher Candidate · Mission of the UMUC Department of...
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The Professional Internship of the UMUC Teacher Candidate Third Edition By: Warna Gillies, Ph.D. Kristin Kubik UMUC Teachers Press University of Maryland University College Adelphi, Maryland
Transcript of The Professional Internship of the UMUC Teacher Candidate · Mission of the UMUC Department of...
The Professional Internship
of the UMUC Teacher Candidate
Third Edition
By:
Warna Gillies, Ph.D.
Kristin Kubik
UMUC Teachers Press
University of Maryland University College
Adelphi, Maryland
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Copyright 2015 by University of Maryland University College
All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic
or mechanical, including photocopying, recording, or by any information storage and retrieval system, without
permission in writing from the publisher.
For information address:
UMUC Teachers Press
University of Maryland University College
The Graduate School, Department of Education
3501 University Boulevard East,
Adelphi, MD 20783
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Professional Internship of the UMUC Teacher Candidate
Contents
Introduction .............................................................................................................................................. 4
Mission of the UMUC Department of Education ..................................................................................... 4
Information and Problem Solving ............................................................................................................ 5
Eligibility for Student Teaching Internship .............................................................................................. 5
Internship Placements ............................................................................................................................... 6
Overview of the Internship ....................................................................................................................... 6
Transition of Classroom Responsibility ................................................................................................... 7
Summary of Schedules of Internship ........................................................................................................ 8
Grading Policy – UMUC Graduate School .............................................................................................. 9
Internship Policies and Procedures ........................................................................................................... 9
Responsibilities of the Team .................................................................................................................. 11
Mentor Teacher Responsibilities ............................................................................................................ 11
University Field Supervisor Responsibilities ......................................................................................... 13
The Mentor Teacher/University Supervisor Observation Forms ........................................................... 14
Intern Responsibilities ............................................................................................................................ 14
Attendance and Absences ........................................................................................................... 14
Expectations ................................................................................................................................ 15
Instructional Planning ................................................................................................................. 15
Teaching Off School Premises ................................................................................................... 16
Use of School Materials ............................................................................................................. 16
Coursework Required During the Student Teaching Internship ............................................................ 17
Guidelines for Interns ............................................................................................................................. 18
Suggested Internship Activities and Timelines ...................................................................................... 20
Applying for Teacher Licensure in Maryland ........................................................................................ 22
Appendix – Internship Forms ................................................................................................................. 25
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Introduction
The student teaching internship is the final course and capstone experience for graduate
students in UMUC’s state-approved MAT teacher education program. The internship is
preceded by four semesters of coursework and observation/participation in diverse classrooms.
The internship provides time to practice and refine your professional skills under the guidance
of experienced professionals from the school and university. The internship will most likely be
more challenging than you anticipate, but also more rewarding. The internship is paradoxical
in many ways – you are expected to be knowledgeable and skilled, yet you are a learner with a
need to experience events first-hand within a school community. You are expected to be
collaborative, yet work well independently and take initiative. You are a guest in the mentor
teacher’s classroom, yet also expected to take ownership for all instructional responsibilities.
You are not expected to have mastered all the complexities of teaching, but rather to show
progress in becoming a master teacher. Be patient with yourself and simultaneously work hard
to demonstrate your skills and abilities to possible employers. You will be guided through this
journey by experienced teachers (the mentor teacher) and the university field supervisor. The
Director for Student Support, the EDTP 650 seminar professor, and the MAT Program Chair
are also available to assist with any issues that may arise during the internship.
Mission of the UMUC Department of Education
Consistent with UMUC’s unique commitment to educate learners wherever they are regardless
of their age, background, and the complexities of their daily lives, the Department of Education
prepares educators to meet PreK-12 students’ needs and promote their learning, embracing
their various backgrounds, geographic locations, and special needs. Our mission is to serve as a
model for and facilitate the growth of educators who can create a learning culture where
students exist at the center of the educational situation, where educators have conviction that all
students can learn at high levels and that their work can promote these high levels of learning,
and where community, leadership, continuous improvement, and adaptability are the norm.
Through cutting-edge technology in our classrooms, we make high-quality teacher education
available to all of our candidates. We pride ourselves on the diversity of our candidates and
value the multicultural, often multinational, perspectives in our classrooms. In addition, we
prepare educators who teach beyond boundaries. Through UMUC’s MAT theoretical
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framework, educators are able to meet individual PreK-12 students’ needs and promote
learning by recognizing, embracing, and cultivating community among all races, ethnicities,
backgrounds, socioeconomic conditions, geographic locations, and special needs. Our faculty
and our graduates strive to bring students into communities including and beyond their
classroom and introduce them to knowledge and skills beyond the boundaries of their own
experiences.
Information and Problem Solving
This handbook will serve as a resource for information, procedures, and forms for the student
teaching internship. Make sure you read and share the handbook with your mentor teacher.
Many problems can be avoided by following instructions in this manual and by seeking
assistance early. Always try to solve a problem as close to the source as possible. If that is not
possible, respect the lines of communication and authority in the school and university. For
example, interns should work with their mentor teacher(s) and the university supervisor before
seeking help from the MAT program. However, staff in the MAT program are available to
provide information and assistance to all members of the student teaching/internship team.
Contact information for the MAT program is located below:
Kristin Kubik
Director, MAT Student Support
The Graduate School, Department of Education
3501 University Boulevard East
Adelphi, MD 20783
(240)684-2508
Dr. Warna Gillies
MAT Program Chair and Collegiate Professor
The Graduate School, Department of Education
3501 University Boulevard East
Adelphi, MD 20783
(240)684-2407
Eligibility for Student Teaching Internship
Eligibility for the student teaching internships requires good academic standing and satisfactory
completion of all other coursework and requirements in the MAT program including
submission of passing scores on both the basic skills assessment and the appropriate content
assessment(s) for the candidate’s discipline.
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Internship Placements
The first step in the placement process is the completion of the internship application. The
application is sent electronically to all candidates in January of each year. Candidates are to
complete the application well in advance of the anticipated internship semester. The deadline to
submit the internship application is late February for fall and early September for spring
placement. When applying for the internship, candidates identify schools for approval by the
Director for Student Support. Consideration is given to each candidate’s preferred schools.
School placement will reflect diversity and varied school cultures. Placement also involves
such factors as policies and procedures of the school system, school policy allowing for student
interns, availability of positions at a school, and the availability of qualified mentor teachers at
each location. Candidate input is invited and first preferences are accommodated whenever
appropriate. Contact with the school must be made by MAT program staff.
The MAT program holds a required intern orientation prior to the internship. Following
notification of approved placement, each candidate should contact his/her mentor teacher and
arrange a meeting, via face-to-face, phone, online, etc. S/he should become familiar with the
mission and goals of the school, as well as the curriculum standards. The intern and mentor
teacher(s) should discuss what is expected in the early days of the placement.
Overview of the Internship
The culmination of the UMUC MAT courses and field experiences result in the teacher
candidate’s Professional Internship. All UMUC teacher candidates must complete a full-time
internship of 80 in-school days (approximately 17 calendar weeks) during which time the intern
is in the school five days per week, from the beginning until the end of school day. The
internship is a minimum of 600 hours in-school time. This commitment is a full-time
experience achieved over the course of one semester under the supervision of a mentor teacher
who is certified in the intern’s content area. The length of the internship aligns to the Maryland
State Department of Education program approval requirements. An extended period of time for
the internship provides thorough preparation and a comprehensive professional development
experience. Candidates are expected to complete the full semester of internship within the
allocated time frame.
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Transition of Classroom Responsibility
The intern begins by observing and co-teaching, and then gradually assumes responsibility for
instruction until s/he carries the full teaching load. Toward the end of the assignment, the
student gradually returns responsibility for instruction to the classroom teacher. During the
transition periods before and after independent teaching, the mentor teacher and the intern may
co-teach or share responsibility for specific periods or subjects.
Interns should, however, always progress at a rate appropriate to their preparedness to assume
responsibility for instruction. Some situations may require a modified schedule of assuming
classroom responsibility. Modifications to the schedule must be approved by the university
supervisor and Chair of the MAT Program. Any modifications to the schedule may result in
an extension of the internship experience.
Interns will spend the first 1-2 weeks becoming acclimated to the routines of the school, their
classes, and their mentor teacher(s) and students. The intern will be expected to take part in all
duties required of and with the mentor teacher during the school day, including attending
meetings/activities, planning, instructing, assessing, and organizing classroom and students as
needed to effectively engage and teach the students. It is also encouraged that the intern
participate in all extracurricular activities for which the mentor teacher is responsible.
Experiences will vary from intern to intern, but all interns will take full responsibility for the
entire course load in planning, teaching, and other instruction duties by end of the sixth week.
Interns should take over at least one class by the end of week four, gradually adding all courses
by the end of week six. Gradual assumption of full responsibilities will be assisted by the
mentor teacher. The following schedule summarizes the responsibilities for the intern (I),
mentor teacher (MT), university (US).
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Summary of Schedules for Internship
Intern (I) Mentor Teacher (MT) University Supervisor (US)
Prior to / or
First Week
Visit school. Meet school
personnel, MT, and US.
Meet I Meet I
Weeks 1-4
Orientation to school and classes.
Observe and assist.
Co-plan/co-teach beginning with
1-2 sections or specific lessons.
Prepare notebook for lesson
plans, artifacts, observation reports
and log of hours.
Conduct school-based orientation.
Review student teaching
plan with I & US.
MT and I plan and teach (co-
teaching). Begin informal
observations (MT) and
co-develop Student Learning
Objective (SLO) Project.
Contact MT visit site
to meet MT and, if possible,
school administrators.
Clarify procedures.
Schedule observations as feasible.
Discuss and facilitate planning
for the Student Learning
Objectives (SLO) Project.
Weeks 5-12
Gradually assume increased duties
to have full responsibility for all
instruction by end of week 6.
Participate in student activities,
parent conferences, meetings,
staff development, etc.
Confer daily with MT,
and with US as needed.
Participate in two formal
observations and in pre- and
post-observation discussions
with MT and US.
Participate in mid-term evaluation
conference with MT and US.
Prepare Teaching and Leading
Beyond Boundaries Project.
Work on SLO Project.
Gradually withdraw from teaching
and presence in classes.
Conduct at least two formal
observations with written reports and
feedback conferences. Complete
observation forms in Tk20.
Confer daily with I,
and with US as needed.
Participate in mid-term three-way
conference with I and US.
Complete mid-term evaluation
(including recommended numeric
grade) in Tk20.
Conduct at least two formal
observations with written reports and
feedback conferences. Complete
observation forms in Tk20.
Review reports from MT. Confer
before, during, and after visits.
Supplement one observation with
iPad/videotaping.
Provide assistance to I and MT
as requested or needed.
Conduct mid-term three-way
conference with I and MT.
Complete mid-term evaluation
(including recommended numeric
grade) in Tk20.
Weeks 13-end
Participate in final formal
observation. Beginning no earlier
than week 15, gradually withdraw
from independent teaching
responsibilities and transition
classes back to MT.
Observe or assist in other classes
and resource programs.
Finalize Log of Hours.
Complete and present SLO Project.
Participate in final three-way
conference with MT and US.
At end of student teaching, submit
necessary documentation into Tk20.
Conduct final formal observation.
Resume responsibility for classes.
Arrange for I to observe or assist in
other classes and resource programs.
Observe SLO presentation.
Meet with I and US for
final three-way conference.
Complete final evaluation
(including recommended
numeric grade) in Tk20.
Conduct final formal observation.
Facilitate final three-way
conference with I and MT.
Complete final evaluation
(including recommended
numeric grade) in Tk20.
Final internship grade will be
issued by the EDTP 650
seminar professor.
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Grading Policy – UMUC Graduate School
The MAT Program is guided by the evaluation standards of The Graduate School at UMUC.
The information below describes the grades that are used to assess performance and skills
during the internship. Please note that grades do not include the D mark, and the mark of C is
below acceptable standards for graduate work. Both the mentor teacher and university
supervisor must submit a recommended grade at the mid-term and the final week of the
internship. The recommended grades from the university supervisor and mentor teacher are
submitted in numeric values based on a 100 point scale.
Grade Interpretation
A Excellent / Highly Proficient (90 – 100 %)
B Developing / Proficient (80 - 89%)
C Below Standards / Insufficient (70 – 79%)
F Failure (below 70%)
Internship Policies and Procedures
1. The candidate is required to have a 3.0 grade point average and have successfully passed
the university-required content assessment(s) before entering the student teaching
internship.
2. The requirement for the internship is a full 80 in-school days in a public or, in some cases, a
private, charter, Department of Defense, or accredited international school.
3. The intern is not to carry any additional course work during this experience.
4. The intern will spend the full day, every day, in the classroom when school is in session.
Interns report on all days that teachers report, including professional development days,
parent-teacher conference days, etc.
5. The intern is to sign in prior to the start of the school day and sign out after the last bell,
and, whenever possible, is encouraged to remain after school to help students who require
extra attention, attend parent-teacher meetings, help the mentor teacher, or take part in
extracurricular activities. The intern will record his/her time spent at the school through the
Intern Log of Hours form (see Appendix).
6. The intern will attend any/all general faculty meetings and teacher professional
development trainings.
7. The intern will assume the responsibilities of teaching on a full-time basis, under the
guidance and direction of the mentor teacher.
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8. During the internship, the intern will take part in the EDTP 650 seminar in UMUC’s online
classroom.
9. The intern is expected to conduct him/herself in a professional manner at all times and to
conform to all of the rules and regulations of the assigned school and district as well as to
the UMUC Department of Education professional dispositions policy.
10. The intern will adhere to all policies and regulations in the school setting.
11. In the relationship with the mentor teacher(s), the intern is expected to:
a. accept suggestions, seek and act upon constructive criticism
b. prepare lesson plans following the template or format agreed upon with the mentor
teacher, and submit them for suggestions and approval
c. seek information about students which will aid in understanding and guiding them in
their learning activities, and
d. aid the mentor teacher in all activities related to instruction and the total school
program.
10. In the relationship with the classroom students, the intern is expected to:
a. maintain a professional relationship with the students both within and outside the
classroom
b. plan, prepare, and conduct classes in a manner sensitive to all students’ needs and
responses
c. maintain definite standards; be firm, fair, and consistent in matters of student
discipline
d. treat all students with equal respect and dignity, and
e. demonstrate to students a sincere interest in their learning progress and offer
additional help during free periods and after school.
11. Interns will be closely supervised by their mentor teachers. Administrators are invited and
encouraged to visit and observe the intern in the classroom setting.
12. The university provides regular supervision during the student teaching internship.
University field supervisors from UMUC will conduct a minimum of three (3) observation
visits. Observations may be more frequent depending upon particular needs or problems
that arise. The pre-observation conference with the intern may take place via the telephone
or virtually. A post-observation conference and a written report will follow each visit and a
three-way meeting will occur among the university supervisor, the mentor teacher, and the
intern in the beginning, mid-term, and end of the internship.
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13. If an intern is unable to report to the approved internship placement, the following people
should be contacted as soon as possible: mentor teacher, university supervisor, and the
Director of Student Support in the UMUC Department of Education.
14. The intern’s progress is continuously and collaboratively evaluated throughout the
internship by the university supervisor and mentor teacher. The intern also performs self-
assessments of his/her performance. Mentor teachers and university supervisors will be
asked to complete and submit a mid-term progress report. The progress report should note
needs for improvement so the intern may work on recommendations before the required
final evaluation.
15. Should any questions or difficulties arise during the student teaching internship, contact the
university supervisor or the MAT Program Chair.
Responsibilities of the Team
The student teaching internship is widely regarded as the single most important component of
teacher education. The effectiveness of the experience depends upon the degree to which all
members of the team fulfill their responsibilities and establish good working relationships.
Frequent and open communication is essential. It is particularly important that the university
supervisor and the mentor teacher work as a team to provide support and guidance to the intern.
Mentor Teacher Responsibilities
One of the most critical components of a teacher education program is the opportunity for
student teacher interns to observe and participate in a classroom under the professional
guidance of a mentor teacher. Mentor teachers are an integral part of the program and make an
important contribution to the UMUC Department of Education, to the interns preparing to be
teachers, and to the teaching profession. The role of the mentor teacher is to support, model,
and work closely with interns to help them become successful teachers.
The mentor teacher provides the intern with actual classroom experience that increases the
intern’s knowledge of secondary classroom instruction, management, and organization. The
internship experience allows the intern to implement newly learned skills in a supportive
environment and enables them to teach classes independently. Co-teaching is acceptable;
however, it is imperative that the intern must also teach independently. Mentor teachers have a
dual responsibility. They help interns become successful and reflective teachers, but they also
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ensure that the classroom students are provided with appropriate learning experiences with a
student teacher intern.
Prescribed observation forms, developed to assess standard-based learning, are used by the
mentor teacher for regular observations of the intern. The mentor teacher provides a copy of
the written feedback from these observations to the intern and completes observation forms in
Tk20. The mentor teacher’s observations provide a framework for mid-semester and final
conferences and evaluations. Interns also complete their own self-assessments in Tk20.
Mentor teachers are prepared for their responsibilities in several ways. UMUC holds a
mandatory mentor teacher orientation webinar prior to the start of the internship. The session is
designed to introduce mentors to the vision, mission, and standards of the MAT program. The
orientation session provides guidance with regard to timelines and communication and provides
an overview of assessment tools. Additionally, MAT administrators discuss roles and
responsibilities with new mentor teachers. University supervisors will also consult with mentor
teachers during observations and three-way conferences.
UMUC’s Expectations of the Mentor Teacher:
The mentor teacher accepts the intern as a professional and conveys this acceptance to the
classes the intern is to teach. S/he acquaints the intern with school personnel, policies,
regulations, facilities, and calendar. S/he provides a model of teaching for the intern to observe
and adapt to his/her own use.
The mentor teacher collects detailed lesson plans for every lesson taught by the intern. The
mentor teacher reviews lesson plans with the intern at least 24 hours prior to each lesson
presentation (the use of Google docs is recommended). The mentor teacher checks the intern’s
lesson plans, tests, and other evaluative material. While the mentor teacher gradually enables
increasing amounts of independence, the ultimate responsibility for the students’ learning rests
with the mentor teacher in conjunction with the intern.
The mentor teacher assists the intern in developing techniques for evaluating and grading
student work.
The mentor teacher aids the intern in acquiring and utilizing available instructional materials.
If the mentor teacher is absent, the intern may not teach or take over his/her classes unless a
substitute teacher is available.
The mentor teacher participates in conferences with the intern and the university supervisor to
assess the intern’s progress and to outline future goals.
The mentor teacher performs three formal observations of the intern and completed three
evaluation forms (assessing content, pedagogy, professional dispositions) in Tk20 after each
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formal observation. Pre- and post-observation conferences are conducted with the intern to
review and discuss performance.
At the midway point of the internship, the mentor teacher provides a recommended formative
grade, in a numeric form based on a scale of 100, for the first half of the intern’s experience
and a brief 1-2 paragraph explanation for the grade. This evaluation is submitted via Tk20.
The mentor teacher also prepares a written narrative evaluation and recommended final grade,
in a numeric forms based on a scale of 100, at the conclusion of the student teaching internship
experience. In the final evaluation, the mentor teacher must indicate whether or not s/he
recommends the intern for the passing of the internship. This evaluation is submitted via Tk20.
University Field Supervisor Responsibilities
The university field supervisor serves as an advisor and a coach for the intern during the student
teaching internship. The university supervisor evaluates and supports the teacher candidate intern.
UMUC holds a mandatory university supervisor orientation session prior to the start of the internship.
Activities for the university supervisors include, but are not limited to, the following areas:
Serving as advisor to the intern.
Attending meetings with the mentor teacher and intern at least three times during the internship
experience.
Communicating with the intern on a weekly basis.
Ensuring the intern’s reflections are based on teaching/learning activities reflecting an
understanding of diverse settings, with diverse school community trends as a focus.
Communicating with the intern and other school personnel as needed in order to facilitate the
success of the teacher candidate as an educator and member of the school community.
Working with the intern and mentor teacher to plan for the transitions of classroom responsibility
to meet the internship schedule.
Providing formative and summative written feedback to the intern.
Communicating with the UMUC Department of Education concerning the intern’s progress,
successes, and challenges.
Conducting a minimum of three formal observations over the course of the total internship, per the
submission schedule that will be provided. The formal observation process includes the pre-
observation, formal observation, and post-observation discussions.
At the midway point of the internship, the university supervisor provides a recommended formative
grade, in a numeric form based on a scale of 100, for the first half of the intern’s experience and a
brief 1-2 paragraph explanation for the grade. This evaluation is submitted via Tk20.
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The university supervisor also prepares a written narrative evaluation and recommended final
grade, in a numeric forms based on a scale of 100, at the conclusion of the student teaching
internship experience. This evaluation is submitted via Tk20.
The Mentor Teacher/University Supervisor Observation Forms
Prescribed observation forms are used during the internship to evaluate the intern’s progress. These
forms are intended for use by the university supervisor and the mentor teacher(s) for formal
observations of the teacher candidate intern. These forms include:
Teaching pedagogy observation form, based on standards of the UMUC Conceptual Framework.
Discipline-specific observation form, as appropriate to each intern.
Professional disposition observation form.
Evaluation form to collect feedback from secondary students (optional).
These forms are incorporated into Tk20, an outcomes assessment and reporting system for teacher
education. All mentor teachers and university supervisors will be provided with a Tk20 account. At
the start of the internship, training is provided to all mentor teachers and university supervisors in the
use ofTk20. The Web address for accessing Tk20 is http://umuc.tk20.com. If there are questions
regarding Tk20 during the internship, please contact the system administrator, Dr. Datta Kaur Khalsa,
at [email protected] or 240-684-2492.
Intern Responsibilities
Attendance and Absences
The student teaching internship begins the day teachers report at the intern’s school or directly
following completion of the school’s winter break and continues for 80 in-school days. All
interns are expected to remain in school all day, from before the first bell until after the last
bell, and to participate in the full range of activities for which the mentor teacher is responsible:
supervising homeroom; writing progress reports; attending planning, department, and faculty
meetings; providing after-school help; etc. The intern attends all professional development
sessions beginning with those scheduled at the start of the internship and continuing throughout
his/her time in the school.
Interns follow the school’s vacation calendar and not the university calendar. If interns must be
absent from school, they must inform their mentor teacher, university supervisor, and other
appropriate school personnel and make up the days missed to conform to a total of 80 in-
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school days. Unforeseen absences should only occur in the case of illness or family
emergency. Planned absences (e.g., a professional development day, a job interview, or a
religious holiday) need to be discussed with the mentor teacher as far in advance as possible.
Interns are permitted one day’s absence due to illness or personal reasons without the need to
make up the time at the school. If school is closed due to inclement weather, the intern will not
need to make up those days, unless the total number of missed days during the internship is
more than three days.
Expectations
Interns should be able to move rather quickly from observing and assisting the mentor teacher
to taking responsibility for instruction. Initial responsibilities should include individual and
small group work with students, lesson planning and review with mentor teacher(s), and other
activities as designated by the mentor teacher(s) and then gradually increase as the semester
progresses. By the end of week four, interns should take full responsibility for at least one
class and then gradually add additional classes. By the end of week six, interns should have
full responsibility of all classes.
Interns are expected to take responsibility for all of the other features of a teacher's day,
including, for example, bus duty, homeroom, study hall, recess, and lunchroom. Interns should
also attend faculty and department meetings, IEP planning meetings, and parent-teacher
meetings.
Required internship activities will include the following experiences:
Plan and teach a unit
Develop and carry out a Student Learning Objective Project
Design/administer assessments
Use technology to record and self-critique a lesson
Take part in the development of an IEP or in the IEP process, if possible
Complete professional portfolio
Instructional Planning
The student teaching internship is an opportunity to try out new teaching techniques. Interns should
not be afraid to try “non-traditional” modes of planning and teaching and should attempt to integrate
technology-based tools into teaching.
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Interns need to spend significant amounts of time in planning for effective teaching. The intern must
submit lesson plans to mentor teachers before taking responsibility for instructing students. Lesson
plans must also be submitted at least 48 hours in advance to the university supervisor for the pre-
observation discussion, which is conducted prior to the formal classroom observation. Lesson plans
must follow the format that was used in the MAT program or follow the lesson plan format of the
county/district/school where the intern is teaching. Mentor teachers and university supervisors may
require additional information, as well as provide input and feedback regarding lesson plans.
Lesson plans should clearly reflect the integration of Maryland’s Standards for College and Career
Readiness. If any intern is residing and conducting the internship in another state, the intern is also
responsible for reflecting the integration of both the Maryland State standards and the standards of the
state in which they are teaching. Please refer to MSDE and the appropriate state Department of
Education for other state’s standards.
Planning is not only essential in providing directed learning experiences for the secondary students, but
helps the intern to develop a sense of rhythm and continuity in his/her teaching. The intern and mentor
teacher(s) should have a clear process for reviewing lesson plans prior to their implementation.
Mentor teachers, faculty, and peers can help the intern discover supplementary materials and serve as
resources and sounding boards for developing activities and ideas. The intern will complete a lesson
plan for each lesson s/he teaches. These must be submitted to the mentor teacher(s) in time to be read,
reviewed, and feedback provided.
Teaching Off School Premises
It is expected that activities for the intern will occur on school premises. Intern involvement in
activities which occur off-school premises such as field trips, workshops, conventions, etc., must be
sanctioned in writing by the school administrator. Interns should keep a record of the number of hours
worked offsite after or before school hours on the Intern Log of Hours Form (see Appendix).
Use of School Materials
The intern is encouraged to use materials available at the school but must be certain to return the
materials at the end of the internship. The internship course grade may be withheld and/or a fine may
be imposed if such materials are not returned or are damaged.
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Coursework Required During the Student Teaching Internship Seminar
During the student teaching internship semester, interns must enroll and successfully complete course
assignments for EDTP 650 – Professional Internship and Seminar. This seminar course provides
an opportunity to reflect on the student teaching internship experiences with fellow interns.
Seminar Requirements
The seminar has several important components: participation in conferences, the iO Project which
involves viewing a video recording of the second formal observation and completion of two self-
assessments, completion of the Teaching and Leading Beyond Boundaries Portfolio (TLBB), and also
the Student Learning Objectives (SLO) Project. More information on these requirements is included in
the course documents.
Intern Requirements in Internship and Seminar
Student teaching binder (paper or electronic) to keep lesson plans and resources
Lesson plans must be approved by mentor teacher before teaching
Active participation in EDTP 650 internship seminar activities
Completion of a Teaching and Leading Beyond Boundaries Portfolio
Completion of two self-assessments from the recording of the second formal observation for
the iO Project
Completion of Student Learning Objective Project
Full-time teaching responsibilities in the mentor teacher’s classroom
Administer and collect feedback from students through the Student Evaluation of the Intern
Form (Appendix Form A-4).
Evaluation of Student Teaching Internship
Daily observations and feedback by mentor teacher
Ongoing communication with the mentor teacher, university supervisor, and seminar professor
At least three (3) formal observations each by the university supervisor and mentor teacher,
each time completing one (1) Professional Dispositions evaluation form (Appendix Form A-5),
one (1) Content evaluation form (Appendix Forms A-7 through A-15), and (1) UMUC
Conceptual Framework (pedagogy) evaluation form (Appendix Form A-6), submitted via
Tk20.
Written feedback on each of the three (3) formal observations from both and mentor teacher(s)
and university supervisor
Mid-term and final three-way conferences conducted by the mentor teacher(s) and university
supervisor
Evaluation of intern by students in the classroom
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Completion of the Internship Exit Survey in Tk20 internship binder and EDTP 650 course
evaluation in the online classroom
Guidelines for Teacher Candidate Interns
The First Days
Interns should remember that they are guests in the host school and should become familiar with the
school’s culture. They should treat the school’s support staff (clerical, cafeteria, and custodial
workers) with the same respect and courtesy that they show to teachers, administrators, and students.
While part of the school’s culture consists of explicit regulations and policies, many of the norms and
customs are implicit and can only be learned over time through observing and asking questions.
It is important for the intern to become familiar with each school site’s policies, including those
concerning audio-visual equipment and photocopying and use and availability of supplies and
equipment. The intern should ask the mentor teacher for introductions to the principal, assistant
principal(s), and other staff members.
The mentor teacher is a valuable resource of information to help the intern acclimate to his/her
teaching site. Interns usually spend the first days of the internship observing their mentor teacher to
learn as much as possible about the students, classes, routing, and curriculum. It is important to
cultivate an open relationship and to feel free to discuss questions and concerns. How much
professional autonomy should an intern have? How closely must the intern follow a set agenda? How
much freedom does the intern have to use new materials and to try innovative teaching methods?
Mutual respect and flexibility are needed as the intern and mentor teacher both work towards setting
parameters for the student teaching experience.
Knowing specific information will be helpful for lesson planning and teaching:
Exactly what subject(s) in the content area will be taught?
Will there be any field trips or special events such as guest speakers?
What are the school policies regarding student conduct within the classroom and the building
and what are the procedures regarding safety (fire drills), discipline, family communication,
grading, and homework and progress reports?
Some schools have handbooks outlining policies that the mentor teacher or school
administrators should be willing to locate and share.
General information that everyone needs to know includes: school holidays, teacher sign
in/sign out procedures, the dates of early release, and whom to contact in case of
illness/absence.
19
The intern should let his/her mentor teacher know his/her home and cell phone numbers and
about any commitments that might interfere with and/or influence the student teaching
internship.
It is also important to decide what is considered suitable attire for teachers at the school. It is
essential to project the demeanor of a professional through dress, language, and behavior.
Helpful information for getting to know the school site:
Master district/school calendar for the year
District/school policies
School/district websites
School improvement plan
School demographics
School map
School schedule
Faculty directory
Within-school emergency numbers
Supervision and Evaluation
Guidance and support is available from several sources: the mentor teacher, the university supervisor,
and UMUC Education Department faculty and staff. However, interns will work most closely with
their mentor teacher(s) during the teaching internship. The role of mentor teacher brings an additional
responsibility to a teacher whose primary concern remains – as always – the secondary students in the
classroom. The interns begin by observing and will eventually take increasing responsibility for
teaching the mentor teacher’s classes as the internship progresses.
During the internship, interns are observed regularly by their mentor teacher(s) and periodically by
their university supervisors. Observations by mentor teacher(s) are followed by a feedback session
with the interns. The interns will also receive written feedback from their mentor teacher(s).
The university supervisor conducts a minimum of three (3) formal observations of each intern during
the internship. After each observation the university supervisor will conduct a conference with the
intern and provide him/her with a written evaluation. The scheduling of these formal observations will
be agreed upon by the intern and the mentor teacher(s).
The intern should feel free, however, to ask for additional observation and feedback. A vital part of
the student teaching internship is discussing what is happening in the classroom. An experienced
observer can offer thoughtful insight and guidance. Most mentor teachers and interns find it useful to
set aside a specific time each week to discuss planning and other issues.
20
At the midpoint and conclusion of the internship, the mentor teacher(s) and university supervisor
prepare a narrative evaluation of the intern’s teaching experience. At the end of the internship, the
intern will also present the results of the Student Learning Objectives Project. The presentation may
be face-to-face or provided through a wiki, blog, or other use of technology to share the results.
At the end of the program, the MAT Program Completion Council makes a final recommendation
about a candidate’s completion of the program. Occasionally, it is determined that a candidate has not
made sufficient progress in the internship to be recommended for a credential; in this case, the
Program Completion Council may provide an opportunity for the candidate to extend the internship
experience into another semester.
The student teaching internship experience is a challenging time, a time when organizational skills are
tested and a time when the professional teacher begins to develop. Teacher candidate interns often feel
there is more to do than they can reasonably accomplish but reflection with faculty, teachers and peers
will help manage the simultaneous roles of teacher and “student.” Both interns and mentor teachers
should feel free to contact anyone in the UMUC Department of Education with questions or concerns,
to talk about the student teaching internship, or to offer suggestions and ideas about the program.
Suggested Internship Activities and Timelines
The following activities are suggested as experiences during the internship. The activities range from
“becoming acquainted” activities to those directly involved with working within the classroom. This is
a guide only! Please ask the mentor teacher and/or the university supervisor if there are questions about
this list. Many activities suggested lend themselves to becoming artifacts in your portfolio.
Early Introductions
_____ Meet the principal, administrative assistants, staff, and other teachers.
_____ Introduction to the classroom students.
_____ Understand the roles and responsibilities of the mentor teacher, university supervisor,
principal, and other school personnel such as counselors, special teachers,
administrative assistants, custodians, health service personnel, etc.
_____ Become acquainted with and observe other faculty members in the school, preferably
on an ongoing basis.
Getting to Know Your School
_____ Become familiar with the mission and philosophy of the school district and the written
policies, structure, and traditions of the school.
21
_____ Become familiar with the organization of the school and with its extra-curricular
activities.
_____ Become familiar with school disciplinary measures and procedures.
_____ Become familiar with the standardized tests used in the building and the results of those
tests for your students.
_____ Become familiar with special education classes and other special classes.
_____ Learn the daily routine of the school, including class periods, recesses, and lunch
periods.
_____ Identify emergency and safety procedures for the school, including administrative
contacts.
_____ Obtain a copy of the school calendar.
Getting to Know School Policies and Procedures
_____ Investigate the practices of the school system in keeping attendance, scholastic, and
personnel records. Review a folder, if possible. Please abide by the school policies.
_____ Learn how to handle special permits and excuses.
_____ Discuss the procedure to follow in case of intern absence. (All schools have different
policies regarding how you will notify your mentor teacher in case of absence.)
Getting to Know Your Students
_____ Make seating charts or develop a system and learn the names of the students.
_____ Become familiar with the special needs of each student.
_____ Become familiar with special class facilities for remedial groups, adjustment groups,
diverse groups, limited English proficient students, and children with disabilities.
_____ Discuss how to establish communication links with parents and families.
_____ Discuss IEPs of students with mentor teacher(s) to make sure that lessons include
appropriate accommodations.
Assessment and Grading
_____ Become familiar with the nature and value of the tests administered (standardized,
criterion referenced, authentic, etc.) and learn where to obtain tests and test results.
_____ Participate in completing reports for parents at the end of a reporting period.
_____ Evaluate individual and group work, oral discussions, and daily assignments.
_____ Discuss evaluations with the mentor teacher.
_____ Formulate assessment questions, administer tests, grade, and evaluate results.
Other Duties and Responsibilities
_____ When possible, participate in extra-curricular activities such as homerooms, clubs,
varsity and club sports, PTSA meetings, Youth Center, and assembly programs.
22
_____ If appropriate and agreeable to school policy, attend parent conferences and IEP
meetings and be prepared to participate if needed.
_____ Attend faculty meetings and staff development opportunities.
_____ If appropriate, take part in all PDS activities.
Intern Suggestions
_____ Add to the professional portfolio items developed, created, and/or executed during the
student teaching internship.
_____ Begin an electronic file or notebook of teaching ideas.
_____ Make sure that mentor teacher has a schedule of any upcoming deadlines.
_____ Solicit recommendations from mentor teacher(s), university supervisor, school
administrators, and/or UMUC faculty.
Applying for Teacher Licensure in Maryland
Graduating with your Master of Arts in Teaching degree does not automatically create your
teaching certificate in Maryland. You must apply for certification through the Maryland State
Department of Education (MSDE).
If you are offered a job before you have applied for certification, your new school district will apply
for the certificate on your behalf. If a job offer isn’t on the table or you plan to teach outside of
Maryland, you should apply for your certificate right after graduation and completion of all
requirements (including passing the appropriate pedagogy exam).
If you’re planning to teach outside of Maryland
The Education Department recommends all MAT graduates, regardless of state of residency,
apply for Maryland certification to take advantage of interstate reciprocity, which often makes
the process of applying for certification in other states easier and less time-consuming. Further
information on interstate reciprocity may be found at http://www.nasdtec.net/?page=interstate
Preparing your packet
You should send a complete packet of information to the Maryland State Department of Education
(MSDE). Your application packet should include:
1. Cover letter including your name, address, social security number, date of birth, daytime
telephone number, email address, and the subject area(s) for which you are seeking
certification.
23
2. Completed Application for Certification, if paper. Or, as is recommended, submit your
application online through MSDE’s Educator Portal
(https://educator.marylandpublicschools.org/Login.aspx) and then mail in your documents
noting on your cover letter than you have already submitted an online application.
3. Sealed transcripts reflecting your undergraduate and graduate degree(s) as well as all
coursework transferred to these institutions. PHOTOCOPIES ARE NOT ACCEPTABLE.
Student copies of transcripts are acceptable if submitted in an unopened mailer from the
Registrar’s Office. You should send your transcripts as part of your application packet. Do not
have them sent directly to MSDE by the university.
4. Copies of qualifying test scores for basic skills assessment (i.e., Praxis CORE, Praxis I, SAT,
GRE, or ACT), appropriate content assessment test scores (i.e., Praxis II content, ACTFL
WPT/OPI tests), and appropriate Praxis II pedagogy scores. You may submit a photocopy of
your original score report, but do not send in the PDF score report you can print from ETS’s
online site.
Do not send your only copy of your scores. If you need an additional score report, contact the testing
agency (ex. ETS, LTI, College Board).
Detailed information and instructions on applying for certification, including forms, can be accessed
on MSDE's Web site at www.mdcert.org
Sending your packet
Complete packets should be sent to:
Maryland State Department of Education
Attention: Certification Branch
200 W. Baltimore Street
Baltimore, MD 21201
For more information
MSDE Certification Assistance Line
(410)767-0412
(888)246-0016
http://www.msde.state.md.us/
The Certification Assistance Line is open Monday through Friday from 8:00am to noon, and
12:15pm to 4:15pm, except for state holidays.
Reminder: The State of Maryland, not UMUC, grants teacher certification. All questions
beyond the curriculum should be directed to MSDE.
24
If you have questions about your home state’s requirements, contact your home State’s Department of
Education (http://wdcrobcolp01.ed.gov/Programs/EROD/org_list.cfm?category_ID=SEA).
Sample cover letter
Revise [bracketed] areas to meet your specific needs
Date
Maryland State Department of Education
Attn: Certification Branch
200 W. Baltimore Street
Baltimore, MD 21201
To Whom It May Concern:
I am writing to receive an evaluation for Maryland Teacher Certification. I am seeking
certification in the area of [your certification area(s)]. My student teaching internship in
[subject area] was completed [dates] in grades [Y-Z] at [school name] in [City,
State]. Enclosed with this letter are official transcripts [and copies of test scores].
Thank you for your consideration.
Sincerely,
Your Name
Your Social Security Number
Your Telephone Number
Your Email Address
Enclosures
25
Appendix – Internship Forms
A-1: Instructions for Log of Hours Form .............................................................................................. 26
A-2: Log of Hours Form ........................................................................................................................ 27
A-3: Summary of Hours, Placement, and Supervisors Form ................................................................ 28
A-4: Student Evaluation of the Intern Form .......................................................................................... 29
A-5: Professional Dispositions Observation Form ................................................................................ 30
A-6: UMUC Conceptual Framework Standards Form (pedagogy) ....................................................... 34
A-7: Biology Content Observation Form .............................................................................................. 39
A-8: Chemistry Content Observation Form .......................................................................................... 44
A-9: Computer Science Content Observation Form .............................................................................. 50
A-10: Earth/Space Science Content Observation Form ......................................................................... 54
A-11: English Content Observation Form .............................................................................................. 60
A-12: Foreign Languages Content Observation Form ........................................................................... 66
A-13: Mathematics Content Observation Form ..................................................................................... 72
A-14: Physics Content Observation Form .............................................................................................. 78
A-15: Social Studies and History Content Observation Form ............................................................... 84
26
A-1: INSTRUCTIONS FOR LOG OF HOURS
The MAT Program requires reporting the amount of time spent in certain activities during the student
teaching internship on the Log of Hours (Appendix A-2). Students are encouraged to record times
daily, which will improve accuracy. The time should be designated according to the categories below:
Co-teaching includes shared responsibility for planning, instruction, assessment, and
supervision.
Co-teaching may involve team teaching an entire class, or working with individuals or small
groups.
Independent teaching includes full responsibility for supervising and teaching an entire class
according to plans developed by the intern and approved by the mentor teacher.
Other activities include observation, administrative meetings, parent conferences, staff
development, bus duty, etc.
Hours of school-based activity are the total of the first three columns, reflecting the time spent at the
school each day.
Use the Comment column to make brief notes about unusual circumstances such as “state testing” or
“field trips.”
Hours are to be totaled by the intern and each page of the Log of Hours is to be verified by the mentor
teacher and reviewed by the university supervisor. During the last visit by the university supervisor,
the supervisor review all of the individual Log of Hours forms to date and signs the Summary of Hours
Form (Appendix A-3). The intern then continues tracking time until the final last in-school, at which
time the mentor teacher signs the Summary of Hours Form. The intern then scans all Log of Hours
forms and Summary Form and uploads into Tk20 internship binder.
27
A-2: LOG OF HOURS FORM
(Before filling in this form, make sufficient copies for the internship period)
Intern: Log Sheet #:
Verified by Mentor Teacher:
(Signature)
Reviewed by University Supervisor:
(Signature)
Date Hours of
Co-Teaching
Hours of
Independent
Teaching
Hours of
Other
Activities
Hours of
School-Based
Activities
Comment(s)
Total Hours:
28
A-3: SUMMARY OF HOURS, PLACEMENT, AND SUPERVISORS FORM
Intern: _________________________________________ Spring Fall Year______
Content Area: ____________________________________
Internship Site: ____________
Grade(s)/Subject(s) Taught by Intern: ___________________________________________
Mentor Teacher(s): ____________________________________________________
University Supervisor: __________________________________________________
Totals from Log Sheets:
Summary of Hours Spent on: Page
#1
Page
#2
Page
#3
Page
#4
Page
#5
Page
#6
Grand
Total
Co-Teaching:
Independent Teaching:
Other Activities:
School-Based Activities:
29
A-4: STUDENT EVALUATION OF THE INTERN FORM
*This form may be given to students in the intern’s classes for the intern to evaluate how s/he
performed from the students’ perspective.
Please circle/highlight the response you feel best describes your teacher.
This teacher:
1. Is well prepared for class ....................................................,.... Yes No
2. Gets work done on time (return my papers or tests in a reasonable
amount of time)........................................................................ Yes No
3. Is flexible during class presentations to meet my needs and interests
and answer my questions.......................................................... Yes No 4. Is fair......................................................................................... Yes No
6. Understands how it feels to be a student................................... Yes No 7. Would understand my feelings in a stressful situation.............. Yes No
8. Has a sense of humor................................................................. Yes No
9. Compliments me on work done well......................................... Yes No 10. Has taught me things that are important.................................. Yes No 13. Enjoys listening to me............................................................. Yes No 14. Has a good positive relationship with me................................ Yes No 15. Is interested in things I do outside of school........................... Yes No 17. Takes time with me if I need extra help.................................. Yes No 18. Encourages me to think of new ways to do things.................. Yes No 19. Encourages me to interact in class instead of doing all the talking Yes No
20. Tries new ideas in teaching this class...................................... Yes No
21. Brings in extra things to help me learn.................................... Yes No
23. Is able to maintain good discipline (or a pleasant learning climate) Yes No
24. Lets me help make up some of the classroom rules................. Yes No
30
A-5
: PR
OFE
SSIO
NA
L D
ISPO
SIT
ION
S O
BSE
RV
AT
ION
FO
RM
(all
cont
ent a
reas
) Se
ctio
n 1.
Rel
atio
nshi
p w
ith S
tude
nts t
hrou
gh th
e C
urri
culu
m a
nd In
stru
ctio
n Cri
teri
on
Perf
orm
ance
Rat
ing
Hig
hly
Prof
icie
nt
Prof
icie
nt
Dev
elop
ing
Insu
ffici
ent
No
Opp
ortu
nity
to
Dem
onst
rate
or
Obs
erve
Score
1-1.
Dem
onst
rate
s tea
chin
g th
at
enab
les a
ll st
uden
ts to
lear
n at
hig
h le
vels
Lo
ok fo
r: x
Enab
ling
wor
ds a
nd a
ctio
ns
x Pr
ovid
ing
appr
opria
te a
ssig
nmen
ts
and
asse
ssm
ents
x
Mul
tiple
lear
ning
tech
niqu
es
4 C
lass
room
pla
nnin
g an
d im
plem
enta
tion:
C
andi
date
con
sist
ency
di
spla
ys se
lect
ion
of
enab
ling
wor
ds a
nd a
ctio
ns
with
stud
ents
, par
ents
and
ot
her e
duca
tors
. Can
dida
te
cons
iste
ntly
pro
vide
s ap
prop
riate
ass
ignm
ents
, gu
idan
ce a
nd a
sses
smen
ts.
Can
dida
te c
onsi
sten
tly
prov
ides
mul
tiple
way
s for
st
uden
ts to
lear
n an
d sh
ow
thei
r lea
rnin
g.
3 C
lass
room
pla
nnin
g an
d im
plem
enta
tion:
C
andi
date
usu
ally
dis
play
s se
lect
ion
of e
nabl
ing
wor
ds
and
actio
ns w
ith st
uden
ts,
pare
nts a
nd o
ther
edu
cato
rs.
Can
dida
te u
sual
ly p
rovi
des
appr
opria
te a
ssig
nmen
ts,
guid
ance
and
ass
essm
ents
. C
andi
date
usu
ally
pro
vide
s m
ultip
le w
ays f
or st
uden
ts to
le
arn
and
show
thei
r le
arni
ng.
2 C
lass
room
pla
nnin
g an
d im
plem
enta
tion:
C
andi
date
occ
asio
nally
di
spla
ys se
lect
ion
of
enab
ling
wor
ds a
nd a
ctio
ns
with
stud
ents
, par
ents
and
ot
her e
duca
tors
. Can
dida
te
occa
sion
ally
pro
vide
s ap
prop
riate
ass
ignm
ents
, gu
idan
ce a
nd a
sses
smen
ts.
Can
dida
te o
ccas
iona
lly
prov
ides
mul
tiple
way
s for
st
uden
ts to
lear
n an
d sh
ow
thei
r lea
rnin
g.
1 C
lass
room
pla
nnin
g an
d im
plem
enta
tion:
C
andi
date
rare
ly d
ispl
ays
sele
ctio
n of
ena
blin
g w
ords
an
d ac
tions
with
stud
ents
, pa
rent
s and
oth
er e
duca
tors
. C
andi
date
rare
ly p
rovi
des
appr
opria
te a
ssig
nmen
ts,
guid
ance
and
ass
essm
ents
. C
andi
date
rare
ly p
rovi
des
mul
tiple
way
s for
stud
ents
to le
arn
and
show
thei
r le
arni
ng.
0
1-2.
Dis
play
s res
pect
for d
iver
sity
as a
n es
sent
ial c
urric
ular
com
pone
nt
Look
for:
x
Div
ersi
fied
idea
s x
Glo
bal p
ersp
ectiv
es
4 C
urric
ular
com
pone
nts:
C
andi
date
con
sist
ently
seek
s an
d of
fers
mul
tiple
pe
rspe
ctiv
es a
nd d
iver
sity
of
idea
s. C
andi
date
con
sist
ently
an
d ac
tivel
y fa
cilit
ates
glo
bal
pers
pect
ives
and
cro
ss-
cultu
ral u
nder
stan
ding
.
3 C
urric
ular
com
pone
nts:
C
andi
date
usu
ally
seek
s and
of
fers
mul
tiple
per
spec
tives
an
d di
vers
ity o
f ide
as.
Can
dida
te u
sual
ly fa
cilit
ates
gl
obal
per
spec
tives
and
cr
oss-
cultu
ral u
nder
stan
ding
.
2 C
urric
ular
com
pone
nts:
C
andi
date
occ
asio
nally
seek
s an
d of
fers
mul
tiple
pe
rspe
ctiv
es a
nd d
iver
sity
of
idea
s. C
andi
date
oc
casi
onal
ly fa
cilit
ates
gl
obal
per
spec
tives
and
cr
oss-
cultu
ral u
nder
stan
ding
.
1 C
urric
ular
com
pone
nts:
C
andi
date
rare
ly se
eks a
nd
offe
rs m
ultip
le p
ersp
ectiv
es
and
dive
rsity
of i
deas
. C
andi
date
rare
ly fa
cilit
ates
gl
obal
per
spec
tives
and
cr
oss-
cultu
ral
unde
rsta
ndin
g.
0
1-3.
Dem
onst
rate
s tha
t im
porta
nt
acad
emic
lear
ning
can
be
prom
oted
thro
ugh
grou
p w
ork
Look
for:
x
Supp
ortiv
e en
viro
nmen
ts
x C
olla
bora
tive
prob
lem
-sol
ving
4 G
roup
wor
k:
Can
dida
te c
onsi
sten
tly
ensu
res s
uppo
rtive
lear
ning
en
viro
nmen
ts th
at a
re
empo
wer
ing
and
safe
. C
andi
date
con
sist
ently
pr
ovid
es c
olla
bora
tive
lear
ning
opp
ortu
nitie
s, w
hich
in
clud
e cr
itica
l thi
nkin
g an
d pr
oble
m so
lvin
g.
3 G
roup
wor
k:
Can
dida
te u
sual
ly e
nsur
es
supp
ortiv
e le
arni
ng
envi
ronm
ents
that
are
em
pow
erin
g an
d sa
fe.
Can
dida
te u
sual
ly p
rovi
des
colla
bora
tive
lear
ning
op
portu
nitie
s, w
hich
incl
ude
criti
cal t
hink
ing
and
prob
lem
so
lvin
g.
2 G
roup
wor
k:
Can
dida
te o
ccas
iona
lly
ensu
res s
uppo
rtive
lear
ning
en
viro
nmen
ts th
at a
re
empo
wer
ing
and
safe
. C
andi
date
occ
asio
nally
pr
ovid
es c
olla
bora
tive
lear
ning
opp
ortu
nitie
s, w
hich
in
clud
e cr
itica
l thi
nkin
g an
d pr
oble
m so
lvin
g.
1 G
roup
wor
k:
Can
dida
te ra
rely
ens
ures
su
ppor
tive
lear
ning
en
viro
nmen
ts th
at a
re
empo
wer
ing
and
safe
. C
andi
date
rare
ly p
rovi
des
colla
bora
tive
lear
ning
op
portu
nitie
s, w
hich
in
clud
e cr
itica
l thi
nkin
g an
d pr
oble
m so
lvin
g.
0
31
1-
4. D
emon
stra
tes t
he a
bilit
y to
re
spon
d to
indi
vidu
al d
iffer
ence
s in
lear
ning
Lo
ok fo
r:
x In
divi
dual
ized
lear
ning
x
Ada
ptiv
e in
stru
ctio
n
4 C
lass
room
pla
nnin
g an
d im
plem
enta
tion:
C
andi
date
con
sist
ently
id
entif
ies a
spec
ts o
f the
le
arni
ng c
onte
xt, m
ater
ials
, an
d op
portu
nitie
s tha
t prom
ote each stud
ent’s
le
arni
ng. C
andi
date
co
nsis
tent
ly a
dapt
s in
stru
ctio
n fo
r ind
ivid
ual
lear
ning
nee
ds to
ens
ure
that
po
wer
ful o
ptio
ns a
re
avai
labl
e, w
hich
are
hig
hly
and
func
tiona
lly a
ppro
pria
te
and
mea
ning
ful.
3 C
lass
room
pla
nnin
g an
d im
plem
enta
tion:
C
andi
date
con
sist
ently
id
entif
ies a
spec
ts o
f the
le
arni
ng c
onte
xt, m
ater
ials
, an
d op
portu
nitie
s tha
t prom
ote each stud
ent’s
le
arni
ng. C
andi
date
usu
ally
ad
apts
inst
ruct
ion
for
indi
vidu
al le
arni
ng n
eeds
to
ensu
re th
at p
ower
ful o
ptio
ns
are
avai
labl
e, w
hich
are
hi
ghly
and
func
tiona
lly
appr
opria
te a
nd m
eani
ngfu
l.
2 C
lass
room
pla
nnin
g an
d im
plem
enta
tion:
C
andi
date
occ
asio
nally
id
entif
ies a
spec
ts o
f the
le
arni
ng c
onte
xt, m
ater
ials
, an
d op
portu
nitie
s tha
t prom
ote each stud
ent’s
le
arni
ng. C
andi
date
oc
casi
onal
ly a
dapt
s in
stru
ctio
n fo
r ind
ivid
ual
lear
ning
nee
ds to
ens
ure
that
po
wer
ful o
ptio
ns a
re
avai
labl
e, w
hich
are
hig
hly
and
func
tiona
lly a
ppro
pria
te
and
mea
ning
ful.
1 C
lass
room
pla
nnin
g an
d im
plem
enta
tion:
C
andi
date
rare
ly id
entif
ies
aspe
cts o
f the
lear
ning
co
ntex
t, m
ater
ials
, and
op
portu
nitie
s tha
t pro
mot
e each stud
ent’s
learning
. C
andi
date
rare
ly a
dapt
s in
stru
ctio
n fo
r ind
ivid
ual
lear
ning
nee
ds to
ens
ure
that
pow
erfu
l opt
ions
are
av
aila
ble,
whi
ch a
re h
ighl
y an
d fu
nctio
nally
ap
prop
riate
and
m
eani
ngfu
l.
0
1-5.
Dem
onst
rate
s the
impo
rtanc
e of
ad
apta
bilit
y an
d in
nova
tiven
ess
Look
for:
x
Inno
vativ
e op
portu
nitie
s x
Use
of t
echn
olog
y x
Mod
elin
g cu
riosit
y
4 C
lass
room
impl
emen
tatio
n an
d pl
anni
ng:
Can
dida
te c
onsi
sten
tly is
cr
eatin
g le
arni
ng
oppo
rtuni
ties t
hat n
urtu
re
curio
sity
, inn
ovat
iven
ess,
and
crea
tivity
. Can
dida
te
cons
iste
ntly
inco
rpor
ates
cu
rren
t and
em
ergi
ng
tech
nolo
gy to
tran
sfor
m
stud
ent l
earn
ing.
Teac
her b
ehav
ior:
Can
dida
te c
onsi
sten
tly
mod
els b
ehav
ior t
hat
dem
onst
rate
s cur
iosi
ty,
inno
vativ
enes
s, an
d cr
eativ
ity.
3 C
lass
room
impl
emen
tatio
n an
d pl
anni
ng
Can
dida
te u
sual
ly is
cre
atin
g le
arni
ng o
ppor
tuni
ties t
hat
nurtu
re c
urio
sity
, in
nova
tiven
ess,
and
crea
tivity
. Can
dida
te u
sual
ly
inco
rpor
ates
cur
rent
and
em
ergi
ng te
chno
logy
to
trans
form
stud
ent l
earn
ing.
Teac
her b
ehav
ior:
Can
dida
te u
sual
ly m
odel
s be
havi
or th
at d
emon
stra
tes
curio
sity
, inn
ovat
iven
ess,
and
crea
tivity
.
2 C
lass
room
impl
emen
tatio
n an
d pl
anni
ng
Can
dida
te o
ccas
iona
lly is
cr
eatin
g le
arni
ng
oppo
rtuni
ties t
hat n
urtu
re
curio
sity
, inn
ovat
iven
ess,
and
crea
tivity
. Can
dida
te
occa
sion
ally
inco
rpor
ates
cu
rren
t and
em
ergi
ng
tech
nolo
gy to
tran
sfor
m
stud
ent l
earn
ing.
Teac
her b
ehav
ior:
Can
dida
te o
ccas
iona
lly
mod
els b
ehav
ior t
hat
dem
onst
rate
s cur
iosi
ty,
inno
vativ
enes
s, an
d cr
eativ
ity.
1 C
lass
room
impl
emen
tatio
n an
d pl
anni
ng
Can
dida
te ra
rely
is c
reat
ing
lear
ning
opp
ortu
nitie
s tha
t nu
rture
cur
iosi
ty,
inno
vativ
enes
s, an
d cr
eativ
ity. C
andi
date
rare
ly
inco
rpor
ates
cur
rent
and
em
ergi
ng te
chno
logy
to
trans
form
stud
ent l
earn
ing.
Teac
her b
ehav
ior:
Can
dida
te ra
rely
mod
els
beha
vior
that
dem
onst
rate
s cu
riosi
ty, i
nnov
ativ
enes
s, an
d cr
eativ
ity.
0
Sect
ion
2. R
elat
ions
hip
with
Stu
dent
s, Pa
rent
s, an
d ot
her
Stak
ehol
ders
thro
ugh
Eff
ectiv
e C
omm
unic
atio
n Cri
teri
on
Perf
orm
ance
Rat
ing
Hig
hly
Prof
icie
nt
Prof
icie
nt
Dev
elop
ing
Insu
ffici
ent
No
Opp
ortu
nity
to
Dem
onst
rate
or
Obs
erve
Score
2-1.
Dis
play
s car
ing
and
trust
wor
thin
ess
4 C
omm
unic
atio
n 3
Com
mun
icat
ion
2 C
omm
unic
atio
n 1
Com
mun
icat
ion
0
32
Look
for:
x
Com
pass
ion
x In
tegr
ity
x Pr
ofes
sion
al ju
dgm
ent
cons
iste
ntly
dis
play
s:
• Professional b
ehaviors,
whi
ch a
re h
ones
t, se
nsiti
ve,
and
com
pass
iona
te.
• Dem
onstratio
n of in
tegrity
an
d so
und
prof
essi
onal
ju
dgm
ent.
usua
lly d
ispl
ays:
• P
rofessional b
ehaviors,
whi
ch a
re h
ones
t, se
nsiti
ve,
and
com
pass
iona
te.
• Dem
onstratio
n of in
tegrity
an
d so
und
prof
essi
onal
ju
dgm
ent.
occa
sion
ally
dis
play
s:
• Professional b
ehaviors
, w
hich
are
hon
est,
sens
itive
, an
d co
mpa
ssio
nate
. • D
emon
stratio
n of in
tegrity
an
d so
und
prof
essi
onal
ju
dgm
ent.
rare
ly d
ispl
ays:
• P
rofessional b
ehaviors,
whi
ch a
re h
ones
t, se
nsiti
ve,
and
com
pass
iona
te.
• Dem
onstratio
n of in
tegrity
an
d so
und
prof
essi
onal
ju
dgm
ent.
2-2.
Com
mun
icat
es p
rofe
ssio
nally
, re
spec
tfully
, and
effe
ctiv
ely
Lo
ok fo
r:
x In
form
atio
n so
urce
s x
Pare
nt a
nd o
ther
stak
ehol
der
com
mun
icat
ion
4 C
omm
unic
atio
n co
nsis
tent
ly
disp
lays
: • P
ersonal con
tact and
a
varie
ty o
f med
ia, f
orm
ats,
and
info
rmat
ion
sour
ces,
whi
ch a
re se
lect
ed to
mee
t sp
ecifi
c in
form
atio
n ne
eds.
• Collabo
ratio
n with
parents
and
othe
r sta
keho
lder
s to
impr
ove
stud
ent l
earn
ing.
3 C
omm
unic
atio
n us
ually
di
spla
ys:
• Personal con
tact and
a
varie
ty o
f med
ia, f
orm
ats,
and
info
rmat
ion
sour
ces,
whi
ch a
re se
lect
ed to
mee
t sp
ecifi
c in
form
atio
n ne
eds.
• Collabo
ratio
n with
parents
and
othe
r sta
keho
lder
s to
impr
ove
stud
ent l
earn
ing
2 C
omm
unic
atio
n oc
casi
onal
ly
disp
lays
: • P
ersonal con
tact and
a
varie
ty o
f med
ia, f
orm
ats,
and
info
rmat
ion
sour
ces,
whi
ch a
re se
lect
ed to
mee
t sp
ecifi
c in
form
atio
n ne
eds.
• Collabo
ratio
n with
parents
and
othe
r sta
keho
lder
s to
impr
ove
stud
ent l
earn
ing
1 C
omm
unic
atio
n ra
rely
di
spla
ys:
• Personal con
tact and
a
varie
ty o
f med
ia, f
orm
ats,
and
info
rmat
ion
sour
ces,
whi
ch a
re se
lect
ed to
mee
t sp
ecifi
c in
form
atio
n ne
eds.
• Collabo
ratio
n with
parents
and
othe
r sta
keho
lder
s to
impr
ove
stud
ent l
earn
ing
0
Sect
ion
3. R
elat
ions
hip
with
Uni
vers
ity C
omm
unity
, the
Sch
ool C
omm
unity
, and
the
Prof
essi
on
Cri
teri
on
Perf
orm
ance
Rat
ing
H
ighl
y Pr
ofic
ient
Pr
ofic
ient
D
evel
opin
g In
suffi
cien
t N
o O
ppor
tuni
ty
to D
emon
stra
te
or O
bser
ve
Score
3-1.
Con
tribu
tes t
o th
e br
oad
base
d sc
hool
com
mun
ity, i
nclu
ding
on
line
prof
essi
onal
net
wor
ks
Look
for:
x
Parti
cipa
tion
x
Prof
essi
onal
dev
elop
men
t x
Adv
ocac
y x
Col
labo
ratio
n x
Mot
ivat
ing
othe
rs
4 C
onsi
sten
tly re
latio
nshi
ps
and
pers
onal
pra
ctic
e di
spla
y:
• Professional p
artic
ipation
in th
e U
MU
C o
nlin
e co
mm
unity
. • S
choo
l-bas
ed a
nd e
xter
nal
prof
essi
onal
dev
elop
men
t ai
med
at i
mpr
ovin
g st
uden
t le
arni
ng.
• Sup
porting
the needs o
f st
uden
ts a
nd th
e sc
hool
by
advo
cacy
and
re
sour
cefu
lnes
s. • C
ollabo
ratin
g with
and
le
adin
g ot
hers
in a
chie
ving
im
porta
nt g
oals
and
ob
ject
ives
.
3 U
sual
ly re
latio
nshi
ps a
nd
pers
onal
pra
ctic
e di
spla
y:
• Professional p
artic
ipation
in th
e U
MU
C o
nlin
e co
mm
unity
. • S
choo
l-bas
ed a
nd e
xter
nal
prof
essi
onal
dev
elop
men
t ai
med
at i
mpr
ovin
g st
uden
t le
arni
ng.
• Sup
porting
the needs o
f st
uden
ts a
nd th
e sc
hool
by
advo
cacy
and
re
sour
cefu
lnes
s. • C
ollabo
ratin
g with
and
le
adin
g ot
hers
in a
chie
ving
im
porta
nt g
oals
and
ob
ject
ives
. • C
ollabo
ratin
g effectively to
2 O
ccas
iona
lly re
latio
nshi
ps
and
pers
onal
pra
ctic
e di
spla
y:
• Professional p
artic
ipation
in th
e U
MU
C o
nlin
e co
mm
unity
. • S
choo
l-bas
ed a
nd e
xter
nal
prof
essi
onal
dev
elop
men
t ai
med
at i
mpr
ovin
g st
uden
t le
arni
ng.
• Sup
porting
the needs o
f st
uden
ts a
nd th
e sc
hool
by
advo
cacy
and
re
sour
cefu
lnes
s. • C
ollabo
ratin
g with
and
le
adin
g ot
hers
in a
chie
ving
im
porta
nt g
oals
and
ob
ject
ives
.
1 R
arel
y re
latio
nshi
ps a
nd
pers
onal
pra
ctic
e di
spla
y:
• Pro
fess
iona
l par
ticip
atio
n in
the
UM
UC
onl
ine
com
mun
ity.
• Schoo
l-bas
ed a
nd e
xter
nal
prof
essi
onal
dev
elop
men
t ai
med
at i
mpr
ovin
g st
uden
t le
arni
ng.
• Sup
porting
the needs o
f st
uden
ts a
nd th
e sc
hool
by
advo
cacy
and
re
sour
cefu
lnes
s. • C
ollabo
ratin
g with
and
le
adin
g ot
hers
in a
chie
ving
im
porta
nt g
oals
and
ob
ject
ives
. • C
ollabo
ratin
g effectively to
0
Theo Stone
Text
33
• Collabo
ratin
g effectively to
mot
ivat
e ot
hers
in sh
apin
g an
d im
prov
ing
the
lear
ning
co
mm
unity
.
mot
ivat
e ot
hers
in sh
apin
g an
d im
prov
ing
the
lear
ning
co
mm
unity
.
• Collabo
ratin
g effectively to
mot
ivat
e ot
hers
in sh
apin
g an
d im
prov
ing
the
lear
ning
co
mm
unity
.
mot
ivat
e ot
hers
in sh
apin
g an
d im
prov
ing
the
lear
ning
co
mm
unity
.
3-2.
Dem
onst
rate
s pro
fess
iona
l re
spon
sibili
ty
Look
for:
x
Dis
play
s ini
tiativ
e
x Pr
oble
m-s
olvi
ng a
bilit
y
x D
epen
dabl
e x
Prep
ared
x
Prof
essi
onal
app
eara
nce
4 C
onsi
sten
tly re
latio
nshi
ps
and
pers
onal
pra
ctic
e di
spla
y:
• Taking initiative and
help
ing
to m
otiv
ate
othe
rs.
• Con
structive respon
se to
pr
oble
m si
tuat
ions
. • S
ound
professional
judg
men
t and
dep
enda
bilit
y.
• Preparedn
ess, attend
ance,
and
punc
tual
ity.
• App
ropriate dem
eano
r and
ap
pear
ance
.
3 U
sual
ly re
latio
nshi
ps a
nd
pers
onal
pra
ctic
e di
spla
y:
• Taking initiative and
help
ing
to m
otiv
ate
othe
rs.
• Con
structive respon
se to
pr
oble
m si
tuat
ions
. • S
ound
professional
judg
men
t and
dep
enda
bilit
y.
• Preparedn
ess, attend
ance,
and
punc
tual
ity.
• App
ropriate dem
eano
r and
ap
pear
ance
.
2 O
ccas
iona
lly re
latio
nshi
ps
and
pers
onal
pra
ctic
e di
spla
y:
• Taking initiative and
help
ing
to m
otiv
ate
othe
rs.
• Con
structive respon
se to
pr
oble
m si
tuat
ions
. • S
ound
professional
judg
men
t and
dep
enda
bilit
y.
• Preparedn
ess, attend
ance,
and
punc
tual
ity.
• App
ropriate dem
eano
r and
ap
pear
ance
.
1 R
arel
y re
latio
nshi
ps a
nd
pers
onal
pra
ctic
e di
spla
y:
• Taking initiative
and
help
ing
to m
otiv
ate
othe
rs.
• Con
structive respon
se to
pr
oble
m si
tuat
ions
. • S
ound
professional
judg
men
t and
dep
enda
bilit
y.
• Preparedn
ess, attend
ance,
and
punc
tual
ity.
• App
ropriate dem
eano
r and
ap
pear
ance
.
0
3-3.
Dem
onst
rate
s pro
fess
iona
l gro
wth
Lo
ok fo
r:
x A
bilit
y to
giv
e/re
ceiv
e fe
edba
ck
x N
etw
orki
ng
x R
efle
ctio
n x
Con
tinuo
us im
prov
emen
t x
Life
long
lear
ning
4 C
onsi
sten
tly re
latio
nshi
ps
and
pers
onal
pra
ctic
e di
spla
y:
• Giving and receiving of
cons
truct
ive
feed
back
and
gu
idan
ce.
• Collabo
rativ
e engagement
with
pee
rs a
nd o
ther
s. • H
abits of reflection and
inqu
iry o
n te
achi
ng p
ract
ice
and
stud
ent l
earn
ing.
• P
ractices of c
ontin
uous
impr
ovem
ent.
• Con
tinuo
us develop
ment o
f the kn
owledg
e base of o
ne’s
field
(s) o
f ins
truct
ion.
• C
areer-
long
gro
wth
and
de
velo
pmen
t.
3 U
sual
ly re
latio
nshi
ps a
nd
pers
onal
pra
ctic
e di
spla
y:
• Giving and receiving of
cons
truct
ive
feed
back
and
gu
idan
ce.
• Collabo
rativ
e engagement
with
pee
rs a
nd o
ther
s. • H
abits of reflection and
inqu
iry o
n te
achi
ng p
ract
ice
and
stud
ent l
earn
ing.
• P
ract
ices
of c
ontin
uous
im
prov
emen
t. • C
ontin
uous develop
ment o
f the kn
owledg
e base of o
ne’s
field
(s) o
f ins
truct
ion.
• C
areer-
long
gro
wth
and
de
velo
pmen
t.
2 O
ccas
iona
lly re
latio
nshi
ps
and
pers
onal
pra
ctic
e di
spla
y:
• Giving and receiving of
cons
truct
ive
feed
back
and
gu
idan
ce.
• Collabo
rativ
e engagement
with
pee
rs a
nd o
ther
s. • H
abits of reflection and
inqu
iry o
n te
achi
ng p
ract
ice
and
stud
ent l
earn
ing.
• P
ractices of c
ontin
uous
impr
ovem
ent.
• Con
tinuo
us develop
ment o
f the kn
owledg
e base of o
ne’s
field
(s) o
f ins
truct
ion.
• C
areer-
long
gro
wth
and
de
velo
pmen
t.
1 R
arel
y re
latio
nshi
ps a
nd
pers
onal
pra
ctic
e di
spla
y:
• Giving and receiving of
cons
truct
ive
feed
back
and
gu
idan
ce.
• Collabo
rativ
e engagement
with
pee
rs a
nd o
ther
s. • H
abits of reflection and
inqu
iry o
n te
achi
ng p
ract
ice
and
stud
ent l
earn
ing.
• P
ractices of c
ontin
uous
impr
ovem
ent.
• Con
tinuo
us develop
ment o
f the kn
owledg
e base of o
ne’s
field
(s) o
f ins
truct
ion.
• C
areer-
long
gro
wth
and
de
velo
pmen
t.
0
34
A-6
: UM
UC
CO
NC
EPT
UA
L F
RA
ME
WO
RK
ST
AN
DA
RD
S O
BSE
RV
AT
ION
FO
RM
(p
edag
ogy)
Se
ctio
n 1.
Tea
chin
g fo
r L
earn
ing
Cri
teri
on
Perf
orm
ance
Rat
ing
H
ighl
y Pr
ofic
ient
Pr
ofic
ient
D
evel
opin
g In
suffi
cien
t
Score
1-1.
Kno
ws s
ubje
ct m
atte
r dee
ply
and
mak
es
inte
rrel
ated
con
nect
ions
acr
oss
disc
iplin
es, g
uidi
ng st
uden
ts to
un
ders
tand
con
tent
crit
ical
ly a
nd in
-de
pth.
(InT
ASC
#4
and
#5)
Look
for:
x
Solid
kno
wle
dge
of th
e co
ncep
ts in
the
disc
iplin
e an
d th
e as
soci
ated
con
tent
st
anda
rds
x Ability to build on stud
ents’ p
rior
know
ledg
e an
d m
ake
rele
vant
co
nnec
tions
x
Use
of r
igor
ous s
tand
ards
bas
ed u
nits
of
inst
ruct
ion
4 C
andi
date
dem
onst
rate
s a h
igh
leve
l of e
xper
tise
in th
e su
bjec
t m
atte
r, co
nten
t sta
ndar
ds, a
nd th
e pe
dago
gy it
requ
ires b
y en
gagi
ng
all s
tude
nts i
n le
arni
ng
expe
rienc
es th
at b
uild
s upo
n stud
ents’ p
rior k
nowledg
e and
enab
les t
hem
to sy
nthe
size
co
mpl
ex k
now
ledg
e an
d sk
ills i
n th
e su
bjec
t. C
andi
date
bui
lds
upon
and
rela
tes t
he c
once
pts a
nd
stan
dard
s to
one
anot
her a
nd
acro
ss d
isci
plin
es.
3 C
andi
date
dem
onst
rate
s tho
roug
h kn
owle
dge
in th
e su
bjec
t mat
ter,
cont
ent s
tand
ards
, and
the
peda
gogy
it re
quire
s by
enga
ging
m
ost s
tude
nts i
n le
arni
ng
expe
rienc
es th
at e
nabl
e th
em to
sy
nthe
size
com
plex
kno
wle
dge
and
skill
s in
the
subj
ect.
C
andi
date
bui
lds u
pon
and
rela
tes
the
conc
epts
and
stan
dard
s to
one
anot
her.
2 C
andi
date
dem
onst
rate
s fac
tual
kn
owle
dge
of t
he su
bjec
t mat
ter,
cont
ent s
tand
ards
, and
the
peda
gogy
it re
quire
s by
enga
ging
so
me
stud
ents
in le
arni
ng
expe
rienc
es th
at e
nabl
e th
em to
sy
nthe
size
com
plex
kno
wle
dge
and
skill
s in
the
subj
ect.
C
andi
date
dis
play
s lac
k of
aw
aren
ess o
f how
the
conc
epts
or
stan
dard
s bui
ld u
pon
and
rela
te to
on
e an
othe
r.
1 C
andi
date
dem
onst
rate
s lim
ited
know
ledg
e of
the
subj
ect m
atte
r, or
con
tent
st
anda
rds,
and
its
peda
gogy
. R
elie
s hea
vily
on
text
book
s or r
esou
rces
fo
r dev
elop
men
t of t
he
fact
ual c
onte
nt. R
arel
y en
gage
s stu
dent
s in
lear
ning
exp
erie
nces
fo
cuse
d on
com
plex
kn
owle
dge
or sk
ills i
n th
e su
bjec
t. In
pla
nnin
g an
d pr
actic
e ca
ndid
ate
mak
es
cont
ent e
rrors
and
fails
to
dem
onst
rate
rele
vant
co
nnec
tions
to th
e co
ncep
ts
and
stan
dard
s.
1-2.
Int
egra
tes k
now
ledg
e of
stud
ents
and
th
eir b
ackg
roun
ds to
teac
h fo
r stu
dent
su
cces
s. (I
nTA
SC #
1and
#2)
Lo
ok fo
r: x
Kno
wledg
e of stud
ents’ d
evelop
mental
leve
ls, a
s wel
l as i
ndiv
idua
l diff
eren
ces
x Th
e ab
ility
to d
iffer
entia
te in
stru
ctio
n to
m
eet t
he n
eeds
of d
iver
se le
arne
rs
4 C
andi
date
dem
onst
rate
s exp
ert
know
ledg
e of
the
deve
lopm
enta
l an
d le
arni
ng n
eeds
of t
he st
uden
ts
and
uses
this
kno
wle
dge
to
diffe
rent
iate
and
exp
and
lear
ning
ex
perie
nces
that
ena
ble
all
stud
ents
to m
ake
sign
ifica
nt
prog
ress
tow
ard
mee
ting
stat
ed
outc
omes
.
3 C
andi
date
dem
onst
rate
s kn
owle
dge
of th
e de
velo
pmen
tal
leve
ls a
nd le
arni
ng n
eeds
of t
he
stud
ents
by
prov
idin
g di
ffere
ntia
ted
lear
ning
ex
perie
nces
that
ena
ble
all
stud
ents
to p
rogr
ess t
o in
tend
ed
outc
omes
.
2 C
andi
date
dem
onst
rate
s kn
owle
dge
of th
e de
velo
pmen
tal
leve
ls o
f thi
s age
but
doe
s not
id
entif
y di
vers
e le
arni
ng
diffe
renc
es in
the
clas
s and
/ or
de
velo
p le
arni
ng e
xper
ienc
es th
at
enab
le so
me,
but
not
all,
stud
ents
to
pro
gres
s to
inte
nded
out
com
es.
1 C
andi
date
dem
onst
rate
s lit
tle o
r no
know
ledg
e of
de
velo
pmen
tal o
r lea
rnin
g ne
eds o
f stu
dent
s.
Can
dida
te ty
pica
lly
deve
lops
one
lear
ning
ex
perie
nce
for a
ll st
uden
ts
that
doe
s not
ena
ble
mos
t st
uden
ts to
mee
t the
in
tend
ed o
utco
mes
.
1-3.
Thr
ough
scaf
fold
ing
stud
ent l
earn
ing,
m
oves
stud
ents
incr
easi
ngly
tow
ard
com
plex
und
erst
andi
ngs.
(I
nTA
SC #
5 an
d #7
)
4 C
andi
date
exp
ertly
dev
elop
s wel
l-st
ruct
ured
and
hig
hly
enga
ging
le
sson
s with
cha
lleng
ing
mea
sura
ble
obje
ctiv
es. T
he
3 C
andi
date
dev
elop
s wel
l-st
ruct
ured
eng
agin
g le
sson
s with
ch
alle
ngin
g m
easu
rabl
e ob
ject
ives
. The
sequ
enci
ng o
f
2 Th
e le
sson
s are
mod
erat
ely
wel
l st
ruct
ured
usi
ng o
bjec
tives
that
ar
e so
met
imes
vag
ue o
r not
- m
easu
rabl
e. T
he se
quen
cing
of
1 Th
e le
sson
s hav
e no
cle
arly
de
fined
stru
ctur
e, a
re n
ot
enga
ging
, and
not
alig
ned
to o
bjec
tives
. Th
e le
sson
is
35
Look
for:
x A
bilit
y to
pla
n an
d de
liver
inst
ruct
ion
usin
g re
sear
ch b
ased
stra
tegi
es to
pr
omot
e st
uden
t lea
rnin
g x
Prov
ides
wel
l-stru
ctur
ed le
sson
s tha
t pr
omot
e en
gage
men
t and
ena
ble
stud
ents
to
ach
ieve
out
com
es
sequ
enci
ng o
f ins
truct
ion
high
ly
advances all stud
ents’ lon
g term
le
arni
ng.
Can
dida
te u
tiliz
es
high
ly a
ppro
pria
te st
rate
gies
, pa
cing
, mat
eria
ls, r
esou
rces
, te
chno
logi
es, a
nd g
roup
ing
to
attend
to every stud
ent’s
needs.
inst
ruct
ion
enco
urag
es lo
ng te
rm
lear
ning
for m
any
stud
ents
. C
andi
date
util
izes
app
ropr
iate
st
rate
gies
, pac
ing,
mat
eria
ls,
reso
urce
s, te
chno
logi
es, a
nd
grou
ping
to a
ttend
to m
ost
stud
ents’ n
eeds.
inst
ruct
ion
is n
ot w
ell p
lann
ed
and
has l
imite
d po
tent
ial f
or
prom
otin
g lo
ng te
rm le
arni
ng.
Can
dida
te p
rovi
des l
esso
ns w
ith
only
som
e el
emen
ts o
f ap
prop
riate
stud
ent e
ngag
emen
t st
rate
gies
, pac
ing,
mat
eria
ls,
reso
urce
s, te
chno
logi
es, a
nd
grou
ping
. Th
e st
rate
gies
mee
t some stud
ents’ n
eeds.
not s
eque
nced
ap
prop
riate
ly, c
ausi
ng o
ff-
task
beh
avio
rs a
nd n
o lo
ng
term
lear
ning
. C
andi
date
pro
vide
s les
sons
w
ith in
appr
opria
te st
uden
t en
gage
men
t stra
tegi
es,
paci
ng, m
ater
ials
, re
sour
ces,
tech
nolo
gies
, and
gr
oupi
ng.
The
stra
tegi
es d
o no
t meet students’ needs.
1-4.
Use
s effe
ctiv
e cl
assr
oom
man
agem
ent
tech
niqu
es to
ens
ure
that
all
stud
ents
ha
ve a
cces
s to
a po
sitiv
e an
d su
ppor
tive
clas
sroo
m c
limat
e.
(InT
ASC
#3)
Look
for:
x Ev
iden
ce o
f pos
itive
rapp
ort a
nd
com
mun
icat
ion
with
stud
ents
x
Cla
ssro
om p
roce
dure
s are
in p
lace
and
tra
nsiti
ons a
re w
ell m
anag
ed.
x Ex
pect
atio
ns fo
r beh
avio
r are
bot
h es
tabl
ishe
d an
d ad
here
d to
.
4 A
cla
ssro
om m
anag
emen
t sys
tem
ha
s bee
n de
sign
ed, i
mpl
emen
ted,
an
d ad
just
ed w
ith st
uden
t inp
ut
and
is a
ppro
pria
te fo
r the
cl
assr
oom
and
indi
vidu
al st
uden
t ne
eds.
Can
dida
te u
ses r
esea
rch
base
d st
rate
gies
to e
stab
lish
proa
ctiv
e m
easu
res t
hat r
educ
e di
srup
tive
beha
vior
and
rein
forc
e po
sitiv
e be
havi
ors.
Can
dida
te h
as
a po
sitiv
e ra
ppor
t with
stud
ents
an
d de
mon
stra
tes r
espe
ct fo
r and
interest in
individu
al stud
ents’
expe
rienc
es, t
houg
hts a
nd
opin
ions
. Ro
utin
es a
re w
ell
esta
blis
hed
and
orde
rly. S
tude
nts
initi
ate
resp
onsi
bilit
y fo
r the
ef
ficie
nt o
pera
tion
of th
e cl
assr
oom
. Tra
nsiti
ons a
re
seam
less
as t
he c
andi
date
ef
fect
ivel
y m
axim
izes
in
stru
ctio
nal t
ime
and
com
bine
s in
depe
nden
t, co
llabo
rativ
e, a
nd
who
le c
lass
lear
ning
.
3 A
cla
ssro
om m
anag
emen
t sys
tem
ha
s bee
n im
plem
ente
d th
at is
ap
prop
riate
for t
he c
lass
room
and
in
divi
dual
stud
ent n
eeds
. C
lear
ex
pect
atio
ns fo
r stu
dent
beh
avio
r ar
e ev
iden
t. M
onito
ring
of
stud
ent b
ehav
ior i
s con
sist
ent,
appr
opria
te, a
nd e
ffect
ive.
C
andi
date
has
a p
ositi
ve ra
ppor
t w
ith st
uden
ts a
nd d
emon
stra
tes
resp
ect f
or a
nd in
tere
st in
all
stud
ents
. R
outin
es a
nd
proc
edur
es ru
n sm
ooth
ly
thro
ugho
ut th
e le
sson
. Tr
ansi
tions
are
effi
cien
t and
occ
ur
smoo
thly
. Th
ere
is e
vide
nce
of
varie
d le
arni
ng si
tuat
ions
(who
le
clas
s, co
oper
ativ
e le
arni
ng, s
mal
l gr
oup,
and
inde
pend
ent w
ork)
.
2 A
ppro
pria
te e
xpec
tatio
ns fo
r st
uden
t beh
avio
r are
est
ablis
hed,
bu
t som
e ex
pect
atio
ns a
re u
ncle
ar
or d
o no
t add
ress
the
need
s of
indi
vidu
al st
uden
ts. C
andi
date
in
cons
iste
ntly
mon
itors
stud
ent
beha
vior
. Can
dida
te is
gen
eral
ly
fair
in th
e tre
atm
ent o
f stu
dent
s an
d es
tabl
ishe
s a b
asic
rapp
ort
with
them
. R
outin
es a
nd
proc
edur
es a
re in
pla
ce, b
ut
inap
prop
riate
pro
mpt
s or
dire
ctio
ns m
ay b
e pr
ovid
ed to
st
uden
ts.
Can
dida
te tr
ansit
ions
be
twee
n le
arni
ng a
ctiv
ities
but
oc
casi
onal
ly lo
ses s
ome
inst
ruct
iona
l tim
e in
the
proc
ess.
1 Ex
pect
atio
ns fo
r beh
avio
r ar
e no
t est
ablis
hed,
or a
re
inap
prop
riate
, and
/or n
o m
onito
ring
of b
ehav
iors
oc
curs
. Can
dida
te re
spon
ds
to m
isbe
havi
or
inap
prop
riate
ly. T
here
is
little
or n
o ev
iden
ce o
f a
posi
tive
rapp
ort b
etw
een
the
teac
her a
nd st
uden
ts.
Stud
ents
may
be
igno
red
or
treat
ed d
isre
spec
tfully
. Th
ere
are
no e
vide
nt
rout
ines
or p
roce
dure
s. St
uden
ts se
em u
ncle
ar
abou
t wha
t the
y sh
ould
be
doin
g or
are
idle
. Tr
ansi
tions
are
inef
ficie
nt
with
con
side
rabl
e in
stru
ctio
nal t
ime
lost
. Le
sson
s pro
gres
s too
sl
owly
or q
uick
ly so
st
uden
ts a
re fr
eque
ntly
di
seng
aged
.
1-5.
To
ensu
re th
at a
ll stu
dent
s lea
rn w
ell,
empl
oys v
ario
us ty
pes o
f pre
sent
atio
n an
d re
spon
se m
odes
, as w
ell a
s ac
com
mod
atio
ns a
nd in
stru
ctio
nal
diffe
rent
iatio
ns.
(InT
ASC
#8
and
#2)
Lo
ok fo
r: x
Use
of v
arie
d an
d en
gagi
ng in
stru
ctio
nal
prac
tices
that
mot
ivat
e st
uden
ts
4 C
andi
date
use
s a v
arie
d re
perto
ire
of p
ract
ices
to c
reat
e st
ruct
ured
op
portu
nitie
s for
eac
h st
uden
t to
mee
t or e
xcee
d st
ate
stan
dard
s an
d be
havi
oral
exp
ecta
tions
. In
stru
ctio
nal m
ater
ials
and
re
sour
ces a
re a
ligne
d to
in
stru
ctio
nal p
urpo
ses,
are
varie
d an
d ap
prop
riate
to a
bilit
y le
vels
of
3 C
andi
date
use
s app
ropr
iate
pr
actic
es w
ith so
me
varia
tions
to
crea
te st
ruct
ured
opp
ortu
nitie
s for
m
ost s
tude
nts t
o m
eet s
tate
st
anda
rds a
nd b
ehav
iora
l ex
pect
atio
ns. I
nstru
ctio
nal
mat
eria
ls a
nd re
sour
ces a
re
alig
ned
to in
stru
ctio
nal p
urpo
ses,
and approp
riate to
stud
ents’
2 C
andi
date
use
s som
e ap
prop
riate
pr
actic
es to
acc
omm
odat
e di
ffere
nces
, but
fails
to a
ddre
ss a
n ad
equa
te ra
nge
of st
uden
t di
ffere
nces
that
will
ena
ble
all
stud
ents
to m
eet s
tate
stan
dard
s. C
andi
date
use
s app
ropr
iate
in
stru
ctio
nal m
ater
ials
to su
ppor
t le
arni
ng g
oals
, but
doe
s not
mee
t
1 C
andi
date
use
s lim
ited
and/
or in
appr
opria
te
prac
tices
to a
ccom
mod
ate
diffe
renc
es th
at w
ill e
nabl
e st
uden
ts to
mee
t to
mee
t st
ate
stan
dard
s. In
stru
ctio
nal m
ater
ials
and
re
sour
ces u
sed
for
inst
ruct
ion
are
not r
elev
ant
36
x Ef
fect
ive
use
of in
stru
ctio
nal m
ater
ials
an
d re
sour
ces
stud
ents
and
act
ivel
y en
gage
them
in
ow
ners
hip
of le
arni
ng.
lear
ning
styl
es a
nd n
eeds
, act
ivel
y en
gagi
ng st
uden
ts.
all students’ learning
styles and
ne
eds,
or a
ctiv
ely
enga
ge a
ll st
uden
ts in
lear
ning
.
to th
e le
sson
or a
re
appr
opria
te to
for s
tude
nts.
.
1-6.
Org
aniz
es g
roup
lear
ning
stru
ctur
es to
pr
omot
e cr
itica
l thi
nkin
g an
d pr
oble
m
solv
ing
whi
le n
urtu
ring
indi
vidu
al
stud
ent p
artic
ipat
ion.
(I
nTA
SC #
7 an
d #8
)
Look
for:
x G
roup
s are
pur
pose
ly d
esig
ned
to
enha
nce
stud
ent c
ogni
tive
enga
gem
ent.
x G
roup
s are
var
ied
appr
opria
tely
to
incr
ease
eng
agem
ent a
nd m
eet l
earn
ing
outc
omes
(abi
lity,
stud
ent i
nter
ests
, tar
get
obje
ctiv
es, e
tc.)
x G
roup
task
s req
uire
hig
her o
rder
th
inki
ng.
x
Gro
up w
ork
is st
ruct
ured
so th
at a
ll st
uden
ts a
re a
ctiv
e pa
rtici
pant
s and
kno
w
thei
r ass
igne
d ta
sks.
x
Gro
up w
ork
is u
sed
to te
ach
inte
rper
sona
l an
d co
mm
unic
atio
n sk
ills.
4 In
stru
ctio
nal g
roup
s are
pu
rpos
eful
ly v
arie
d as
app
ropr
iate
to
the
stud
ents
and
bas
ed o
n in
stru
ctio
nal o
utco
mes
, effe
ctiv
e in
tera
ctio
n, a
nd st
uden
t cho
ice.
To
pro
mot
e ac
tive
parti
cipa
tion
mea
ning
ful t
asks
are
ass
igne
d to
ea
ch g
roup
mem
ber.
Gro
ups a
re
assi
gned
cha
lleng
ing
task
s tha
t re
quire
hig
her o
rder
thin
king
. C
andi
date
mod
els a
nd re
info
rces
in
terp
erso
nal a
nd c
omm
unic
atio
n sk
ills t
hrou
gh g
roup
wor
k.
3 In
stru
ctio
nal g
roup
s are
pu
rpos
eful
ly v
arie
d as
app
ropr
iate
to
the
stud
ents
and
bas
ed o
n in
stru
ctio
nal o
utco
mes
. To
pr
omot
e ac
tive
parti
cipa
tion
som
e gr
oup
mem
bers
may
be
assi
gned
ta
sks.
Gro
ups a
re a
ssig
ned
spec
ific
task
s tha
t are
som
ewha
t ch
alle
ngin
g an
d re
quire
hig
her
orde
r thi
nkin
g. C
andi
date
teac
hes
som
e in
terp
erso
nal a
nd
com
mun
icat
ion
skill
s thr
ough
gr
oup
wor
k
2 In
stru
ctio
nal g
roup
s par
tially
su
ppor
t the
inst
ruct
iona
l ou
tcom
es, w
ith a
n ef
fort
at
prov
idin
g so
me
varie
ty a
nd
alig
nmen
t to
inst
ruct
iona
l ou
tcom
es.
Gro
ups a
re a
ssig
ned
a ge
nera
l tas
k le
adin
g so
me
stud
ents
to b
ecom
e pa
ssiv
e pa
rtici
pant
s. T
he ta
sks a
re p
oorly
de
fined
and
rare
ly re
quire
hig
her
orde
r thi
nkin
g sk
ills.
Can
dida
te
mak
es li
ttle
effo
rt to
pro
mot
e in
terp
erso
nal o
r com
mun
icat
ion
skill
s thr
ough
gro
up w
ork.
1 In
stru
ctio
nal g
roup
s do
not
supp
ort t
he in
stru
ctio
nal
outc
omes
and
offe
r no
varie
ty. T
he d
irect
ions
to
the
grou
p ar
e va
gue,
or
uncl
ear.
Gro
up m
embe
rs
are
not a
ssig
ned
role
s so
that
man
y st
uden
ts d
o no
t ac
tivel
y pa
rtici
pate
and
m
ay b
ecom
e pa
ssiv
e or
di
srup
tive.
Tas
ks re
ly
mos
tly o
n lo
wer
leve
l th
inki
ng sk
ills.
Can
dida
te is
in
effe
ctiv
e or
doe
s not
m
odel
, or t
each
, in
terp
erso
nal a
nd
com
mun
icat
ion
skill
s th
roug
h gr
oup
wor
k.
Sect
ion
2. A
naly
sis,
Ref
lect
ion,
and
Con
tinuo
us Im
prov
emen
t - T
he c
andi
date
eng
ages
in a
n on
goin
g pr
oces
s of r
efle
ctio
n, re
-pla
nnin
g,
test
ing,
and
refin
ing
for c
ontin
uous
impr
ovem
ent.
Cri
teri
on
Perf
orm
ance
Rat
ing
Hig
hly
Prof
icie
nt
Prof
icie
nt
Dev
elop
ing
Insu
ffici
ent
Score
2-1.
Rev
iew
s stu
dent
per
form
ance
dat
a fro
m
mul
tiple
sour
ces,
anal
yzes
stre
ngth
s and
w
eakn
esse
s, an
d pl
ans f
or re
-teac
hing
or
vary
ing
the
teac
hing
stra
tegi
es.
(InT
ASC
#6)
Lo
ok fo
r: x
Ong
oing
, crit
ical
ana
lysi
s of s
tude
nt
perfo
rman
ce d
ata
x
Mod
ifica
tion
of te
achi
ng m
etho
ds to
mee
t ta
rget
ed o
utco
mes
4 C
andi
date
syst
emat
ical
ly re
view
s an
d ca
refu
lly c
onsi
ders
stud
ent
perfo
rman
ce d
ata
to id
entif
y tre
nds a
nd/o
r con
cept
s tha
t nee
d to
be
re-ta
ught
or r
einf
orce
d.
Can
dida
te o
rgan
izes
and
ana
lyze
s re
sults
from
a c
ompr
ehen
sive
sy
stem
of a
sses
smen
ts to
de
term
ine
prog
ress
tow
ard
inte
nded
out
com
es.
Can
dida
te
cond
ucts
con
tinuo
us u
se o
f
3 C
andi
date
con
duct
s per
iodi
c re
view
and
con
side
ratio
n of
st
uden
t per
form
ance
dat
a to
id
entif
y tre
nds a
nd/o
r con
cept
s th
at n
eed
to b
e re
-taug
ht o
r re
info
rced
. C
andi
date
org
aniz
es
and
anal
yzes
resu
lts fr
om a
va
riety
of a
sses
smen
ts to
de
term
ine
prog
ress
tow
ard
inte
nded
out
com
es. C
andi
date
ef
fect
ivel
y us
es o
f ass
essm
ent
2 C
andi
date
infre
quen
tly re
view
s st
uden
t per
form
ance
dat
a to
id
entif
y tre
nds a
nd p
atte
rns.
C
andi
date
may
org
aniz
e an
d ad
just
som
e as
sess
men
t res
ults
, bu
t onl
y oc
casi
onal
ly a
djus
ts
prac
tice
or m
odifi
es in
stru
ctio
n ba
sed
on th
e fin
ding
s.
1 C
andi
date
doe
s not
re
view
per
form
ance
dat
a to
iden
tify
trend
s or
conc
epts
that
stud
ents
m
ay n
ot fu
lly u
nder
stan
d.
Few
, if a
ny, a
djus
tmen
ts
to p
ract
ice
are
mad
e ba
sed
on fo
rmal
and
in
form
al a
sses
smen
ts.
37
as
sess
men
t fin
ding
s to
adju
st
prac
tice
and
iden
tify
and/
or
impl
emen
t app
ropr
iate
di
ffere
ntia
ted
inte
rven
tions
and
en
hanc
emen
ts fo
r ind
ivid
uals
and
gr
oups
of s
tude
nts a
nd
appr
opria
te m
odifi
catio
ns o
f le
sson
s and
uni
ts.
findi
ngs t
o ad
just
pra
ctic
e an
d id
entif
y an
d / o
r im
plem
ent
appr
opria
te d
iffer
entia
ted
inte
rven
tions
and
enh
ance
men
ts
for s
tude
nts.
2-2.
Mee
ts w
ith o
ther
edu
cato
rs, i
nclu
ding
m
ento
rs, s
peci
alis
ts, a
nd te
am le
ader
s, as
w
ell a
s par
ents
to e
nhan
ce u
nder
stan
ding
of
stud
ents
. (I
nTA
SC #
10 a
nd #
2)
Look
for:
x C
olla
bora
tion
with
col
leag
ues t
o re
view
pe
rform
ance
dat
a, e
nhan
ce st
uden
t lea
rnin
g,
and
proa
ctiv
ely
addr
ess s
tude
nt is
sues
4 C
andi
date
est
ablis
hes a
nd
impl
emen
ts a
sche
dule
and
pla
n fo
r reg
ular
ly sh
arin
g w
ith a
ll ap
prop
riate
col
leag
ues
conc
lusio
ns a
nd in
sigh
ts a
bout
st
uden
t pro
gres
s. C
andi
date
seek
s an
d ap
plie
s fee
dbac
k fro
m
colle
ague
s abo
ut p
ract
ices
that
w
ill su
ppor
t im
prov
ed st
uden
t le
arni
ng.
Col
labo
ratio
n w
ith
colle
ague
s and
par
ents
is p
ro-
activ
e, to
enh
ance
stud
ent
lear
ning
, and
cre
ate
a po
sitiv
e cl
assr
oom
clim
ate.
3 C
andi
date
regu
larly
shar
es w
ith
appr
opria
te c
olle
ague
s co
nclu
sions
abo
ut st
uden
t pr
ogre
ss. C
andi
date
seek
s fe
edba
ck fr
om c
olle
ague
s abo
ut
inst
ruct
iona
l or a
sses
smen
t pr
actic
es th
at w
ill su
ppor
t im
prov
ed st
uden
t lea
rnin
g.
Col
labo
ratio
n w
ith c
olle
ague
s and
pa
rent
s is t
o en
hanc
e st
uden
t le
arni
ng a
nd c
reat
e a
posi
tive
clas
sroo
m c
limat
e.
2 C
andi
date
onl
y oc
casi
onal
ly
mee
ts w
ith c
olle
ague
s to
shar
e co
nclu
sions
abo
ut st
uden
t pr
ogre
ss.
Can
dida
te o
ccas
iona
lly
seek
s fee
dbac
k fro
m c
olle
ague
s ab
out p
ract
ices
that
will
supp
ort
impr
oved
stud
ent l
earn
ing.
C
olla
bora
tion
with
col
leag
ues,
or
pare
nts,
is in
reac
tion
to
addr
essi
ng a
beh
avio
ral i
ssue
, ra
ther
than
to im
prov
e st
uden
t le
arni
ng o
r dev
elop
the
clas
sroo
m
clim
ate.
1 C
andi
date
rare
ly sh
ares
w
ith c
olle
ague
s co
nclu
sions
abo
ut
stud
ent p
rogr
ess.
C
andi
date
infre
quen
tly
seek
s fee
dbac
k to
eith
er
impr
ove
stud
ent l
earn
ing
or to
add
ress
beh
avio
ral
issu
es. C
andi
date
doe
s no
t col
labo
rate
with
co
lleag
ues,
or p
aren
ts, t
o pr
omot
e st
uden
t pe
rform
ance
or d
evel
op
the
clas
sroo
m c
limat
e.
2-3.
Cre
ates
and
impl
emen
ts im
prov
emen
t pl
ans,
proc
edur
es, d
esire
d le
arni
ng
outc
omes
, and
con
tinue
s the
pro
cess
of
prof
essi
onal
lear
ning
thro
ugh
the
cont
inuo
us im
prov
emen
t pro
cess
. (I
nTA
SC #
9)
Look
for:
x Es
tabl
ishe
s and
mon
itors
cle
ar g
oals
to
impr
ove
stud
ent l
earn
ing
x
Parti
cipa
tion
in p
rofe
ssio
nal d
evel
opm
ent
lear
ning
opp
ortu
nitie
s to
impr
ove
prac
tice
4 C
andi
date
indi
vidu
ally
, and
with
co
lleag
ues,
build
s cap
acity
to
prop
ose
and
mon
itor c
halle
ngin
g,
mea
sura
ble
impr
ovem
ent g
oals
ba
sed
on th
orou
gh se
lf-
asse
ssm
ent a
nd a
naly
sis o
f st
uden
t lea
rnin
g da
ta. C
andi
date
co
nsis
tent
ly se
eks o
ut, w
hen
appr
opria
te, i
deas
for i
mpr
ovin
g pr
actic
e fro
m su
perv
isor
s, co
lleag
ues,
prof
essi
onal
de
velo
pmen
t act
iviti
es, a
nd o
ther
re
sour
ces t
o ga
in e
xper
tise
and/
or
assu
me
diffe
rent
inst
ruct
ion
and
lead
ersh
ip re
spon
sibili
ties.
C
andi
date
act
ivel
y bu
ilds
expe
rtise
of s
elf a
nd o
ther
ed
ucat
ors.
3 C
andi
date
pro
pose
s cha
lleng
ing,
m
easu
rabl
e pr
ofes
sion
al p
ract
ice,
te
am, a
nd st
uden
t lea
rnin
g go
als
that
are
bas
ed o
n th
orou
gh se
lf-
asse
ssm
ent a
nd a
naly
sis o
f st
uden
t lea
rnin
g da
ta. C
andi
date
co
nsis
tent
ly se
eks o
ut
prof
essi
onal
dev
elop
men
t and
le
arni
ng o
ppor
tuni
ties t
hat
impr
ove
prac
tice
and
build
ex
perti
se o
f sel
f and
oth
er
educ
ator
s in
inst
ruct
ion.
2 C
andi
date
pro
pose
s goa
ls th
at a
re
som
etim
es v
ague
or e
asy
to
achi
eve
and/
or b
ases
goa
ls o
n a
limite
d se
lf- a
sses
smen
t and
an
alys
is o
f stu
dent
lear
ning
dat
a.
Can
dida
te p
artic
ipat
es o
nly
in
requ
ired
prof
essi
onal
de
velo
pmen
t act
iviti
es a
nd/ o
r in
cons
iste
ntly
or i
napp
ropr
iate
ly
appl
ies n
ew le
arni
ng to
impr
ove
prac
tice.
1 C
andi
date
gen
eral
ly
parti
cipa
tes p
assi
vely
in
the
goal
setti
ng p
roce
ss
and/
or p
ropo
ses g
oals
th
at a
re v
ague
or e
asy
to
reac
h. C
andi
date
pa
rtici
pate
s in
few
, if
any,
pro
fess
iona
l de
velo
pmen
t and
le
arni
ng o
ppor
tuni
ties t
o im
prov
e pr
actic
e an
d/or
ap
plie
s litt
le n
ew
lear
ning
to p
ract
ice.
38
Sect
ion
3. T
echn
olog
y In
tegr
atio
n - T
he c
andi
date
dem
onst
rate
s sel
ectio
n an
d in
tegr
atio
n of
tech
nolo
gy to
max
imiz
e st
uden
t lea
rnin
g.
C
rite
rion
Pe
rfor
man
ce R
atin
g
H
ighl
y Pr
ofic
ient
Pr
ofic
ient
D
evel
opin
g In
suffi
cien
t
Score
3-1.
Use
s a v
arie
ty o
f tec
hnol
ogie
s tha
t em
pow
er
stud
ents
to le
arn
effe
ctiv
ely
with
in a
nd
beyo
nd th
e bo
unda
ries o
f the
face
-to-fa
ce
clas
sroo
m.
(InT
ASC
#8)
Lo
ok fo
r: x
Kno
wle
dgea
ble
use
of te
chno
logy
that
is
alig
ned
to in
stru
ctio
nal o
utco
mes
x
Use
of t
echn
olog
y to
faci
litat
e le
arni
ng a
nd
stud
ent i
nter
actio
n.
4 Candidate’s kno
wledg
e of
tech
nolo
gy re
sour
ces i
s ext
ensi
ve
and
info
rms c
omm
unic
atio
n w
ith
stud
ents
and
par
ents
, inc
ludi
ng
reso
urce
s ava
ilabl
e fro
m th
e sc
hool
or d
istri
ct a
nd th
roug
h ex
tern
al so
urce
s. A
ll te
chno
logy
re
sour
ces s
uppo
rt th
e in
stru
ctio
nal
outc
omes
and
eng
age
stud
ents
in
high
ly m
eani
ngfu
l lea
rnin
g.
Stud
ents
par
ticip
ate
in se
lect
ing
or a
dapt
ing
reso
urce
s. B
oth
the
cand
idat
e an
d th
e st
uden
ts u
se th
e ph
ysic
al e
nviro
nmen
t and
av
aila
ble
tech
nolo
gy e
asily
and
sk
illfu
lly to
adv
ance
lear
ning
and
en
cour
age
stud
ent c
olla
bora
tion
3 C
andi
date
dis
play
s aw
aren
ess o
f te
chno
logy
reso
urce
s ava
ilabl
e th
roug
h th
e sc
hool
or d
istri
ct a
nd
thro
ugh
exte
rnal
sour
ces.
All
tech
nolo
gy re
sour
ces s
uppo
rt th
e in
stru
ctio
nal o
utco
mes
and
en
gage
stud
ents
in m
eani
ngfu
l le
arni
ng a
nd p
rom
ote
com
mun
icat
ion
with
par
ents
. The
ca
ndid
ate
uses
the
phys
ical
en
viro
nmen
t and
ava
ilabl
e te
chno
logy
to su
ppor
t stu
dent
le
arni
ng a
nd in
tera
ctio
n.
2 C
andi
date
dis
play
s som
e aw
aren
ess o
f res
ourc
es a
vaila
ble
thro
ugh
the
scho
ol o
r dis
trict
, and
th
roug
h ex
tern
al so
urce
s. So
me
tech
nolo
gy re
sour
ces s
uppo
rt th
e in
stru
ctio
nal o
utco
mes
and
en
gage
stud
ents
in so
mew
hat
mea
ning
ful l
earn
ing.
The
ca
ndid
ate
occa
sion
ally
use
s the
ph
ysic
al e
nviro
nmen
t and
av
aila
ble
tech
nolo
gy, b
ut w
ith
limite
d ef
fect
on
stud
ent l
earn
ing
or in
tera
ctio
n.
1 C
andi
date
dis
play
s un
awar
enes
s of r
esou
rces
fro
m th
e sc
hool
or
dist
rict,
and
thro
ugh
exte
rnal
sour
ces.
Tech
nolo
gy re
sour
ces d
o no
t sup
port
the
inst
ruct
iona
l out
com
es o
r en
gage
stud
ents
in
mea
ning
ful l
earn
ing.
Th
e ca
ndid
ate
mak
es
little
or n
o us
e of
ph
ysic
al re
sour
ces a
nd
avai
labl
e te
chno
logy
to
supp
ort s
tude
nt le
arni
ng
or in
tera
ctio
n.
39
A-7
: BIO
LO
GY
CO
NT
EN
T O
BSE
RV
AT
ION
FO
RM
Sect
ion
1: B
iolo
gy C
onte
nt K
now
ledg
e
Cri
teri
on
Perf
orm
ance
Rat
ing
Hig
hly
Prof
icie
nt
Prof
icie
nt
Dev
elop
ing
Insu
ffici
ent
No
Opp
ortu
nity
to
Dem
onst
rate
or
Obs
erve
Score
1-1.
Exh
ibits
kno
wle
dge
of li
fe
proc
esse
s in
livin
g sy
stem
s in
clud
ing
orga
niza
tion
of m
atte
r an
d en
ergy
Lo
ok fo
r: x
Stud
ent c
onst
ruct
ion
of m
odel
s to
pre
dict
and
show
rela
tions
hips
in
the
natu
ral w
orld
x
Stud
ent u
se o
f mat
hem
atic
al
repr
esen
tatio
ns to
ana
lyze
and
m
odel
life
pro
cess
es
4 C
andi
date
dem
onst
rate
s an
exce
llent
und
erst
andi
ng o
f th
e in
terc
onne
cted
ness
of
livin
g th
ings
as e
vide
nced
by
the
trans
fer o
f mat
ter a
nd
ener
gy th
roug
h m
ultip
le
biog
eoch
emic
al c
ycle
s. T
he
cand
idat
e is
ade
pt a
t usi
ng
adva
nced
mat
hem
atic
al
mod
els t
o su
ppor
t the
cla
ims
of su
ch c
yclin
g.
3 C
andi
date
dem
onst
rate
s a
good
und
erst
andi
ng o
f the
st
orag
e an
d cy
clin
g of
mat
ter
and
ener
gy in
livi
ng sy
stem
s an
d ca
n fa
cilit
ate
stud
ent
lear
ning
in a
gra
de-a
ppro
pria
te
man
ner,
incl
udin
g fa
cilit
atin
g st
uden
t use
of i
nves
tigat
ions
an
d m
odel
s.
2 C
andi
date
dem
onst
rate
s an
adeq
uate
und
erst
andi
ng o
f the
st
orag
e an
d cy
clin
g of
mat
ter
and
ener
gy in
livi
ng sy
stem
s, bu
t may
mis
unde
rsta
nd o
r fai
l to
pro
perly
exp
lain
som
e of
th
ese
proc
esse
s in
a w
ay th
at
is n
ot c
entra
l to
unde
rsta
ndin
g th
e ge
nera
l con
cept
.
1 C
andi
date
dem
onst
rate
s a
flaw
ed u
nder
stan
ding
of
elem
ents
of t
he st
orin
g an
d cy
clin
g of
mat
ter a
nd
ener
gy in
livi
ng th
ings
. Th
ese
flaw
s rep
rese
nt
fund
amen
tal
mis
unde
rsta
ndin
gs o
f the
m
echa
nism
by
whi
ch
mat
ter a
nd e
nerg
y cy
cle
in
livin
g sy
stem
s.
0
1-2.
Und
erst
ands
and
con
veys
si
mila
ritie
s and
diff
eren
ces a
mon
g an
imal
s, pl
ants
, fun
gi,
mic
roor
gani
sms,
and
viru
ses
Look
for:
x St
uden
t und
erst
andi
ng o
f cl
assi
ficat
ion
by p
heno
type
x
Stud
ent u
nder
stan
ding
of t
he ro
le
of g
enot
ype
in c
lass
ifica
tion
x St
uden
t und
erst
andi
ng o
f cl
assi
ficat
ion
by c
ell t
ype
4 C
andi
date
dem
onst
rate
s an
adva
nced
und
erst
andi
ng o
f th
e re
latio
nshi
p be
twee
n ge
netic
sim
ilarit
ies,
phys
iolo
gica
l sim
ilarit
ies,
and
evol
utio
nary
his
tory
w
ith re
spec
t to
how
they
all
cont
ribut
e to
the
dive
rsity
of
livin
g th
ings
.
3 C
andi
date
dem
onst
rate
s a
good
und
erst
andi
ng o
f mod
ern
taxo
nom
y, in
clud
ing
the
Linn
aean
syst
em a
nd th
e or
gani
zatio
n of
livi
ng th
ings
by
dom
ain
(Arc
haea
, Eu
kary
ota,
Pro
kary
ota)
. The
ca
ndid
ate
faci
litat
es le
arni
ng
ther
eof i
n a
way
that
shou
ld b
e cl
ear a
nd a
ppro
pria
te to
st
uden
ts a
t the
ass
igne
d gr
ade
leve
l.
2 C
andi
date
dem
onst
rate
s a
som
ewha
t out
-dat
ed v
iew
of
clas
sific
atio
n, o
r has
m
isco
ncep
tions
that
are
not
ce
ntra
l to
unde
rsta
ndin
g th
e ge
nera
l con
cept
. Th
e ca
ndid
ate
dem
onst
rate
s a
clea
r und
erst
andi
ng o
f the
co
ncep
t, bu
t doe
s not
pre
sent
it
in a
way
that
wou
ld b
e cl
ear
to st
uden
ts a
t the
ass
igne
d gr
ade
leve
l.
1 C
andi
date
dem
onst
rate
s a
flaw
ed u
nder
stan
ding
of t
he
sim
ilarit
ies a
nd d
iffer
ence
s am
ong
orga
nism
s of
vario
us k
inds
, or f
ails
to
unde
rsta
nd a
nd/o
r exp
lain
th
e ev
iden
ce fo
r the
orig
in
of b
iolo
gica
l div
ersi
ty.
0
1-3.
Und
erst
ands
and
con
veys
sc
ient
ific
theo
ry a
nd p
rinci
ples
of
bio
logi
cal e
volu
tion
Look
for:
x St
uden
t ana
lysi
s and
co
mm
unic
atio
n of
scie
ntifi
c da
ta,
incl
udin
g co
nstru
ctin
g ar
gum
ents
fro
m e
vide
nce
x St
uden
t und
erst
andi
ng th
at
4 C
andi
date
dem
onst
rate
s an
adva
nced
und
erst
andi
ng o
f th
e m
echa
nism
of n
atur
al
sele
ctio
n, in
clud
ing
conc
epts
su
ch a
s pun
ctua
ted
equi
libriu
m, g
enet
ic d
rift,
and
othe
r enh
ance
men
ts to
th
e th
eory
that
cam
e af
ter
Darwin’s lifetim
e. T
he
3 C
andi
date
dem
onst
rate
s a
good
und
erst
andi
ng o
f the
m
echa
nism
of n
atur
al
sele
ctio
n an
d fa
cilit
ates
le
arni
ng th
ereo
f in
a w
ay th
at
shou
ld b
e cl
ear a
nd
appr
opria
te to
stud
ents
at t
he
assi
gned
gra
de le
vel.
2 C
andi
date
eith
er d
emon
stra
tes
flaw
s in
the
unde
rsta
ndin
g of
na
tura
l sel
ectio
n as
it is
cu
rren
tly u
nder
stoo
d or
fails
to
con
vey
his o
r her
kn
owle
dge
in a
way
that
sh
ould
be
clea
r to
stude
nts a
t th
e as
sign
ed g
rade
leve
l.
1 C
andi
date
has
m
isco
ncep
tions
abo
ut th
e na
ture
of n
atur
al se
lect
ion
as it
is c
urre
ntly
und
erst
ood
and
pass
es th
ese
mis
conc
eptio
ns o
n to
st
uden
ts
0
40
natu
ral l
aws t
hat d
escr
ibe
the
natu
ral w
orld
ope
rate
toda
y as
th
ey d
id in
the
past
and
will
co
ntin
ue to
do
in th
e fu
ture
cand
idate’s techn
iques for
teac
hing
this
info
rmat
ion
are
adva
nced
and
dem
onst
rabl
y ef
fect
ive.
1-
4. U
nder
stan
ds a
nd c
onve
ys
info
rmat
ion
abou
t eco
logi
cal s
yste
ms
incl
udin
g th
e in
terr
elat
ions
hips
and
de
pend
enci
es o
f org
anis
ms w
ith e
ach
othe
r and
thei
r env
ironm
ents
Lo
ok fo
r: x
Stud
ent-g
ener
atio
n of
pos
sible
so
lutio
ns to
env
ironm
enta
l di
lem
mas
x
Stud
ent d
ebat
es u
sing
scie
ntifi
c ev
iden
ce
x St
uden
t use
of m
athe
mat
ics a
nd
com
puta
tiona
l thi
nkin
g
4 C
andi
date
und
erst
ands
and
de
mon
stra
tes e
xcel
lent
ab
ility
to te
ach
beyo
nd b
asic
ec
olog
ical
con
cept
s and
pr
esen
t the
det
ails
of
biog
eoch
emic
al c
yclin
g, th
e re
latio
nshi
p be
twee
n ch
emis
try a
nd e
nviro
nmen
tal
issu
es, a
nd c
urre
nt e
fforts
an
d pr
opos
ed e
fforts
to
miti
gate
env
ironm
enta
l pr
oble
ms.
3 C
andi
date
dem
onst
rate
s a
good
und
erst
andi
ng o
f suc
h fu
ndam
enta
l eco
logi
cal
conc
epts
as:
inte
rdep
ende
nt
rela
tions
hips
in e
cosy
stem
s, ec
osys
tem
dyn
amic
s and
re
silie
nce,
soci
al in
tera
ctio
ns
and
grou
p be
havi
or,
adap
tatio
n, a
nd th
e hu
man
im
pact
on
biod
iver
sity
. C
andi
date
faci
litat
es le
arni
ng
ther
eof i
n a
way
that
shou
ld b
e cl
ear a
nd a
ppro
pria
te to
st
uden
ts a
t the
ass
igne
d gr
ade
leve
l.
2 C
andi
date
hol
ds a
nd te
ache
s so
me
outd
ated
or i
ncor
rect
un
ders
tand
ings
of
envi
ronm
enta
l int
erac
tions
an
d in
terv
entio
ns.
1 C
andi
date
has
m
isco
ncep
tions
abo
ut th
e na
ture
of t
he sc
ienc
e of
ec
olog
y as
it is
cur
rent
ly
unde
rsto
od b
y sc
ient
ists
an
d pa
sses
thes
e m
isco
ncep
tions
on
to
stud
ents
. Can
dida
te m
ay
also
pas
s on
outd
ated
in
form
atio
n ab
out
envi
ronm
enta
l pro
blem
s or
thei
r pro
pose
d/ac
tual
so
lutio
ns.
0
1-5.
Und
erst
ands
rese
arch
and
can
de
sign
, con
duct
, rep
ort,
and
eval
uate
in
vest
igat
ions
in B
iolo
gy
Look
for:
x St
uden
t par
ticip
atio
n in
la
bora
tory
/ ob
serv
atio
nal
activ
ities
x
Stud
ent a
naly
sis o
f lab
orat
ory
data
x
Stud
ent g
ener
atio
n of
rese
arch
qu
estio
ns, h
ypot
hese
s and
ex
perim
enta
l pro
cedu
re
4 R
athe
r tha
n re
lyin
g ex
clus
ivel
y on
teac
her o
r te
xtbo
ok –
des
igne
d la
bora
tory
act
iviti
es, t
he
cand
idat
e en
gage
s in
and
faci
litat
es in
depe
nden
t re
sear
ch th
at in
clud
es
stud
ent-p
lann
ed
inve
stig
atio
ns
3 C
andi
date
use
s and
teac
hes t
he
prin
cipl
es o
f the
scie
ntifi
c m
etho
d, w
heth
er
inve
stig
atio
ns a
re
obse
rvat
iona
l / q
ualit
ativ
e or
hy
poth
esis
-bas
ed.
2 C
andi
date
fails
to p
rope
rly
com
mun
icat
e co
ntro
l of
expe
rimen
ts, o
r use
suffi
cien
t tri
als/
subj
ects
or a
llow
s st
uden
ts to
do
so w
ithou
t re
dire
ctio
n
1 C
andi
date
fails
to e
ngag
e st
uden
ts in
scie
ntifi
c th
inki
ng (e
valu
atio
n of
re
sear
ch, c
ompl
etio
n of
lab
exer
cise
s, or
the
like)
0
1-6.
Und
erst
ands
app
licat
ions
of
biol
ogy
in e
nviro
nmen
tal q
ualit
y an
d in
per
sona
l and
com
mun
ity h
ealth
Lo
ok fo
r: x
Stud
ent u
nder
stan
ding
of t
he
diffe
renc
e be
twee
n sc
ienc
e an
d te
chno
logy
x
Stud
ent d
iscu
ssio
n of
the
influ
ence
of s
cien
ce, t
echn
olog
y an
d so
ciet
y on
one
ano
ther
4 C
andi
date
exc
els a
t pr
ovid
ing
exam
ples
of t
he
influ
ence
of s
cien
ce a
nd
tech
nolo
gy o
n en
viro
nmen
tal
and
publ
ic h
ealth
, and
at
faci
litat
ing
stud
ent l
earn
ing
and
inte
rpre
tatio
n of
thes
e ex
ampl
es.
3 C
andi
date
und
erst
ands
wel
l an
d fa
cilit
ates
stud
ent l
earn
ing
of th
e re
curs
ive
role
of
scie
nce,
tech
nolo
gy, a
nd
hum
an so
ciet
y, in
clud
ing
envi
ronm
enta
l and
hea
lth
polic
y m
akin
g.
2 C
andi
date
pre
sent
s a
som
ewha
t sim
plifi
ed v
iew
of
the
com
plex
rela
tions
hip
amon
g sc
ienc
e, te
chno
logy
an
d so
ciet
y or
exh
ibits
smal
l m
isco
ncep
tions
of h
ow th
e pr
oces
s wor
ks, o
r of s
peci
fic
exam
ples
.
1 C
andi
date
has
not
icea
ble
mis
conc
eptio
ns o
f the
re
latio
nshi
p am
ong
scie
nce,
te
chno
logy
and
soci
ety,
or
prov
ides
exa
mpl
es th
at a
re
so o
utda
ted
as to
impa
ct
stud
ent l
earn
ing
in a
ne
gativ
e w
ay.
0
41
Sect
ion
2: N
atur
e of
Sci
ence
Issu
es a
nd In
quir
y
Cri
teri
on
Perf
orm
ance
Rat
ing
Hig
hly
Prof
icie
nt
Prof
icie
nt
Dev
elop
ing
Insu
ffici
ent
No
Opp
ortu
nity
to
Dem
onst
rate
or
Obs
erve
Score
2-1.
Und
erst
ands
the
histo
rical
and
cu
ltura
l dev
elop
men
t of s
cien
ce;
Und
erst
ands
the
philo
soph
ical
tene
ts,
assu
mpt
ions
, goa
ls, a
nd v
alue
s tha
t di
stin
guish
scie
nce
from
tech
nolo
gy;
Enga
ges s
tude
nts i
n stu
dies
of t
he
natu
re o
f sci
ence
Lo
ok fo
r: x
Stud
ent u
nder
stan
ding
of t
he
stre
ngth
s and
lim
its o
f the
sc
ient
ific
met
hod
x St
uden
ts m
akin
g co
nnec
tions
be
twee
n sc
ienc
e, te
chno
logy
and
so
ciet
y x
Stud
ent c
onne
ctio
n of
scie
ntifi
c di
scov
erie
s with
his
toric
al e
vent
s
4 C
andi
date
dem
onst
rate
s a
parti
cula
rly c
ompr
ehen
sive
kn
owle
dge
of sc
ienc
e hi
stor
y, a
long
with
the
soci
olog
ical
con
text
of
disc
over
ies,
and
is a
n es
peci
ally
goo
d fa
cilit
ator
of
stud
ent r
esea
rch
and
disc
ussi
on a
bout
thes
e to
pics
.
3 C
andi
date
con
sist
ently
mak
es
stro
ng li
nks b
etw
een
scie
ntifi
c di
scov
erie
s and
the
met
hods
us
ed to
mak
e th
ose
disc
over
ies.
Can
dida
te fu
rther
pu
ts th
ese
disc
over
ies i
nto
thei
r pro
per h
isto
rical
co
ntex
ts, p
artic
ular
ly
rega
rdin
g ne
cess
ary
prec
urso
r in
form
atio
n an
d so
cial
co
nditi
ons t
hat s
uppo
rted
or
hind
ered
dis
cove
ries.
2 C
andi
date
show
s som
e m
isun
ders
tand
ings
of
hist
oric
al c
onte
xt, o
r fai
ls h
elp
stud
ents
fully
con
text
ualiz
e sc
ient
ific
disc
over
ies a
t a
grad
e-ap
prop
riate
leve
l.
1 C
andi
date
has
not
icea
ble
mis
conc
eptio
ns a
bout
the
natu
re o
f sci
ence
, or t
he
rela
tions
hip
of sc
ient
ific
disc
over
y w
ith h
isto
rical
ci
rcum
stan
ces a
nd p
asse
s th
ese
mis
conc
eptio
ns o
n to
st
uden
ts.
0
2-2.
Eng
ages
stud
ents
bot
h in
stud
ies
of v
ario
us m
etho
ds o
f sci
entif
ic
inqu
iry a
nd in
act
ive
lear
ning
thro
ugh
scie
ntifi
c in
quiry
Lo
ok fo
r: x
Stud
ent u
se a
nd u
nder
stan
ding
of
mod
elin
g x
Stud
ent u
se a
nd u
nder
stan
ding
of
prop
er c
ontro
ls
4 R
athe
r tha
n re
lyin
g on
cu
rric
ulum
mat
eria
ls o
r ca
ndid
ate/
teac
her-
desi
gned
in
vest
igat
ions
, the
can
dida
te
faci
litat
es st
uden
t-pla
nned
an
d ex
ecut
ed sc
ient
ific
inve
stig
atio
ns
3 C
andi
date
faci
litat
es
labo
rato
ry in
vest
igat
ions
and
ot
her r
esea
rch
proj
ects
that
are
ex
ecut
ed b
y st
uden
ts a
nd th
at
stud
ents
can
und
erst
and
and
inte
rpre
t.
2 La
bora
tory
inve
stig
atio
ns a
re
of lo
wer
qua
lity,
func
tioni
ng
mor
e as
han
ds-o
n de
mon
stra
tions
than
as
inqu
iry th
at r
equi
res a
naly
sis
1 La
bora
tory
inve
stig
atio
ns
are
abse
nt o
r of r
elat
ivel
y lo
w e
duca
tiona
l val
ue.
0
2-3.
Und
erst
ands
soci
ally
impo
rtant
is
sues
rela
ted
to sc
ienc
e an
d te
chno
logy
in h
is/h
er fi
eld
and
enga
ges s
tude
nts s
ucce
ssfu
lly in
the
anal
ysis
of p
robl
ems,
incl
udin
g co
nsid
erat
ions
of r
isks
, cos
ts, a
nd
bene
fits o
f alte
rnat
ive
solu
tions
Lo
ok fo
r:
4 C
andi
date
show
s par
ticul
arly
ad
vanc
ed u
nder
stan
ding
of
and
abili
ty to
faci
litat
e st
uden
t gen
erat
ion
of c
ost-
bene
fit a
naly
ses a
nd o
f the
so
cial
impa
ct o
f sci
entif
ic
disc
over
ies.
3 C
andi
date
can
faci
litat
e st
uden
t gen
erat
ion
of c
ost-
bene
fit a
naly
ses r
elat
ed to
the
inte
rface
am
ong
scie
nce,
te
chno
logy
and
soci
ety.
2 C
andi
date
dem
onst
rate
s ge
nera
tion
of c
ost-b
enef
it an
alys
es b
ut d
oes n
ot
effe
ctiv
ely
enga
ge st
uden
ts in
th
e pr
oces
s.
1 C
andi
date
dem
onst
rate
s a
flaw
ed u
nder
stan
ding
of t
he
proc
ess o
f cre
atin
g co
st-
bene
fit a
naly
ses a
nd p
asse
s th
ese
mis
conc
eptio
ns o
n to
st
uden
ts.
0
42
x St
uden
t par
ticip
atio
n in
the
anal
ysis
of p
robl
ems,
incl
udin
g ge
nera
tion
of c
ost-b
enef
it an
alys
es
x St
uden
t und
erst
andi
ng o
f the
role
of
scie
nce
in d
ecis
ion
mak
ing,
in
clud
ing
its li
mits
Se
ctio
n 3:
Tea
chin
g an
d C
urri
culu
m
Cri
teri
on
Perf
orm
ance
Rat
ing
Hig
hly
Prof
icie
nt
Prof
icie
nt
Dev
elop
ing
Insu
ffici
ent
No
Opp
ortu
nity
to
Dem
onst
rate
or
Obs
erve
Score
3-1.
Adv
ance
s stu
dent
lear
ning
th
roug
h us
e of
com
mun
ity re
sour
ces.
Lo
ok fo
r: x
Can
dida
te u
nder
stan
ding
of t
he
soci
al c
onte
xt in
whi
ch th
e st
uden
ts a
re e
mbe
dded
x
Can
dida
te p
artn
ersh
ip w
ith
com
mun
ity re
sour
ces a
nd
orga
niza
tions
.
4 C
andi
date
has
an
exce
llent
un
ders
tand
ing
of th
e co
mm
unity
in w
hich
she
or
he is
teac
hing
. C
andi
date
is
espe
cial
ly a
dept
at a
cces
sing
co
mm
unity
reso
urce
s and
fin
ding
inno
vativ
e w
ays t
o in
tera
ct w
ith th
e co
mm
unity
ou
tsid
e th
e w
alls
of t
he
scho
ol b
uild
ing
3 C
andi
date
mak
es g
ood
use
of
com
mun
ity re
sour
ces w
here
it
is in
alig
nmen
t with
cur
ricul
ar
goal
s. [C
omm
unity
reso
urce
s m
ay in
clud
e gu
est s
peak
ers,
field
trip
opp
ortu
nitie
s, ca
ndid
ate
use
and
inte
rpre
tatio
n of
dem
ogra
phic
da
ta, e
tc.]
2 C
andi
date
atte
mpt
s to
unde
rsta
nd th
e co
mm
unity
an
d re
sour
ces a
vaila
ble
but i
s ab
le to
gen
erat
e m
inim
al
inte
ract
ion
with
the
com
mun
ity o
utsi
de th
e w
alls
of
the
scho
ol b
uild
ing.
1 Th
e ca
ndid
ate
is la
rgel
y un
fam
iliar
with
impo
rtant
ch
arac
teris
tics o
f the
co
mm
unity
and
/or t
he
reso
urce
s ava
ilabl
e in
the
com
mun
ity o
utsi
de o
f the
sc
hool
.
0
3-2.
Eng
ages
stud
ents
in c
oher
ent a
nd
mea
ning
ful l
esso
ns a
ligne
d to
stat
e an
d na
tiona
l sta
ndar
ds.
Look
for:
x C
andi
date
fam
iliar
ity w
ith th
e st
anda
rds u
sed
in h
is/h
er sc
hool
. x
Stud
ent e
ngag
emen
t in
lear
ning
ac
tiviti
es th
at a
re c
lear
ly a
ligne
d to
stan
dard
s.
4 C
andi
date
con
sist
ently
ex
ceed
s the
exp
ecta
tions
of
Nex
t Gen
erat
ion
Scie
nce
Stan
dard
s (N
GSS
) and
oth
er
stan
dard
s in
a w
ay th
at
enha
nces
thes
e st
anda
rds,
whi
le e
nsur
ing
that
ther
e w
ill
be ti
me
to c
over
the
requ
ired
curr
icul
um.
3 C
andi
date
can
alig
n al
l ob
ject
ives
and
less
ons w
ith
Nex
t Gen
erat
ion
Scie
nce
Stan
dard
s (N
GSS
) and
/or
othe
r sta
ndar
ds a
t use
in th
e cand
idate’s s
choo
l.
Dev
iatio
ns fr
om st
anda
rds a
re
enha
ncem
ents
of r
equi
red
topi
cs a
nd c
ompe
tenc
ies
requ
ired
by th
e st
anda
rds
2 Candidate’s objectiv
es and
le
sson
s are
gen
eral
ly a
ligne
d w
ith st
anda
rds,
with
som
e de
viat
ion,
or t
he c
andi
date
ge
nera
lly a
ligns
cur
ricul
um
with
stan
dard
s but
is n
ot a
s fa
mili
ar w
ith st
anda
rds
docu
men
ts.
1 Candidate’s curric
ulum
pl
anni
ng st
rays
into
topi
cs
and
skill
s tha
t are
tang
entia
l or
unr
elat
ed to
the
stan
dard
s at t
he e
xpen
se o
f m
anda
ted
topi
cs a
nd
com
pete
ncie
s.
0
3-3.
Use
s var
ious
ass
essm
ent
stra
tegi
es to
eva
luat
e st
uden
t nee
ds
and
leve
ls o
f lea
rnin
g an
d de
velo
pmen
t.
4 C
andi
date
pro
vide
s exc
elle
nt
use
of a
sses
smen
t dat
a to
in
form
inst
ruct
ion.
The
as
sess
men
ts a
re v
arie
d,
3 C
andi
date
pro
vide
s goo
d us
e of
ass
essm
ent d
ata
to in
form
in
stru
ctio
n. T
he a
sses
smen
ts
are
som
ewha
t var
ied,
and
2 C
andi
date
doe
s not
util
ize
asse
ssm
ent d
ata
to in
form
in
stru
ctio
n an
d re
lies t
oo
heav
ily o
n a
few
ass
essm
ent
1 Candidate’s assessm
ent
alig
n po
orly
with
topi
cs a
nd
com
pete
ncie
s tau
ght,
are
poor
ly d
esig
ned,
focu
s too
0
43
Look
for:
x C
onte
nt v
alid
ity (a
lignm
ent o
f as
sess
men
ts to
scho
ol
curr
icul
um)
x In
clus
ion
of b
oth
form
ativ
e an
d su
mm
ativ
e as
sess
men
t. x
Var
iety
in a
sses
smen
t met
hods
.
auth
entic
, and
repr
esen
t m
ultip
le m
etho
ds fo
r bot
h fo
rmat
ive
and
sum
mat
ive
data
col
lect
ion.
The
as
sess
men
ts a
re e
spec
ially
cr
eativ
e, w
hile
cle
arly
as
sess
ing
the
requ
ired
cour
se
mat
eria
l and
ass
ocia
ted
com
pete
ncie
s.
repr
esen
t mul
tiple
met
hods
fo
r bot
h fo
rmat
ive
and
sum
mat
ive
data
col
lect
ion.
Th
ese
asse
ssm
ents
are
alig
ned
with
cou
rse
obje
ctiv
es, w
hich
ar
e in
turn
alig
ned
with
Nex
t G
ener
atio
n Sc
ienc
e St
anda
rds
(NG
SS) a
nd/o
r oth
er
appl
icab
le st
anda
rds.
metho
ds. T
he candidate’s
asse
ssm
ents
may
be
varie
d bu
t oc
casi
onal
ly fa
il to
be
suffi
cien
tly a
ligne
d w
ith
cour
se o
bjec
tives
.
muc
h on
low
er-le
vel
ques
tions
, or o
ther
wis
e ne
gativ
ely
impa
ct st
uden
t learning
or the candidate’s
inte
rpre
tatio
n th
ereo
f.
3-4.
Exh
ibits
and
end
orse
s saf
e pr
actic
es re
gard
ing
mat
eria
ls, s
tude
nt
activ
ities
, and
/or c
are
of li
ve a
nim
als.
Look
for:
x Candidate’s con
sistent e
mph
asis
on
the
impo
rtanc
e of
safe
ty
prac
tices
. x
Stud
ent a
bilit
y to
mak
e go
od
safe
ty c
hoic
es w
ithou
t the
dire
ct
inte
rven
tion
of th
e ca
ndid
ate
x Candidate’s app
ropriate
inte
rven
tion
whe
n st
uden
ts d
o no
t mak
e go
od c
hoic
es.
x Candidate’s situational
awar
enes
s (i.e
. can
dida
te sh
ould
no
t be
so e
ngro
ssed
in h
elpi
ng
one
labo
rato
ry g
roup
that
ano
ther
gr
oup
is e
ffect
ivel
y un
supe
rvis
ed)
4 C
andi
date
cre
ates
a c
limat
e w
here
safe
ty is
at t
he
fore
front
of s
tude
nt
cons
ciou
snes
s at a
ll tim
es
whe
n in
labo
rato
ry o
r oth
er
haza
rdou
s set
tings
.
3 C
andi
date
adh
eres
to a
ll sa
fety
pr
actic
es re
com
men
ded
by th
e National S
cience Teachers’
Ass
ocia
tion
(NST
A) a
nd o
ther
re
leva
nt a
utho
ritie
s. S
afet
y ex
pect
atio
ns a
re c
lear
to
stud
ents
in g
ener
al a
nd th
e ca
ndid
ate
rem
inds
stud
ents
of
espe
cial
ly im
porta
nt p
ract
ices
du
ring
each
labo
rato
ry
exer
cise
or i
nves
tigat
ion
invo
lvin
g liv
e an
imal
s or
haza
rdou
s mat
eria
ls.
2 C
andi
date
ade
quat
ely
supe
rvis
es st
uden
t saf
ety,
but
m
ay n
ot e
ngag
e st
uden
ts in
th
ough
tful a
naly
sis o
f why
sa
fety
pra
ctic
es a
re n
eces
sary
.
1 Candidate’s su
pervision of
safe
ty p
ract
ices
left
stud
ents
at p
ossi
ble
unre
ason
able
risk
of i
njur
y of
any
kin
d.
0
3-5.
Beh
aves
eth
ical
ly a
nd in
the
best
in
tere
st o
f the
stud
ents
Look
for:
x C
andi
date
mai
nten
ance
of a
po
sitiv
e, c
arin
g en
viro
nmen
t ch
arac
teriz
ed b
y m
utua
l res
pect
be
twee
n ca
ndid
ate
and
stude
nts.
x C
andi
date
kno
wle
dge
of a
nd
atte
ntiv
enes
s to
stud
ent n
eeds
. x
Can
dida
te a
void
ance
of
unne
cess
ary
esca
latio
n of
pr
oble
m si
tuat
ions
. x
Can
dida
te a
nd st
uden
t hum
ane
treat
men
t of l
ivin
g th
ings
in th
e cl
assr
oom
.
4 C
andi
date
mod
els e
thic
al
beha
vior
, dis
cuss
es su
ch
beha
vior
with
stud
ents
, and
pr
esen
ts sc
ienc
e as
an
ethi
cally
aw
are
prof
essi
on.
3 C
andi
date
uph
olds
the
ethi
cal
prin
cipl
es o
utlin
ed b
y th
e National S
cience Teachers’
Ass
ocia
tion
(NST
A) a
nd
Nat
iona
l Ass
ocia
tion
of
Bio
logy
Tea
cher
s (N
AB
T)
both
in te
rms o
f pro
fess
iona
l co
nduc
t, and
the
hand
ling
of
livin
g or
gani
sms.
2 C
andi
date
gen
eral
ly u
phol
ds
the
ethi
cal p
rinci
ples
out
lined
by
the
Nat
iona
l Sci
ence
Te
achers’ A
ssociatio
n (N
STA
) and
Nat
iona
l A
ssoc
iatio
n of
Bio
logy
Te
ache
rs (N
AB
T) b
ut m
ay
have
mad
e sm
all u
nint
entio
nal
erro
rs in
the
treat
men
t of
anim
als,
or sh
own
inex
perie
nce
in d
ealin
g w
ith
stud
ents
that
doe
s not
do
harm
.
1 Candidate’s und
erstanding
of
eth
ics (
or fa
ilure
to
atte
nd to
eth
ics)
pla
ces
stud
ents
at r
isk
of b
eing
ex
pose
d to
une
thic
al
beha
vior
on
the
part
of th
e ca
ndid
ate
on m
ore
than
one
oc
casi
on.
0
44
A-8
: CH
EM
IST
RY
CO
NT
EN
T O
BSE
RV
AT
ION
FO
RM
Sect
ion
1: C
hem
istr
y C
onte
nt K
now
ledg
e Cri
teri
on
Pe
rfor
man
ce R
atin
g
H
ighl
y Pr
ofic
ient
Pr
ofic
ient
D
evel
opin
g In
suffi
cien
t N
o O
ppor
tuni
ty
to D
emon
stra
te
or O
bser
ve
Score
1-1.
U
nder
stan
ds a
nd c
onve
ys m
ajor
co
ncep
ts o
f fun
dam
enta
l st
ruct
ures
of a
tom
s and
m
olec
ules
Look
for:
x St
uden
ts d
iffer
entia
te b
etw
een
an
atom
and
a m
olec
ule.
x
Stud
ents
bui
ld o
r dra
w m
odel
s an
d re
pres
enta
tions
of a
tom
s and
m
olec
ules
.
4 C
andi
date
con
sist
ently
al
low
s all
stud
ents
the
oppo
rtuni
ty to
dem
onst
rate
in
-dep
th k
now
ledg
e by
ac
tivel
y sp
eaki
ng, w
ritin
g, o
r dr
awin
g at
oms a
nd
mol
ecul
es. D
iffer
ence
s be
twee
n at
oms a
nd
mol
ecul
es a
re th
orou
ghly
de
scrib
ed b
y st
uden
ts a
nd
com
mun
icat
ed to
pee
rs.
3 C
andi
date
allo
ws m
ost
stud
ents
suffi
cien
t opp
ortu
nity
to
dem
onst
rate
kno
wle
dge
by
activ
ely
spea
king
, writ
ing,
or
draw
ing
atom
s and
mol
ecul
es.
Stru
ctur
es o
f ato
ms a
nd
mol
ecul
es a
re d
escr
ibed
by
stud
ents
in c
lear
con
cise
te
rms.
2 C
andi
date
allo
ws s
ome
oppo
rtuni
ties t
o en
gage
with
th
e co
ncep
t tha
t ato
ms a
nd
mol
ecul
es h
ave
a fu
ndam
enta
l st
ruct
ure.
Stu
dent
s in
the
clas
s ha
ve li
mite
d op
portu
nitie
s to
draw
or s
peak
abo
ut o
r co
nstru
ct m
odel
s.
1 C
andi
date
doe
s not
allo
w
stud
ents
the
oppo
rtuni
ty to
de
mon
stra
te th
eir
know
ledg
e of
ato
ms a
nd
mol
ecul
es in
a c
onst
ruct
ive
man
ner.
Stud
ents
do
not
enga
ge w
ith th
e co
nten
t of
the
less
on.
0
1-2.
U
nder
stan
ds a
nd c
onve
ys th
e m
ajor
con
cept
s bas
ic p
rinci
ples
of
ioni
c, c
oval
ent,
and
met
allic
bo
ndin
g
Look
for:
x St
uden
ts d
evel
op c
ompr
ehen
sive
id
eas r
egar
ding
sim
ilarit
ies a
nd
diffe
renc
es b
etw
een
the
thre
e ty
pes o
f bon
ding
. x
Stud
ents
bui
ld o
n an
d ev
alua
te
conc
epts
lear
ned
in p
revi
ous
clas
ses.
4 C
andi
date
faci
litat
es in
-dep
th
lear
ning
abo
ut m
etal
lic,
ioni
c, a
nd c
oval
ent b
ondi
ng
in th
e co
ntex
t of t
he S
TEM
le
arni
ng. N
umer
ous
conn
ectio
ns a
re m
ade
to
prev
ious
less
ons a
bout
met
als
and
nonm
etal
s. U
sefu
l ap
plic
atio
ns o
f the
kn
owle
dge
in S
TEM
di
scip
lines
are
pre
sent
ed a
nd
then
dis
cuss
ed b
y st
uden
ts.
3 C
andi
date
suffi
cien
tly
conv
eys t
he c
once
pts o
f m
etal
lic, i
onic
, and
cov
alen
t bo
ndin
g cl
early
in th
e co
ntex
t of
STE
M le
arni
ng. S
ome
conn
ectio
ns a
re m
ade
betw
een
prev
ious
less
ons a
nd h
ow th
is
conc
ept h
inge
s on
know
ledg
e of
the
diffe
rent
type
s of
atom
s. U
sefu
l app
licat
ions
of
the
know
ledg
e in
STE
M
disc
iplin
es a
re p
rese
nted
by
stud
ents
.
2 C
andi
date
pro
vide
s som
e te
ache
r dire
cted
dis
cuss
ion
abou
t the
diff
eren
ces b
etw
een
bond
ing
type
s with
stud
ents
in
an e
ngag
ing
man
ner.
The
stud
ents
hav
e fe
w
oppo
rtuni
ties t
o m
ake
conn
ectio
ns to
prio
r lea
rnin
g an
d ho
w th
is b
uild
s on
thei
r kn
owle
dge.
Use
ful
appl
icat
ions
of t
he k
now
ledg
e in
STE
M d
isci
plin
es a
re
brie
fly d
iscu
ssed
by
stud
ents
1 Candidate’s lesson
lacks
dire
ctio
n an
d th
e stu
dent
s ar
e no
t giv
en th
e op
portu
nity
to e
ngag
e m
eani
ngfu
lly w
ith th
e co
ncep
t. St
uden
ts d
o no
t de
mon
stra
te th
eir
know
ledg
e by
per
form
ing
task
s. U
sefu
l app
licat
ions
of
the
know
ledg
e in
STE
M
disc
iplin
es a
re n
ot
pres
ente
d or
dis
cuss
ed b
y st
uden
ts.
0
1-3.
U
nder
stan
ds a
nd c
onve
ys
phys
ical
and
che
mic
al
prop
ertie
s and
cla
ssifi
catio
n of
el
emen
ts in
clud
ing
perio
dici
ty
Lo
ok fo
r: x
Stud
ents
hav
e m
any
oppo
rtuni
ties t
o cl
assi
fy
4 C
andi
date
dem
onst
rate
s ex
pert
tech
niqu
es th
at w
ill
lead
to lo
ng te
rm st
uden
t le
arni
ng. T
he st
uden
ts a
re
rout
inel
y gi
ven
ampl
e ch
ance
s to
clas
sify
pro
perti
es
as e
ither
che
mic
al o
r ph
ysic
al. I
n-cl
ass m
ater
ials
3 C
andi
date
dem
onst
rate
s su
ffici
ent t
echn
ique
s tha
t will
le
ad to
long
term
stud
ent
lear
ning
. The
stud
ents
are
gi
ven
chan
ces t
o cl
assi
fy
exam
ples
of p
rope
rties
th
roug
h th
e m
anip
ulat
ion
of
mat
eria
ls. S
ome
activ
ities
are
2 C
andi
date
dem
onst
rate
s som
e te
chni
ques
that
will
lead
to
long
term
stud
ent l
earn
ing.
Th
e st
uden
ts a
re g
iven
ch
ance
s to
dete
rmin
e if
prop
ertie
s are
che
mic
al o
r ph
ysic
al, b
ut d
o no
t get
to
expe
rimen
t with
mat
eria
ls
1 C
andi
date
doe
s not
de
mon
stra
te te
chni
ques
that
w
ill le
ad to
long
term
st
uden
t lea
rnin
g. T
he
stud
ents
are
not
giv
en th
e ch
ance
to sh
ow th
eir
know
ledg
e by
cla
ssify
ing
prop
ertie
s as e
ither
0
45
prop
ertie
s as c
hem
ical
or
phys
ical
. x
Feed
back
is g
iven
abo
ut re
ason
s fo
r ans
wer
s.
x M
ater
ials
are
mad
e ac
cess
ible
to
stud
ents
so th
at th
ey c
an w
itnes
s fir
stha
nd th
e pr
oper
ties b
eing
st
udie
d.
x A
ctiv
ities
are
stud
ent-c
ente
red.
are
used
cre
ativ
ely
and
enga
ge th
e st
uden
ts in
nov
el
thin
king
. All
inst
ruct
iona
l ac
tiviti
es a
re st
uden
t ce
nter
ed. S
peci
fic fe
edba
ck is
fre
quen
tly g
iven
to st
uden
ts.
stud
ent c
ente
red.
Som
e fe
edba
ck is
giv
en to
stud
ents
. th
emse
lves
. Few
act
iviti
es a
re
stud
ent c
ente
red.
Min
imal
fe
edba
ck is
giv
en to
stud
ents
.
chem
ical
or p
hysi
cal.
Act
iviti
es a
re te
ache
r ce
nter
ed. N
o fe
edba
ck is
gi
ven
to st
uden
ts.
1-4.
D
emon
stra
tes a
nd te
ache
s fu
ndam
enta
l pro
cess
es o
f in
vest
igat
ing
in b
ioch
emis
try
Lo
ok fo
r: x
Fund
amen
tal p
roce
sses
of
bioc
hem
istry
are
dis
cuss
ed a
s be
ing
an in
tegr
al p
art o
f the
ST
EM d
isci
plin
es.
x Pr
ior k
now
ledg
e is
dis
cuss
ed b
y st
uden
ts a
nd u
tiliz
ed to
furth
er
long
-term
stud
ent l
earn
ing.
x
Stud
ents
inve
stig
ate
usin
g sc
ient
ific
met
hod.
4 C
andi
date
pro
vide
s an
exce
llent
per
spec
tive
on h
ow
bioc
hem
ical
pro
cess
es fi
t in
to th
e fra
mew
ork
of S
TEM
. Th
e im
porta
nce
of
inve
stig
atin
g in
bio
chem
istry
is m
ade clear. Stud
ents’ p
rior
know
ledg
e is
hig
hlig
hted
. C
reat
ive
inve
stig
atio
ns a
re
unde
rtake
n ba
sed
on th
e stud
ents’ p
rior k
nowledg
e.
3 C
andi
date
pro
vide
s a g
ood
pers
pect
ive
abou
t the
role
of
bioc
hem
istry
with
in th
e fra
mew
ork
of S
TEM
. C
onne
ctio
ns a
re m
ade
to p
rior
know
ledg
e th
at th
e st
uden
ts
have
abo
ut in
vest
igat
ing
in
bioc
hem
istry
. Inv
estig
atio
ns
are
crea
ted
by th
e st
uden
ts.
2 C
andi
date
pro
vide
s som
e ge
nera
l ide
a of
how
bi
oche
mis
try fi
ts in
to th
e fra
mew
ork
of S
TEM
. Few
co
nnec
tions
are
mad
e to
the
stud
ents’ p
rior k
nowledg
e on
bi
oche
mic
al in
vest
igat
ions
. St
uden
ts in
vest
igat
e, b
ut
inve
stig
atio
ns a
re m
ostly
te
ache
r led
.
1 Candidate’s exp
lanatio
n of
the
fund
amen
tal p
roce
sses
of
bio
chem
istry
is fl
awed
an
d la
cks v
igor
. Stu
dent
s ar
e no
t ask
ed to
dra
w o
n pr
ior k
now
ledg
e or
to
inve
stig
ate
a bi
oche
mic
al
phen
omen
on.
0
1-5.
U
nder
stan
ds a
nd d
emon
stra
tes
prin
cipl
es o
f ele
ctro
chem
istry
Look
for:
x St
uden
ts b
uild
upo
n pr
evio
us
less
ons a
nd re
mem
ber w
hat t
hey
have
lear
ned
abou
t ion
s up
to
this
poi
nt.
x Th
e id
ea o
f opp
osite
s attr
actin
g is
pro
min
ent i
n th
e le
sson
from
the stud
ents’ p
oint
of v
iew
.
4 C
andi
date
pro
vide
s exc
elle
nt
exam
ples
of t
he p
rinci
ples
of
elec
troch
emis
try. S
tude
nts
crea
te e
xper
imen
ts th
at
utili
ze a
nd e
xam
ine
cond
uctiv
ity. M
any
conn
ectio
ns a
re m
ade
to
prev
ious
lear
ning
in th
e cl
ass
and
from
out
side
exp
erie
nces
th
e st
uden
ts h
ave.
3 C
andi
date
pro
vide
s goo
d ex
ampl
es o
f the
diff
eren
t be
havi
or o
f ion
ic a
nd n
on-
ioni
c co
mpo
unds
. Stu
dent
s ex
perim
ent w
ith m
ater
ials
that
co
nduc
t ele
ctric
ity. S
ome
conn
ectio
ns a
re m
ade
to
prev
ious
less
ons a
bout
ions
an
d io
nic
bond
ing.
2 C
andi
date
pro
vide
s som
e ex
ampl
es o
f the
prin
cipl
es o
f el
ectro
chem
istry
but
doe
s not
al
low
the
stud
ents
to
expe
rimen
t with
the
mat
eria
ls.
Few
con
nect
ions
are
mad
e to
pr
evio
us le
sson
s abo
ut io
ns
and
ioni
c bo
ndin
g.
1 C
andi
date
doe
s not
de
mon
stra
te th
e pr
inci
ples
of
ele
ctro
chem
istry
. The
st
uden
ts a
re n
ot a
sked
to
reca
ll an
d ap
ply
prev
ious
le
sson
s abo
ut io
ns a
nd io
nic
bond
ing.
Mat
eria
ls a
re n
ot
mad
e ac
cess
ible
to st
uden
ts.
0
1-6.
U
nder
stan
ds a
nd te
ache
s en
viro
nmen
tal a
nd a
tmos
pher
ic
chem
istry
Look
for:
x R
elev
ant m
ater
ials
eng
age
the
stud
ents
in a
n au
then
tic m
anne
r. x
Con
cept
s are
dis
cuss
ed a
nd
4 C
andi
date
pro
vide
s ric
h,
rele
vant
, in-
dept
h ex
ampl
es
of h
ow c
hem
istry
affe
cts
the
atm
osph
ere
and
the
envi
ronm
ent.
Stud
ents
re
sear
ch S
TEM
topi
cs in
a
deep
and
thou
ghtfu
l man
ner.
Cur
rent
eve
nts o
n a
glob
al
3 C
andi
date
pro
vide
s a
suffi
cien
t arr
ay o
f exa
mpl
es
whe
re c
hem
istry
effe
cts t
he
envi
ronm
ent a
nd a
tmos
pher
e.
Rel
evan
t cur
rent
eve
nts a
re
disc
usse
d us
ing
conc
epts
le
arne
d. S
tude
nts r
esea
rch
a to
pic
of th
eir c
hoos
ing
2 C
andi
date
pro
vide
s som
e ex
ampl
es o
f che
mis
try
affe
ctin
g th
e at
mos
pher
e an
d en
viro
nmen
t. St
uden
ts
rese
arch
rele
vant
topi
cs in
a
supe
rfici
al m
anne
r. F
ew
conn
ectio
ns a
re m
ade
to o
ther
ST
EM fi
elds
.
1 C
andi
date
pro
vide
s poo
r ex
ampl
es o
f how
che
mis
try
affe
cts t
he a
tmos
pher
e an
d en
viro
nmen
t. St
uden
ts d
o no
t wor
k w
ith re
leva
nt,
mod
ern
issu
es in
STE
M
field
s.
0
46
pres
ente
d w
ith a
dee
p an
d w
ide
focu
s. x
Stud
ents
rese
arch
inte
rest
ing
topi
cs o
f the
ir ch
oosi
ng.
scal
e ar
e in
trodu
ced
and
stud
ents
pro
vide
thei
r ow
n pe
rspe
ctiv
es.
rele
vant
to S
TEM
fiel
ds.
Sect
ion
2: N
atur
e of
Sci
ence
Issu
es a
nd In
quir
y Cri
teri
on
Pe
rfor
man
ce R
atin
g
H
ighl
y Pr
ofic
ient
Pr
ofic
ient
D
evel
opin
g In
suffi
cien
t N
o O
ppor
tuni
ty
to D
emon
stra
te
or O
bser
ve
Score
2-1.
Und
erst
ands
the
hist
oric
al a
nd
cultu
ral d
evel
opm
ent o
f sci
ence
; U
nder
stan
d th
e ph
iloso
phic
al
tene
ts, a
ssum
ptio
ns, g
oals
, and
va
lues
that
dis
tingu
ish
scie
nce
from
tech
nolo
gy; E
ngag
es
stud
ents
in st
udie
s of t
he n
atur
e of
scie
nce
Look
for:
x St
uden
ts c
ondu
ct re
sear
ch o
n to
pics
from
div
erse
cul
ture
s. x
Serio
us q
uest
ions
are
ask
ed th
at
cann
ot b
e an
swer
ed q
uick
ly o
r ea
sily
. x
Stud
ents
are
usin
g th
e sc
ient
ific
met
hod
to c
reat
e th
eir o
wn
expe
rimen
ts.
4 C
andi
date
pro
vide
s tho
ught
pr
ovok
ing
exam
ples
of h
ow
scie
nce
diffe
rs fr
om
tech
nolo
gy a
nd h
as c
hang
ed
over
tim
e. S
tude
nts w
ork
in
grou
ps to
rese
arch
ap
prop
riate
topi
cs th
at th
ey
crea
ted
them
selv
es. S
tude
nts
crea
te e
xper
imen
ts u
sing
the
scie
ntifi
c m
etho
d an
d th
en
pres
ent t
heir
findi
ngs t
o th
e cl
ass.
3 Su
ffici
ent i
nfor
mat
ion
on th
e di
ffere
nce
betw
een
scie
nce
and
tech
nolo
gy is
pre
sent
ed to
th
e st
uden
ts in
a th
ough
tful
man
ner.
Stud
ents
resp
ond
by
thin
king
abo
ut a
nd d
iscu
ssin
g sc
ienc
e an
d its
dev
elop
men
t. H
isto
rical
per
spec
tive
is
acqu
ired
by h
avin
g st
uden
ts
rese
arch
a to
pic
of th
eir
choo
sing.
2 So
me
rele
vant
info
rmat
ion
is
pres
ente
d to
the
stude
nts t
hat
dist
ingu
ish sc
ienc
e fro
m
tech
nolo
gy. C
lass
act
iviti
es
prov
ide
for s
tude
nt g
row
th b
ut
do n
ot e
ngag
e st
uden
ts in
st
udie
s of t
he n
atur
e of
sc
ienc
e. S
tude
nts a
re a
ssig
ned
topi
cs to
rese
arch
.
1 M
ater
ial i
s pre
sent
ed in
a
haph
azar
d fa
shio
n. S
tude
nts
are
not e
ngag
ed in
m
eani
ngfu
l thi
nkin
g ab
out
scie
nce
and
its p
lace
in
STEM
. Stu
dent
s do
not
rese
arch
how
scie
nce
has
deve
lope
d ov
er ti
me.
0
2-2.
Eng
ages
stud
ents
bot
h in
stud
ies
of v
ario
us m
etho
ds o
f sci
entif
ic
inqu
iry a
nd in
act
ive
lear
ning
th
roug
h sc
ient
ific
inqu
iry
Look
for:
x In
nova
tive
use
of te
chno
logy
en
gage
s stu
dent
s in
diffe
rent
fo
rms o
f sci
entif
ic in
quiry
. x
Stud
ents
act
ivel
y m
anip
ulat
e th
e sc
ient
ific
met
hod
to so
lve
prob
lem
s.
x C
reat
ivity
is e
ncou
rage
d an
d st
uden
ts a
re g
iven
tim
e to
thin
k
4 C
andi
date
exp
ertly
de
mon
stra
tes t
o al
l stu
dent
s th
at p
robl
ems a
re so
lved
in
diffe
rent
fiel
ds b
y us
ing
diffe
rent
sets
of p
roce
dure
s an
d pr
actic
es. D
iver
se
oppo
rtuni
ties a
re g
iven
to
stud
ents
to so
lve
inte
rest
ing
prob
lem
s in
crea
tive
way
s. C
oncl
usio
ns a
re re
ache
d an
d pr
esen
ted
to o
utsi
de p
artie
s.
3 C
andi
date
doe
s a g
ood
job
dem
onst
ratin
g th
at p
robl
ems
can
be so
lved
in m
ore
than
on
e w
ay. S
tude
nts a
re g
iven
pr
oble
ms t
o so
lve
and
mus
t us
e te
chno
logy
and
mat
eria
ls
to fi
nd so
lutio
ns. S
tude
nts
reac
h co
nclu
sion
s and
are
gi
ven
time
to p
rese
nt th
em.
2 C
andi
date
ade
quat
ely
dem
onst
rate
s tha
t sci
ence
can
so
lve
prob
lem
s in
diffe
rent
w
ays.
Stud
ents
hav
e fe
w
oppo
rtuni
ties t
o so
lve
prob
lem
s. St
uden
ts re
ach
conc
lusio
ns b
ut d
o no
t hav
e tim
e to
com
mun
icat
e th
em to
ot
hers
.
1 C
andi
date
focu
ses o
nly
on
the
scie
ntifi
c m
etho
d,
igno
ring
othe
r mea
ns o
f pr
oble
m so
lvin
g. S
tude
nts
do n
ot e
ngag
e in
scie
ntifi
c in
quiry
and
pas
sive
ly le
arn
the
mat
eria
l.
0
47
deep
ly a
bout
pro
blem
s.
x St
uden
ts c
omm
unic
ate
thei
r fin
ding
s. 2-
3. U
nder
stan
ds so
cial
ly im
porta
nt
issu
es re
late
d to
scie
nce
and
tech
nolo
gy in
his
/her
fiel
d an
d en
gage
s stu
dent
s suc
cess
fully
in
the
anal
ysis
of p
robl
ems,
incl
udin
g co
nsid
erat
ions
of r
isks
, co
sts,
and
bene
fits o
f alte
rnat
ive
solu
tions
Lo
ok fo
r: x
Stud
ents
eng
age
with
one
topi
c fo
r a c
onsi
dera
ble
amou
nt o
f tim
e.
x W
hen
solu
tions
are
reac
hed,
the
solu
tions
are
ana
lyze
d.
x Pr
oble
ms a
re c
onsi
dere
d fro
m
mul
tiple
per
spec
tives
.
4 C
andi
date
pro
vide
s an
exce
llent
pro
mpt
for t
he
stud
ents
to a
naly
ze. T
he
prob
lem
pos
ed to
the
stud
ents
is th
ough
t pro
voki
ng
and
rele
vant
to th
eir l
ives
. Th
e st
uden
ts a
re g
iven
am
ple
time
to c
onsi
der t
he ri
sks,
cost
s and
ben
efits
of
alte
rnat
ive
solu
tions
.
3 C
andi
date
pro
vide
s a g
ood
prom
pt fo
r stu
dent
s to
enga
ge
with
. The
topi
c is
rele
vant
and
al
low
s for
in-d
epth
ana
lysi
s. St
uden
ts th
ink
abou
t the
ir pr
oble
m fr
om m
ultip
le
pers
pect
ives
and
wei
gh th
e be
nefit
s of a
ltern
ativ
e so
lutio
ns.
2 C
andi
date
pro
vide
s stu
dent
s w
ith a
n ac
cept
able
pro
mpt
to
enga
ge w
ith. T
he in
stru
ctio
nal
mat
eria
l doe
s not
allo
w
stud
ents
to m
ake
in-d
epth
an
alys
is fr
om m
ultip
le
pers
pect
ives
. The
stud
ents
re
flect
upo
n th
eir s
olut
ion,
but
in
a su
perfi
cial
man
ner.
1 C
andi
date
pro
vide
s pro
mpt
s fo
r the
stud
ents
that
are
not
re
leva
nt to
the
students’
lives
. The
less
on is
rush
ed
and
stud
ents
are
not
giv
en
time
to a
naly
ze th
eir
findi
ngs a
nd c
onsid
er th
em
from
mul
tiple
per
spec
tives
.
0
Sect
ion
3: T
each
ing
and
Cur
ricu
lum
Cri
teri
on
Pe
rfor
man
ce R
atin
g
H
ighl
y Pr
ofic
ient
Pr
ofic
ient
D
evel
opin
g In
suffi
cien
t N
o O
ppor
tuni
ty
to D
emon
stra
te
or O
bser
ve
Score
3-1.
Adv
ance
s stu
dent
lear
ning
th
roug
h us
e of
com
mun
ity
reso
urce
s Lo
ok fo
r: x
Cla
ssro
om sp
ace
is w
ell u
tiliz
ed
by b
oth
stude
nts a
nd te
ache
r. x
Stud
ents
and
can
dida
te b
ring
supp
lies a
nd a
re w
ell-p
repa
red
for t
he le
sson
. x
Can
dida
te ta
kes i
nitia
tive
to
enga
ge th
e co
mm
unity
in th
e stud
ents’ learning.
4 C
andi
date
use
s an
exce
llent
va
riety
of w
ell s
elec
ted
reso
urce
s tha
t are
smoo
thly
in
tegr
ated
into
the
less
on.
All
clas
sroo
m sp
ace
is u
sed
and
shar
ed e
ffici
ently
. St
uden
ts h
ave
thei
r ow
n sp
ace
in th
e cl
assr
oom
. St
uden
ts b
ring
in m
any
appr
opria
te su
pplie
s to
enha
nce
inst
ruct
ion.
3 C
andi
date
use
s a g
ood
varie
ty
of re
sour
ces t
hat a
re
inte
grat
ed in
to th
e le
sson
. M
ost o
f the
cla
ssro
om sp
ace
is w
ell u
tiliz
ed a
s wel
l as
spac
e ou
tsid
e th
e cl
assr
oom
. St
uden
ts a
re re
quire
d to
brin
g th
eir o
wn
mat
eria
ls to
cla
ss to
en
hanc
e in
stru
ctio
n.
2 C
andi
date
has
few
reso
urce
s in
tegr
ated
into
the
less
on. T
he
clas
sroo
m sp
ace
is n
ot e
ntire
ly
utili
zed.
Stu
dent
s brin
g so
me
mat
eria
ls to
cla
ss, b
ut th
ere
are
som
e st
uden
ts w
ho d
o no
t ha
ve a
dequ
ate
mat
eria
ls to
co
mpl
ete
thei
r ass
ignm
ents
.
1 C
andi
date
doe
s not
use
pr
ovid
ed re
sour
ces w
ell.
Cla
ssro
om sp
ace
does
not
flo
w a
nd is
not
wel
l ut
ilize
d. M
any
stud
ents
are
la
ckin
g ne
cess
ary
mat
eria
ls
for t
he le
sson
.
0
48
3-2.
Eng
ages
stud
ents
in c
oher
ent a
nd
mea
ning
ful l
esso
ns a
ligne
d to
st
ate
and
natio
nal s
tand
ards
Lo
ok fo
r: x
Obj
ectiv
es a
re p
oste
d in
cl
assr
oom
that
alig
n to
stan
dard
s. x
The
cont
ent i
s rel
evan
t and
has
st
uden
ts a
ctiv
ely
enga
ged
with
th
e co
nten
t. x
Dee
p co
nnec
tions
that
pro
mot
e lo
ng-te
rm le
arni
ng a
re m
ade.
4 Th
e le
sson
allo
ws a
ll st
uden
ts e
xcel
lent
op
portu
nitie
s to
enga
ge in
m
eani
ngfu
l wor
k in
the
cont
ent a
rea.
Stu
dent
s ev
alua
te h
ow im
porta
nt th
e content is for th
em in
today’s
wor
ld. O
bjec
tives
are
re
fere
nced
by
the
cand
idat
e an
d di
scus
sed
by th
e st
uden
ts.
3 Th
e le
sson
allo
ws s
tude
nts
good
opp
ortu
nitie
s to
build
up
on th
eir k
now
ledg
e in
the
cont
ent a
rea.
App
licat
ions
of
the
know
ledg
e ar
e hi
ghlig
hted
as
wel
l as i
mpo
rtanc
e in
today’s w
orld. O
bjec
tives
are
re
fere
nced
by
the
cand
idat
e.
2 Th
e le
sson
allo
ws s
tude
nts
som
e op
portu
nity
to b
uild
up
on th
eir c
onte
nt k
now
ledg
e in
a m
eani
ngfu
l way
. Stu
dent
s do
not
app
ly th
eir k
now
ledg
e to to
day’s w
orld. O
bjectiv
es
are
post
ed, b
ut n
ot re
fere
nced
.
1 Th
e le
sson
doe
s not
allo
w
stud
ents
to e
ngag
e w
ith
mat
eria
l tha
t is a
ligne
d to
st
ate
and
natio
nal s
tand
ards
. St
uden
ts d
o no
t app
ly th
eir
know
ledg
e to to
day’s
wor
ld. O
bjec
tives
are
not
po
sted
or d
iscu
ssed
.
0
3-3.
Use
s var
ious
ass
essm
ent
stra
tegi
es to
eva
luat
e st
uden
t ne
eds a
nd le
vels
of l
earn
ing
and
deve
lopm
ent
Look
for:
x Q
uest
ions
are
writ
ten,
and
sp
oken
alo
ud.
x St
uden
ts re
spon
d by
thin
king
, do
ing,
and
writ
ing.
x
The
less
on is
diff
eren
tiate
d to
al
low
for t
he d
iffer
ent l
evel
s of
lear
ning
and
dev
elop
men
t of
stud
ents
.
4 C
andi
date
use
s an
exce
llent
va
riety
of w
ays t
o as
sess
st
uden
t lea
rnin
g. S
tude
nts
are
aske
d to
read
, thi
nk,
spea
k an
d w
rite
abou
t co
nten
t. Th
ere
is c
lear
di
ffere
ntia
tion
with
th
ough
tful g
roup
ings
de
pend
ing
on th
e ac
tivity
an
d st
uden
t lev
els o
f lea
rnin
g an
d de
velo
pmen
t.
3 C
andi
date
use
s a g
ood
varie
ty
of m
etho
ds to
ass
ess s
tude
nt
lear
ning
. The
inpu
t fro
m
stud
ents
is a
naly
zed
to c
reat
e fu
ture
less
ons a
nd m
odify
the
curr
ent l
esso
n. T
he le
sson
is
diffe
rent
iate
d fo
r the
diff
eren
t le
vels
of l
earn
ing
and
deve
lopm
ent.
2 C
andi
date
use
s min
imal
m
etho
ds to
ass
ess s
tude
nt
need
s and
resp
onds
ac
cord
ingl
y, b
ut o
nly
to so
me
stud
ents
. The
cur
rent
less
on is
m
odifi
ed so
me
base
d on
st
uden
t inp
ut. T
he le
sson
has
so
me,
but
nee
ds m
ore
diffe
rent
iatio
n to
mee
t the
ne
eds o
f all
stud
ents
.
1 C
andi
date
doe
s not
ass
ess
stud
ent l
earn
ing
and
chan
ge
the
less
on b
ased
on
inpu
t. O
nly
one
met
hod
of
asse
ssm
ent i
s use
d. T
here
is
no d
iffer
entia
tion.
0
3-4.
Exh
ibits
and
end
orse
s saf
e pr
actic
es re
gard
ing
mat
eria
ls,
stud
ent a
ctiv
ities
, and
/or c
are
of
live
anim
als
Look
for:
x Sa
fety
rule
s are
pos
ted
and
follo
wed
by
stud
ents
. x
Can
dida
te is
in c
lose
pro
xim
ity to
st
uden
ts w
hen
dang
erou
s m
ater
ials
are
use
d.
x C
andi
date
take
s all
reas
onab
le
prec
autio
ns.
4 C
andi
date
has
all
stud
ents
pr
ovid
e ex
ampl
es o
f saf
e be
havi
or fo
r the
cur
rent
ex
perim
ent.
The
stud
ents
co
rrec
t eac
h ot
her w
hen
non-
safe
pra
ctic
es a
re u
sed.
All
appr
opria
te sa
fety
gea
r is i
n us
e w
hen
perfo
rmin
g ex
perim
ents
. Can
dida
te is
co
nsta
ntly
mon
itorin
g st
uden
ts a
nd in
clo
se
prox
imity
.
3 C
andi
date
pro
vide
s a g
ood
expl
anat
ion
of th
e ex
pect
atio
ns b
efor
e ex
perim
ents
. Rul
es a
re
prom
inen
tly d
ispl
ayed
in th
e la
b ar
ea. S
tude
nts a
re re
quire
d to
use
all
appr
opria
te sa
fety
ge
ar w
hen
perfo
rmin
g ex
perim
ents
. Can
dida
te is
su
ffici
ently
mon
itorin
g st
uden
ts a
nd m
aint
ains
pr
oxim
ity to
the
stud
ents
.
2 C
andi
date
has
safe
ty ru
les
post
ed a
nd b
riefly
rem
inds
so
me
stud
ents
of e
xpec
tatio
ns.
Som
e st
uden
ts a
re n
ot u
sing
appr
opria
te sa
fety
gea
r dur
ing
expe
rimen
ts. C
andi
date
m
onito
rs st
uden
ts in
frequ
ently
an
d at
tim
es is
too
far f
rom
st
uden
ts u
sing
haz
ardo
us
mat
eria
ls.
1 C
andi
date
doe
s not
hav
e sa
fety
rule
s pos
ted
and
does
no
t rem
ind
stude
nts o
f pr
oper
lab
cond
uct b
efor
e th
e ex
perim
ent.
Mos
t st
uden
ts a
re n
ot u
sing
ap
prop
riate
safe
ty g
ear.
Can
dida
te d
oes n
ot m
onito
r st
uden
ts w
ell a
nd is
too
far
from
stud
ents
dur
ing
pote
ntia
lly d
ange
rous
ac
tiviti
es.
0
3-5.
Beh
aves
eth
ical
ly a
nd in
the
best
in
tere
st o
f the
stud
ents
4 C
andi
date
has
exc
elle
nt
rapp
ort w
ith st
uden
ts.
Stud
ents
ask
the
cand
idat
e
3 C
andi
date
has
goo
d ra
ppor
t w
ith st
uden
ts. S
tude
nts a
re
com
forta
ble
talk
ing
with
the
2 C
andi
date
has
som
e po
sitiv
e in
tera
ctio
n w
ith st
uden
ts.
Mos
t stu
dent
s are
com
forta
ble
1 C
andi
date
doe
s not
inte
ract
w
ell w
ith st
uden
ts o
r m
ento
r tea
cher
. The
0
49
Look
for:
x C
andi
date
gen
uine
ly c
ares
for
and
resp
ects
the
stude
nts,
ther
efor
e pr
omot
ing
thei
r wel
l-be
ing.
x
Can
dida
te is
hon
est a
nd c
andi
d.
x C
andi
date
is w
ell p
repa
red
for
less
on.
x C
andi
date
pre
sent
s a c
alm
, re
laxe
d, p
leas
ant m
anne
r.
man
y qu
estio
ns w
ithou
t he
sita
tion.
The
less
on is
ver
y w
ell p
repa
red
usin
g ev
iden
ce
base
d pr
actic
es. A
ll st
uden
ts
are
incl
uded
in a
ctiv
ities
.
cand
idat
e an
d co
me
to h
im o
r he
r with
pro
blem
s. Le
sson
ut
ilize
s bes
t pra
ctic
es a
nd is
w
ell t
houg
ht o
ut. M
ost
stud
ents
are
incl
uded
in
activ
ities
.
with
the
cand
idat
e an
d as
k qu
estio
ns. T
he le
sson
is
adeq
uate
to m
eet t
he n
eeds
of
mos
t stu
dent
s. Fe
w st
uden
ts
parti
cipa
te a
nd a
re in
clud
ed in
ac
tiviti
es.
stud
ents
do
not a
sk
ques
tions
or e
ngag
e th
e ca
ndid
ate.
The
less
on is
not
w
ell t
houg
ht o
ut a
nd d
oes
not u
tiliz
e be
st p
ract
ices
. St
uden
ts d
o no
t par
ticip
ate
in a
ctiv
ities
.
50
A-9
: CO
MPU
TE
R S
CIE
NC
E C
ON
TE
NT
OB
SER
VA
TIO
N F
OR
M
Cri
teri
on
Perf
orm
ance
Rat
ing
Hig
hly
Prof
icie
nt
Prof
icie
nt
Dev
elop
ing
Insu
ffici
ent
No
Opp
ortu
nity
to
Dem
onst
rate
or
Obs
erve
Score
1-1.
Dem
onst
rate
s an
abili
ty to
impa
rt kn
owle
dge
of a
nd sk
ill re
gard
ing
the
synt
ax a
nd se
man
tics o
f a
high
leve
l pro
gram
min
g la
ngua
ge, i
ts c
ontro
l stru
ctur
es,
and
its b
asic
dat
a re
pres
enta
tion.
Lo
ok fo
r: x
Stud
ents
tran
sitio
ning
smoo
thly
fro
m o
ne a
ctiv
ity to
the
next
x
Hig
h le
vel p
rogr
amm
ing
lang
uage
skill
s bei
ng u
sed
by
stud
ents
x
Act
iviti
es th
at a
lign
with
cou
rse
obje
ctiv
es
4 C
andi
date
pre
pare
s an
orga
nize
d, sm
ooth
flow
ing
less
on th
at d
escr
ibed
the
sign
ifica
nce
of th
e le
arni
ng
goal
s for
the
stud
ents
. St
uden
ts w
ere
thor
ough
ly
enga
ged
with
, and
wor
king
co
oper
ativ
ely
on, s
ynta
x an
d se
man
tics o
f a h
igh
leve
l pr
ogra
mm
ing
lang
uage
. O
ppor
tuni
ties w
ere
prov
ided
to
cre
ate
and
eval
uate
con
trol
stru
ctur
es a
nd re
pres
ent d
ata
in a
way
that
was
alig
ned
with
cou
rse
goal
s.
3 C
andi
date
pre
pare
s a w
ell-
stru
ctur
ed le
sson
that
ex
plai
ned
the
rele
vanc
e of
the
lear
ning
goa
ls fo
r stu
dent
s. St
uden
ts w
ere
enga
ged
in th
e sy
ntax
and
sem
antic
s of a
hi
gh le
vel p
rogr
amm
ing
lang
uage
. Opp
ortu
nitie
s wer
e pr
ovid
ed to
ana
lyze
con
trol
stru
ctur
es a
nd d
ata
repr
esen
tatio
n in
a w
ay th
at
was
alig
ned
with
cou
rse
goal
s.
2 C
andi
date
pre
pare
s an
adeq
uate
less
on th
at p
rovi
ded
a fu
nctio
nal e
xpla
natio
n of
the
lear
ning
goa
ls fo
r stu
dent
s. St
uden
ts w
ere
wor
king
with
sy
ntax
and
sem
antic
s in
a hi
gh
leve
l pro
gram
lang
uage
. O
ppor
tuni
ties w
ere
prov
ided
to
iden
tify
cont
rol s
truct
ures
an
d re
pres
ent d
ata
in a
way
th
at w
as a
ligne
d w
ith c
ours
e go
als.
1 C
andi
date
pre
pare
s an
insu
ffici
ent l
esso
n th
at d
id
not p
rovi
de e
xpla
natio
ns o
f th
e le
arni
ng g
oals
for
stud
ents
. Stu
dent
s wor
ked
with
low
leve
l pro
gram
la
ngua
ges a
nd d
id n
ot
enga
ge w
ith se
man
tics o
r sy
ntax
. Opp
ortu
nitie
s wer
e no
t pro
vide
d to
iden
tify
cont
rol s
truct
ures
or
repr
esen
t dat
a in
a w
ay th
at
alig
ned
with
cou
rse
goal
s.
0
1-2.
Dem
onst
rate
s an
unde
rsta
ndin
g of
and
flex
ibili
ty w
ith te
achi
ng
diffe
ring
appr
oach
es/p
arad
igm
s in
pro
gram
min
g (e
.g.,
impe
rativ
e,
func
tiona
l, ob
ject
-orie
nted
) Lo
ok fo
r: x
Stud
ents
wor
king
coo
pera
tivel
y an
d sh
arin
g kn
owle
dge
x A
ctiv
ities
that
requ
ire d
iver
se
appr
oach
es a
nd fl
exib
ility
x
Inst
ruct
iona
l pro
cedu
res t
hat
enha
nce
stud
ent l
earn
ing
and
incr
ease
eng
agem
ent
4 C
andi
date
pro
vide
s det
aile
d,
desc
riptiv
e de
mon
stra
tions
an
d ex
plan
atio
ns o
f diff
eren
t ap
proa
ches
in p
rogr
amm
ing.
St
uden
ts a
re e
xpec
ted
to
utili
ze a
wid
e va
riety
of
appr
oach
es in
side
of a
pr
ojec
t, se
amle
ssly
sw
itchi
ng
betw
een
appr
oach
es.
Inst
ruct
iona
l pro
cedu
res a
re
expe
rtly
used
to a
ssis
t st
uden
ts in
shar
ing
know
ledg
e an
d w
orki
ng
toge
ther
.
3 C
andi
date
pro
vide
s co
nsid
erab
le d
emon
stra
tions
an
d ex
plan
atio
ns o
f diff
eren
t ap
proa
ches
in p
rogr
amm
ing.
St
uden
ts a
re a
sked
to u
tiliz
e di
ffere
nt p
arad
igm
s with
in th
e sa
me
activ
ity, f
lexi
bly
switc
hing
bet
wee
n ap
proa
ches
. Ins
truct
iona
l pr
oced
ures
are
use
d to
allo
w
stud
ents
to sh
are
know
ledg
e an
d he
lp e
ach
othe
r.
2 C
andi
date
pro
vide
s ade
quat
e de
mon
stra
tions
and
ex
plan
atio
ns o
f diff
eren
t ap
proa
ches
in p
rogr
amm
ing.
St
uden
ts a
re a
sked
to u
tiliz
e m
ore
than
one
app
roac
h, b
ut
they
are
with
in se
para
te
activ
ities
with
out e
xplic
itly
enco
urag
ing
flexi
bilit
y.
Inst
ruct
iona
l pro
cedu
res a
re
acce
ptab
le, h
owev
er
oppo
rtuni
ties f
or st
uden
ts to
w
ork
colla
bora
tivel
y ar
e no
t pr
ovid
ed.
1 C
andi
date
pro
vide
s in
com
plet
e de
mon
stra
tions
an
d ex
plan
atio
ns o
f di
ffere
nt a
ppro
ache
s in
prog
ram
min
g. S
tude
nts a
re
not a
sked
to u
tiliz
e m
ore
than
one
app
roac
h to
solv
e pr
ogra
mm
ing
prob
lem
s. In
stru
ctio
nal p
roce
dure
s do
not p
rovi
de fo
r stu
dent
s to
wor
k co
llabo
rativ
ely,
are
po
orly
doc
umen
ted,
and
not
fo
llow
ed w
ell b
y st
uden
ts.
0
1-3.
Tea
ches
stud
ents
to d
esig
n,
impl
emen
t, an
d te
st p
rogr
ams i
n la
ngua
ges f
rom
at l
east
two
diffe
rent
pro
gram
min
g pa
radi
gms i
n a
man
ner
appr
opria
te to
eac
h pa
radi
gm
4 C
andi
date
pro
vide
s an
outs
tand
ing
anal
ysis
and
de
scrip
tion
of h
ow to
des
ign,
te
st, a
nd im
plem
ent
prog
ram
s in
diffe
rent
pr
ogra
mm
ing
para
digm
s.
3 C
andi
date
suffi
cien
tly re
view
s ho
w to
des
ign,
test
and
im
plem
ent p
rogr
ams t
hat
orig
inat
e in
diff
eren
t pr
ogra
mm
ing
para
digm
s. Th
e di
scus
sion
of t
he a
ctiv
ities
is
2 C
andi
date
teac
hes h
ow to
de
sign
, im
plem
ent a
nd te
st
prog
ram
s tha
t orig
inat
e in
di
ffere
nt p
rogr
amm
ing
para
digm
s in
a so
mew
hat
logi
cal m
anne
r. Th
e
1 C
andi
date
doe
s not
ad
equa
tely
teac
h ho
w to
de
sign
, tes
t, an
d im
plem
ent
prog
ram
s tha
t orig
inat
e in
di
ffere
nt p
rogr
amm
ing
lang
uage
s. Th
e di
scus
sion
0
51
Look
for:
x St
uden
ts d
esig
ning
, im
plem
entin
g, a
nd te
stin
g pr
ogra
ms f
rom
mor
e th
an o
ne
prog
ram
min
g pa
radi
gm
x St
uden
ts a
ctiv
ely
disc
ussi
ng
skill
s and
tech
niqu
es n
eede
d to
ac
com
plis
h ta
sks
x St
uden
ts p
rovi
ding
eac
h ot
her
feed
back
on
prog
ram
s
The
disc
ussi
ons o
f the
ac
tiviti
es a
re st
uden
t ce
nter
ed, o
rgan
ized
, co
mpr
ehen
sive
, and
giv
e ea
ch st
uden
t a c
hanc
e to
sp
eak.
Stu
dent
s hav
e th
e op
portu
nity
to p
rovi
de
deta
iled
feed
back
for o
ther
st
uden
ts a
nd re
spon
d to
cr
itiqu
es o
f the
ir ow
n w
ork.
orga
nize
d, c
ompr
ehen
sive
and
in
clud
es a
ll st
uden
ts. S
tude
nts
have
a c
hanc
e to
revi
ew o
ther
stud
ents’ w
ork and prov
ide
feed
back
.
disc
ussi
on o
f the
act
iviti
es is
te
ache
r cen
tere
d an
d co
vers
m
ost o
f the
impo
rtant
asp
ects
of
the
cont
ent.
Stud
ents
hav
e m
inim
al c
hanc
es to
revi
ew
other students’ work and
prov
ide
feed
back
.
of th
e ac
tiviti
es is
ver
y lim
ited
and
does
not
eng
age
stud
ents
. Stu
dent
s are
not
gi
ven
oppo
rtuni
ties t
o re
view
oth
er stud
ents’ w
ork
and
prov
ide
feed
back
.
1-4.
Dem
onst
rate
s in-
dept
h kn
owle
dge
of h
ow c
ompu
ter
syst
ems w
ork
indi
vidu
ally
and
co
llect
ivel
y; L
eads
stud
ents
in
effe
ctiv
e us
e a
varie
ty o
f co
mpu
ting
envi
ronm
ents
(e.g
., si
ngle
- and
mul
ti-us
er sy
stem
s an
d va
rious
ope
ratin
g sy
stem
s)
Look
for:
x In
-dep
th in
form
atio
n be
ing
pres
ente
d to
stud
ents
x
Stud
ents
ask
ing
ques
tions
and
re
ceiv
ing
expe
rt re
spon
ses
x A
ssig
nmen
ts th
at e
ncom
pass
m
ultip
le c
ompu
ting
form
ats a
nd
requ
ire c
reat
ive
thin
king
4 C
andi
date
pro
vide
s hig
h qu
ality
info
rmat
ion
and
tech
nica
l ass
ista
nce
to
stud
ents
in a
pro
activ
e m
anne
r. A
ssig
nmen
ts re
quire
st
uden
ts to
util
ize
a w
ide
varie
ty o
f for
mat
s in
dive
rse
com
putin
g en
viro
nmen
ts th
at
cove
rs th
e sp
ectru
m o
f rea
l w
orld
app
licat
ions
. O
utst
andi
ng c
onne
ctio
ns a
re
mad
e be
twee
n th
e co
ncep
ts
and
how
they
are
use
d in
the
field
indi
vidu
ally
and
co
llect
ivel
y.
3 C
andi
date
pro
vide
s in
form
atio
n an
d ad
dres
ses
stud
ent i
nqui
ries i
n tim
ely
fash
ion.
Ass
ignm
ents
requ
ire
stud
ents
to u
tiliz
e di
ffere
nt
form
ats a
nd w
ork
in d
iver
se
com
putin
g en
viro
nmen
ts.
Prac
tical
con
nect
ions
are
m
ade
betw
een
appl
icat
ions
th
at in
divi
dual
ly a
nd
colle
ctiv
ely.
2 C
andi
date
pro
vide
s in
form
atio
n an
d re
spon
ds to
st
uden
ts w
ho a
sk q
uest
ions
in
an a
dequ
ate
man
ner.
Ass
ignm
ents
requ
ire st
uden
ts
to u
se m
ore
than
one
co
mpu
ting
form
at, b
ut d
o no
t co
ver a
ll ap
prop
riate
use
s. So
me
conn
ectio
ns a
re m
ade
betw
een
appl
icat
ions
but
so
me
prim
e ex
ampl
es a
re a
lso
left
out.
1 C
andi
date
pro
vide
s in
accu
rate
info
rmat
ion
and
does
not
resp
ond
wel
l to
stud
ent i
nqui
ries.
Ass
ignm
ents
do
not a
llow
fo
r stu
dent
s to
gain
ex
perie
nce
with
mul
tiple
fo
rmat
s. Fe
w, i
f any
, co
nnec
tions
are
mad
e be
twee
n ap
plic
atio
ns th
at
indi
vidu
ally
and
co
llect
ivel
y.
0
1-5.
Ena
bles
stud
ents
to d
escr
ibe
the
oper
atio
n of
a c
ompu
ter s
yste
m-
CPU
and
inst
ruct
ion
cycl
e,
perip
hera
ls, o
pera
ting
syst
em,
netw
ork
com
pone
nts,
and
appl
icat
ions
-indi
catin
g th
eir
purp
oses
and
inte
ract
ions
am
ong
them
Lo
ok fo
r: x
Logi
cal s
eque
ncin
g of
act
iviti
es
to p
rom
ote
stud
ent l
earn
ing
x Li
vely
dis
cuss
ions
led
by
stud
ents
abo
ut th
e im
porta
nce
of
the
parts
of a
com
pute
r sys
tem
x
Stud
ent-c
ente
red
activ
ities
re
quiri
ng c
ritic
al th
inki
ng
4 C
andi
date
pro
vide
s wel
l-st
ruct
ured
and
hig
hly
logi
cal
less
on p
lans
that
cov
er th
e op
erat
ion
of a
com
pute
r sy
stem
. Stu
dent
s are
kn
owle
dgea
ble
and
enth
usia
stic
abo
ut d
iscu
ssin
g th
e im
porta
nt p
arts
of a
co
mpu
ter s
yste
m, f
rom
ha
rdw
are,
to so
ftwar
e, to
ne
twor
king
. Act
iviti
es a
re
stud
ent c
ente
red
and
requ
ire
stud
ents
to th
ink
criti
cally
ab
out t
he p
urpo
se o
f and
in
tera
ctio
ns a
mon
g th
e va
rious
par
ts o
f a c
ompu
ter
syst
em.
3 C
andi
date
pro
vide
s log
ical
le
sson
pla
ns th
at c
over
the
oper
atio
n of
a c
ompu
ter
syst
em. S
tude
nts a
re a
ble
to
disc
uss t
he im
porta
nt p
arts
of
the
com
pute
r sys
tem
from
ha
rdw
are
to so
ftwar
e to
ne
twor
king
. Act
iviti
es a
re
stud
ent c
ente
red
and
requ
ire
stud
ents
to in
dica
te th
e pu
rpos
e of
and
inte
ract
ions
am
ong
the
vario
us p
arts
of a
co
mpu
ter s
yste
m.
2 C
andi
date
pro
vide
s par
tially
lo
gica
l les
son
plan
s tha
t cov
er
the
oper
atio
n of
a c
ompu
ter
syst
em. S
ome
stud
ents
are
ab
le to
dis
cuss
the
impo
rtant
pa
rts o
f the
com
pute
r sys
tem
fro
m h
ardw
are,
to so
ftwar
e, to
ne
twor
king
. Act
iviti
es e
ngag
e so
me
stud
ents
to in
dica
te th
e pu
rpos
e of
and
inte
ract
ions
am
ong
the
vario
us p
arts
of a
co
mpu
ter s
yste
m.
1 C
andi
date
pro
vide
s illo
gica
l an
d in
com
plet
e le
sson
pla
ns
cove
ring
the
parts
of a
co
mpu
ter s
yste
m. S
tude
nts
do n
ot d
iscu
ss th
e im
porta
nt
parts
of c
ompu
ter s
yste
ms,
from
har
dwar
e, to
softw
are,
to
net
wor
king
. Act
iviti
es d
o no
t eng
age
stud
ents
.
0
52
1-
6. E
nabl
es st
uden
ts to
des
crib
e ho
w
data
is re
pres
ente
d at
the
mac
hine
le
vel (
e.g.
, cha
ract
er, b
oole
an,
inte
ger,
float
ing
poin
t) Lo
ok fo
r: x
Hig
h le
vel o
f kno
wle
dge
bein
g co
nvey
ed b
y ca
ndid
ate
x St
uden
ts a
pply
ing
know
ledg
e to
so
lve
nove
l pro
blem
s and
reso
lve
issu
es
x Ef
fect
ive
peda
gogi
cal p
ract
ices
be
ing
empl
oyed
4 C
andi
date
con
veys
ext
ensi
ve
know
ledg
e of
how
dat
a is
re
pres
ente
d at
the
mac
hine
le
vel.
Stud
ents
are
requ
ired
to u
se th
eir k
now
ledg
e in
nova
tivel
y to
solv
e co
mpl
ex p
robl
ems o
n an
ar
ray
of c
ompu
ting
issu
es.
Candidate’s plans re
flect a
wid
e ra
nge
of e
ffec
tive
peda
gogi
cal p
ract
ices
and
the
abili
ty to
ant
icip
ate
stude
nt
mis
conc
eptio
ns.
3 C
andi
date
fam
iliar
izes
st
uden
ts w
ith d
ata
repr
esen
tatio
ns a
t the
mac
hine
le
vel.
Stud
ents
are
requ
ired
to
use
thei
r kno
wle
dge
of d
ata
to
solv
e pr
oble
ms b
y de
mon
stra
ting
an
unde
rsta
ndin
g of
com
putin
g processes. Candidate’s plans
refle
ct a
wid
e ra
nge
of
effe
ctiv
e pe
dago
gica
l pr
actic
es, b
ut m
ay n
ot a
lway
s ad
dres
s stu
dent
m
isco
ncep
tions
.
2 C
andi
date
dem
onst
rate
s fa
mili
arity
with
how
dat
a is
re
pres
ente
d at
the
mac
hine
le
vel b
ut d
oes n
ot c
onve
y ho
w
the
conc
epts
are
rela
ted.
St
uden
ts u
se th
eir k
now
ledg
e to
solv
e lo
w le
vel c
ompu
ting
prob
lem
s and
issu
es.
Candidate’s plans re
flect a
limite
d ra
nge
of e
ffect
ive
peda
gogi
cal p
ract
ices
and
do
not a
ddre
ss m
isco
ncep
tions
.
1 C
andi
date
doe
s not
de
mon
stra
te fa
mili
arity
w
ith h
ow d
ata
is
repr
esen
ted
at th
e m
achi
ne
leve
l. St
uden
ts a
re n
ot
aske
d to
app
ly th
eir
know
ledg
e to
uni
que
situations. C
andidate’s
plan
s do
not r
efle
ct
effe
ctiv
e pe
dago
gica
l pr
actic
es o
r add
ress
stud
ent
mis
conc
eptio
ns..
0
1-7.
Tea
ches
stud
ents
to id
entif
y an
d pr
ovid
e us
age
exam
ples
of t
he
vario
us d
ata
stru
ctur
es a
nd fi
les
prov
ided
by
a pr
ogra
mm
ing
lang
uage
(e.g
., ob
ject
s, va
rious
co
llect
ions
, file
s)
Look
for:
x H
igh
expe
ctat
ions
for s
tude
nt
lear
ning
x
Stud
ents
app
roac
hing
pro
blem
s fro
m d
iffer
ent p
ersp
ectiv
es
x Pr
ior k
now
ledg
e be
ing
disc
usse
d an
d th
en u
tiliz
ed in
the
curr
ent
less
on
4 C
andi
date
sets
exp
ecta
tions
fo
r hig
h le
vel o
utco
mes
w
hen
stud
ents
iden
tify
and
prov
ide
usag
e ex
ampl
es o
f da
ta st
ruct
ures
and
file
s w
ithin
a p
rogr
amm
ing
lang
uage
. Stu
dent
s eng
age
with
con
cept
s fro
m d
iffer
ent
pers
pect
ives
and
shar
e re
sults
in g
roup
s. St
uden
ts us
e pr
ior k
now
ledg
e an
d m
ajor
con
cept
s are
re
pres
ente
d in
the
wor
k st
uden
ts a
re p
erfo
rmin
g.
3 C
andi
date
sets
mod
erat
e ex
pect
atio
ns fo
r stu
dent
s to
iden
tify
and
prov
ide
usag
e ex
ampl
es o
f dat
a st
ruct
ures
an
d fil
es w
ithin
a
prog
ram
min
g la
ngua
ge.
Stud
ents
eng
age
with
co
ncep
ts fr
om d
iffer
ent
pers
pect
ives
and
com
pare
re
sults
. Stu
dent
s use
prio
r kn
owle
dge
and
inco
rpor
ate
maj
or c
once
pts i
nto
thei
r dai
ly
wor
k.
2 C
andi
date
sets
min
imal
ex
pect
atio
ns fo
r stu
dent
s to
iden
tify
and
prov
ide
usag
e ex
ampl
es o
f dat
a st
ruct
ures
w
ithin
a p
rogr
amm
ing
lang
uage
. Stu
dent
s are
ex
pose
d to
diff
eren
t pe
rspe
ctiv
es b
ut d
o no
t use
th
em in
thei
r wor
k. S
tude
nts
disc
uss p
rior k
now
ledg
e, b
ut
inco
rpor
atio
n in
to th
eir
curr
ent w
ork
is la
ckin
g.
1 C
andi
date
doe
s not
set
expe
ctat
ions
for s
tude
nts t
o id
entif
y an
d pr
ovid
e us
age
exam
ples
of d
ata
stru
ctur
es
with
in a
pro
gram
min
g la
ngua
ge. S
tude
nts a
re n
ot
expo
sed
to d
iffer
ent
pers
pect
ives
on
prob
lem
so
lvin
g. S
tude
nt
disc
ussi
ons o
f prio
r kn
owle
dge
are
min
imal
and
to
pica
l.
0
1-8.
Ena
bles
stud
ents
to d
emon
stra
te
awar
enes
s of s
ocia
l iss
ues r
elat
ed
to th
e us
e of
com
pute
rs in
soci
ety
and
prin
cipl
es fo
r mak
ing
info
rmed
dec
isio
ns re
gard
ing
them
(e.g
., se
curit
y, p
rivac
y,
inte
llect
ual p
rope
rty, e
quita
ble
acce
ss to
tech
nolo
gy re
sour
ces,
gend
er is
sues
, cul
tura
l div
ersi
ty,
diffe
renc
es in
lear
ner n
eeds
, lim
its o
f com
putin
g, ra
pid
chan
ge)
Look
for:
x St
uden
ts fo
rmin
g th
eir o
wn
4 C
andi
date
is c
onsi
sten
tly
com
mitt
ed to
pro
vidi
ng
stud
ents
with
the
soci
al
cont
ext t
o in
crea
se
awar
enes
s of i
ssue
s tha
t su
rrou
nd th
e us
e of
co
mpu
ters
in so
ciet
y.
Stud
ents
und
erst
and
and
eval
uate
thei
r rol
e in
the
lear
ning
pro
cess
. Stu
dent
s in
depe
nden
tly fo
rm o
pini
ons
and
colla
bora
tivel
y cr
itiqu
e th
e op
inio
ns th
ey a
nd th
eir
peer
s dev
elop
ed.
3 C
andi
date
pro
vide
s stu
dent
s w
ith so
me
soci
al c
onte
xt to
in
crea
se a
war
enes
s of i
ssue
s th
at su
rroun
d th
e us
e of
co
mpu
ters
in so
ciet
y. S
tude
nts
dem
onst
rate
und
erst
andi
ng o
f th
eir r
ole
to le
arn
and
thin
k in
depe
nden
tly a
bout
issu
es.
Stud
ents
form
opi
nion
s and
th
en d
efen
d th
eir o
pini
ons t
o th
eir p
eers
.
2 C
andi
date
show
s litt
le
com
mitm
ent t
o pr
ovid
ing
stud
ents
the
soci
al c
onte
xt to
in
crea
se a
war
enes
s of i
ssue
s th
at su
rroun
d th
e us
e of
co
mpu
ters
in so
ciet
y. S
tude
nts
thin
k ab
out i
ssue
s and
shar
e th
eir o
pini
ons.
Dis
cuss
ions
are
lim
ited
and
do n
ot e
ncou
rage
st
uden
ts to
crit
ique
one
an
othe
r.
1 C
andi
date
fails
to p
rovi
de
appr
opria
te so
cial
con
text
to
incr
ease
aw
aren
ess o
f the
is
sues
that
surro
und
the
use
of c
ompu
ters
in so
ciet
y.
Stud
ents
are
not
ask
ed to
th
ink
inde
pend
ently
abo
ut
issu
es o
r for
m o
pini
ons o
f th
eir o
wn.
0
53
opin
ions
bas
ed u
pon
inpu
t fro
m
info
rmat
iona
l res
ourc
es
x A
var
iety
of r
esou
rces
bei
ng u
sed
by st
uden
ts
x D
iscu
ssio
n of
opi
nion
s in
an
open
and
incl
usiv
e fo
rmat
1-
9. F
oste
rs le
arni
ng e
nviro
nmen
t tha
t en
cour
ages
stud
ents
to c
ondu
ct
inde
pend
ent l
earn
ing
on sp
ecifi
c,
unfa
mili
ar to
pics
in g
ener
al a
reas
ce
ntra
l to
com
pute
r sci
ence
Lo
ok fo
r: x
A p
ositi
ve c
lass
room
cul
ture
that
is
cen
tere
d on
stud
ent l
earn
ing
x St
uden
ts w
orki
ng in
depe
nden
tly
and
havi
ng c
hoic
es a
bout
thei
r le
arni
ng e
xper
ienc
e x
A h
igh
qual
ity le
arni
ng
envi
ronm
ent t
hat i
s app
ropr
iate
fo
r the
con
tent
and
wel
com
ing
to
all
4 C
lass
room
cul
ture
is h
ighl
y su
ppor
tive
of s
tude
nt
succ
ess a
nd lo
ng te
rm
lear
ning
. Stu
dent
s are
al
low
ed to
free
ly c
hoos
e th
eir t
opic
s of s
tudy
, and
are
co
nsis
tent
ly c
halle
nged
to
wor
k ha
rd b
y al
l st
akeh
olde
rs. T
he le
arni
ng
envi
ronm
ent h
as b
een
stru
ctur
ed to
ena
ble
all
stud
ents
to le
arn
impo
rtant
to
pics
in c
ompu
ter s
cien
ce.
3 C
lass
room
cul
ture
is
cond
uciv
e to
stud
ent s
ucce
ss
and
long
-term
lear
ning
. St
uden
ts a
re a
llow
ed to
lear
n ab
out t
opic
s of t
heir
choo
sing
that
are
app
ropr
iate
ly
chal
leng
ing
to th
eir a
bilit
y le
vel.
Cre
atin
g an
idea
l le
arni
ng e
nviro
nmen
t for
co
mpu
ter s
cien
ce is
cen
tral t
o al
l pra
ctic
es a
nd p
roce
dure
s en
acte
d in
the
clas
sroo
m.
2 C
lass
room
cul
ture
allo
ws
mos
t stu
dent
s to
succ
eed
and
acce
ss in
-dep
th k
now
ledg
e.
Stud
ents
hav
e so
me
choi
ces,
but m
any
activ
ities
are
pr
escr
ibed
and
not
ap
prop
riate
ly c
halle
ngin
g fo
r al
l stu
dent
s. Th
e le
arni
ng
envi
ronm
ent i
s app
ropr
iate
, bu
t far
from
idea
l for
all
stud
ents
.
1 C
lass
room
cul
ture
is
char
acte
rized
by
a la
ck o
f co
mm
itmen
t to
stud
ent
lear
ning
. Stu
dent
s are
not
fre
e to
cho
ose
how
they
le
arn
and
wha
t the
y le
arn.
St
uden
ts a
re n
ot
appr
opria
tely
cha
lleng
ed
cons
iste
ntly
in th
e le
arni
ng
envi
ronm
ent.
0
1-10
. Id
entif
ies r
esou
rces
, st
rate
gies
, act
iviti
es, a
nd
man
ipul
ativ
es a
ppro
pria
te to
te
achi
ng se
cond
ary
com
pute
r sc
ienc
e.
Look
for:
x A
ll st
uden
ts u
sing
com
pute
r sc
ienc
e re
sour
ces a
nd m
ater
ials
x
A w
ell-d
esig
ned
clas
sroo
m sp
ace
that
util
izes
all
avai
labl
e as
sets
x
A d
iver
se a
rray
of t
echn
ique
s us
ed to
max
imiz
e st
uden
t le
arni
ng
4 C
andi
date
acq
uire
s all
appr
opria
te a
nd n
eces
sary
re
sour
ces t
o sh
are
with
st
uden
ts so
that
all
have
eq
ual a
nd fr
eque
nt a
cces
s to
appr
opria
te c
ompu
ter s
cien
ce
mat
eria
ls. T
he c
lass
room
is
crea
tivel
y ar
rang
ed to
su
ppor
t ins
truct
ion
and
stud
ent c
ente
red
lear
ning
. A
dive
rse
arra
y of
stra
tegi
es,
activ
ities
and
man
ipul
ativ
es
are
imag
inat
ivel
y us
ed b
y th
e st
uden
ts o
n a
daily
bas
is to
ad
vanc
e le
arni
ng.
3 C
andi
date
acq
uire
s res
ourc
es
to sh
are
with
stud
ents
so th
at
all h
ave
equa
l acc
ess t
o ap
prop
riate
com
pute
r sci
ence
m
ater
ials
. The
cla
ssro
om is
ar
rang
ed to
supp
ort
inst
ruct
ion
and
stude
nt
cent
ered
lear
ning
. A d
iver
se
arra
y of
stra
tegi
es, a
ctiv
ities
an
d m
anip
ulat
ives
is
empl
oyed
on
a da
ily b
asis
w
ithin
the
stru
ctur
ed
fram
ewor
k of
dai
ly ro
utin
e.
2 C
andi
date
acq
uire
s ade
quat
e re
sour
ces t
o sh
are
with
st
uden
ts so
that
mos
t stu
dent
s ha
ve a
cces
s to
appr
opria
te
com
pute
r sci
ence
mat
eria
ls.
The
clas
sroo
m is
arr
ange
d to
su
ppor
t ins
truct
ion
and
grou
p w
ork.
The
teac
her u
ses
stra
tegi
es, a
ctiv
ities
, and
m
anip
ulat
ives
to e
nhan
ce
stud
ent l
earn
ing.
1 C
andi
date
doe
s not
acq
uire
ad
equa
te re
sour
ces t
o en
able
stud
ents
to h
ave
acce
ss to
app
ropr
iate
co
mpu
ter s
cien
ce m
ater
ials
. Th
e cl
assr
oom
is n
ot
arra
nged
wel
l for
a
com
pute
r sci
ence
cla
ss. T
he
teac
her u
ses d
oes n
ot u
se
suita
ble
activ
ities
, m
anip
ulat
ives
and
st
rate
gies
to e
nhan
ce
stud
ent l
earn
ing.
0
54
A-1
0: E
AR
TH
SPA
CE
SC
IEN
CE
CO
NT
EN
T O
BSE
RV
AT
ION
FO
RM
Se
ctio
n 1:
Ear
th/S
pace
Sci
ence
Con
tent
Kno
wle
dge
Cri
teri
on
Perf
orm
ance
Rat
ing
Hig
hly
Prof
icie
nt
Prof
icie
nt
Dev
elop
ing
Insu
ffici
ent
No
Opp
ortu
nity
to
Dem
onst
rate
or
Obs
erve
Score
1-1.
Exh
ibits
kno
wle
dge
and
prac
tices
of
con
tem
pora
ry sc
ienc
e.
Inte
rrel
ate
and
inte
rpre
t con
cept
s, id
eas,
and
appl
icat
ions
in E
arth
Sp
ace
Scie
nce
Look
for:
x Le
arni
ng ta
sks t
hat i
ncor
pora
te
cont
empo
rary
idea
s x
Dis
cuss
ions
that
invo
lve
all
stud
ents
x
Stud
ents
bei
ng c
halle
nged
to
thin
k cr
itica
lly a
bout
the
conc
epts
and
idea
s in
Earth
Sp
ace
Scie
nce
4 C
andi
date
cho
oses
lear
ning
ta
sks t
hat t
horo
ughl
y en
gage
al
l stu
dent
s and
requ
ire
com
plex
thin
king
aro
und
conc
epts
, and
idea
s in
Earth
Sp
ace
Scie
nce.
Stu
dent
s are
st
imul
ated
to m
ake
inqu
iries
in
to th
e kn
owle
dge
and
prac
tices
of c
onte
mpo
rary
sc
ienc
e. Q
uest
ioni
ng
tech
niqu
es c
halle
nge
the
stud
ents
to m
ake
conn
ectio
ns
inde
pend
ently
and
bui
ld o
n im
porta
nt c
once
pts.
3 C
andi
date
cho
oses
lear
ning
ta
sks t
hat a
re fu
lly a
ligne
d w
ith th
e co
ncep
ts, i
deas
and
ap
plic
atio
ns in
Ear
th S
pace
Sc
ienc
e. T
he c
andi
date
and
st
uden
ts a
re in
telle
ctua
lly
enga
ged
with
kno
wle
dge
and
prac
tices
of c
onte
mpo
rary
sc
ienc
e. Q
uest
ioni
ng
tech
niqu
es le
ad st
uden
ts to
m
ake
conn
ectio
ns b
etw
een
impo
rtant
con
cept
s.
2 C
andi
date
cho
oses
lear
ning
ta
sks t
hat a
re p
artia
lly a
ligne
d w
ith th
e co
ncep
ts, i
deas
, and
ap
plic
atio
ns in
Ear
th S
pace
Sc
ienc
e. O
nly
som
e of
the
stud
ents
are
eng
aged
with
the
know
ledg
e an
d pr
actic
es o
f co
ntem
pora
ry sc
ienc
e.
Que
stio
ning
tech
niqu
es
enco
urag
e st
uden
ts to
re
spon
d, b
ut fe
w st
uden
ts a
re
invo
lved
in th
e di
scus
sion
of
impo
rtant
con
cept
s.
1 C
andi
date
cho
oses
lear
ning
ta
sks t
hat a
re in
suffi
cien
tly
alig
ned
with
the
conc
epts
, id
eas,
and
appl
icat
ions
in
Earth
Spa
ce S
cien
ce.
Stud
ents
are
not
eng
aged
w
ith c
onte
mpo
rary
pr
actic
es a
nd k
now
ledg
e.
Que
stio
ning
tech
niqu
es d
o no
t allo
w fo
r stu
dent
s to
disc
uss i
mpo
rtant
con
cept
s.
0
1-2.
Und
erst
ands
and
con
veys
the
maj
or c
once
pts,
prin
cipl
es,
theo
ries,
law
s, an
d in
terr
elat
ions
hips
of E
arth
Spa
ce
Scie
nce
Look
for:
x W
ell-c
rafte
d ex
plan
atio
ns
high
light
ing
rele
vant
con
cept
s x
Stud
ents
bui
ldin
g up
on p
rior
know
ledg
e to
bec
ome
expe
rts
x A
ctiv
ities
that
eng
age
all s
tude
nts
in th
e cl
ass
4 C
andi
date
pre
sent
s det
aile
d an
d de
scrip
tive
info
rmat
ion
to th
e st
uden
ts o
n th
e m
ajor
pr
inci
ples
, the
orie
s, an
d la
ws
of E
arth
Spa
ce S
cien
ce.
Can
dida
te p
rovi
des s
tude
nts
frequ
ent o
ppor
tuni
ties t
o ex
pand
upo
n an
d ap
ply
thei
r kn
owle
dge.
Can
dida
te
crea
tes c
ompr
ehen
sive
ac
tiviti
es th
at e
ffect
ivel
y en
gage
all
stud
ents
.
3 C
andi
date
pre
sent
s co
nsid
erab
le in
form
atio
n to
th
e st
uden
ts o
n th
e m
ajor
co
ncep
ts, p
rinci
ples
, the
orie
s, an
d la
ws o
f Ear
th S
pace
Sc
ienc
e. C
andi
date
pro
vide
s st
uden
ts a
n op
portu
nity
to
expa
nd u
pon
thei
r kno
wle
dge.
C
andi
date
cap
ably
cre
ates
ac
tiviti
es fo
r the
stud
ents
w
hich
are
rele
vant
and
en
gagi
ng fo
r mos
t stu
dent
s.
2 C
andi
date
pre
sent
s ade
quat
e in
form
atio
n to
the
stud
ents
on
the
maj
or c
once
pts,
prin
cipl
es,
theo
ries,
and
law
s of E
arth
Sp
ace
Scie
nce.
Can
dida
te
prov
ides
stud
ents
an
oppo
rtuni
ty to
rein
forc
e th
e kn
owle
dge
they
hav
e le
arne
d.
Can
dida
te c
reat
es a
ctiv
ities
fo
r the
stud
ents
whi
ch e
ngag
e fe
w st
uden
ts in
the
clas
s.
1 C
andi
date
pre
sent
s in
com
plet
e in
form
atio
n on
th
e m
ajor
con
cept
s, pr
inci
ples
, the
orie
s, an
d la
ws o
f Ear
th S
pace
Sc
ienc
e. C
andi
date
doe
s not
pr
ovid
e stu
dent
an
oppo
rtuni
ty to
bui
ld u
pon
thei
r prio
r kno
wle
dge.
A
ctiv
ities
do
not e
ngag
e th
e st
uden
ts in
act
ive
lear
ning
.
0
1-3.
Und
erst
ands
and
con
veys
the
unify
ing
conc
epts
of s
cien
ce in
Ea
rth S
pace
Sci
ence
Lo
ok fo
r: x
Mat
eria
ls p
rese
nted
to st
uden
ts to
be
thor
ough
and
incl
usiv
e
4 C
andi
date
pro
vide
s an
outs
tand
ing
sum
mat
ion
of
the
unify
ing
conc
epts
of
scie
nce
in E
arth
Spa
ce
Scie
nce.
Stu
dent
s ana
lyze
th
e co
ncep
ts o
f sci
ence
3 C
andi
date
pro
vide
s a
thou
ghtfu
l sum
mat
ion
of th
e un
ifyin
g co
ncep
ts o
f sci
ence
in
Ear
th S
pace
Sci
ence
. St
uden
ts th
orou
ghly
ana
lyze
th
e co
ncep
ts o
f sci
ence
with
in
2 C
andi
date
pro
vide
s a
som
ewha
t log
ical
sum
mat
ion
of th
e un
ifyin
g co
ncep
ts o
f sc
ienc
e in
Ear
th S
pace
Sc
ienc
e. S
tude
nts m
ake
few
co
nnec
tions
bet
wee
n th
e
1 C
andi
date
pro
vide
s a
sum
mat
ion
of th
e un
ifyin
g co
ncep
ts o
f sci
ence
in E
arth
Sp
ace
Scie
nce
that
is
illog
ical
and
dis
orga
nize
d.
Stud
ents
do
not m
ake
0
55
x C
onne
ctio
ns b
eing
mad
e be
twee
n th
e co
ncep
ts o
f sci
ence
and
the
cont
ent o
f Ear
th S
pace
Sci
ence
x
Stud
ents
dis
cuss
ing
impl
icat
ions
of
scie
ntifi
c pr
inci
ples
in a
n au
then
tic m
anne
r
with
in th
e co
ntex
t of E
arth
Sp
ace
Scie
nce
in o
rgan
ized
, st
ruct
ured
act
iviti
es.
Can
dida
te fa
cilit
ates
dy
nam
ic d
iscu
ssio
ns o
f the
im
plic
atio
ns o
f sci
entif
ic
prin
cipl
es in
the
stud
y of
Ea
rth a
nd S
pace
.
the
cont
ext o
f Ear
th S
pace
Sc
ienc
e. C
andi
date
faci
litat
es
acce
ptab
le d
iscu
ssio
ns o
f the
im
plic
atio
ns o
f sci
entif
ic
prin
cipl
es in
the
stud
y of
the
Earth
and
Spa
ce.
conc
epts
of s
cien
ce a
nd th
e co
nten
t of E
arth
Spa
ce
Scie
nce.
Can
dida
te fa
cilit
ates
ad
equa
te d
iscu
ssio
ns o
f the
im
plic
atio
ns o
f sci
entif
ic
prin
cipl
es in
the
stud
y of
Ea
rth a
nd S
pace
.
conn
ectio
ns b
etw
een
the
conc
epts
of s
cien
ce a
nd th
e co
nten
t of E
arth
Spa
ce
Scie
nce.
Stu
dent
s do
not
have
the
oppo
rtuni
ty to
di
scus
s the
impl
icat
ions
of
scie
ntifi
c pr
inci
ples
in th
e st
udy
of E
arth
and
Spa
ce.
1-4.
Und
erst
ands
and
con
veys
im
porta
nt p
erso
nal a
nd
tech
nolo
gica
l app
licat
ions
of
scie
nce
in E
arth
Spa
ce S
cien
ce
Look
for:
x St
uden
ts u
sing
tech
nolo
gy in
w
ays s
imila
r to
how
an
Earth
Sp
ace
scie
ntis
t wou
ld u
se th
em in
fie
ldw
ork
x A
ctiv
ities
that
are
eng
agin
g to
all
stud
ents
x
Stud
ents
solv
ing
prob
lem
s usi
ng
crea
tivity
4 C
andi
date
sele
cts n
ew,
cutti
ng e
dge
tech
nolo
gy to
st
udy
that
is c
urre
ntly
bei
ng
used
by
the
field
of E
arth
Sp
ace
Scie
nce.
Can
dida
te
cons
truct
s act
iviti
es to
allo
w
stud
ents
to so
lve
rele
vant
pr
oble
ms u
sing
tech
nolo
gy.
The
desi
gn o
f the
less
on
flow
s sm
ooth
ly a
nd a
ppea
ls
to a
ll stu
dent
s.
3 C
andi
date
sele
cts t
echn
olog
ies
to st
udy
that
are
freq
uent
ly
appl
ied
in E
arth
Spa
ce
Scie
nce.
Can
dida
te c
onst
ruct
s ac
tiviti
es to
allo
w st
uden
ts to
us
e te
chno
logy
to u
nder
stan
d si
gnifi
cant
Ear
th S
pace
Sc
ienc
e co
ncep
ts. T
he d
esig
n of
the
less
on is
cre
ativ
e an
d ap
peal
ing
to m
ost s
tude
nts.
2 C
andi
date
sele
cts t
echn
olog
y to
stud
y th
at is
rare
ly a
pplie
d in
Ear
th S
pace
Sci
ence
. C
andi
date
con
stru
cts a
ctiv
ities
to
allo
w st
uden
ts to
witn
ess
tech
nolo
gies
in u
se, b
ut th
e st
uden
ts d
o no
t get
firs
than
d ex
perie
nce.
The
des
ign
of th
e le
sson
is so
mew
hat c
reat
ive
and
appe
alin
g to
few
stud
ents
.
1 C
andi
date
sele
cts
tech
nolo
gy to
stud
y th
at is
no
t fre
quen
tly u
sed
in E
arth
Sp
ace
Scie
nce
field
wor
k.
Can
dida
te c
onst
ruct
s ac
tiviti
es th
at a
re ir
rele
vant
an
d in
suffi
cien
t to
prom
ote
stud
ent u
nder
stan
ding
. The
de
sign
of t
he le
sson
is
disj
oint
ed a
nd n
ot c
reat
ive.
0
1-5.
Und
erst
ands
rese
arch
and
can
de
sign
, con
duct
, rep
ort,
and
eval
uate
inve
stig
atio
ns in
Ear
th
Spac
e Sc
ienc
e Lo
ok fo
r:
x St
uden
ts d
esig
ning
inve
stig
atio
ns
to in
crea
se u
nder
stan
ding
of
Earth
Spa
ce S
cien
ce
x C
onne
ctio
ns b
eing
mad
e be
twee
n th
e re
sear
ch p
roce
ss a
nd
impo
rtant
con
cept
s x
Stud
ents
repo
rting
thei
r fin
ding
s in
an
orga
nize
d pr
esen
tatio
n
4 C
andi
date
dem
onst
rate
s a
rich
and
thor
ough
un
ders
tand
ing
of th
e re
sear
ch p
roce
ss in
Ear
th
Spac
e Sc
ienc
e. C
andi
date
ha
s stu
dent
s des
igni
ng,
cond
uctin
g an
d ev
alua
ting
inve
stig
atio
ns to
reac
h co
nclu
sions
. Pra
ctic
al
proc
edur
es a
re in
pla
ce so
th
at st
uden
ts c
an w
ork
coop
erat
ivel
y to
repo
rt th
eir
findi
ngs a
nd fu
rther
thei
r aw
aren
ess o
f im
porta
nt
conc
epts
.
3 C
andi
date
dem
onst
rate
s un
ders
tand
ing
of th
e re
sear
ch
proc
ess i
n Ea
rth S
pace
Sc
ienc
e. C
andi
date
has
st
uden
ts c
ondu
ctin
g an
d de
sign
ing
inve
stig
atio
ns to
re
ach
conc
lusi
ons.
Som
e pr
oced
ures
are
in p
lace
that
st
uden
ts a
re a
ble
to re
port
thei
r fin
ding
s and
furth
er th
eir
awar
enes
s of i
mpo
rtant
co
ncep
ts.
2 C
andi
date
dem
onst
rate
s pa
rtial
und
erst
andi
ng o
f the
re
sear
ch p
roce
ss in
Ear
th
Spac
e Sc
ienc
e. C
andi
date
has
st
uden
ts p
erfo
rmin
g in
vest
igat
ions
to re
ach
conc
lusio
ns. S
tude
nts i
n th
e cl
ass m
ay n
ot h
ave
an
oppo
rtuni
ty to
repo
rt th
eir
findi
ngs a
nd i
ncre
ase
awar
enes
s of i
mpo
rtant
co
ncep
ts.
1 C
andi
date
doe
s not
de
mon
stra
te u
nder
stan
ding
of
the
rese
arch
pro
cess
in
Earth
Spa
ce S
cien
ce.
Stud
ents
do
not p
erfo
rm
inve
stig
atio
ns. S
tude
nts d
o no
t hav
e an
opp
ortu
nity
to
repo
rt th
eir f
indi
ngs.
0
1-6.
Und
erst
ands
and
use
s m
athe
mat
ics t
o pr
oces
s and
re
port
data
, and
solv
e pr
oble
ms
in E
arth
Spa
ce S
cien
ce
4 C
andi
date
sele
cts
mat
hem
atic
s ski
lls to
use
that
ar
e ex
trem
ely
wel
l sui
ted
for
appl
icat
ion
in E
arth
Spa
ce
3 C
andi
date
logi
cally
and
ap
prop
riate
ly in
corp
orat
ing
mat
hem
atic
al sk
ills t
o so
lve
prob
lem
s in
Earth
Spa
ce
2 C
andi
date
inco
rpor
ates
m
athe
mat
ics s
kills
to so
lve
prob
lem
s in
Earth
Spa
ce
Scie
nce
in a
frag
men
ted
1 C
andi
date
doe
s not
in
corp
orat
e m
athe
mat
ics
skill
s to
solv
e pr
oble
ms i
n Ea
rth S
pace
Sci
ence
. No
0
56
Look
for:
x St
uden
ts u
sing
mat
hem
atic
s ski
lls
to so
lve
prob
lem
s x
Stud
ents
ana
lyzi
ng d
ata
from
ex
perim
ents
and
inve
stig
atio
ns
x St
uden
ts re
porti
ng d
ata
that
was
pr
oces
sed
usin
g an
alyt
ic
tech
niqu
es
Scie
nce.
Exp
lana
tions
of
how
scie
ntis
ts u
se
mat
hem
atic
s to
repo
rt an
d pr
oces
s dat
a ar
e en
gagi
ng
and
wel
l int
egra
ted.
A
ctiv
ities
are
sele
cted
to
allo
w st
uden
ts to
au
then
tical
ly u
se
mat
hem
atic
s ski
lls to
ana
lyze
an
d re
port
data
.
Scie
nce.
Can
dida
te p
rovi
des
exam
ples
and
cha
nces
for
stud
ents
to g
ain
conf
iden
ce in
th
eir n
ew sk
ills.
Act
iviti
es a
re
desi
gned
to a
llow
stud
ents
to
auth
entic
ally
use
mat
hem
atic
s w
hile
ana
lyzi
ng d
ata.
man
ner.
Rat
iona
le fo
r how
an
d w
hy m
athe
mat
ics i
s use
d is
inco
mpl
etel
y de
velo
ped.
A
ctiv
ities
are
des
igne
d th
at
min
imal
ly u
se m
athe
mat
ics t
o an
alyz
e da
ta.
expl
anat
ion
of h
ow
mat
hem
atic
s is u
sed
in th
e fie
ld is
giv
en. S
tude
nts d
o no
t ana
lyze
resu
lts fr
om
expe
rimen
ts.
Sect
ion
2: N
atur
e of
Sci
ence
Issu
es a
nd In
quir
y
Cri
teri
on
Perf
orm
ance
Rat
ing
Hig
hly
Prof
icie
nt
Prof
icie
nt
Dev
elop
ing
Insu
ffici
ent
No
Opp
ortu
nity
to
Dem
onst
rate
or
Obs
erve
Score
2-1.
Und
erst
ands
the
hist
oric
al a
nd
cultu
ral d
evel
opm
ent o
f sci
ence
; U
nder
stan
d th
e ph
iloso
phic
al
tene
ts, a
ssum
ptio
ns, g
oals
, and
va
lues
that
dis
tingu
ish
scie
nce
from
tech
nolo
gy; E
ngag
es
stud
ents
in st
udie
s of t
he n
atur
e of
sc
ienc
e Lo
ok fo
r: x
Stud
ents
con
duct
ing
rese
arch
on
topi
cs fr
om d
iver
se c
ultu
res
x Se
rious
que
stio
ns a
re a
sked
that
ca
nnot
be
answ
ered
qui
ckly
or
easi
ly
x St
uden
ts u
sing
the
scie
ntifi
c m
etho
d to
cre
ate
thei
r ow
n ex
perim
ents
4 C
andi
date
pro
vide
s tho
ught
pr
ovok
ing
exam
ples
of h
ow
scie
nce
diffe
rs fr
om
tech
nolo
gy a
nd h
as
chan
ged
over
tim
e.
Stud
ents
wor
k in
gro
ups t
o re
sear
ch a
ppro
pria
te to
pics
th
at th
ey c
reat
ed
them
selv
es. S
tude
nts c
reat
e ex
perim
ents
usi
ng th
e sc
ient
ific
met
hod
and
then
pr
esen
t the
ir fin
ding
s to
the
clas
s.
3 Su
ffici
ent i
nfor
mat
ion
on
the
diffe
renc
e be
twee
n sc
ienc
e an
d te
chno
logy
is
pres
ente
d to
the
stude
nts i
n a
thou
ghtfu
l man
ner.
Stud
ents
resp
ond
by
thin
king
abo
ut a
nd
disc
ussi
ng sc
ienc
e an
d its
de
velo
pmen
t. H
isto
rical
pe
rspe
ctiv
e is
acq
uire
d by
ha
ving
stud
ents
rese
arch
a
topi
c of
thei
r cho
osin
g.
2 So
me
rele
vant
info
rmat
ion
is p
rese
nted
to th
e st
uden
ts
that
dis
tingu
ish sc
ienc
e fro
m te
chno
logy
. Cla
ss
activ
ities
pro
vide
for
stud
ent g
row
th b
ut d
o no
t en
gage
stud
ents
in st
udie
s of
the
natu
re o
f sci
ence
. St
uden
ts a
re a
ssig
ned
topi
cs
to re
sear
ch.
1 M
ater
ial i
s pre
sent
ed in
a
haph
azar
d fa
shio
n.
Stud
ents
are
not
eng
aged
in
mea
ning
ful t
hink
ing
abou
t sci
ence
and
its p
lace
in
STE
M. S
tude
nts d
o no
t re
sear
ch h
ow sc
ienc
e ha
s de
velo
ped
over
tim
e.
0
2-2.
Eng
ages
stud
ents
bot
h in
stud
ies
of v
ario
us m
etho
ds o
f sci
entif
ic
inqu
iry a
nd in
act
ive
lear
ning
th
roug
h sc
ient
ific
inqu
iry
Look
for:
x In
nova
tive
use
of te
chno
logy
en
gage
s stu
dent
s in
diffe
rent
4 C
andi
date
exp
ertly
de
mon
stra
tes t
o al
l stu
dent
s th
at p
robl
ems a
re so
lved
in
diffe
rent
fiel
ds b
y us
ing
diffe
rent
sets
of p
roce
dure
s an
d pr
actic
es. D
iver
se
oppo
rtuni
ties a
re g
iven
to
3 C
andi
date
com
pete
ntly
de
mon
stra
tes t
hat p
robl
ems
can
be so
lved
in m
ore
than
on
e w
ay. S
tude
nts a
re g
iven
pr
oble
ms t
o so
lve
and
mus
t us
e te
chno
logy
and
m
ater
ials
to fi
nd so
lutio
ns.
2 C
andi
date
par
tially
de
mon
stra
tes t
hat s
cien
ce
can
solv
e pr
oble
ms i
n di
ffere
nt w
ays.
Stud
ents
ha
ve fe
w o
ppor
tuni
ties t
o so
lve
prob
lem
s. St
uden
ts
reac
h co
nclu
sion
s but
do
1 C
andi
date
focu
ses o
nly
on
the
scie
ntifi
c m
etho
d,
igno
ring
othe
r mea
ns o
f pr
oble
m so
lvin
g. S
tude
nts
do n
ot e
ngag
e in
scie
ntifi
c in
quiry
and
pas
sive
ly
enga
ge w
ith th
e m
ater
ial.
0
57
form
s of s
cien
tific
inqu
iry.
x St
uden
ts a
ctiv
ely
man
ipul
atin
g th
e sc
ient
ific
met
hod
to so
lve
prob
lem
s x
Cre
ativ
ity is
enc
oura
ged
and
stud
ents
are
giv
en ti
me
to th
ink
deep
ly a
bout
pro
blem
s.
x St
uden
ts c
omm
unic
atin
g th
eir
findi
ngs.
stud
ents
to so
lve
inte
rest
ing
prob
lem
s in
crea
tive
way
s. C
oncl
usio
ns a
re re
ache
d an
d pr
esen
ted
to o
utsi
de
parti
es.
Stud
ents
reac
h co
nclu
sion
s an
d ar
e gi
ven
time
to
pres
ent t
hem
.
not h
ave
time
to
com
mun
icat
e th
em to
ot
hers
.
2-3.
Und
erst
ands
soci
ally
impo
rtant
is
sues
rela
ted
to sc
ienc
e an
d te
chno
logy
in h
is/h
er fi
eld
and
enga
ges s
tude
nts s
ucce
ssfu
lly in
th
e an
alys
is o
f pro
blem
s, in
clud
ing
cons
ider
atio
ns o
f ris
ks,
cost
s, an
d be
nefit
s of a
ltern
ativ
e so
lutio
ns
Look
for:
x St
uden
ts e
ngag
ing
with
one
topi
c fo
r a c
onsi
dera
ble
amou
nt o
f tim
e.
x W
hen
solu
tions
are
reac
hed,
the
solu
tions
are
ana
lyze
d.
x Pr
oble
ms a
re c
onsi
dere
d fro
m
mul
tiple
per
spec
tives
.
4 C
andi
date
pro
vide
s an
exce
llent
pro
mpt
for t
he
stud
ents
to a
naly
ze. T
he
prob
lem
pos
ed to
the
stud
ents
is th
ough
t pr
ovok
ing
and
rele
vant
to
thei
r liv
es. T
he st
uden
ts a
re
give
n am
ple
time
to
cons
ider
the
risks
, cos
ts a
nd
bene
fits o
f alte
rnat
ive
solu
tions
.
3 C
andi
date
pro
vide
s an
effe
ctiv
e pr
ompt
for
stud
ents
to e
ngag
e w
ith.
The
topi
c is
rele
vant
and
al
low
s for
in-d
epth
an
alys
is. S
tude
nts t
hink
ab
out t
heir
prob
lem
from
m
ultip
le p
ersp
ectiv
es a
nd
wei
gh th
e be
nefit
s of
alte
rnat
ive
solu
tions
.
2 C
andi
date
pro
vide
s stu
dent
s w
ith a
n ac
cept
able
pro
mpt
to
eng
age
min
imal
ly w
ith.
The
inst
ruct
iona
l mat
eria
l do
es n
ot a
llow
stud
ents
to
mak
e in
-dep
th a
naly
sis
from
mul
tiple
per
spec
tives
. Th
e st
uden
ts re
flect
upo
n th
eir s
olut
ion,
but
in a
su
perfi
cial
man
ner.
1 C
andi
date
pro
vide
s pr
ompt
s for
the
stud
ents
th
at a
re n
ot re
leva
nt to
the
stud
ents’ lives. T
he lesson
is
rush
ed a
nd st
uden
ts a
re
not g
iven
tim
e to
ana
lyze
th
eir f
indi
ngs a
nd c
onsi
der
them
from
mul
tiple
pe
rspe
ctiv
es.
0
Sect
ion
3: T
each
ing
and
Cur
ricu
lum
Cri
teri
on
Perf
orm
ance
Rat
ing
Hig
hly
Prof
icie
nt
Prof
icie
nt
Dev
elop
ing
Insu
ffici
ent
No
Opp
ortu
nity
to
Dem
onst
rate
or
Obs
erve
Score
3-1.
Adv
ance
s stu
dent
lear
ning
th
roug
h us
e of
com
mun
ity
reso
urce
s Lo
ok fo
r: x
Cla
ssro
om sp
ace
is w
ell u
tiliz
ed
by b
oth
stude
nts a
nd c
andi
date
. x
Stud
ents
and
can
dida
te b
ring
supp
lies a
nd a
re w
ell-p
repa
red
for
the
less
on.
4 C
andi
date
use
s an
exce
llent
va
riety
of w
ell s
elec
ted
reso
urce
s tha
t are
smoo
thly
in
tegr
ated
into
the
less
on.
All
clas
sroo
m sp
ace
is u
sed
and
shar
ed e
ffici
ently
as
wel
l as s
pace
out
side
the
clas
sroo
m.
Stud
ents
hav
e th
eir o
wn
spac
e in
the
3 C
andi
date
use
s an
adeq
uate
nu
mbe
r of r
esou
rces
that
ar
e in
tegr
ated
into
the
less
on. M
ost o
f the
cl
assr
oom
spac
e is
wel
l ut
ilize
d. S
tude
nts a
re
requ
ired
to b
ring
thei
r ow
n m
ater
ials
to c
lass
to
enha
nce
inst
ruct
ion.
Som
e
2 C
andi
date
has
few
re
sour
ces i
nteg
rate
d in
to
the
less
on. T
he c
lass
room
sp
ace
is n
ot e
ntire
ly
utili
zed.
Stu
dent
s brin
g so
me
mat
eria
ls to
cla
ss, b
ut
ther
e ar
e so
me
stud
ents
w
ho d
o no
t hav
e ad
equa
te
mat
eria
ls to
com
plet
e th
eir
1 C
andi
date
doe
s not
use
pr
ovid
ed re
sour
ces w
ell.
Cla
ssro
om sp
ace
does
not
flo
w a
nd is
not
wel
l ut
ilize
d. M
any
stud
ents
ar
e la
ckin
g ne
cess
ary
mat
eria
ls fo
r the
less
on.
No
conn
ectio
ns a
re m
ade
betw
een
the
curr
icul
um
0
58
x C
andi
date
take
s ini
tiativ
e to
en
gage
the
com
mun
ity in
the
stud
ents’ learning.
clas
sroo
m. S
tude
nts b
ring
in m
any
appr
opria
te
supp
lies t
o en
hanc
e in
stru
ctio
n. C
andi
date
in
tegr
ates
com
mun
ity
reso
urce
s int
o cu
rric
ulum
.
conn
ectio
ns a
re m
ade
betw
een
the
curr
icul
um a
nd
com
mun
ity re
sour
ces.
assi
gnm
ents
. Fe
w
conn
ectio
ns a
re m
ade
betw
een
the
curr
icul
um a
nd
com
mun
ity re
sour
ces.
and
com
mun
ity re
sour
ces.
3-2.
Eng
ages
stud
ents
in c
oher
ent a
nd
mea
ning
ful l
esso
ns a
ligne
d to
st
ate
and
natio
nal s
tand
ards
Lo
ok fo
r: x
Obj
ectiv
es a
re p
oste
d in
cl
assr
oom
that
alig
n to
stan
dard
s. x
The
cont
ent i
s rel
evan
t and
has
st
uden
ts a
ctiv
ely
enga
ged
with
the
cont
ent.
x D
eep
conn
ectio
ns th
at p
rom
ote
long
-term
lear
ning
are
mad
e.
4 Th
e le
sson
allo
ws a
ll st
uden
ts e
xcel
lent
op
portu
nitie
s to
enga
ge in
m
eani
ngfu
l wor
k in
the
cont
ent a
rea.
Stu
dent
s ev
alua
te h
ow im
porta
nt th
e co
nten
t is f
or th
em in
today’s w
orld. O
bjectiv
es
are
refe
renc
ed b
y th
e ca
ndid
ate
and
disc
usse
d by
th
e st
uden
ts.
3 Th
e le
sson
allo
ws s
tude
nts
good
opp
ortu
nitie
s to
build
up
on th
eir k
now
ledg
e in
the
cont
ent a
rea.
App
licat
ions
of
the
know
ledg
e ar
e hi
ghlig
hted
as w
ell a
s im
porta
nce in to
day’s
wor
ld. O
bjec
tives
are
re
fere
nced
by
the
cand
idat
e.
2 Th
e le
sson
allo
ws s
tude
nts
som
e op
portu
nity
to b
uild
up
on th
eir c
onte
nt
know
ledg
e in
a m
eani
ngfu
l w
ay. S
tude
nts d
o no
t app
ly
their k
nowledg
e to to
day’s
wor
ld. O
bjec
tives
are
po
sted
, but
not
refe
renc
ed.
1 Th
e le
sson
doe
s not
allo
w
stud
ents
to e
ngag
e w
ith
mat
eria
l tha
t is a
ligne
d to
st
ate
and
natio
nal
stan
dard
s. St
uden
ts d
o no
t ap
ply
thei
r kno
wle
dge
to
today’s w
orld. O
bjectiv
es
are
not p
oste
d or
di
scus
sed.
0
3-3.
Use
s var
ious
ass
essm
ent s
trate
gies
to
eva
luat
e st
uden
t nee
ds a
nd
leve
ls o
f lea
rnin
g an
d de
velo
pmen
t. Lo
ok fo
r: x
Que
stio
ns a
re w
ritte
n, a
nd sp
oken
al
oud.
x
Stud
ents
resp
ond
by th
inki
ng,
doin
g, a
nd w
ritin
g.
x Th
e le
sson
is d
iffer
entia
ted
to
allo
w fo
r the
diff
eren
t lev
els o
f le
arni
ng a
nd d
evel
opm
ent o
f st
uden
ts.
4 C
andi
date
use
s an
exce
llent
va
riety
of w
ays t
o as
sess
st
uden
t lea
rnin
g. S
tude
nts
are
aske
d to
read
, thi
nk,
spea
k an
d w
rite
abou
t co
nten
t. Th
ere
is c
lear
di
ffere
ntia
tion
with
th
ough
tful g
roup
ings
de
pend
ing
on th
e ac
tivity
an
d st
uden
t lev
els o
f le
arni
ng a
nd d
evel
opm
ent.
3 C
andi
date
use
s som
e va
riety
of m
etho
ds to
ass
ess
stud
ent l
earn
ing.
The
inpu
t fro
m st
uden
ts is
ana
lyze
d to
cr
eate
futu
re le
sson
s and
m
odify
the
curr
ent l
esso
n.
The
less
on is
diff
eren
tiate
d fo
r the
diff
eren
t lev
els o
f le
arni
ng a
nd d
evel
opm
ent.
2 C
andi
date
use
s min
imal
m
etho
ds to
ass
ess s
tude
nt
need
s and
resp
onds
ac
cord
ingl
y, b
ut o
nly
to
som
e st
uden
ts. T
he c
urre
nt
less
on is
mod
ified
som
e ba
sed
on st
uden
t inp
ut. T
he
less
on h
as so
me,
but
nee
ds
mor
e di
ffere
ntia
tion
to m
eet
the
need
s of a
ll st
uden
ts.
1 C
andi
date
doe
s not
fo
rmat
ivel
y as
sess
stud
ent
lear
ning
and
cha
nge
the
less
on b
ased
on
inpu
t. O
nly
one
met
hod
of
asse
ssm
ent i
s use
d. T
here
is
no
diffe
rent
iatio
n.
0
3-4.
Exh
ibits
and
end
orse
s saf
e pr
actic
es re
gard
ing
mat
eria
ls,
stud
ent a
ctiv
ities
, and
/or c
are
of
live
anim
als
Look
for:
x Sa
fety
rule
s are
pos
ted
and
follo
wed
by
stud
ents
. x
Can
dida
te is
in c
lose
pro
xim
ity to
st
uden
ts w
hen
dang
erou
s m
ater
ials
are
use
d.
4 C
andi
date
has
all
stud
ents
pr
ovid
e ex
ampl
es o
f saf
e be
havi
or fo
r the
cur
rent
ex
perim
ent.
The
stud
ents
co
rrec
t eac
h ot
her w
hen
non-
safe
pra
ctic
es a
re u
sed.
A
ll ap
prop
riate
safe
ty g
ear
is in
use
whe
n pe
rform
ing
expe
rimen
ts. C
andi
date
is
cons
tant
ly m
onito
ring
3 C
andi
date
pro
vide
s a g
ood
expl
anat
ion
of th
e ex
pect
atio
ns b
efor
e ex
perim
ents
. Rul
es a
re
prom
inen
tly d
ispl
ayed
in
the
lab
area
. Stu
dent
s are
re
quire
d to
use
all
appr
opria
te sa
fety
gea
r w
hen
perfo
rmin
g ex
perim
ents
. Can
dida
te is
2 C
andi
date
has
safe
ty ru
les
post
ed a
nd b
riefly
rem
inds
so
me
stud
ents
of
expe
ctat
ions
. Som
e st
uden
ts a
re n
ot u
sing
ap
prop
riate
safe
ty g
ear
durin
g ex
perim
ents
. C
andi
date
mon
itors
st
uden
ts in
frequ
ently
and
at
times
is to
o fa
r fro
m
1 C
andi
date
doe
s not
hav
e sa
fety
rule
s pos
ted
and
does
not
rem
ind
stud
ents
of
pro
per l
ab c
ondu
ct
befo
re th
e ex
perim
ent.
Mos
t stu
dent
s are
not
us
ing
appr
opria
te sa
fety
ge
ar. C
andi
date
doe
s not
m
onito
r stu
dent
s wel
l and
is
too
far f
rom
stud
ents
0
59
x C
andi
date
take
s all
reas
onab
le
prec
autio
ns.
stud
ents
and
in c
lose
pr
oxim
ity.
adeq
uate
ly m
onito
ring
stud
ents
and
mai
ntai
ns
prox
imity
to th
e st
uden
ts.
stud
ents
usi
ng h
azar
dous
m
ater
ials
. du
ring
pote
ntia
lly
dang
erou
s act
iviti
es.
3-5.
Beh
aves
eth
ical
ly a
nd in
the
best
in
tere
st o
f the
stud
ents
Lo
ok fo
r: x
Can
dida
te g
enui
nely
car
es fo
r and
re
spec
ts th
e st
uden
ts, t
here
fore
pr
omot
ing
thei
r wel
l-bei
ng.
x C
andi
date
is h
ones
t and
can
did.
x
Can
dida
te is
wel
l pre
pare
d fo
r le
sson
. x
Can
dida
te p
rese
nts a
cal
m,
rela
xed,
ple
asan
t man
ner.
4 C
andi
date
has
exc
elle
nt
rapp
ort w
ith st
uden
ts.
Stud
ents
ask
the
cand
idat
e a
varie
ty o
f que
stio
ns w
ithou
t he
sita
tion.
The
less
on is
ve
ry w
ell p
repa
red
usin
g ev
iden
ce b
ased
pra
ctic
es.
All
stud
ents
are
incl
uded
in
activ
ities
.
3 C
andi
date
has
goo
d ra
ppor
t w
ith st
uden
ts. S
tude
nts a
re
com
forta
ble
talk
ing
with
th
e ca
ndid
ate
and
com
e to
hi
m o
r her
with
pro
blem
s. Le
sson
util
izes
com
mon
ly
used
pra
ctic
es a
nd is
wel
l th
ough
t out
. Mos
t stu
dent
s ar
e in
clud
ed in
act
iviti
es.
2 C
andi
date
has
som
e po
sitiv
e in
tera
ctio
n w
ith
stud
ents
. Mos
t stu
dent
s are
co
mfo
rtabl
e w
ith th
e ca
ndid
ate
and
ask
ques
tions
. The
less
on is
ad
equa
te to
mee
t the
nee
ds
of m
ost s
tude
nts.
Few
st
uden
ts p
artic
ipat
e an
d ar
e in
clud
ed in
act
iviti
es.
1 C
andi
date
doe
s not
in
tera
ct w
ell w
ith st
uden
ts
or m
ento
r tea
cher
. The
st
uden
ts d
o no
t ask
qu
estio
ns o
r eng
age
the
cand
idat
e. T
he le
sson
is
not w
ell t
houg
ht o
ut a
nd
does
not
util
ize
best
pr
actic
es. S
tude
nts d
o no
t pa
rtici
pate
in a
ctiv
ities
.
0
60
A-1
1: E
NG
LIS
H C
ON
TE
NT
OBS
ER
VA
TIO
N F
OR
M
Se
ctio
n 1:
Eng
lish
Con
tent
Kno
wle
dge
Cri
teri
on
Perf
orm
ance
Rat
ing
H
ighl
y Pr
ofic
ient
Pr
ofic
ient
D
evel
opin
g In
suffi
cien
t N
o O
ppor
tuni
ty
to D
emon
stra
te
or O
bser
ve
Score
1-1.
Exh
ibits
kno
wle
dge
of a
nd u
ses
for a
var
iety
of t
each
ing
appl
icat
ions
for a
wid
e-ra
nge
of
text
s of v
aryi
ng d
iffic
ulty
that
re
pres
ent a
rang
e of
wor
ld
liter
atur
es, h
isto
rical
trad
ition
s, ge
nres
, tim
e pe
riods
, and
ex
perie
nces
of d
iffer
ent g
ende
rs,
ethn
iciti
es a
nd so
cial
cla
sses
Lo
ok fo
r: x
Stud
ents
eng
aged
in re
adin
g a
rang
e of
suffi
cien
tly c
ompl
ex
adul
t and
you
ng-a
dult
text
s tha
t re
pres
ent a
var
iety
of d
iffic
ulty
, fo
rm (f
ictio
n, n
on-fi
ctio
n; p
rint,
non-
prin
t, m
edia
), tim
e pe
riod
(cla
ssic
, con
tem
pora
ry),
and
pers
pect
ive
(cul
tura
l, ge
nder
, cl
ass,
age
grou
p)
x St
uden
ts e
ngag
ed in
read
ing
expe
rienc
es d
esig
ned
to fo
ster
cr
itica
l thi
nkin
g ab
out c
ompl
ex
issu
es in
pro
mot
ing
soci
al ju
stic
e an
d m
aint
aini
ng a
div
erse
, in
clus
ive,
equ
itabl
e so
ciet
y
4 C
andi
date
dem
onst
rate
s in-
dept
h kn
owle
dge
of a
nd
abili
ty to
use
var
ied
teac
hing
app
licat
ions
for a
n ex
tens
ive
rang
e of
su
bsta
ntia
l tex
ts th
at
prom
ote stud
ents’ c
ritical
read
ing
and
thin
king
abo
ut
thei
r rol
es in
cre
atin
g a
dive
rse,
equ
itabl
e, g
loba
l so
ciet
y.
C
andi
date
is h
ighl
y ef
fect
ive
and
cons
iste
nt in
in
tegr
atin
g ex
perie
nces
that
de
velo
p in
stud
ents
the
abili
ty to
read
crit
ical
ly a
nd
resp
ond
to m
ultip
le w
orks
th
at v
ary
in c
ompl
exity
, fo
rm, t
ime
perio
d, a
nd
pers
pect
ive.
3 C
andi
date
dem
onst
rate
s pr
ofic
ient
kno
wle
dge
of
and
abili
ty to
use
var
ied
teac
hing
app
licat
ions
for a
w
ide
rang
e of
subs
tant
ial
texts that p
romote stud
ents’
criti
cal r
eadi
ng a
nd
thin
king
abo
ut th
eir r
oles
in
crea
ting
a di
vers
e,
equi
tabl
e, g
loba
l soc
iety
.
Can
dida
te o
ffers
stud
ents
pr
ofic
ient
gui
danc
e an
d fre
quen
t exp
erie
nces
for
criti
cally
read
ing
and
resp
ondi
ng to
wor
ks th
at
vary
in c
ompl
exity
, for
m,
time
perio
d, a
nd
pers
pect
ive.
2 C
andi
date
dem
onst
rate
s lim
ited
know
ledg
e of
and
us
es fo
r var
ied
teac
hing
ap
plic
atio
ns fo
r a ra
nge
of
texts that p
romote stud
ents’
criti
cal r
eadi
ng a
nd
thin
king
abo
ut th
eir r
oles
in
crea
ting
a di
vers
e,
equi
tabl
e, g
loba
l soc
iety
.
Can
dida
te o
ffers
stud
ents
m
inim
al g
uida
nce
and
expe
rienc
es fo
r crit
ical
ly
read
ing
and
resp
ondi
ng to
te
xts t
hat v
ary
in
com
plex
ity, f
orm
, tim
e pe
riod,
and
per
spec
tive.
1 C
andi
date
show
s in
suffi
cien
t kno
wle
dge
of
or u
ses f
or te
achi
ng
appl
icat
ions
for t
exts
that
prom
ote stud
ents’ c
ritical
read
ing
and
thin
king
abo
ut
thei
r rol
es in
cre
atin
g a
dive
rse,
equ
itabl
e, g
loba
l so
ciet
y.
Can
dida
te o
ffers
stud
ents
in
adeq
uate
gui
danc
e or
ex
perie
nces
for c
ritic
ally
re
adin
g an
d re
spon
ding
to
a va
riety
of t
exts
.
0
1-2.
Exh
ibits
kno
wle
dge
of re
adin
g ap
proa
ches
and
stra
tegi
es th
at
enab
le st
uden
ts to
con
stru
ct
mea
ning
from
, int
erpr
et, e
valu
ate,
an
d ap
prec
iate
text
s var
ying
in
form
and
com
plex
ity
Look
for:
x St
uden
ts d
emon
stra
ting
abili
ty to
co
mpr
ehen
d, in
terp
ret,
and
4 C
andi
date
dem
onst
rate
s in-
dept
h kn
owle
dge
of a
va
riety
of r
eadi
ng
appr
oach
es a
nd st
rate
gies
th
at e
nabl
e stu
dent
s to
cons
truct
mea
ning
from
, in
terp
ret,
eval
uate
, and
ap
prec
iate
text
s var
ying
in
form
and
com
plex
ity.
3 C
andi
date
dem
onst
rate
s pr
ofic
ient
kno
wle
dge
of a
va
riety
of r
eadi
ng
appr
oach
es a
nd st
rate
gies
th
at e
nabl
e stu
dent
s to
cons
truct
mea
ning
from
, in
terp
ret,
eval
uate
, and
ap
prec
iate
text
s var
ying
in
form
and
com
plex
ity.
2 C
andi
date
dem
onst
rate
s lim
ited
know
ledg
e of
re
adin
g ap
proa
ches
and
st
rate
gies
that
ena
ble
stud
ents
to c
onst
ruct
m
eani
ng fr
om, i
nter
pret
, ev
alua
te, a
nd a
ppre
ciat
e te
xts v
aryi
ng in
form
and
co
mpl
exity
.
1 C
andi
date
dem
onst
rate
s in
suffi
cien
t kno
wle
dge
of
read
ing
appr
oach
es a
nd
stra
tegi
es th
at e
nabl
e st
uden
ts to
con
stru
ct
mea
ning
from
, int
erpr
et,
eval
uate
, and
app
reci
ate
text
s.
0
61
criti
que
chal
leng
ing
text
s, in
clud
ing
prin
t, no
n-pr
int,
and
med
ia
x St
uden
ts e
mpl
oyin
g a
varie
ty o
f ap
proa
ches
(e.g
. prio
r lea
rnin
g,
past
exp
erie
nces
, bac
kgro
unds
, in
tere
sts)
to c
ompr
ehen
d,
inte
rpre
t, an
d ev
alua
te
chal
leng
ing
text
s x
Stud
ents
em
ploy
ing
a va
riety
of
pre-
read
ing,
dur
ing-
read
ing,
and
po
st-r
eadi
ng st
rate
gies
to
com
preh
end,
inte
rpre
t, an
d ev
alua
te te
xts
C
andi
date
is h
ighl
y ef
fect
ive
and
cons
iste
nt in
in
tegr
atin
g ex
perie
nces
that
de
velo
p in
stud
ents
the
abili
ty to
cho
ose
from
a
wid
e va
riety
of a
ppro
ache
s an
d st
rate
gies
in o
rder
to
com
preh
end,
inte
rpre
t, ev
alua
te, a
nd a
ppre
ciat
e a
wid
e va
riety
of t
exts
.
C
andi
date
offe
rs st
uden
ts
prof
icie
nt g
uida
nce
and
frequ
ent e
xper
ienc
es fo
r ap
plyi
ng m
ultip
le
appr
oach
es a
nd st
rate
gies
to
enab
le th
em to
co
mpr
ehen
d, in
terp
ret,
eval
uate
, and
app
reci
ate
a va
riety
of t
exts
.
C
andi
date
offe
rs st
uden
ts
min
imal
gui
danc
e an
d ex
perie
nces
for a
pply
ing
mul
tiple
app
roac
hes a
nd
stra
tegi
es to
ena
ble
them
to
com
preh
end,
inte
rpre
t, ev
alua
te, a
nd a
ppre
ciat
e te
xts.
C
andi
date
offe
rs st
uden
ts
insu
ffici
ent g
uida
nce
or
expe
rienc
es fo
r co
mpr
ehen
ding
, in
terp
retin
g, e
valu
atin
g, o
r ap
prec
iatin
g te
xts.
1-3.
Exh
ibits
kno
wle
dge
of li
tera
ry
theo
ries a
nd c
ritic
ism
and
thei
r us
es in
inte
rpre
ting
and
criti
quin
g a
rang
e of
text
s Lo
ok fo
r x
Stud
ents
eng
aged
in e
xper
ienc
es
desi
gned
to e
nabl
e th
em to
read
a
varie
ty o
f lite
rary
theo
ries a
nd
criti
cism
and
eva
luat
e th
eir e
ffec
ts
on th
e re
adin
g an
d in
terp
reta
tion
of te
xts
4 C
andi
date
dem
onst
rate
s in-
dept
h kn
owle
dge
of a
rang
e of
wor
ks o
f lite
rary
theo
ry
and
criti
cism
and
thor
ough
un
ders
tand
ing
of th
eir
effe
cts o
n re
adin
g an
d in
terp
reta
tion.
Can
dida
te is
hig
hly
effe
ctiv
e an
d co
nsis
tent
in
inte
grat
ing
expe
rienc
es th
at
deve
lop
in st
uden
ts th
e ab
ility
to re
ad, i
nter
pret
, ev
alua
te, a
nd a
pply
to te
xts
a w
ide
rang
e of
lite
rary
th
eory
and
crit
icis
m.
3 C
andi
date
dem
onst
rate
s pr
ofic
ient
kno
wle
dge
of a
ra
nge
of w
orks
of l
itera
ry
theo
ry a
nd c
ritic
ism
and
pr
ofic
ient
und
erst
andi
ng o
f th
eir e
ffect
on
read
ing
and
inte
rpre
tatio
n.
C
andi
date
offe
rs st
uden
ts
prof
icie
nt g
uida
nce
and
frequ
ent e
xper
ienc
es fo
r re
adin
g, in
terp
retin
g,
eval
uatin
g, a
nd a
pply
ing
to
text
s lite
rary
theo
ry a
nd
criti
cism
.
2 C
andi
date
dem
onst
rate
s lim
ited
know
ledg
e of
a
rang
e of
wor
ks o
f lite
rary
th
eory
and
crit
icis
m a
nd
som
e un
ders
tand
ing
of th
eir
effe
ct o
n re
adin
g an
d in
terp
reta
tion.
Can
dida
te o
ffers
stud
ents
m
inim
al g
uida
nce
and
expe
rienc
es fo
r rea
ding
, in
terp
retin
g, e
valu
atin
g, a
nd
appl
ying
to te
xts l
itera
ry
theo
ry a
nd c
ritic
ism
.
1 C
andi
date
dem
onst
rate
s in
suffi
cien
t kno
wle
dge
of
wor
ks o
f lite
rary
theo
ry
and
criti
cism
or
insu
ffici
ent u
nder
stan
ding
of
thei
r effe
ct.
C
andi
date
offe
rs st
uden
ts
inad
equa
te g
uida
nce
or
expe
rienc
es fo
r rea
ding
, in
terp
retin
g, e
valu
atin
g,
and
appl
ying
to te
xts
liter
ary
theo
ry a
nd
criti
cism
.
0
1-4.
Exh
ibits
und
erst
andi
ng o
f the
ra
nge
and
influ
ence
of n
on-p
rint
and
mul
timed
ia te
xts a
nd
tech
nolo
gy o
n co
ntem
pora
ry
cultu
re a
nd people’s a
ctions and
co
mm
unic
atio
n. E
xhib
its
know
ledg
e of
tech
nolo
gies
and
/or
digi
tal m
edia
to c
ompo
se
mul
timod
al d
isco
urse
Look
for:
x C
andi
date
inco
rpor
atin
g us
e of
te
chno
logy
and
dig
ital m
edia
in
com
mun
icat
ion
4 C
andi
date
dem
onst
rate
s in-
dept
h un
ders
tand
ing
of th
e in
fluen
ce o
f non
-prin
t and
m
ultim
edia
text
s and
te
chno
logy
on
cultu
re a
nd
peop
le’s actions and
co
mm
unic
atio
n.
C
andi
date
dem
onst
rate
s ex
tens
ive
use
of n
on-p
rint
text
s, m
edia
, and
te
chno
logy
in in
stru
ctio
n.
3 C
andi
date
dem
onst
rate
s pr
ofic
ient
und
erst
andi
ng o
f th
e in
fluen
ce o
f non
-prin
t an
d m
ultim
edia
text
s and
te
chno
logy
on
cultu
re a
nd
peop
le’s actions and
co
mm
unic
atio
n.
C
andi
date
dem
onst
rate
s fre
quen
t use
of n
on-p
rint
text
s, m
edia
, and
te
chno
logy
in in
stru
ctio
n
2 C
andi
date
dem
onst
rate
s lim
ited
unde
rsta
ndin
g of
th
e in
fluen
ce o
f non
-prin
t an
d m
ultim
edia
text
s and
te
chno
logy
on
cultu
re a
nd
peop
le’s actions and
co
mm
unic
atio
n.
C
andi
date
dem
onst
rate
s so
me
use
of n
on-p
rint t
exts
, m
edia
, and
tech
nolo
gy in
in
stru
ctio
n.
1 C
andi
date
dem
onst
rate
s in
suffi
cien
t und
erst
andi
ng
of th
e in
fluen
ce o
f non
-pr
int a
nd m
ultim
edia
text
s an
d te
chno
logy
on
cultu
re
and peop
le’s actions and
co
mm
unic
atio
n.
C
andi
date
dem
onst
rate
s in
suffi
cien
t kno
wle
dge
of
how
to u
se n
on-p
rint t
exts
, m
edia
, and
tech
nolo
gy in
in
stru
ctio
n.
0
62
x St
uden
ts e
ngag
ed in
a v
arie
ty o
f ap
proa
ches
to c
onst
ruct
mea
ning
fro
m a
nd e
valu
ate
the
impa
ct o
f no
n-pr
int a
nd m
ultim
edia
text
s
x St
uden
ts e
ngag
ed in
inte
grat
ed
expe
rienc
es fo
r com
posi
ng n
on-
prin
t, ar
t, fil
m, v
ideo
, gra
phic
, ph
otog
raph
ic, a
udio
, and
m
ultim
edia
text
s x
Stud
ents
usin
g cu
rren
t tec
hnol
ogy
to e
nhan
ce th
eir o
wn
lear
ning
and
co
mm
unic
atio
n
C
andi
date
is h
ighl
y ef
fect
ive
and
cons
iste
nt in
in
tegr
atin
g ex
perie
nces
that
de
velo
p in
stud
ents
the
abili
ty to
cho
ose
from
a
wid
e va
riety
of a
ppro
ache
s to
con
stru
ct m
eani
ng fr
om
and
eval
uate
non
-prin
t and
m
ultim
edia
text
s.
C
andi
date
con
sist
ently
of
fers
exp
erie
nces
that
al
low
stud
ents
to c
ompo
se
non-
prin
t and
mul
timed
ia
wor
ks a
nd to
use
te
chno
logy
to e
nhan
ce
lear
ning
and
co
mm
unic
atio
n.
C
andi
date
offe
rs st
uden
ts
prof
icie
nt g
uida
nce
and
frequ
ent e
xper
ienc
es fo
r us
ing
mul
tiple
app
roac
hes
to c
onst
ruct
mea
ning
from
an
d ev
alua
te n
on-p
rint a
nd
mul
timed
ia te
xts.
Can
dida
te o
ffers
stud
ents
fre
quen
t opp
ortu
nitie
s to
com
pose
non
-prin
t and
m
ultim
edia
wor
ks a
nd to
us
e te
chno
logy
.
C
andi
date
offe
rs st
uden
ts
min
imal
gui
danc
e an
d ex
perie
nces
for u
sing
m
ultip
le a
ppro
ache
s to
cons
truct
mea
ning
from
and
ev
alua
te n
on-p
rint a
nd
mul
timed
ia te
xts.
C
andi
date
offe
rs st
uden
ts
min
imal
opp
ortu
nitie
s to
com
pose
non
-prin
t and
m
ultim
edia
wor
ks a
nd to
us
e te
chno
logy
.
C
andi
date
offe
rs st
uden
ts
inad
equa
te g
uida
nce
or
expe
rienc
es fo
r co
nstru
ctin
g m
eani
ng
from
or e
valu
atin
g no
n-pr
int a
nd m
ultim
edia
text
s.
Can
dida
te o
ffers
stud
ents
in
suffi
cien
t opp
ortu
nity
to
com
pose
non
-prin
t and
m
ultim
edia
wor
ks o
r to
use
tech
nolo
gy.
1-5.
Exh
ibits
kno
wle
dge
of th
e in
terr
elat
ions
hip
of fo
rm,
audi
ence
, con
text
, and
pur
pose
in
a ra
nge
of fo
rmal
and
info
rmal
w
ritte
n, sp
oken
, and
vis
ual t
exts
Lo
ok fo
r:
x St
uden
ts e
ngag
ed in
exp
erie
nces
th
at re
quire
them
to a
sses
s the
in
terr
elat
ions
hip
of fo
rm,
audi
ence
, con
text
, and
pur
pose
in
a ra
nge
of w
ritte
n, sp
oken
, and
vi
sual
wor
ks
x St
uden
ts e
ngag
ed in
exp
erie
nces
th
at re
quire
them
to a
djus
t w
ritte
n, sp
oken
, and
vis
ual
com
posi
tions
to a
ccom
mod
ate
diffe
renc
es in
form
, aud
ienc
e,
cont
ext,
and
purp
oses
4 C
andi
date
dem
onst
rate
s in-
dept
h un
ders
tand
ing
of th
e in
terr
elat
ions
hip
of fo
rm,
audi
ence
, con
text
, and
pu
rpos
e in
form
al a
nd
info
rmal
wor
ks a
nd
inte
grat
es th
at k
now
ledg
e in
his
/her
ow
n w
ork
and
teac
hing
.
Can
dida
te is
hig
hly
effe
ctiv
e an
d co
nsis
tent
in
inte
grat
ing
expe
rienc
es th
at
deve
lop
in st
uden
ts th
e ab
ility
to a
sses
s the
in
terr
elat
ions
hip
of fo
rm,
audi
ence
, con
text
, and
pu
rpos
e an
d to
adj
ust t
heir
com
posi
tions
acc
ordi
ngly
.
3 C
andi
date
dem
onst
rate
s pr
ofic
ient
und
erst
andi
ng o
f th
e in
terr
elat
ions
hip
of
form
, aud
ienc
e, c
onte
xt,
and
purp
ose
in fo
rmal
and
in
form
al w
orks
and
refle
cts
that
kno
wle
dge
in h
is/h
er
own
wor
k an
d te
achi
ng.
C
andi
date
offe
rs st
uden
ts
prof
icie
nt g
uida
nce
and
frequ
ent e
xper
ienc
es fo
r as
sess
ing
the
inte
rrel
atio
nshi
p of
form
, au
dien
ce, c
onte
xt, a
nd
purp
ose
and
for a
djus
ting
thei
r com
posi
tions
ac
cord
ingl
y.
2 C
andi
date
dem
onst
rate
s so
me
unde
rsta
ndin
g of
the
inte
rrel
atio
nshi
p of
form
, au
dien
ce, c
onte
xt, a
nd
purp
ose
in fo
rmal
and
in
form
al w
orks
in h
is/h
er
own
wor
k an
d te
achi
ng.
C
andi
date
offe
rs st
uden
ts
min
imal
gui
danc
e an
d ex
perie
nces
for a
sses
sing
th
e in
terr
elat
ions
hip
of
form
, aud
ienc
e, c
onte
xt,
and
purp
ose
and
for
adju
stin
g th
eir
com
posi
tions
acc
ordi
ngly
.
1 C
andi
date
dem
onst
rate
s in
suffi
cien
t und
erst
andi
ng
of th
e in
terr
elat
ions
hip
of
form
, aud
ienc
e, c
onte
xt,
and
purp
ose.
Can
dida
te o
ffers
stud
ents
in
adeq
uate
gui
danc
e or
ex
perie
nces
for a
sses
sing
th
e in
terr
elat
ions
hip
of
form
, aud
ienc
e, c
onte
xt,
and
purp
ose
or fo
r ad
just
ing
thei
r co
mpo
sitio
ns a
ccor
ding
ly.
0
1-6.
Exh
ibits
kno
wle
dge
that
co
mpo
sing
is a
recu
rsiv
e pr
oces
s. Ex
hibi
ts k
now
ledg
e of
a v
arie
ty
of st
rate
gies
to te
ach
the
mul
tiple
st
eps i
n th
e co
mpo
sing
pro
cess
4 C
andi
date
dem
onst
rate
s in-
dept
h un
ders
tand
ing
of th
e re
curs
ive
natu
re o
f the
co
mpo
sing
pro
cess
,
3 C
andi
date
dem
onst
rate
s pr
ofic
ient
und
erst
andi
ng o
f th
e re
curs
ive
natu
re o
f the
co
mpo
sing
pro
cess
,
2 C
andi
date
dem
onst
rate
s lim
ited
unde
rsta
ndin
g of
th
e of
the
recu
rsiv
e na
ture
of
the
com
posi
ng p
roce
ss,
1 C
andi
date
dem
onst
rate
s in
suffi
cien
t und
erst
andi
ng
or u
se o
f the
recu
rsiv
e na
ture
of t
he c
ompo
sing
0
63
Look
for:
x St
uden
ts e
ngag
ed in
exp
erie
nces
th
at p
rom
ote
writ
ing
as a
pro
cess
em
ploy
ing
a va
riety
of
appr
oach
es a
nd m
ultip
le st
eps t
o ge
nera
te m
eani
ng a
nd c
larif
y un
ders
tand
ing
x
Stud
ents
usin
g th
e co
mpo
sing
proc
ess t
o cr
eate
var
ious
form
s of
writ
ten,
ora
l, an
d vi
sual
(in
clud
ing
mul
timed
ia) w
orks
inte
grat
ing
that
kno
wle
dge
in h
is/h
er o
wn
wor
k an
d te
achi
ng.
C
andi
date
is h
ighl
y ef
fect
ive
and
cons
iste
nt in
in
tegr
atin
g ex
perie
nces
that
de
velo
p in
stud
ents
the
abili
ty to
use
a v
arie
ty o
f co
mpo
sing
stra
tegi
es to
ge
nera
te m
eani
ng a
nd
clar
ify u
nder
stan
ding
in
crea
ting
writ
ten,
ora
l, an
d vi
sual
wor
ks.
inte
grat
ing
that
kno
wle
dge
in h
is/h
er o
wn
wor
k an
d te
achi
ng.
C
andi
date
offe
rs st
uden
ts
prof
icie
nt g
uida
nce
and
frequ
ent e
xper
ienc
es fo
r us
ing
a va
riety
of
com
posi
ng st
rate
gies
to
gene
rate
mea
ning
and
cl
arify
und
erst
andi
ng in
cr
eatin
g w
ritte
n, o
ral,
and
visu
al w
orks
.
refle
ctin
g th
at k
now
ledg
e in
hi
s/he
r ow
n w
ork
and
teac
hing
.
Can
dida
te o
ffers
stud
ents
m
inim
al g
uida
nce
and
expe
rienc
es fo
r usi
ng
com
posi
ng st
rate
gies
to
gene
rate
mea
ning
and
cl
arify
und
erst
andi
ng in
cr
eatin
g w
ritte
n, o
ral,
and
visu
al w
orks
.
proc
ess i
n hi
s/he
r ow
n w
ork
or te
achi
ng.
C
andi
date
offe
rs st
uden
ts
inad
equa
te g
uida
nce
or
expe
rienc
es fo
r em
ploy
ing
com
posi
ng st
rate
gies
.
1-7.
Exh
ibits
kno
wle
dge
and
effe
ctiv
e us
e of
Eng
lish
lang
uage
co
nven
tions
(gra
mm
ar, u
sage
, and
m
echa
nics
) as t
hey
rela
te to
va
rious
rhet
oric
al si
tuat
ions
. Ex
hibi
ts k
now
ledg
e an
d ef
fect
ive
use
of se
man
tics,
synt
ax, a
nd
basi
c lin
guis
tics (
mor
phol
ogy
and
phon
olog
y)
Look
for:
x
Can
dida
te d
emon
stra
ting
effe
ctiv
e us
e of
Eng
lish
lang
uage
co
nven
tions
and
stru
ctur
e in
w
ritte
n an
d or
al c
omm
unic
atio
ns
x St
uden
ts e
ngag
ed in
exp
erie
nces
th
at a
pply
kno
wle
dge
of la
ngua
ge
conv
entio
ns a
nd st
ruct
ure
to
criti
quin
g w
ritte
n an
d or
al te
xts
x St
uden
ts e
ngag
ed in
exp
erie
nces
th
at a
pply
kno
wle
dge
of la
ngua
ge
conv
entio
ns a
nd st
ruct
ure
to
com
posi
ng w
ritte
n an
d or
al te
xts
4 C
andi
date
dem
onst
rate
s in-
dept
h kn
owle
dge
and
high
ly e
ffect
ive
use
of
Engl
ish
lang
uage
co
nven
tions
and
stru
ctur
e in
writ
ten
and
oral
co
mm
unic
atio
ns.
C
andi
date
is h
ighl
y ef
fect
ive
and
cons
iste
nt in
in
tegr
atin
g ex
perie
nces
that
de
velo
p in
stud
ents
skill
s in
the
use
of E
nglis
h la
ngua
ge
conv
entio
ns a
nd st
ruct
ure
need
ed to
crit
ique
and
co
mpo
se e
ffect
ivel
y w
ritte
n an
d or
al te
xts.
3 C
andi
date
dem
onst
rate
s pr
ofic
ient
kno
wle
dge
and
effe
ctiv
e us
e of
Eng
lish
lang
uage
con
vent
ions
and
st
ruct
ure
in w
ritte
n an
d or
al
com
mun
icat
ions
.
Can
dida
te o
ffers
stud
ents
pr
ofic
ient
gui
danc
e in
ef
fect
ive
use
of E
nglis
h la
ngua
ge c
onve
ntio
ns a
nd
stru
ctur
e an
d fre
quen
t ex
perie
nces
for a
pply
ing
them
to c
ritiq
uing
and
co
mpo
sing
writ
ten
and
oral
te
xts.
2 C
andi
date
dem
onst
rate
s so
me
know
ledg
e of
Eng
lish
lang
uage
con
vent
ions
and
st
ruct
ure,
but
acc
urat
e us
e m
ay b
e in
cons
iste
nt in
w
ritte
n an
d or
al
com
mun
icat
ions
.
Can
dida
te o
ffers
stud
ents
m
inim
al g
uida
nce
in
effe
ctiv
e us
e of
Eng
lish
lang
uage
con
vent
ions
and
st
ruct
ure
and
min
imal
ex
perie
nces
for a
pply
ing
them
to c
ritiq
uing
and
co
mpo
sing
writ
ten
and
oral
te
xts.
1 C
andi
date
dem
onst
rate
s in
suffi
cien
t kno
wle
dge
or
inac
cura
te u
se o
f Eng
lish
lang
uage
con
vent
ions
and
st
ruct
ure
in w
ritte
n an
d or
al c
omm
unic
atio
ns.
C
andi
date
offe
rs st
uden
ts
inad
equa
te g
uida
nce
in
appr
opria
te E
nglis
h la
ngua
ge c
onve
ntio
ns a
nd
stru
ctur
e or
insu
ffici
ent
expe
rienc
es fo
r app
lyin
g th
em to
crit
iqui
ng a
nd
com
posi
ng te
xts.
0
1-8.
Exh
ibits
kno
wle
dge
of e
lem
ents
of
div
ersi
ty in
lang
uage
use
, pa
ttern
s, an
d di
alec
ts a
cros
s di
ffere
nt re
gion
s, cu
lture
s, so
cial
cl
asse
s, an
d tim
e pe
riods
. Exh
ibits
kn
owle
dge
of th
e im
pact
of
cultu
ral,
econ
omic
, pol
itica
l, an
d so
cial
env
ironm
ents
on
lang
uage
.
4 C
andi
date
dem
onst
rate
s in-
dept
h kn
owle
dge
of th
e ca
uses
for a
nd im
pact
of
lang
uage
div
ersi
ty in
so
ciet
y.
3 C
andi
date
dem
onst
rate
s pr
ofic
ient
kno
wle
dge
of th
e ca
uses
for a
nd im
pact
of
lang
uage
div
ersi
ty in
so
ciet
y.
C
andi
date
pro
vide
s
2 C
andi
date
dem
onst
rate
s lim
ited
know
ledg
e of
the
caus
es fo
r and
impa
ct o
f la
ngua
ge d
iver
sity
in
soci
ety.
Can
dida
te sh
ows a
war
enes
s
1 C
andi
date
dem
onst
rate
s in
suffi
cien
t kno
wle
dge
of
the
caus
es fo
r and
impa
ct
of la
ngua
ge d
iver
sity
in
soci
ety.
Can
dida
te is
una
war
e of
0
64
Exhi
bits
kno
wle
dge
of h
isto
rical
pa
ttern
s of l
angu
age
chan
ge
Look
for:
x
Can
dida
te d
emon
stra
ting
know
ledg
e of
how
and
why
la
ngua
ge v
arie
s acr
oss r
egio
ns,
cultu
res,
soci
al c
lass
es, a
nd ti
me
perio
ds
x C
andi
date
dem
onst
ratin
g kn
owle
dge
of t
he e
volu
tion
of th
e En
glis
h la
ngua
ge a
nd h
isto
rical
in
fluen
ces o
n its
form
s
x St
uden
ts e
ngag
ed in
exp
erie
nces
th
at p
rom
ote
unde
rsta
ndin
g of
and
re
spec
t for
regi
onal
, cul
tura
l, cl
ass,
and
histo
rical
var
iatio
ns in
la
ngua
ge.
Can
dida
te is
exe
mpl
ary
in
acco
mm
odat
ing
for
lang
uage
div
ersi
ty.
Can
dida
te is
hig
hly
effe
ctiv
e an
d co
nsis
tent
in
inte
grat
ing
expe
rienc
es th
at
prom
ote stud
ents’
unde
rsta
ndin
g of
and
re
spec
t for
lang
uage
di
vers
ity a
mon
g re
gion
s, cu
lture
s, cl
asse
s, an
d tim
e pe
riods
.
mod
ifica
tions
for l
angu
age
dive
rsity
.
Can
dida
te o
ffers
stud
ents
fre
quen
t exp
erie
nces
that
pr
omot
e un
ders
tand
ing
of
and
resp
ect f
or la
ngua
ge
dive
rsity
.
of th
e ne
ed to
acc
omm
odat
e la
ngua
ge d
iver
sity
.
Can
dida
te o
ffers
stud
ents
m
inim
al e
xper
ienc
es th
at
prom
ote
unde
rsta
ndin
g of
an
d re
spec
t for
lang
uage
di
vers
ity.
the
need
for o
r sho
ws l
ack
resp
ect f
or la
ngua
ge
dive
rsity
.
Can
dida
te o
ffers
stud
ents
in
suffi
cien
t exp
erie
nces
fo
r dev
elop
ing
an
unde
rsta
ndin
g of
or a
re
spec
t for
lang
uage
di
vers
ity.
1-9.
Exh
ibits
kno
wle
dge
of re
sear
ch
met
hodo
logy
in p
osin
g pr
oble
ms;
ge
nera
ting
idea
s and
que
stio
ns;
and
gath
erin
g, sy
nthe
sizi
ng,
eval
uatin
g, a
nd c
omm
unic
atin
g in
form
atio
n fro
m a
var
iety
of
relia
ble
info
rmat
iona
l and
te
chno
logi
cal r
esou
rces
(prin
t, no
n-pr
int,
med
ia)
Lo
ok fo
r: x
Stud
ents
eng
aged
in c
ondu
ctin
g re
sear
ch o
n is
sues
and
inte
rest
s x
Stud
ents
usin
g a
varie
ty o
f re
liabl
e in
form
atio
nal a
nd
tech
nolo
gica
l res
ourc
es to
pos
e to
pics
and
gat
her,
synt
hesi
ze, a
nd
eval
uate
info
rmat
ion
x St
uden
ts c
omm
unic
atin
g re
sear
ch
findi
ngs i
n w
ritte
n, o
ral,
and
visu
al fo
rms
4 C
andi
date
dem
onst
rate
s in-
dept
h kn
owle
dge
of
rese
arch
met
hodo
logy
and
re
sour
ces.
C
andi
date
is h
ighl
y ef
fect
ive
and
cons
iste
nt in
in
tegr
atin
g ex
perie
nces
that
de
velo
p in
stud
ents
the
abili
ty to
cho
ose
from
a
wid
e va
riety
of r
elia
ble
info
rmat
iona
l and
te
chno
logi
cal r
esou
rces
to
pose
topi
cs a
nd g
athe
r, sy
nthe
size
, and
eva
luat
e in
form
atio
n.
C
andi
date
is c
onsi
sten
t in
prov
idin
g op
portu
nitie
s for
st
uden
ts to
com
mun
icat
e re
sear
ched
find
ings
in
dive
rse
form
ats.
3 C
andi
date
dem
onst
rate
s pr
ofic
ient
kno
wle
dge
of
rese
arch
met
hodo
logy
and
re
sour
ces.
C
andi
date
offe
rs st
uden
ts
prof
icie
nt g
uida
nce
and
frequ
ent e
xper
ienc
es fo
r us
ing
a va
riety
of r
elia
ble
info
rmat
iona
l and
te
chno
logi
cal r
esou
rces
to
pose
topi
cs a
nd g
athe
r, sy
nthe
size
, and
eva
luat
e in
form
atio
n.
C
andi
date
offe
rs st
uden
ts
suffi
cien
t opp
ortu
nitie
s to
com
mun
icat
e re
sear
ched
fin
ding
s in
dive
rse
form
ats.
2 C
andi
date
dem
onst
rate
s lim
ited
know
ledg
e of
re
sear
ch m
etho
dolo
gy a
nd
reso
urce
s.
Can
dida
te o
ffers
stud
ents
m
inim
al g
uida
nce
and
expe
rienc
es fo
r usi
ng
relia
ble
info
rmat
iona
l and
te
chno
logi
cal r
esou
rces
to
pose
topi
cs a
nd g
athe
r, sy
nthe
size
, and
eva
luat
e in
form
atio
n.
C
andi
date
offe
rs st
uden
ts
min
imal
opp
ortu
nitie
s to
com
mun
icat
e re
sear
ched
fin
ding
s in
dive
rse
form
ats.
1 C
andi
date
dem
onst
rate
s in
suffi
cien
t kno
wle
dge
of
rese
arch
met
hodo
logy
and
re
sour
ces.
C
andi
date
offe
rs st
uden
ts
inad
equa
te g
uida
nce
or
expe
rienc
es fo
r usi
ng
relia
ble
info
rmat
iona
l and
te
chno
logi
cal r
esou
rces
.
Can
dida
te o
ffers
stud
ents
in
adeq
uate
opp
ortu
nity
to
com
mun
icat
e re
sear
ched
fin
ding
s.
0
65
1-10
. Ex
hibi
ts k
now
ledg
e of
the
natu
re o
f ado
lesc
ents
as r
eade
rs
and
lang
uage
acq
uire
rs a
nd u
sers
. Ex
hibi
ts k
now
ledg
e of
way
s to
inte
grat
e ob
serv
ing,
list
enin
g,
read
ing,
rese
arch
, thi
nkin
g,
spea
king
, and
writ
ing
skill
s to
furth
er st
uden
t inq
uiry
, lea
rnin
g,
expr
essi
on, a
nd re
flect
ion
Look
for :
x
Stud
ents
eng
aged
in e
xper
ienc
es
that
ass
ess t
he in
terr
elat
ions
hip
obse
rvin
g, li
sten
ing,
read
ing,
re
sear
ch, t
hink
ing,
spea
king
, and
w
ritin
g
x St
uden
ts e
ngag
ed in
exp
erie
nces
th
at in
tegr
ate
thes
e di
men
sion
s in
furth
erin
g th
eir o
wn
inqu
iry,
lear
ning
, exp
ress
ion,
and
re
flect
ion.
4 C
andi
date
is h
ighl
y ef
fect
ive
and
cons
iste
nt
inte
grat
ing
expe
rienc
es th
at
deve
lop
in st
uden
ts th
e ab
ility
to a
sses
s the
in
terr
elat
ions
hip
of
obse
rvin
g, li
sten
ing,
re
adin
g, re
sear
ch, t
hink
ing,
sp
eaki
ng, a
nd w
ritin
g an
d to
inte
grat
e th
ese
dim
ensi
ons i
n th
e le
arni
ng
proc
ess.
3 C
andi
date
offe
rs st
uden
ts
prof
icie
nt g
uida
nce
and
frequ
ent e
xper
ienc
es fo
r as
sess
ing
the
inte
rrel
atio
nshi
p of
ob
serv
ing,
list
enin
g,
read
ing,
rese
arch
, thi
nkin
g,
spea
king
, and
writ
ing
and
for i
nteg
ratin
g th
ese
dim
ensi
ons i
n th
e le
arni
ng
proc
ess.
2 C
andi
date
offe
rs st
uden
ts
inad
equa
te g
uida
nce
or
oppo
rtuni
ty fo
r ass
essi
ng
the
inte
rrel
atio
nshi
p of
ob
serv
ing,
list
enin
g,
read
ing,
rese
arch
, thi
nkin
g,
spea
king
, and
writ
ing
and
for i
nteg
ratin
g th
ese
dim
ensi
ons i
n th
e le
arni
ng
proc
ess.
1 C
andi
date
offe
rs st
uden
ts
inad
equa
te g
uida
nce
or
oppo
rtuni
ty fo
r ass
essi
ng
the
inte
rrel
atio
nshi
p of
ob
serv
ing,
list
enin
g,
read
ing,
rese
arch
, th
inki
ng, s
peak
ing,
and
w
ritin
g or
for i
nteg
ratin
g th
ese
dim
ensi
ons i
n th
e le
arni
ng p
roce
ss.
0
66
A-1
2: F
OR
EIG
N L
AN
GU
AG
ES
CO
NT
EN
T O
BSE
RV
AT
ION
FO
RM
Se
ctio
n 1.
Com
mun
icat
ion
Stan
dard
- St
uden
ts c
omm
unic
ate
in la
ngua
ges o
ther
than
Eng
lish.
Cri
teri
on
Perf
orm
ance
Rat
ing
Hig
hly
Prof
icie
nt
Prof
icie
nt
Dev
elop
ing
Insu
ffici
ent
No
Opp
ortu
nity
to
Dem
onst
rate
or
Obs
erve
Score
1-1.
Ena
bles
stud
ents
to e
ngag
e in
co
nver
satio
ns, p
rovi
de a
nd o
btai
n in
form
atio
n, e
xpre
ss fe
elin
gs a
nd
emot
ions
, and
exc
hang
e op
inio
n Lo
ok fo
r: x
Stud
ents
eng
age
with
the
follo
win
g ty
pes o
f act
iviti
es,
incl
udin
g bu
t not
lim
ited
to:
dial
ogue
s, co
nver
satio
n ci
rcle
s, th
ink-
pair-
and-
shar
e di
scus
sion
s, em
ail t
asks
, pen
-pal
lette
rs,
dial
ogue
s, et
c.
x V
isib
le la
ngua
ge su
ppor
t: w
ord
wal
l, vo
cabu
lary
list
s, ve
rb
conj
ugat
ion
supp
ort,
circ
umlo
cutio
n st
rate
gies
, etc
. x
Stud
ents
reco
gniz
e th
at c
ogna
tes
and
prev
ious
ly le
arne
d st
ruct
ures
en
hanc
e co
mpr
ehen
sion
of s
poke
n an
d w
ritte
n la
ngua
ge.
4 C
andi
date
dem
onst
rate
s ex
pert
tech
niqu
es th
at w
ill
lead to
stud
ents’ a
bility to
conv
erse
in m
eani
ngfu
l di
alog
ue u
sing
the
targ
et
lang
uage
. Th
e st
uden
ts a
re
rout
inel
y pr
ovid
ed a
mpl
e op
portu
nitie
s to
enga
ge in
di
rect
ora
l or w
ritte
n co
mm
unic
atio
n. A
ll in
stru
ctio
nal a
ctiv
ities
are
st
uden
t-cen
tere
d an
d al
low
fo
r aut
hent
ic e
xcha
nges
of
info
rmat
ion.
3 C
andi
date
dem
onst
rate
s su
ffici
ent t
echn
ique
s tha
t will lead to
stud
ents’ a
bility
to c
onve
rse
in m
eani
ngfu
l di
alog
ue u
sing
the
targ
et
lang
uage
. Th
e st
uden
ts a
re
prov
ided
opp
ortu
nitie
s to
enga
ge in
dire
ct o
ral o
r w
ritte
n co
mm
unic
atio
n.
Som
e ac
tiviti
es a
re st
uden
t-ce
nter
ed a
nd a
llow
for
auth
entic
exc
hang
es o
f in
form
atio
n.
2 C
andi
date
dem
onst
rate
s so
me
tech
niqu
es th
at w
ill
lead
to stud
ents’ a
bility to
conv
erse
in m
eani
ngfu
l di
alog
ue u
sing
the
targ
et
lang
uage
. Th
e st
uden
ts a
re
prov
ided
som
e op
portu
nitie
s to
enga
ge in
di
rect
ora
l or w
ritte
n co
mm
unic
atio
n. M
ost
activ
ities
are
teac
her -
cent
ered
and
pro
vide
lim
ited
exch
ange
of
info
rmat
ion
betw
een
stud
ents
.
1
C
andi
date
doe
s not
de
mon
stra
te te
chni
ques
that will lead to
stud
ents’
abili
ty to
con
vers
e in
m
eani
ngfu
l dia
logu
e us
ing
the
targ
et la
ngua
ge.
The
stud
ents
are
not
pro
vide
d op
portu
nitie
s to
enga
ge in
di
rect
ora
l or w
ritte
n co
mm
unic
atio
n. A
ctiv
ities
ar
e te
ache
r-ce
nter
ed a
nd
stud
ents
do
not e
ngag
e in
au
then
tic e
xcha
nges
of
info
rmat
ion.
0
1-2.
Ena
bles
stud
ents
to u
nder
stan
d an
d in
terp
ret w
ritte
n an
d sp
oken
la
ngua
ge o
n a
varie
ty o
f top
ics
Look
for:
x St
uden
ts a
re e
xpos
ed to
a v
arie
ty
of a
uthe
ntic
and
prim
ary
sour
ces
in th
e ta
rget
lang
uage
(i.e
. new
s br
oadc
asts
, arti
cles
, mus
ic, e
tc.).
x
Stud
ents
util
ize
reso
urce
s to
inte
rpre
t the
targ
et la
ngua
ge
(dic
tiona
ry, a
nnot
atio
n, c
ogna
tes,
etc.
).
4 C
andi
date
use
s an
exce
llent
va
riety
of w
ell-s
elec
ted
sour
ces o
f com
preh
ensi
ble
inpu
t for
stud
ents
th
roug
hout
less
ons.
The
st
uden
ts a
re p
rovi
ded
a va
riety
of c
ompr
ehen
sion
st
rate
gies
/sup
ports
.
3 C
andi
date
use
s goo
d va
riety
of
sour
ces o
f co
mpr
ehen
sibl
e in
put f
or
stud
ents
thro
ugho
ut le
sson
s.
The
stud
ents
are
pro
vide
d so
me
com
preh
ensi
on
stra
tegi
es/s
uppo
rts.
2 C
andi
date
use
s a li
mite
d va
riety
of s
ourc
es o
f co
mpr
ehen
sibl
e in
put f
or
stud
ents
thro
ugho
ut
less
ons.
The
stud
ents
are
pr
ovid
ed m
inim
al
com
preh
ensi
on
stra
tegi
es/s
uppo
rts.
1 C
andi
date
doe
s not
pr
ovid
e so
urce
s of
com
preh
ensi
ble
inpu
t for
st
uden
ts th
roug
hout
le
sson
s. Th
e st
uden
ts a
re
not p
rovi
ded
com
preh
ensi
on
stra
tegi
es/s
uppo
rts.
0
67
1-3.
Cre
ates
a le
arni
ng e
nviro
nmen
t w
here
stud
ents
pre
sent
in
form
atio
n, c
once
pts,
and
idea
s to
an a
udie
nce
of li
sten
ers o
r rea
ders
on
a v
arie
ty o
f top
ics
Look
for:
x St
uden
ts st
udy
a di
vers
e se
t of
voca
bula
ry th
emes
and
topi
cs
x Th
e ca
ndid
ate
ensu
res s
tude
nts
adhe
re to
app
ropr
iate
exp
ecta
tions
. (g
reet
ing,
form
al v
s. in
form
al,
etc.
) x
Stud
ents
are
led
to re
spon
d to
thei
r peers’ work throug
h qu
estio
ns,
rubr
ics,
etc.
4 C
andi
date
con
sist
ently
pr
ovid
es o
ppor
tuni
ties f
or
all s
tude
nts t
o de
liver
pr
esen
tatio
ns o
f the
ir le
arni
ng u
sing
a v
arie
ty o
f to
pics
and
pro
mpt
s (ve
rbal
or
writ
ten)
. St
uden
ts
artic
ulat
e th
emse
lves
usi
ng
a sp
ecia
lized
voc
abul
ary.
Th
e cand
idate’s
inst
ruct
iona
l app
roac
h en
sure
s tha
t all
stude
nts
cons
ider
thei
r aud
ienc
e w
hile
pre
sent
ing.
All
stud
ents
eng
age
in th
e lesson
’s activities.
3 C
andi
date
pro
vide
s op
portu
nitie
s for
mos
t st
uden
ts to
del
iver
pr
esen
tatio
ns o
f the
ir le
arni
ng u
sing
a v
arie
ty o
f to
pics
and
pro
mpt
s (ve
rbal
or
writ
ten)
. M
ost s
tude
nts
artic
ulat
e th
emse
lves
usi
ng
a sp
ecia
lized
voc
abul
ary.
Th
e ca
ndid
ate
ofte
n re
min
ds
the
stud
ents
to c
onsi
der
thei
r aud
ienc
e. M
ost
stud
ents
eng
age
in th
e lesson
’s act
iviti
es.
2 C
andi
date
pro
vide
s op
portu
nitie
s for
som
e st
uden
ts to
del
iver
pr
esen
tatio
ns o
f the
ir le
arni
ng u
sing
a v
arie
ty o
f to
pics
and
pro
mpt
s (ve
rbal
or
writ
ten)
. So
me
stud
ents
ar
ticul
ate
them
selv
es u
sing
a
spec
ializ
ed v
ocab
ular
y.
The
cand
idat
e so
met
imes
re
min
ds th
e stu
dent
s to
cons
ider
thei
r aud
ienc
e.
Som
e st
uden
ts e
ngag
e in
the lesson
’s activities.
1 C
andi
date
doe
s not
pr
ovid
e op
portu
nitie
s for
st
uden
ts to
del
iver
pr
esen
tatio
ns o
f the
ir le
arni
ng u
sing
a v
arie
ty o
f to
pics
and
pro
mpt
s (ve
rbal
or
writ
ten)
. Stu
dent
s do
not a
rticu
late
them
selv
es
usin
g a
spec
ializ
ed
voca
bula
ry.
Stud
ents
ra
rely
con
side
r the
ir au
dien
ce w
hen
pres
entin
g be
caus
e th
e ca
ndid
ate
has
insu
ffici
ently
taug
ht th
is
appr
oach
. Fe
w st
uden
ts
engage in
the lesson
’s
activ
ities
.
0
Sect
ion
2. C
ultu
res S
tand
ard
- Stu
dent
s gai
n kn
owle
dge
and
unde
rsta
ndin
g of
oth
er c
ultu
res.
Cri
teri
on
Perf
orm
ance
Rat
ing
Hig
hly
Prof
icie
nt
Prof
icie
nt
Dev
elop
ing
Insu
ffici
ent
No
Opp
ortu
nity
to
Dem
onst
rate
or
Obs
erve
Score
2-1.
Ena
bles
stud
ents
to d
emon
stra
te a
n un
ders
tand
ing
of th
e re
latio
nshi
p be
twee
n th
e pr
actic
es a
nd
pers
pect
ives
of t
he c
ultu
re st
udie
d Lo
ok fo
r: x
Stud
ents
lear
n ab
out t
radi
tiona
l and
co
ntem
pora
ry p
ract
ices
. x
Stud
ents
inte
ract
with
nat
ive
spea
kers
. x
Can
dida
te si
mul
ates
cul
tura
l ex
perie
nces
for t
he c
lass
(fie
ld
trips
, etc
.).
4 C
andi
date
exp
ertly
fa
cilit
ates
in-d
epth
le
arni
ng a
bout
the
targ
et
cultu
re’s customs,
tradi
tions
, and
/or
cont
empo
rary
pra
ctic
es.
Stud
ents
ext
end
the
scop
e of
thei
r cul
tura
l kn
owle
dge
on a
var
iety
of
topi
cs in
clud
ing,
but
not
lim
ited
to d
aily
livi
ng,
polit
ics,
relig
ion,
etc
. St
uden
ts h
ave
ampl
e op
portu
nitie
s to
anal
yze
and
refle
ct u
pon
thei
r le
arni
ng.
3 C
andi
date
suffi
cien
tly
faci
litat
es in
-dep
th le
arni
ng
abou
t the target culture’s
cust
oms,
tradi
tions
, and
/or
cont
empo
rary
pra
ctic
es.
Stud
ents
som
etim
es e
xten
d th
e sc
ope
of th
eir c
ultu
ral
know
ledg
e on
a v
arie
ty o
f to
pics
incl
udin
g, b
ut n
ot
limite
d to
dai
ly li
ving
, po
litic
s, re
ligio
n, e
tc.
Stud
ents
hav
e so
me
oppo
rtuni
ties t
o an
alyz
e an
d re
flect
upo
n th
eir
lear
ning
.
2 C
andi
date
faci
litat
es so
me
oppo
rtuni
ties f
or in
-dep
th
lear
ning
abo
ut th
e ta
rget
cultu
re’s customs,
tradi
tions
, and
/or
cont
empo
rary
pra
ctic
es.
Stud
ents
ext
end
the
scop
e of
thei
r cul
tura
l kno
wle
dge
on li
mite
d to
pics
. Stu
dent
s ha
ve fe
w o
ppor
tuni
ties t
o an
alyz
e an
d re
flect
upo
n th
eir l
earn
ing.
1
C
andi
date
doe
s not
fa
cilit
ate
oppo
rtuni
ties f
or
in-d
epth
lear
ning
abo
ut
the target culture’s
cust
oms,
tradi
tions
, and
/or
cont
empo
rary
pra
ctic
es.
Stud
ents
do
not e
xten
d th
e sc
ope
of th
eir c
ultu
ral
know
ledg
e. S
tude
nts d
o no
t hav
e op
portu
nitie
s to
anal
yze
and
refle
ct u
pon
thei
r lea
rnin
g.
0
68
2-2.
Ena
bles
stud
ents
to d
emon
stra
te a
n un
ders
tand
ing
of th
e re
latio
nshi
p be
twee
n th
e pr
oduc
ts a
nd
pers
pect
ives
of t
he c
ultu
re st
udie
d Lo
ok fo
r: x
Stud
ents
exp
lore
aut
hent
ic
mat
eria
ls a
nd p
rimar
y so
urce
s.
4 C
andi
date
exp
ertly
fa
cilit
ates
in-d
epth
le
arni
ng a
bout
the
targ
et
cultu
re’s id
eas throu
gh th
e an
alys
is o
f mul
tiple
so
urce
s and
pro
duct
s. St
uden
ts e
xten
d th
e sc
ope
of th
eir c
ultu
ral
know
ledg
e on
a v
arie
ty o
f to
pics
incl
udin
g, b
ut n
ot
limite
d to
dai
ly li
ving
, hi
stor
y, h
olid
ays,
arts
, lit
erat
ure,
etc
. Stu
dent
s ha
ve a
mpl
e op
portu
nitie
s to
ana
lyze
and
refle
ct
upon
thei
r lea
rnin
g.
3 C
andi
date
suffi
cien
tly
faci
litat
es in
-dep
th le
arni
ng
abou
t the target culture’s
idea
s thr
ough
the
anal
ysis
of
mul
tiple
sour
ces a
nd
prod
ucts
. Stu
dent
s so
met
imes
ext
end
the
scop
e of
thei
r cul
tura
l kno
wle
dge
on a
var
iety
of t
opic
s in
clud
ing,
but
not
lim
ited
to
daily
livi
ng, h
isto
ry,
holid
ays,
arts
, lite
ratu
re,
etc.
Stu
dent
s hav
e so
me
oppo
rtuni
ties t
o an
alyz
e an
d re
flect
upo
n th
eir
lear
ning
2 C
andi
date
faci
litat
es so
me
in-d
epth
lear
ning
abo
ut th
e target culture’s id
eas
thro
ugh
the
anal
ysis
of
mul
tiple
sour
ces a
nd
prod
ucts
. Stu
dent
s ext
end
the
scop
e of
thei
r cul
tura
l kn
owle
dge
on li
mite
d to
pics
. Stu
dent
s hav
e fe
w
oppo
rtuni
ties t
o an
alyz
e an
d re
flect
upo
n th
eir
lear
ning
1 C
andi
date
doe
s not
fa
cilit
ate
in-d
epth
lear
ning
abou
t the target culture’s
idea
s thr
ough
the
anal
ysis
of
mul
tiple
sour
ces a
nd
prod
ucts
. Stu
dent
s do
not
exte
nd th
e sc
ope
of th
eir
cultu
ral k
now
ledg
e.
Stud
ents
do
not h
ave
op
portu
nitie
s to
anal
yze
and
refle
ct u
pon
thei
r le
arni
ng
0
Sect
ion
3. C
onne
ctio
ns S
tand
ard
- Stu
dent
s con
nect
with
oth
er d
isci
plin
es a
nd a
cqui
re in
form
atio
n.
Cri
teri
on
Perf
orm
ance
Rat
ing
Hig
hly
Prof
icie
nt
Prof
icie
nt
Dev
elop
ing
Insu
ffici
ent
No
Opp
ortu
nity
to
Dem
onst
rate
or
Obs
erve
Score
3-1.
Pro
vide
s opp
ortu
nitie
s for
stud
ents
to re
info
rce
and
furth
er th
eir
know
ledg
e of
oth
er d
isci
plin
es
thro
ugh
the
fore
ign
lang
uage
Lo
ok fo
r:
x C
andi
date
pro
vide
s tex
t fea
ture
s th
at su
ppor
t the
mea
ning
acr
oss t
he
cont
ent a
reas
, vis
ually
or
grap
hica
lly (i
.e. i
llust
ratio
ns,
grap
hs, c
harts
, etc
.).
x C
andi
date
refe
renc
es a
nd te
ache
s ot
her c
onte
nt a
rea
obje
ctiv
es a
nd/o
r as
sign
men
ts.
4 Th
e le
sson
allo
ws a
ll st
uden
ts e
xcel
lent
op
portu
nitie
s to
expa
nd
thei
r kno
wle
dge
of
addi
tiona
l con
tent
are
as.
The
cand
idat
e fu
lly
inte
grat
es c
ross
-cur
ricul
ar
obje
ctiv
es in
to th
e le
sson
3 Th
e le
sson
allo
ws s
tude
nts
ampl
e op
portu
nitie
s to
expa
nd th
eir k
now
ledg
e of
ad
ditio
nal c
onte
nt a
reas
. So
me
cros
s-cu
rric
ular
ob
ject
ives
are
int
egra
ted
into
the
less
on.
2 Th
e le
sson
allo
ws s
tude
nts
limite
d op
portu
nity
to
expa
nd th
eir k
now
ledg
e of
ad
ditio
nal c
onte
nt a
reas
. C
ross
-cur
ricul
ar o
bjec
tives
ar
e po
sted
, but
not
re
fere
nced
or i
nteg
rate
d in
to th
e le
sson
.
1
Th
e le
sson
doe
s not
allo
w
stud
ents
any
opp
ortu
nity
to
exp
and
thei
r kno
wle
dge
of a
dditi
onal
con
tent
ar
eas.
Cro
ss-c
urric
ular
ob
ject
ives
are
nei
ther
po
sted
nor
inte
grat
ed in
to
the
less
on.
0
3-2.
Tea
ches
stud
ents
to a
cqui
re
info
rmat
ion
and
reco
gniz
e th
e di
stin
ctiv
e vi
ewpo
ints
that
are
onl
y av
aila
ble
thro
ugh
the
fore
ign
4 C
andi
date
use
s an
exce
llent
var
iety
of w
ell-
sele
cted
reso
urce
s tha
t are
3 C
andi
date
use
s a v
arie
ty o
f re
sour
ces t
hat a
re in
tegr
ated
in
to th
e le
sson
. C
andi
date
2 C
andi
date
has
few
re
sour
ces i
nteg
rate
d in
to
the
less
on.
Can
dida
te
1 C
andi
date
doe
s not
pr
ovid
e a
varie
ty o
f re
sour
ces.
Can
dida
te d
oes
0
69
lang
uage
and
its c
ultu
res
Look
For
: x
Stud
ents
iden
tify
and
appr
ecia
te th
e va
lues
and
per
spec
tives
of t
he
targ
et c
ultu
re fr
om w
ithin
its o
wn
cultu
ral s
yste
m ra
ther
than
judg
ing
non-‐‑
Am
eric
an c
ultu
ral p
ract
ices
ac
cord
ing
to A
mer
ican
co
nven
tions
. x
Can
dida
te c
oord
inat
es a
uthe
ntic
le
arni
ng e
xper
ienc
es fo
r stu
dent
s th
roug
h in
terv
iew
s, gu
est s
peak
ers,
vide
os, m
edia
, arti
fact
s, fie
ld tr
ips,
etc.
smoo
thly
inte
grat
ed in
to
the
less
on. C
andi
date
le
ads s
tude
nts t
o ex
plor
e an
d an
alyz
e to
pics
of
curr
ent a
nd h
isto
rical
im
porta
nce
to th
e ta
rget
cu
lture
.
lead
s stu
dent
s to
expl
ore
topi
cs o
f cur
rent
and
hi
stor
ical
impo
rtanc
e to
the
targ
et c
ultu
re.
rare
ly le
ads s
tude
nts t
o ex
plor
e to
pics
of c
urre
nt
and
hist
oric
al im
porta
nce
to
the
targ
et c
ultu
re.
not l
ead
stud
ents
to
expl
ore
topi
cs o
f cur
rent
an
d hi
stor
ical
impo
rtanc
e to
the
targ
et c
ultu
re.
Sect
ion
4: C
ompa
riso
ns S
tand
ard
- Stu
dent
s dev
elop
insi
ght i
nto
the
natu
re o
f lan
guag
e an
d cu
lture
. Cri
teri
on
Perf
orm
ance
Rat
ing
Hig
hly
Prof
icie
nt
Prof
icie
nt
Dev
elop
ing
Insu
ffici
ent
No
Opp
ortu
nity
to
Dem
onst
rate
or
Obs
erve
Score
4-1
Enab
les s
tude
nts t
o de
mon
stra
te
unde
rsta
ndin
g of
the
natu
re o
f la
ngua
ge th
roug
h co
mpa
rison
s of
the
lang
uage
stud
ied
and
thei
r ow
n Lo
ok fo
r: x
Stud
ents
pro
duce
writ
ten
and
spok
en m
essa
ges s
uch
as re
ports
, ar
ticle
s, su
mm
arie
s or o
rigin
al
stor
ies o
n to
pics
rela
ted
to p
erso
nal
inte
rest
or s
tudy
. x
Stud
ents
show
an
incr
easi
ng
awar
enes
s of e
rror
s and
the
abili
ty
to se
lf-‐‑ed
it.
x St
uden
ts u
nder
stan
d th
e re
latio
nshi
p am
ong
lang
uage
s ba
sed
on th
eir a
war
enes
s of
cogn
ates
, idi
oms a
nd p
aral
lel
stru
ctur
es.
4 C
andi
date
pro
vide
s ex
celle
nt e
xam
ples
of t
he
prin
cipl
es o
f lan
guag
e ac
quis
ition
(pho
nolo
gy,
mor
phol
ogy,
synt
ax,
sem
antic
s, et
c.).
Man
y co
nnec
tions
are
mad
e be
twee
n th
e ta
rget
lang
uage and
the stu
dents’
nativ
e la
ngua
ge(s
).
3 C
andi
date
pro
vide
s am
ple
exam
ples
of t
he p
rinci
ples
of
lang
uage
acq
uisi
tion
(pho
nolo
gy, m
orph
olog
y,
synt
ax, s
eman
tics,
etc.
).
Som
e co
nnec
tions
are
mad
e be
twee
n th
e ta
rget
lang
uage
and the stud
ents’ n
ative
lang
uage
(s).
2 C
andi
date
pro
vide
s som
e ex
ampl
es o
f the
prin
cipl
es
of la
ngua
ge a
cqui
sitio
n (p
hono
logy
, mor
phol
ogy,
sy
ntax
, sem
antic
s, et
c.).
Fe
w c
onne
ctio
ns a
re m
ade
betw
een
the
targ
et la
ngua
ge
and the stud
ents’ n
ativ
e la
ngua
ge(s
).
1
C
andi
date
doe
s not
pr
ovid
e go
od e
xam
ples
of
the
prin
cipl
es o
f lan
guag
e ac
quis
ition
(pho
nolo
gy,
mor
phol
ogy,
synt
ax,
sem
antic
s, et
c.).
C
onne
ctio
ns a
re n
ot m
ade
betw
een
the
targ
et
lang
uage and
the stu
dents’
nativ
e la
ngua
ge(s
).
0
70
4-2.
Tea
ches
stud
ents
to d
emon
stra
te
unde
rsta
ndin
g of
the
conc
ept o
f cu
lture
thro
ugh
com
paris
ons o
f the
cu
lture
s stu
died
and
thei
r ow
n.
Look
For
: x
Stud
ents
con
duct
rese
arch
as
sign
men
ts a
bout
cul
tura
l the
mes
an
d id
eas.
x C
andi
date
app
ropr
iate
ly d
esig
ns
less
ons t
o in
fuse
cul
ture
bas
ed o
n th
e la
ngua
ge le
arni
ng le
vel o
f the
cl
ass a
nd in
divi
dual
stud
ents
(d
iffer
entia
tion)
.
4 C
andi
date
pro
vide
s an
exce
llent
per
spec
tive
on
how
the
targ
et c
ultu
re fi
ts
in to
a m
ore
com
preh
ensi
ve
worldview
. Students’
expe
rienc
es a
nd p
rior
know
ledg
e ar
e al
way
s hi
ghlig
hted
. C
reat
ive
rese
arch
opp
ortu
nitie
s are
ro
utin
ely
unde
rtake
n to
le
arn
mor
e ab
out t
he ta
rget
cu
lture
.
3 C
andi
date
pro
vide
s a
mea
ning
ful p
ersp
ectiv
e ab
out h
ow th
e ta
rget
cul
ture
fit
s in
to a
mor
e co
mpr
ehen
sive
wor
ldvi
ew.
Stud
ents’ e
xperiences and
pr
ior k
now
ledg
e ar
e ge
nera
lly h
ighl
ight
ed.
Cre
ativ
e re
sear
ch
oppo
rtuni
ties a
re o
ften
unde
rtake
n to
lear
n m
ore
abou
t the
targ
et c
ultu
re.
2 C
andi
date
pro
vide
s a
gene
ral p
ersp
ectiv
e on
how
th
e ta
rget
cul
ture
fits
in to
a
mor
e co
mpr
ehen
sive
worldview
. Students’
expe
rienc
es a
nd p
rior
know
ledg
e ar
e so
met
imes
hi
ghlig
hted
. So
me
crea
tive
rese
arch
opp
ortu
nitie
s are
un
derta
ken
to le
arn
mor
e ab
out t
he ta
rget
cul
ture
.
1 C
andi
date
doe
s not
pr
ovid
e an
exc
elle
nt
pers
pect
ive
on h
ow th
e ta
rget
cul
ture
fits
in to
a
mor
e co
mpr
ehen
sive
worldview
. Students’
expe
rienc
es a
nd p
rior
know
ledg
e ar
e no
t hi
ghlig
hted
. C
reat
ive
rese
arch
opp
ortu
nitie
s are
no
t und
erta
ken
to le
arn
mor
e ab
out t
he ta
rget
cu
lture
.
0
Sect
ion
5. C
omm
uniti
es S
tand
ard
- Stu
dent
s par
ticip
ate
in m
ultil
ingu
al c
omm
uniti
es a
t hom
e an
d ar
ound
the
wor
ld.
Cri
teri
on
Perf
orm
ance
Rat
ing
Hig
hly
Prof
icie
nt
Prof
icie
nt
Dev
elop
ing
Insu
ffici
ent
No
Opp
ortu
nity
to
Dem
onst
rate
or
Obs
erve
Score
5-1.
Ena
bles
stud
ents
to u
se th
e la
ngua
ge b
oth
with
in a
nd b
eyon
d th
e sc
hool
setti
ng
Look
for:
x C
andi
date
supp
orts
and
/or s
pons
ors
lang
uage
clu
bs, c
ultu
ral a
ctiv
ities
, et
c.
x St
uden
ts p
artic
ipat
e in
ext
ra-
curr
icul
ar a
ctiv
ities
rela
ted
to th
e la
ngua
ge a
nd c
ultu
re.
4 C
andi
date
exp
ertly
pr
ovid
es d
iver
se
oppo
rtuni
ties f
or st
uden
ts
to e
ngag
e w
ith th
e ta
rget
la
ngua
ge a
nd c
ultu
re.
All
stud
ents
are
incl
uded
in
auth
entic
and
/or s
imul
ated
ac
tiviti
es to
pro
mot
e us
ing
the
lang
uage
in a
var
iety
of
setti
ngs,
incl
udin
g fo
rmal
and
info
rmal
co
ntex
ts.
The
cand
idat
e co
nsis
tent
ly u
tiliz
es
know
ledg
e of
the
stud
ents’ interests to
tailo
r th
e ac
tiviti
es
appr
opria
tely
.
3 C
andi
date
pro
vide
s div
erse
op
portu
nitie
s for
stud
ents
to
enga
ge w
ith th
e ta
rget
la
ngua
ge a
nd c
ultu
re.
Mos
t st
uden
ts a
re in
clud
ed in
ac
tiviti
es. S
ome
stud
ents
ar
e in
clud
ed in
aut
hent
ic
and/
or si
mul
ated
act
iviti
es
to p
rom
ote
usin
g th
e la
ngua
ge in
a v
arie
ty o
f se
tting
s, in
clud
ing
form
al
and
info
rmal
con
text
s. T
he
cand
idat
e fre
quen
tly
utili
zes k
now
ledg
e of
the
stud
ents’ inter
ests
to ta
ilor
the
activ
ities
app
ropr
iate
ly.
2 C
andi
date
gen
eral
ly
prov
ides
som
e op
portu
nitie
s for
stud
ents
to
enga
ge w
ith th
e ta
rget
la
ngua
ge a
nd c
ultu
re.
Few
st
uden
ts p
artic
ipat
e an
d ar
e in
clud
ed in
act
iviti
es.
Stud
ents
hav
e lim
ited
oppo
rtuni
ties t
o pa
rtici
pate
in
aut
hent
ic a
nd/o
r si
mul
ated
act
iviti
es to
pr
omot
e us
ing
the
lang
uage
in
a v
arie
ty o
f set
tings
, in
clud
ing
form
al a
nd
info
rmal
con
text
s.
Kno
wledg
e of th
e stud
ents’
inte
rest
s is i
nfre
quen
tly
used
to ta
ilor a
ctiv
ities
ap
prop
riate
ly.
1
C
andi
date
doe
s not
pr
ovid
e di
vers
e op
portu
nitie
s for
stud
ents
to
eng
age
with
the
targ
et
lang
uage
and
cul
ture
. St
uden
ts d
o no
t par
ticip
ate
in a
ctiv
ities
. Stu
dent
s do
not h
ave
oppo
rtuni
ties t
o pa
rtici
pate
in a
uthe
ntic
an
d/or
sim
ulat
ed a
ctiv
ities
to
pro
mot
e th
e us
e of
la
ngua
ge. T
he c
andi
date
is
not k
now
ledg
eabl
e ab
out
stud
ent i
nter
ests
.
0
71
5-2.
Ena
bles
stud
ents
to sh
ow e
vide
nce
of b
ecom
ing
life-
long
lear
ners
by
usin
g th
e la
ngua
ge fo
r per
sona
l en
joym
ent a
nd e
nric
hmen
t. Lo
ok fo
r: x
Stud
ents
con
nect
thei
r int
eres
ts
with
the
targ
et la
ngua
ge a
nd
cultu
re.
x St
uden
ts e
xplo
re th
e ta
rget
la
ngua
ge a
nd c
ultu
re w
ith m
inim
al
prom
ptin
g.
x C
andi
date
mod
els l
ife-lo
ng
lang
uage
lear
ning
by
shar
ing
info
rmat
ion,
pho
togr
aphs
, vid
eos,
stor
ies,
etc.
from
livi
ng o
r stu
dyin
g ab
road
.
4 C
andi
date
dem
onst
rate
s ex
pert
tech
niqu
es th
at w
ill
lead
to lo
ng-te
rm st
uden
t le
arni
ng. T
he st
uden
ts a
re
rout
inel
y gi
ven
ampl
e ch
ance
s to
expl
ain
thei
r le
arni
ng in
per
sona
lized
w
ays.
Stu
dent
s are
pr
ovid
ed m
any
oppo
rtuni
ties t
o co
nnec
t th
eir i
nter
ests
with
the
targ
et la
ngua
ge a
nd
cultu
re.
Spec
ific
form
ativ
e fe
edba
ck is
fre
quen
tly g
iven
to
stud
ents
.
3 C
andi
date
dem
onst
rate
s su
ffici
ent t
echn
ique
s tha
t w
ill le
ad to
long
-term
st
uden
t lea
rnin
g. T
he
cand
idat
e pr
ovid
es c
hanc
es
for s
tude
nts t
o ex
plai
n th
eir
lear
ning
in p
erso
naliz
ed
way
s. S
tude
nts a
re
prov
ided
som
e op
portu
nitie
s to
conn
ect
thei
r int
eres
ts w
ith th
e ta
rget
lang
uage
and
cul
ture
. So
me
spec
ific
form
ativ
e fe
edba
ck is
giv
en to
st
uden
ts.
2 C
andi
date
dem
onst
rate
s so
me
tech
niqu
es th
at w
ill
lead
to lo
ng-te
rm st
uden
t le
arni
ng.
Stud
ents
are
pr
ovid
ed li
mite
d ch
ance
s to
pers
onal
ize
thei
r lea
rnin
g an
d ha
ve li
ttle
oppo
rtuni
ty
to c
onne
ct th
eir l
earn
ing
with
the
targ
et la
ngua
ge
and
cultu
re.
The
feed
back
pr
ovid
ed to
stud
ents
is
min
imal
and
is su
mm
ativ
e in
nat
ure.
1 C
andi
date
doe
s not
de
mon
stra
te te
chni
ques
th
at w
ill le
ad to
long
-term
st
uden
t lea
rnin
g. S
tude
nts
are
not p
rovi
ded
chan
ces
to p
erso
naliz
e th
eir
lear
ning
and
hav
e lit
tle
oppo
rtuni
ty to
con
nect
th
eir l
earn
ing
with
the
targ
et la
ngua
ge a
nd
cultu
re N
o fo
rmat
ive
or
sum
mat
ive
feed
back
is
give
n to
stud
ents
.
0
72
A-1
3: M
AT
HE
MA
TIC
S C
ON
TE
NT
OBS
ER
VA
TIO
N F
OR
M
Se
ctio
n 1:
Ped
agog
y an
d D
ispo
sitio
n St
anda
rds
Cri
teri
on
Perf
orm
ance
Rat
ing
H
ighl
y Pr
ofic
ient
Pr
ofic
ient
D
evel
opin
g In
suffi
cien
t N
o O
ppor
tuni
ty
to D
emon
stra
te
or O
bser
ve
Score
1-1.
Dem
onst
rate
s a d
eep
unde
rsta
ndin
g of
how
stud
ents
lear
n m
athe
mat
ics
and
of th
e kn
owle
dge
spec
ific
to
mat
hem
atic
s tea
chin
g an
d le
arni
ng
Look
for:
x St
uden
ts w
ill b
e pu
rpos
eful
ly
grou
ped
to e
ngag
e in
mat
h ta
lk.
x St
uden
ts w
ill c
omm
unic
ate
usin
g co
nten
t voc
abul
ary
in o
ral a
nd
writ
ten
form
. x
Stud
ents
will
reas
on a
bstra
ctly
and
bu
ild m
odel
s to
repr
esen
t m
athe
mat
ical
situ
atio
ns.
x St
uden
ts w
ill e
ngag
e in
stud
ent-
cent
ered
lear
ning
act
iviti
es.
4 C
andi
date
con
sist
ently
de
mon
stra
tes e
xcel
lent
ab
ility
to u
tiliz
e a
wid
e ra
nge
of d
ata
to
purp
osef
ully
gro
up
stud
ents
. Can
dida
te
dem
onst
rate
s exc
elle
nt
abili
ty to
com
mun
icat
e in
form
atio
n an
d id
eas
effe
ctiv
ely,
acc
urat
ely
and
appr
opria
te to
the
situ
atio
n. C
andi
date
co
nsis
tent
ly e
ngag
es
stud
ents
in st
uden
t-ce
nter
ed le
arni
ng
activ
ities
.
3 C
andi
date
dem
onst
rate
s go
od a
bilit
y to
util
ize
a w
ide
rang
e of
dat
a to
pu
rpos
eful
ly g
roup
st
uden
ts. C
andi
date
de
mon
stra
tes g
ood
abili
ty
to c
omm
unic
ate
info
rmat
ion
and
idea
s ac
cura
tely
and
app
ropr
iate
to
the
situ
atio
n.
Can
dida
te fr
eque
ntly
en
gage
s stu
dent
s in
stud
ent-
cent
ered
lear
ning
act
iviti
es.
2 C
andi
date
dem
onst
rate
s lim
ited
abili
ty to
util
ize
som
e da
ta to
pur
pose
fully
gr
oups
stud
ents
. Can
dida
te
dem
onst
rate
s the
abi
lity
to
com
mun
icat
e in
form
atio
n an
d id
eas s
atis
fact
orily
that
is
som
ewha
t app
ropr
iate
to
the
situ
atio
n. C
andi
date
en
gage
s stu
dent
s in
som
e st
uden
t-cen
tere
d le
arni
ng
activ
ities
.
1 C
andi
date
dem
onst
rate
s no
abili
ty to
util
ize
a lim
ited
rang
e of
dat
a to
pu
rpos
eful
ly g
roup
st
uden
ts. C
andi
date
de
mon
stra
tes t
he a
bilit
y to
co
mm
unic
ate
info
rmat
ion
and
idea
s in
a lim
ited
capa
city
that
is a
ppro
pria
te
to th
e si
tuat
ion.
Can
dida
te
rare
ly e
ngag
es st
uden
ts in
th
e st
uden
t-cen
tere
d le
arni
ng a
ctiv
ities
.
0
1-2.
Dem
onst
rate
s a p
ositi
ve d
ispo
sitio
n to
war
d m
athe
mat
ical
pro
cess
es a
nd
mat
hem
atic
al le
arni
ng
Look
for:
x St
uden
ts w
ill e
ngag
e in
dev
elop
-m
enta
lly a
ppro
pria
te m
athe
mat
ical
co
nver
satio
ns a
nd a
ctiv
ities
. x
Stud
ents
will
reca
ll pr
ior c
once
pts
and
form
ulat
e co
nnec
tions
with
ne
w c
once
pts.
x St
uden
ts w
ill e
xhib
it th
e be
havi
ors
of a
mat
hem
atic
al ri
sk ta
ker
(mak
ing
conn
ectio
ns, t
hink
ing
outs
ide
of th
e bo
x, u
sing
a si
mpl
er
mod
el).
4 C
andi
date
con
sist
ently
en
gage
s stu
dent
s in
deve
lop-
men
tally
ap
prop
riate
mat
hem
atic
al
conv
ersa
tions
and
ac
tiviti
es. E
xten
sive
co
nnec
tions
bet
wee
n co
ncep
ts a
re fo
rmul
ated
. C
andi
date
con
sist
ently
en
cour
ages
stud
ents
to
exhi
bit r
isk
taki
ng
beha
vior
s.
3 C
andi
date
freq
uent
ly
enga
ges s
tude
nts i
n de
velo
p-m
enta
lly
appr
opria
te m
athe
mat
ical
co
nver
satio
ns a
nd
activ
ities
. Fre
quen
t co
nnec
tions
bet
wee
n co
ncep
ts a
re fo
rmul
ated
. C
andi
date
freq
uent
ly
enco
urag
es st
uden
ts to
ex
hibi
t ris
k ta
king
be
havi
ors.
2 C
andi
date
eng
ages
stud
ents
in
som
e de
velo
pmen
tally
ap
prop
riate
mat
hem
atic
al
conv
ersa
tions
and
ac
tiviti
es. F
ew c
onne
ctio
ns
betw
een
conc
epts
are
fo
rmul
ated
. Can
dida
te
enco
urag
es so
me
stud
ents
to
exh
ibit
risk
taki
ng
beha
vior
.
1 C
andi
date
rare
ly e
ngag
es
stud
ents
in
deve
lopm
enta
lly
appr
opria
te m
athe
mat
ical
co
nver
satio
ns a
nd
activ
ities
. Lim
ited
to n
o co
nnec
tions
bet
wee
n co
ncep
ts a
re fo
rmul
ated
. C
andi
date
doe
s not
en
cour
age
stud
ents
to
exhi
bit r
isk
taki
ng
beha
vior
s.
0
73
1-3.
Em
brac
es te
chno
logy
as a
n es
sent
ial t
ool f
or te
achi
ng a
nd
lear
ning
mat
hem
atic
s Lo
ok fo
r: x
Stud
ents
will
self-
sele
ct a
ppro
pria
te
mat
hem
atic
al to
ols (
pape
r/pen
cil,
rule
r, ca
lcul
ator
, pro
tract
or,
com
pute
r, sp
read
shee
t, et
c.).
x St
uden
ts w
ill u
tiliz
e on
e or
mor
e to
ols t
o m
ake
soun
d de
cisi
ons w
hen
desi
gnin
g a
plan
or f
acin
g lim
itatio
ns.
4 C
andi
date
dem
onst
rate
s an
exce
llent
abi
lity
to p
rovi
de
an a
rray
of m
athe
mat
ical
to
ols f
or st
uden
ts to
self-
sele
ct w
hen
desi
gnin
g a
plan
with
or w
ithou
t lim
itatio
ns.
3 C
andi
date
dem
onst
rate
s a
good
abi
lity
to p
rovi
de a
n ar
ray
of m
athe
mat
ical
tool
s fo
r stu
dent
s to
self-
sele
ct
whe
n de
sign
ing
a pl
an w
ith
or w
ithou
t lim
itatio
ns.
2 C
andi
date
dem
onst
rate
s a
limite
d ab
ility
to p
rovi
de
an a
rray
of m
athe
mat
ical
to
ols f
or st
uden
ts to
self-
sele
ct w
hen
desi
gnin
g a
plan
with
or w
ithou
t lim
itatio
ns.
1 C
andi
date
dem
onst
rate
s a
poor
abi
lity
to p
rovi
de a
n ar
ray
of m
athe
mat
ical
to
ols f
or st
uden
ts to
self-
sele
ct w
hen
desi
gnin
g a
plan
with
or w
ithou
t lim
itatio
ns.
0
1-4.
Use
s var
ied
repr
esen
tatio
ns o
f m
athe
mat
ical
idea
s to
supp
ort a
nd
deepen stud
ents’ m
athematical
unde
rsta
ndin
g Lo
ok fo
r: x
Stud
ents
will
wor
k in
depe
nden
tly
and
in g
roup
s to
cons
truct
re
pres
enta
tions
. x
Stud
ents
will
flui
dly
mod
el
repr
esen
tatio
ns in
one
or m
ore
of
the
four
mat
hem
atic
al fo
rmat
s:
grap
h, ta
ble,
ver
bal,
alge
brai
cally
. x
Stud
ents
will
inte
rpre
t mat
hem
atic
al
resu
lts a
nd re
flect
on
the
soun
dnes
s of
the
resu
lts.
4 C
andi
date
pro
vide
s ex
celle
nt o
ppor
tuni
ties f
or
stud
ents
to w
ork
inde
pend
ently
and
in
grou
ps to
mod
el
mat
hem
atic
al si
tuat
ions
. Fr
eque
nt e
ngag
emen
t in
the
four
mat
hem
atic
al
repr
esen
tatio
ns a
nd
inte
rpre
ting/
refle
ctin
g on
re
sults
is p
rovi
ded.
3 C
andi
date
pro
vide
s goo
d op
portu
nitie
s for
stud
ents
to
wor
k in
depe
nden
tly a
nd in
gr
oups
to m
odel
m
athe
mat
ical
situ
atio
ns.
Som
e en
gage
men
t in
the
four
mat
hem
atic
al
repr
esen
tatio
ns a
nd
inte
rpre
ting/
refle
ctin
g on
re
sults
is p
rovi
ded.
2 C
andi
date
pro
vide
s few
op
portu
nitie
s for
stud
ents
to
wor
k in
depe
nden
tly a
nd
in g
roup
s to
mod
el
mat
hem
atic
al si
tuat
ions
. Se
ldom
eng
agem
ent i
n th
e fo
ur m
athe
mat
ical
re
pres
enta
tions
and
in
terp
retin
g/re
flect
ing
on
resu
lts is
pro
vide
d.
1 C
andi
date
pro
vide
s litt
le to
no
opp
ortu
nitie
s for
st
uden
ts to
wor
k in
depe
nden
tly a
nd in
gr
oups
to m
odel
m
athe
mat
ical
situ
atio
ns.
No
enga
gem
ent i
n th
e fo
ur
mat
hem
atic
al
repr
esen
tatio
ns a
nd
inte
rpre
ting/
refle
ctin
g on
re
sults
is p
rovi
ded.
0
Sect
ion
2: M
athe
mat
ical
Pro
cess
Sta
ndar
ds
Cri
teri
on
Pe
rfor
man
ce R
atin
g
H
ighl
y Pr
ofic
ient
Pr
ofic
ient
D
evel
opin
g In
suffi
cien
t N
o O
ppor
tuni
ty
to D
emon
stra
te
or O
bser
ve
Score
2-1.
Sho
ws k
now
ledg
e an
d un
ders
tand
ing
and
appl
ies t
he
proc
ess o
f mat
hem
atic
al p
robl
em
solv
ing
Look
for:
4 C
andi
date
con
sist
ently
pr
ovid
es e
xcel
lent
op
portu
nitie
s for
stud
ents
to
con
stru
ct a
det
aile
d pl
an
to o
btai
n a
solu
tion.
3 C
andi
date
freq
uent
ly
prov
ides
goo
d op
portu
nitie
s fo
r stu
dent
s to
cons
truct
a
logi
cal p
lan
to o
btai
n a
solutio
n. Candidate’s
2 C
andi
date
pro
vide
s few
op
portu
nitie
s for
stud
ents
to
con
stru
ct a
pla
n to
obt
ain
a so
lutio
n. C
andi
date’s
adeq
uate
kno
wle
dge
of a
1 C
andi
date
pro
vide
s litt
le to
no
opp
ortu
nitie
s for
st
uden
ts to
con
stru
ct a
pla
n to
obt
ain
a so
lutio
n.
Can
dida
te d
emon
stra
tes
0
74
x St
uden
ts w
ill c
onst
ruct
a p
lan
path
way
to o
btai
n a
solu
tion.
x
Stud
ents
will
util
ize
sim
pler
form
s an
d ot
her m
athe
mat
ical
stra
tegi
es to
ga
in in
sigh
t. x
Stud
ents
will
self-
asse
ss p
rogr
ess
and
mod
ify p
lan
to c
hang
e so
lutio
n pa
thw
ay w
hen
nece
ssar
y.
Candidate’s
co
mpr
ehen
sive
kno
wle
dge
of a
pla
n pa
thw
ay is
ev
iden
t and
stud
ents
are
gi
ven
the
oppo
rtuni
ty to
co
nstru
ct p
lan
path
way
s, se
lf-as
sess
, and
mod
ify
plan
s.
subs
tant
ial k
now
ledg
e of
a
plan
pat
hway
is e
vide
nt a
nd
stud
ents
are
giv
en th
e op
portu
nity
to c
onst
ruct
, se
lf-as
sess
and
mod
ify
plan
s.
plan
pat
hway
is e
vide
nt
and
stud
ents
are
giv
en th
e op
portu
nity
to c
onst
ruct
, se
lf-as
sess
and
mod
ify
plan
s.
basi
c kn
owle
dge
of a
pla
n pa
thw
ay a
nd st
uden
ts a
re
not g
iven
the
oppo
rtuni
ty
to c
onst
ruct
, sel
f-as
sess
an
d m
odify
pla
ns.
2-2.
Rea
sons
, con
stru
cts,
and
eval
uate
s m
athe
mat
ical
arg
umen
ts a
nd
dem
onst
rate
s an
appr
ecia
tion
for
mat
hem
atic
al ri
gor a
nd in
quiry
Lo
ok fo
r: x
Stud
ents
will
mak
e ed
ucat
ed
gues
ses b
ased
on
exam
ples
and
co
unte
rexa
mpl
es.
x St
uden
ts w
ill a
rticu
late
pat
tern
s or
stru
ctur
es in
bot
h re
al w
orld
and
al
gebr
aic
situ
atio
ns.
x St
uden
ts w
ill ju
stify
arg
umen
ts.
x Stud
ents will “think ou
tside of th
e bo
x” to
make discov
eries a
nd
expl
ain
mat
hem
atic
al so
lutio
ns.
4 C
andi
date
con
sist
ently
pr
ovid
es e
xcel
lent
op
portu
nitie
s for
stud
ents
to
mak
e ed
ucat
ed g
uess
es.
Can
dida
te p
rom
otes
st
uden
t arti
cula
tion
of
patte
rns,
disc
over
ies,
or
mat
hem
atic
al so
lutio
ns.
3 C
andi
date
freq
uent
ly
prov
ides
goo
d op
portu
nitie
s fo
r stu
dent
s to
mak
e ed
ucat
ed g
uess
es.
Can
dida
te p
rovi
des s
ome
oppo
rtuni
ties f
or st
uden
t ar
ticul
atio
n of
pat
tern
s, di
scov
erie
s, or
m
athe
mat
ical
solu
tions
.
2 C
andi
date
rare
ly p
rovi
des
oppo
rtuni
ties f
or st
uden
ts
to m
ake
educ
ated
gue
sses
. C
andi
date
pro
vide
s in
cons
iste
nt o
ppor
tuni
ties
for s
tude
nt a
rticu
latio
n of
pa
ttern
s, m
athe
mat
ical
so
lutio
ns.
1 C
andi
date
doe
s not
pr
ovid
e op
portu
nitie
s for
st
uden
ts to
mak
e ed
ucat
ed
gues
ses.
Can
dida
te
prov
ides
littl
e to
no
oppo
rtuni
ties f
or st
uden
t ar
ticul
atio
n of
pat
tern
s, di
scov
erie
s, or
m
athe
mat
ical
solu
tions
.
0
2-3.
Com
mun
icat
es m
athe
mat
ical
th
inki
ng o
rally
and
in w
ritin
g to
st
uden
ts, f
acul
ty, a
nd o
ther
s Lo
ok fo
r: x
Stud
ents
will
exa
min
e te
xt-b
ased
do
cum
ents
to su
ppor
t mat
hem
atic
al
reas
onin
g.
x St
uden
ts w
ill c
omm
unic
ate
usin
g th
e co
rrec
t mat
hem
atic
al
term
inol
ogy.
x
Stud
ents
will
util
ize
mat
hem
atic
al
term
inol
ogy
to su
ppor
t con
clus
ions
. x
Stud
ents
will
eng
age
in st
uden
t-ce
nter
ed a
ctiv
ities
whi
ch p
rom
ote
peer
col
labo
ratio
n.
4 C
andi
date
pro
vide
s ex
celle
nt o
ppor
tuni
ties f
or
com
mun
icat
ion
usin
g co
rrec
t mat
hem
atic
al
term
inol
ogy.
C
andi
date
pro
mot
es
cons
iste
nt e
ngag
emen
t in
stud
ent-c
ente
red
activ
ities
to
incl
ude
exam
inin
g te
xt-
base
d do
cum
ents
and
ot
her l
itera
cy sk
ills.
3 C
andi
date
pro
vide
s goo
d op
portu
nitie
s for
co
mm
unic
atio
n us
ing
corr
ect m
athe
mat
ical
te
rmin
olog
y. C
andi
date
pr
ovid
es fr
eque
nt
enga
gem
ent i
n st
uden
t-ce
nter
ed a
ctiv
ities
to
incl
ude
exam
inin
g te
xt-
base
d do
cum
ents
and
oth
er
liter
acy
skill
s.
2 C
andi
date
pro
vide
s op
portu
nitie
s occ
asio
nally
fo
r com
mun
icat
ion
usin
g co
rrec
t mat
hem
atic
al
term
inol
ogy.
Can
dida
te
prov
ides
occ
asio
nal
enga
gem
ent i
n st
uden
t-ce
nter
ed a
ctiv
ities
to
incl
ude
exam
inin
g te
xt-
base
d do
cum
ents
and
oth
er
liter
acy
skill
s.
1 C
andi
date
pro
vide
s lim
ited
oppo
rtuni
ties f
or
com
mun
icat
ion
usin
g co
rrec
t mat
hem
atic
al
term
inol
ogy.
Can
dida
te
seld
om p
rovi
des
enga
gem
ent i
n st
uden
t-ce
nter
ed a
ctiv
ities
to
incl
ude
exam
inin
g te
xt-
base
d do
cum
ents
and
oth
er
liter
acy
skill
s.
0
2-4.
Rec
ogni
zes,
uses
, and
mak
es
conn
ectio
ns b
etw
een
and
amon
g m
athe
mat
ical
idea
s and
in c
onte
xts
outs
ide
mat
hem
atic
s to
build
4 C
andi
date
has
exc
elle
nt
abili
ty to
man
ipul
ate
situ
atio
ns e
ither
cro
ss
3 C
andi
date
has
goo
d ab
ility
to
man
ipul
ate
situ
atio
ns
eith
er c
ross
cur
ricul
ar o
r
2 C
andi
date
has
som
e ab
ility
to
man
ipul
ate
situ
atio
ns
eith
er c
ross
cur
ricul
ar o
r
1 C
andi
date
has
littl
e to
no
abili
ty to
man
ipul
ate
situ
atio
ns e
ither
cro
ss
0
75
mat
hem
atic
al u
nder
stan
ding
Lo
ok fo
r: x
Stud
ents
will
dem
onst
rate
m
athe
mat
ical
con
cept
s and
ap
plic
atio
n in
cro
ss c
urric
ular
si
tuat
ions
. x
Stud
ents
will
app
ly sk
ills a
nd
conc
epts
in a
ge a
ppro
pria
te
situ
atio
ns.
curr
icul
ar o
r age
ap
prop
riate
to d
emon
stra
te
mat
hem
atic
al c
once
pts
and
skill
s.
age
appr
opria
te to
de
mon
stra
te m
athe
mat
ical
co
ncep
ts a
nd sk
ills.
age
appr
opria
te to
de
mon
stra
te m
athe
mat
ical
co
ncep
ts a
nd sk
ills.
curr
icul
ar o
r age
ap
prop
riate
to d
emon
stra
te
mat
hem
atic
al c
once
pts a
nd
skill
s.
Sect
ion
3: M
athe
mat
ical
Con
tent
Kno
wle
dge
Stan
dard
s
Cri
teri
on
Perf
orm
ance
Rat
ing
Hig
hly
Prof
icie
nt
Prof
icie
nt
Dev
elop
ing
Insu
ffici
ent
No
Opp
ortu
nity
to
Dem
onst
rate
or
Obs
erve
Score
3-1.
Kno
wle
dge
of N
umbe
r and
O
pera
tions
Look
for:
x St
uden
ts w
ill e
ngag
e in
han
ds-o
n ac
tiviti
es w
hich
dem
onst
rate
re
latio
nshi
ps a
mon
g nu
mbe
rs a
nd
num
ber s
yste
ms.
x
Stud
ents
will
man
ipul
ate
oper
atio
ns
to si
mpl
ify o
r sol
ve p
robl
ems.
x St
uden
ts w
ill c
reat
e m
athe
mat
ical
m
odel
s to
repr
esen
t and
de
mon
stra
te a
n un
ders
tand
ing
of
rela
tions
hips
.
4 C
andi
date
has
exc
elle
nt
abili
ty to
em
bed
mat
hem
atic
al re
latio
nshi
ps
in m
odel
s and
sim
plify
op
erat
ions
, sol
ve p
robl
ems
and
cons
truct
mod
els.
Can
dida
te h
as e
xcel
lent
ab
ility
to a
pply
STE
M
Stan
dard
s. C
andi
date
pr
ovid
es e
xcel
lent
op
portu
nitie
s for
stud
ents
to
illu
stra
te a
ppro
pria
te
conn
ectio
ns b
etw
een
scie
nce,
tech
nolo
gy,
engi
neer
ing
and
mat
hem
atic
s con
tent
to
answ
er c
ompl
ex
ques
tions
, inv
estig
ate
glob
al is
sues
or d
evel
op
solu
tions
/solv
e re
al w
orld
pr
oble
ms o
r cha
lleng
es.
3 C
andi
date
has
a g
ood
abili
ty to
em
bed
mat
hem
atic
al re
latio
nshi
ps
in m
odel
s and
sim
plify
op
erat
ions
, sol
ve p
robl
ems
and
cons
truct
mod
els.
C
andi
date
has
goo
d ab
ility
to
app
ly S
TEM
Sta
ndar
ds.
Can
dida
te p
rovi
des g
ood
oppo
rtuni
ties f
or st
uden
ts to
ill
ustra
te a
ppro
pria
te
conn
ectio
ns b
etw
een
scie
nce,
tech
nolo
gy,
engi
neer
ing
and
mat
hem
atic
s con
tent
to
answ
er c
ompl
ex q
uest
ions
, in
vest
igat
e gl
obal
issu
es o
r de
velo
p so
lutio
ns/s
olve
real
w
orld
pro
blem
s or
chal
leng
es.
2 C
andi
date
has
som
e ab
ility
to
em
bed
mat
hem
atic
al
rela
tions
hips
in m
odel
s. C
andi
date
has
the
abili
ty to
do
lim
ited
sim
plifi
catio
n of
op
erat
ions
, sol
ve p
robl
ems
and
cons
truct
mod
els.
Can
dida
te h
as li
mite
d ab
ility
to e
mbe
d ST
EM
conn
ectio
ns. C
andi
date
pr
ovid
es fe
w o
ppor
tuni
ties
for s
tude
nts t
o m
ake
conn
ectio
ns b
etw
een
scie
nce,
tech
nolo
gy,
engi
neer
ing
and
mat
hem
atic
s con
tent
to
answ
er c
ompl
ex q
uest
ions
, in
vest
igat
e gl
obal
issu
es o
r de
velo
p so
lutio
ns/s
olve
re
al w
orld
pro
blem
s or
chal
leng
es.
1 C
andi
date
has
lim
ited
abili
ty to
em
bed
mat
hem
atic
al re
latio
nshi
ps
in m
odel
s. C
andi
date
has
lit
tle to
no
abili
ty to
si
mpl
ify o
pera
tions
, sol
ve
prob
lem
s and
con
stru
ct
mod
els.
Can
dida
te d
oes
not e
mbe
d ST
EM
conn
ectio
ns.
0
3-2.
Kno
wle
dge
of D
iffer
ent
Pers
pect
ives
on
Alg
ebra
4
Can
dida
te sh
ows e
xcel
lent
de
taile
d kn
owle
dge
of th
e fo
ur m
athe
mat
ical
3 C
andi
date
show
s goo
d kn
owle
dge
of th
e fo
ur
mat
hem
atic
al
2 C
andi
date
show
s ade
quat
e kn
owle
dge
of th
e fo
ur
mat
hem
atic
al
1 C
andi
date
show
s in
adeq
uate
kno
wle
dge
of
the
four
mat
hem
atic
al
0
76
Look
for:
x St
uden
ts w
ill re
pres
ent s
ituat
ions
gr
aphi
cally
, alg
ebra
ical
ly, v
erba
lly
and
thro
ugh
the
use
of a
tabl
e.
x St
uden
ts w
ill so
lve
equa
tions
for a
gi
ven
varia
ble.
x
Stud
ents
will
dem
onst
rate
the
abili
ty to
dec
iphe
r and
app
ly th
e un
ique
cha
ract
eris
tics o
f fun
ctio
n fa
mili
es
repr
esen
tatio
ns.
Can
dida
te c
onsi
sten
tly
prov
ides
stud
ents
with
nu
mer
ous o
ppor
tuni
ties t
o so
lve
equa
tions
for a
giv
en
varia
ble
and
deci
pher
/app
ly
char
acte
ristic
s of f
unct
ion
fam
ilies
. St
uden
ts
cons
iste
ntly
eng
age
in
criti
cal t
hink
ing
and
appl
y ap
prop
riate
syst
emat
ic
appr
oach
es.
repr
esen
tatio
ns
Can
dida
te p
rovi
des s
tude
nts
with
freq
uent
opp
ortu
nitie
s to
solv
e eq
uatio
ns fo
r a
give
n va
riabl
e an
d de
ciph
er/a
pply
ch
arac
teris
tics o
f fun
ctio
n fa
mili
es.
Stud
ents
fre
quen
tly e
ngag
e in
crit
ical
th
inki
ng a
nd a
pply
ap
prop
riate
syst
emat
ic
appr
oach
es.
repr
esen
tatio
ns.
Can
dida
te p
rovi
des s
ome
oppo
rtuni
ties f
or st
uden
ts
to so
lve
equa
tions
for a
gi
ven
varia
ble
and
deci
pher
/app
ly
char
acte
ristic
s of f
unct
ion
fam
ilies
. St
uden
ts ra
rely
en
gage
in c
ritic
al th
inki
ng
and
appl
y ap
prop
riate
sy
stem
atic
app
roac
hes.
repr
esen
tatio
ns.
Can
dida
te p
rovi
des l
imite
d op
portu
nitie
s for
stud
ents
to
solv
e eq
uatio
ns fo
r a
give
n va
riabl
e an
d de
ciph
er/a
pply
ch
arac
teris
tics o
f fun
ctio
n fa
mili
es. S
tude
nts d
o no
t en
gage
in c
ritic
al th
inki
ng
and
appl
y ap
prop
riate
sy
stem
atic
app
roac
hes.
3-3.
Kno
wle
dge
of G
eom
etrie
s
Look
for:
x St
uden
ts w
ill id
entif
y el
emen
ts a
nd
sele
ct m
athe
mat
ical
stra
tegi
es to
m
odel
aut
hent
ic re
al w
orld
si
tuat
ions
. x
Stud
ents
will
app
ly m
athe
mat
ical
st
rate
gies
to re
pres
ent i
nfor
mat
ion
corr
ectly
. x
Stud
ents
will
ana
lyze
the
degr
ee o
f ac
cura
cy in
a g
iven
solu
tion
and
just
ify th
e so
lutio
n w
ithin
the
cont
ext o
f a p
robl
em.
4 C
andi
date
con
sist
ently
re
cogn
izes
aut
hent
ic re
al
wor
ld si
tuat
ions
and
se
lect
s mat
hem
atic
al
stra
tegi
es to
repr
esen
t the
gi
ven
info
rmat
ion.
C
andi
date
pro
vide
s co
mpr
ehen
sive
ex
plan
atio
n w
ith
just
ifica
tion
with
in th
e co
ntex
t of a
pro
blem
. C
andi
date
con
sist
ently
pr
ovid
es o
ppor
tuni
ties t
o co
nduc
t res
earc
h an
d re
fine
ques
tions
.
3 C
andi
date
freq
uent
ly
reco
gniz
es a
uthe
ntic
real
w
orld
situ
atio
ns a
nd se
lect
s m
athe
mat
ical
stra
tegi
es to
re
pres
ent t
he g
iven
in
form
atio
n. C
andi
date
pr
ovid
es su
ppor
ting
expl
anat
ion
with
ju
stifi
catio
n w
ithin
the
cont
ext o
f a p
robl
em.
Can
dida
te fr
eque
ntly
pr
ovid
es o
ppor
tuni
ties t
o co
nduc
t res
earc
h an
d re
fine
ques
tions
.
2 C
andi
date
occ
asio
nally
re
cogn
izes
aut
hent
ic re
al
wor
ld si
tuat
ions
and
sele
cts
mat
hem
atic
al st
rate
gies
to
repr
esen
t the
giv
en
info
rmat
ion.
Can
dida
te
prov
ides
supp
ortin
g ex
plan
atio
n w
ith n
o ju
stifi
catio
n w
ithin
the
cont
ext o
f a p
robl
em.
Can
dida
te o
ccas
iona
lly
prov
ides
opp
ortu
nitie
s to
cond
uct r
esea
rch
and
refin
e qu
estio
ns.
1 C
andi
date
rare
ly
reco
gniz
es a
uthe
ntic
real
w
orld
situ
atio
ns a
nd
sele
cts m
athe
mat
ical
st
rate
gies
to re
pres
ent t
he
give
n in
form
atio
n.
Can
dida
te p
rovi
des
inco
rrec
t exp
lana
tion
with
no
just
ifica
tion
with
in th
e co
ntex
t of a
pro
blem
. C
andi
date
doe
s not
pr
ovid
e op
portu
nitie
s to
cond
uct r
esea
rch
and
refin
e qu
estio
ns.
0
3-4.
Kno
wle
dge
of C
alcu
lus
Look
for:
x St
uden
ts w
ill u
tiliz
e co
nten
t la
ngua
ge (d
eriv
ativ
es, i
nteg
ratio
n),
appl
icat
ion
and
sym
bols
. x
Stud
ents
will
form
ulat
e eq
uatio
ns
with
supp
ortin
g ex
plan
atio
ns
(gra
phic
, for
mul
aic)
. x
Stud
ents
will
col
labo
rate
with
pee
rs
to in
terp
ret,
solv
e an
d dr
aw
conc
lusio
ns re
gard
ing
real
wor
ld
scen
ario
s.
4 C
andi
date
con
sist
ently
pr
ovid
es e
xcel
lent
op
portu
nitie
s for
pee
r co
llabo
ratio
n to
solv
e an
d dr
aw c
oncl
usio
ns u
tiliz
ing
mul
tiple
sour
ces p
rese
nted
in
div
erse
form
ats.
Can
dida
te e
ngag
es in
cr
itica
l thi
nkin
g to
pro
vide
rig
orou
s gra
phic
/form
ulai
c ex
plan
atio
ns w
ith c
onte
nt
lang
uage
.
3 C
andi
date
pro
vide
s goo
d op
portu
nitie
s for
pee
r co
llabo
ratio
n to
solv
e an
d dr
aw c
oncl
usio
ns u
tiliz
ing
mul
tiple
sour
ces p
rese
nted
in
div
erse
form
ats.
Can
dida
te e
ngag
es in
cr
itica
l thi
nkin
g to
pro
vide
ap
prop
riate
gr
aphi
c/fo
rmul
aic
expl
anat
ions
with
con
tent
la
ngua
ge.
2 C
andi
date
seld
om p
rovi
des
oppo
rtuni
ties f
or p
eer
colla
bora
tion
to so
lve
and
draw
con
clus
ions
util
izin
g m
ultip
le so
urce
s pre
sent
ed
in d
iver
se fo
rmat
s. C
andi
date
eng
ages
in
criti
cal t
hink
ing
to p
rovi
de
basi
c gr
aphi
c/fo
rmul
aic
expl
anat
ions
with
con
tent
la
ngua
ge.
1 C
andi
date
doe
s not
pr
ovid
e op
portu
nitie
s for
pe
er c
olla
bora
tion
to so
lve
and
draw
con
clus
ions
ut
ilizi
ng m
ultip
le so
urce
s pr
esen
ted
in d
iver
se
form
ats.
Can
dida
te
enga
ges i
n cr
itica
l thi
nkin
g bu
t pro
vide
s inc
orre
ct
grap
hic/
form
ulai
c ex
plan
atio
ns w
ith c
onte
nt
lang
uage
.
0
3-5.
Kno
wle
dge
of D
iscr
ete
Mat
hem
atic
s 4
Can
dida
te c
onsi
sten
tly
prov
ides
exc
elle
nt
3 C
andi
date
pro
vide
s goo
d op
portu
nitie
s for
stud
ents
to
2 C
andi
date
seld
om p
rovi
des
oppo
rtuni
ties f
or st
uden
ts
1 C
andi
date
doe
s not
pr
ovid
e op
portu
nitie
s for
0
77
Look
for:
x St
uden
ts w
ill id
entif
y pr
oper
ties
and
rela
tions
hips
am
ong
inte
gers
, se
ts, r
elat
ions
and
func
tions
. x
Stud
ents
will
thin
k fle
xibl
y an
d cr
eativ
ely
to a
pply
fund
amen
tal
conc
epts
. x
Stud
ents
will
cre
ate
algo
rithm
s to
desi
gn a
spec
ific
set o
f ins
truct
ions
to
solv
e a
prob
lem
.
oppo
rtuni
ties f
or st
uden
ts
to th
ink
flexi
bly
and
crea
tivel
y to
app
ly
prop
ertie
s and
re
latio
nshi
ps. C
andi
date
pr
ovid
es n
umer
ous
oppo
rtuni
ties t
o an
alyz
e pa
ttern
s. C
andi
date
has
hi
gh a
bilit
y to
co
mm
unic
ate
effe
ctiv
ely
and
enga
ge st
uden
ts in
cr
itica
l rea
ding
and
w
ritin
g to
dev
elop
al
gorit
hms.
thin
k fle
xibl
y an
d cr
eativ
ely
to a
pply
pr
oper
ties a
nd
rela
tions
hips
. Can
dida
te
prov
ides
freq
uent
op
portu
nitie
s to
anal
yze
patte
rns.
Can
dida
te h
as
good
abi
lity
to
com
mun
icat
e ef
fect
ivel
y an
d en
gage
stud
ents
in
criti
cal r
eadi
ng a
nd w
ritin
g to
dev
elop
alg
orith
ms.
to th
ink
flexi
bly
and
crea
tivel
y to
app
ly
prop
ertie
s and
re
latio
nshi
ps. C
andi
date
pr
ovid
es so
me
oppo
rtuni
ties t
o an
alyz
e pa
ttern
s. C
andi
date
has
so
me
abili
ty to
co
mm
unic
ate
effe
ctiv
ely
and
enga
ge st
uden
ts in
cr
itica
l rea
ding
and
writ
ing
to d
evel
op a
lgor
ithm
s.
stud
ents
to th
ink
flexi
bly
and
crea
tivel
y to
app
ly
prop
ertie
s and
re
latio
nshi
ps. C
andi
date
pr
ovid
es li
mite
d op
portu
nitie
s to
anal
yze
patte
rns.
Can
dida
te h
as
limite
d ab
ility
to
com
mun
icat
e ef
fect
ivel
y an
d en
gage
stud
ents
in
criti
cal r
eadi
ng a
nd w
ritin
g to
dev
elop
alg
orith
ms.
3-6.
Kno
wle
dge
of D
ata
Ana
lysi
s, St
atis
tics,
and
Prob
abili
ty
Lo
ok fo
r:
x St
uden
ts w
ill c
ompi
le a
ccur
ate
data
th
roug
h ac
tive
parti
cipa
tion
or
rese
arch
(mul
tiple
sour
ces)
whi
le
utili
zing
var
ious
col
lect
ion
met
hods
. x
Stud
ents
will
dra
w a
ccur
ate
conc
lusio
ns u
sing
dat
a.
x St
uden
ts w
ill u
tiliz
e m
anip
ulat
ives
to
sim
ulat
e ex
perim
enta
l and
th
eore
tical
pro
babi
litie
s.
4 C
andi
date
has
exc
elle
nt
abili
ty to
util
ize
man
ipul
ativ
es to
sim
ulat
e ex
perim
enta
l and
th
eore
tical
situ
atio
ns.
Can
dida
te e
xcel
lent
abi
lity
to c
ompi
le d
ata
thro
ugh
vario
us c
olle
ctio
n m
etho
ds
and
accu
rate
ly d
raw
co
nclu
sions
.
3 C
andi
date
has
goo
d ab
ility
to
util
ize
man
ipul
ativ
es to
si
mul
ate
expe
rimen
tal a
nd
theo
retic
al si
tuat
ions
. C
andi
date
has
goo
d ab
ility
to
com
pile
dat
a th
roug
h va
rious
col
lect
ion
met
hods
an
d ac
cura
tely
dra
w
conc
lusio
ns.
2 C
andi
date
has
som
e ab
ility
to
util
ize
man
ipul
ativ
es to
si
mul
ate
expe
rimen
tal a
nd
theo
retic
al si
tuat
ions
. C
andi
date
has
som
e ab
ility
to
com
pile
dat
a th
roug
h va
rious
col
lect
ion
met
hods
an
d so
mew
hat a
ccur
atel
y dr
aw c
oncl
usio
ns.
1 C
andi
date
has
lim
ited
abili
ty to
util
ize
man
ipul
ativ
es to
sim
ulat
e ex
perim
enta
l and
th
eore
tical
situ
atio
ns.
Can
dida
te h
as li
mite
d ab
ility
to c
ompi
le d
ata
thro
ugh
vario
us c
olle
ctio
n m
etho
ds a
nd in
corr
ectly
dr
aw c
oncl
usio
ns.
0
3-7.
Kno
wle
dge
of M
easu
rem
ent
Look
for:
x St
uden
ts w
ill id
entif
y th
e relatio
nship betw
een tw
o “num
bers
or quantities” using tools (ruler,
tape
mea
sure
, sca
le, p
rotra
ctor
, etc
.) x
Stud
ents
will
con
stru
ct m
odel
s of
leng
th, a
rea
and
volu
me.
x
Stud
ents
will
man
ipul
ate
liter
al
form
ulas
to d
eter
min
e a
mis
sing
va
lue.
(𝐴=𝜋𝑟
)
4 C
andi
date
con
sist
ently
pr
ovid
es e
xcel
lent
op
portu
nitie
s to
cons
truct
m
odel
s in
orde
r to
iden
tify
quan
titat
ive
rela
tions
hips
. C
andi
date
pro
vide
s co
nsis
tent
opp
ortu
nitie
s fo
r stu
dent
s to
man
ipul
ate
liter
al fo
rmul
as a
nd u
se o
f ge
omet
ric to
ols i
n or
der t
o id
entif
y an
d un
ders
tand
lim
its a
nd ri
sks o
f te
chno
logi
es n
eede
d to
de
velo
p so
lutio
ns o
r co
nstru
ct a
nsw
ers.
3 C
andi
date
freq
uent
ly
prov
ides
goo
d op
portu
nitie
s to
con
stru
ct m
odel
s in
orde
r to
iden
tify
quan
titat
ive
rela
tions
hips
. Can
dida
te
prov
ides
freq
uent
op
portu
nitie
s for
stud
ents
to
man
ipul
ate
liter
al fo
rmul
as
and
use
of g
eom
etric
tool
s in
ord
er to
iden
tify
and
unde
rsta
nd li
mits
and
risk
s of
tech
nolo
gies
nee
ded
to
deve
lop
solu
tions
or
cons
truct
ans
wer
s.
2 C
andi
date
occ
asio
nally
pr
ovid
es o
ppor
tuni
ties t
o co
nstru
ct m
odel
s in
orde
r to
iden
tify
quan
titat
ive
rela
tions
hips
. Can
dida
te
prov
ides
som
e op
portu
nitie
s for
stud
ents
to
man
ipul
ate
liter
al
form
ulas
and
use
of
geom
etric
tool
s in
orde
r to
iden
tify
and
unde
rsta
nd
limits
and
risk
s of
tech
nolo
gies
nee
ded
to
deve
lop
solu
tions
or
cons
truct
ans
wer
s.
1 C
andi
date
seld
om p
rovi
des
oppo
rtuni
ties t
o co
nstru
ct
mod
els i
n or
der t
o id
entif
y qu
antit
ativ
e re
latio
nshi
ps.
Can
dida
te se
ldom
pro
vide
s op
portu
nitie
s for
stud
ents
to
man
ipul
ate
liter
al
form
ulas
and
use
of
geom
etric
tool
s in
orde
r to
iden
tify
and
unde
rsta
nd
limits
and
risk
s of
tech
nolo
gies
nee
ded
to
deve
lop
solu
tions
or
cons
truct
ans
wer
s.
0
78
A-1
4: P
HY
SIC
S C
ON
TE
NT
OB
SER
VA
TIO
N F
OR
M
Sect
ion
1: C
ore
Con
tent
Kno
wle
dge
- All
teac
hers
of P
hysi
cs sh
ould
be
prep
ared
to le
ad st
uden
ts to
und
erst
and
the
unify
ing
conc
epts
of
Scie
nce,
and
in a
dditi
on, b
e pr
epar
ed to
lead
stud
ents
to u
nder
stan
d th
e fo
llow
ing:
Cri
teri
on
Perf
orm
ance
Rat
ing
Hig
hly
Prof
icie
nt
Prof
icie
nt
Dev
elop
ing
Insu
ffici
ent
No
Opp
ortu
nity
to
Dem
onst
rate
or
Obs
erve
Score
1-1.
Ene
rgy,
wor
k an
d po
wer
Lo
ok fo
r: x
Stud
ents
hav
e th
e op
portu
nity
to se
e ex
ampl
es o
f ene
rgy,
wor
k, a
nd
pow
er w
ith p
hysi
cal m
ater
ials
x
Stud
ents
wor
king
coo
pera
tivel
y to
so
lve
prob
lem
s rel
ated
to e
nerg
y,
wor
k an
d po
wer
4 C
andi
date
dis
play
s hig
hly
exte
nsiv
e kn
owle
dge
of
the
conc
epts
of e
nerg
y,
wor
k, a
nd p
ower
and
how
th
ey re
late
to o
ne a
noth
er.
The
cand
idat
e de
mon
stra
tes a
ccur
ate
and
nuan
ced
unde
rsta
ndin
g of
ho
w th
ese
conc
epts
are
ap
plie
d by
pro
fess
iona
ls
wor
king
in th
e fie
ld.
Act
iviti
es a
re st
uden
t ce
nter
ed, a
ddre
ss c
omm
on
mis
conc
eptio
ns, a
re
diffe
rent
iate
d, a
nd m
eet
the
wid
e ra
nge
of le
arni
ng
styl
es in
the
clas
s.
3 C
andi
date
dis
play
s sol
id
know
ledg
e of
the
conc
epts
of
ene
rgy,
wor
k, a
nd p
ower
an
d ho
w th
ey re
late
to o
ne
anot
her.
The
cand
idat
e de
mon
stra
tes a
ccur
ate
unde
rsta
ndin
g of
how
thes
e co
ncep
ts a
re u
sed
by
prof
essi
onal
s in
the
field
. A
ctiv
ities
are
stud
ent
cent
ered
, add
ress
m
isco
ncep
tions
, and
cat
er
to a
wid
e ra
nge
of le
arni
ng
styl
es
2 C
andi
date
is fa
mili
ar w
ith
the
conc
epts
of e
nerg
y,
wor
k, a
nd p
ower
and
how
th
ey re
late
to o
ne a
noth
er.
The
cand
idat
e pr
ovid
es fe
w
exam
ples
abo
ut h
ow th
ese
conc
epts
are
use
d by
pr
ofes
sion
als i
n th
e fie
ld.
Act
iviti
es a
re te
ache
r di
rect
ed a
nd n
ot d
iver
se
enou
gh to
be
enga
ging
for
all s
tude
nts.
.
1
C
andi
date
doe
s not
di
spla
y su
ffici
ent
know
ledg
e of
the
conc
epts
of
ene
rgy,
wor
k, a
nd
pow
er. T
he c
andi
date
doe
s no
t mak
e st
uden
ts a
war
e of
how
thes
e co
ncep
ts a
re
used
by
prof
essi
onal
s in
the
field
. Act
iviti
es d
o no
t in
crea
se st
uden
t un
ders
tand
ing
of th
e co
nten
t.
0
1-2.
Mot
ion,
maj
or fo
rces
, mom
entu
m
Look
for:
x St
uden
ts b
uild
ing
on a
nd e
valu
atin
g co
ncep
ts le
arne
d in
pre
viou
s le
sson
s x
Stud
ents
dis
cuss
ing
the
conc
epts
w
ith e
ach
othe
r x
Stud
ents
are
giv
en p
robl
ems t
o so
lve
of a
n ap
prop
riate
diff
icul
ty
leve
l.
4 C
andi
date
faci
litat
es in
-de
pth
lear
ning
abo
ut th
e co
ncep
ts o
f mot
ion,
maj
or
forc
es, a
nd m
omen
tum
. R
elev
ant c
onne
ctio
ns a
re
made by
to stud
ents’ p
rior
know
ledg
e an
d m
ater
ial
lear
ned
in c
lass
. Use
ful
appl
icat
ions
of t
he
know
ledg
e ar
e pr
esen
ted
in a
n en
gagi
ng fo
rmat
. St
uden
ts h
ave
mul
tiple
op
portu
nitie
s to
appl
y an
d di
scus
s the
con
cept
s th
roug
h en
gagi
ng
activ
ities
.
3 C
andi
date
suffi
cien
tly
conv
eys t
he c
once
pts o
f m
otio
n, m
ajor
forc
es a
nd
mom
entu
m. C
onne
ctio
ns
are
mad
e to
pre
viou
s m
ater
ial l
earn
ed in
cla
ss.
Use
ful a
pplic
atio
ns o
f the
kn
owle
dge
are
pres
ente
d to
th
e cl
ass.
Stud
ents
hav
e so
me
oppo
rtuni
ty to
dis
cuss
an
d ap
ply
the
conc
epts
in
enga
ging
act
iviti
es.
2 C
andi
date
pro
vide
s som
e ba
sic
prin
cipl
es o
f mot
ion,
m
ajor
forc
es, a
nd
mom
entu
m. F
ew
conn
ectio
ns a
re m
ade
to
prio
r kno
wle
dge
the
stud
ents
hav
e or
mat
eria
ls
lear
ned
in th
e co
urse
. U
sefu
l app
licat
ions
of t
his
know
ledg
e ar
e br
iefly
di
scus
sed
with
out t
ime
for
colla
bora
tive
disc
ussio
n.
Stud
ents
hav
e lit
tle, o
r no,
op
portu
nity
to d
iscu
ss a
nd
appl
y th
e co
ncep
ts th
roug
h en
gagi
ng a
ctiv
ities
.
1 C
andi
date
doe
s not
ad
equa
tely
con
vey
the
basi
c pr
inci
ples
of m
otio
n,
maj
or fo
rces
, and
m
omen
tum
. No
conn
ectio
ns a
re m
ade
to
prio
r kno
wle
dge
or to
pics
pr
evio
usly
cov
ered
in th
e co
urse
. Use
ful
appl
icat
ions
are
not
hi
ghlig
hted
or b
roug
ht to
th
e at
tent
ion
of th
e st
uden
ts. S
tude
nts d
o no
t ha
ve a
n op
portu
nity
to
disc
uss o
r app
ly th
e co
ncep
ts.
0
79
1-3.
New
toni
an p
rinci
ples
and
law
s in
clud
ing
engi
neer
ing
appl
icat
ions
Lo
ok fo
r: x
Stud
ents
eng
agin
g in
wor
k w
ith a
ll th
ree
law
s x
Stud
ents
app
lyin
g th
e la
ws a
nd
prin
cipl
es to
eng
inee
ring
prob
lem
s to
cre
ate
solu
tions
4 C
andi
date
dem
onst
rate
s ex
pert
tech
niqu
es th
at
have
the
capa
city
to le
ad
to lo
ng te
rm st
uden
t le
arni
ng. S
tude
nts a
re
rout
inel
y gi
ven
oppo
rtuni
ties t
o cl
assi
fy
exam
ples
acc
ordi
ng to
New
ton’s law
s. Activities
are
stud
ent c
ente
red.
Sp
ecifi
c fe
edba
ck is
fre
quen
tly g
iven
to
stud
ents
and
use
d to
gui
de
stud
ent l
earn
ing.
3 C
andi
date
dem
onst
rate
s su
ffici
ent t
echn
ique
s de
sign
ed to
pro
mot
e lo
ng
term
stud
ent l
earn
ing.
St
uden
ts a
re g
iven
op
portu
nitie
s to
clas
sify
ex
ampl
es b
y ac
cord
ing
to
New
ton’s law
s. So
me
activ
ities
are
stud
ent
cent
ered
. Som
e fe
edba
ck is
gi
ven
to st
uden
ts a
bout
how
th
e la
ws a
nd p
rinci
ples
are
de
mon
stra
ted
in e
ach
situ
atio
n.
2 C
andi
date
dem
onst
rate
s in
suffi
cien
t tec
hniq
ues t
hat
will
lead
to lo
ng te
rm
stud
ent l
earn
ing.
Stu
dent
s ar
e gi
ven
few
cha
nces
to
clas
sify
exa
mpl
es a
ccor
ding
to New
ton’s law
s. Fe
w
activ
ities
are
stud
ent
cent
ered
. Min
imal
sc
affo
ldin
g fe
edba
ck is
gi
ven
to st
uden
ts.
1 C
andi
date
doe
s not
de
mon
stra
te te
chni
ques
th
at w
ill le
ad to
long
term
st
uden
t lea
rnin
g. S
tude
nts
are
not g
iven
the
chan
ce to
cl
assi
fy e
xam
ples
according to New
ton’s
law
s. A
ctiv
ities
are
te
ache
r cen
tere
d.
Con
stru
ctiv
e fe
edba
ck is
no
t giv
en to
stud
ents
.
0
1-4.
Con
serv
atio
n of
mas
s, m
omen
tum
, en
ergy
, and
cha
rge
Look
for:
x St
uden
ts a
re a
sked
to so
lve
prob
lem
s fin
ding
diff
eren
t va
riabl
es.
x A
ctiv
ities
are
var
ied
enou
gh to
giv
e st
uden
ts m
ultip
le p
ersp
ectiv
es
rega
rdin
g on
the
appl
icab
ility
of
thes
e to
pics
. x
Stud
ents
hel
ping
eac
h ot
her s
olvi
ng
prob
lem
s
4 C
andi
date
pro
vide
s ex
celle
nt in
stru
ctio
nal
pers
pect
ive
rega
rdin
g th
e in
stru
ctio
nal r
elat
ions
hip
betw
een
mas
s, m
omen
tum
, ene
rgy,
and
ch
arge
with
in th
e ST
EM
fram
ewor
k. A
ctiv
ities
are
re
leva
nt a
nd d
irect
ly
rela
ted
to th
e co
nten
t, re
quiri
ng st
uden
ts to
thin
k cr
eativ
ely
in te
ams.
Inve
stig
atio
ns a
re c
reat
ed
by th
e st
uden
ts a
nd re
quire
us
ing
prio
r kno
wle
dge.
3 C
andi
date
pro
vide
s a g
ood
inst
ruct
iona
l per
spec
tive
rega
rdin
g th
e re
latio
nshi
p be
twee
n m
ass,
mom
entu
m,
ener
gy, a
nd c
harg
e w
ithin
th
e ST
EM fr
amew
ork.
A
ctiv
ities
rela
te d
irect
ly to
th
e co
nten
t and
requ
ire
stud
ents
to th
ink
crea
tivel
y.
Inve
stig
atio
ns re
quire
co
nsid
erab
le st
uden
t in
itiat
ive.
2 C
andi
date
pro
vide
s som
e ex
plan
atio
ns o
f the
re
latio
nshi
p be
twee
n m
ass,
mom
entu
m, e
nerg
y, a
nd
char
ge w
ithin
the
STEM
fra
mew
ork.
Act
iviti
es a
re
insu
ffici
ently
rela
ted
to th
e co
nten
t and
hav
e qu
estio
nabl
e re
leva
nce.
In
vest
igat
ions
are
larg
ely
teac
her l
ed.
1 Candidate’s exp
lanatio
n of
the
rela
tions
hip
betw
een
mas
s, m
omen
tum
, ene
rgy,
an
d ch
arge
is fl
awed
and
un
clea
r. A
ctiv
ities
are
un
rela
ted
to th
e co
nten
t an
d ha
ve li
ttle
or n
o re
leva
nce.
Stu
dent
s are
not
as
ked
to p
erfo
rm
inve
stig
atio
ns.
0
1-5.
Phy
sica
l pro
perti
es o
f mat
ter
Look
for:
x St
uden
ts a
ctiv
ely
enga
ged
in
iden
tifyi
ng a
nd te
stin
g ph
ysic
al
prop
ertie
s of m
atte
r.
x St
uden
ts m
akin
g co
nnec
tions
and
br
ingi
ng in
out
side
know
ledg
e x
Inst
ruct
iona
l mat
eria
ls th
at a
re
appr
opria
te to
the
cont
ent a
nd th
e le
vel o
f stu
dent
dev
elop
men
t in
the
clas
s
4 C
andi
date
pro
vide
s ex
celle
nt e
xam
ples
of t
he
phys
ical
pro
perti
es o
f m
atte
r and
pro
vide
s st
uden
ts n
umer
ous
oppo
rtuni
ties t
o id
entif
y an
d te
st p
rope
rties
. Man
y co
nnec
tions
are
mad
e to
pr
evio
us le
sson
s abo
ut
mas
s, en
ergy
and
forc
es.
Inst
ruct
iona
l mat
eria
ls a
re
expe
rtly
sele
cted
to
max
imiz
e st
uden
t lea
rnin
g an
d en
gage
men
t.
3 C
andi
date
pro
vide
s goo
d ex
ampl
es o
f the
phy
sica
l pr
oper
ties o
f mat
ter a
nd
prov
ides
stud
ents
som
e op
portu
nitie
s to
iden
tify
and
test
pro
perti
es. S
ome
conn
ectio
ns a
re m
ade
to
prev
ious
less
ons a
bout
m
ass,
ener
gy, a
nd fo
rces
. In
stru
ctio
nal m
ater
ials
are
ap
prop
riate
ly se
lect
ed a
nd
utili
zed.
2 C
andi
date
pro
vide
s som
e ex
ampl
es o
f the
phy
sica
l pr
oper
ties o
f mat
ter.
Stud
ents
are
not
pro
vide
d w
ith o
ppor
tuni
ties t
o id
entif
y an
d te
st p
rope
rties
. Fe
w c
onne
ctio
ns a
re m
ade
to p
revi
ous l
esso
ns o
r prio
r kn
owle
dge.
Inst
ruct
iona
l m
ater
ials
, are
use
d, b
ut n
ot
effe
ctiv
ely
inco
rpor
ated
in
to th
e le
sson
.
1 C
andi
date
doe
s not
pr
ovid
e sa
tisfa
ctor
y ex
ampl
es o
f the
phy
sica
l pr
oper
ties o
f mat
ter.
Stud
ents
are
not
pro
vide
d w
ith o
ppor
tuni
ties t
o id
entif
y an
d te
st
prop
ertie
s. N
o co
nnec
tions
ar
e m
ade
to p
revi
ous
less
ons o
r prio
r kn
owle
dge.
Mat
eria
ls to
su
ppor
t stu
dent
lear
ning
ar
e no
t util
ized
.
0
80
1-6.
Kin
etic
-mol
ecul
ar m
otio
n an
d at
omic
mod
els
Look
for:
x C
once
pts b
eing
dis
cuss
ed in
an
open
and
inte
rest
ing
form
at
x D
eep
and
wid
e co
nnec
tions
acr
oss
mul
tiple
dis
cipl
ines
x
Stud
ents
rese
arch
ing
topi
cs o
f the
ir ch
oosin
g
4 C
andi
date
pro
vide
s ric
h,
in-d
epth
dem
onst
ratio
ns o
f th
e at
omic
mod
el a
nd
kine
tic-m
olec
ular
mot
ion.
M
ultip
le re
leva
nt
exam
ples
from
cut
ting
edge
wor
k in
the
field
are
us
ed to
beg
in d
iscu
ssio
ns.
Stud
ents
per
form
rese
arch
of
thei
r cho
osin
g on
rece
nt
deve
lopm
ents
in a
tom
ic
and
mol
ecul
ar p
hysi
cs a
nd
shar
e th
eir f
indi
ngs.
3 C
andi
date
pro
vide
s a
suffi
cien
t arr
ay o
f de
mon
stra
tions
of t
he
atom
ic m
odel
and
kin
etic
-m
olec
ular
mot
ion.
Rel
evan
t ex
ampl
es fr
om c
urre
nt
wor
k in
the
field
are
use
d to
pr
ovid
e ba
ckgr
ound
. St
uden
ts re
sear
ch a
topi
c of
th
eir c
hoos
ing
rela
ted
to
STEM
fiel
ds.
2 C
andi
date
pro
vide
s lim
ited
dem
onst
ratio
ns o
f the
at
omic
mod
el a
nd k
inet
ic-
mol
ecul
ar m
otio
n.
His
toric
al e
xam
ples
are
us
ed to
pro
vide
bac
kgro
und
whi
ch is
rele
vant
in a
su
perfi
cial
man
ner.
Few
co
nnec
tions
are
mad
e to
ot
her S
TEM
fiel
ds a
nd
rese
arch
topi
cs a
re se
lect
ed
by th
e te
ache
r.
1 C
andi
date
pro
vide
s poo
r de
mon
stra
tions
of t
he
atom
ic m
odel
and
kin
etic
-m
olec
ular
mot
ion.
Ex
ampl
es u
sed
to p
rovi
de
back
grou
nd a
re n
ot
conn
ecte
d an
d la
ck
rele
vanc
e. S
tude
nts d
o no
t ge
t to
wor
k w
ith m
oder
n,
rele
vant
issu
es.
0
1-7.
Rad
ioac
tivity
, nuc
lear
phy
sics
, nu
clea
r rea
ctor
s, fis
sion
and
fusi
on
Look
for:
x St
uden
ts le
adin
g di
scus
sion
s x
Stud
ents
ask
ing
ques
tions
of e
ach
othe
r and
the
cand
idat
e x
Stud
ents
usin
g th
e sc
ient
ific
met
hod
to re
ach
conc
lusi
ons a
bout
the
prop
ertie
s of n
ucle
ar p
hysi
cs
4 C
andi
date
pro
vide
s th
ough
t pro
voki
ng
exam
ples
of r
adio
activ
ity,
fusi
on, a
nd fi
ssio
n.
Stud
ents
resp
ond
by
havi
ng st
uden
t-led
di
scus
sion
s abo
ut th
ese
topi
cs a
nd th
eir
deve
lopm
ent.
Stud
ents
de
sign
and
car
ry-o
ut
expe
rimen
ts to
test
and
cl
arify
the
prin
cipl
es o
f nu
clea
r phy
sics
.
3 C
andi
date
pro
vide
s su
ffici
ent d
istin
ctio
ns
betw
een
radi
oact
ivity
, fu
sion
, and
fiss
ion.
St
uden
ts re
spon
d by
th
inki
ng a
bout
and
di
scus
sing
thes
e to
pics
and
th
eir d
evel
opm
ent.
Stud
ents
pe
rform
exp
erim
ents
that
te
st a
nd il
lust
rate
the
prin
cipl
es o
f nuc
lear
ph
ysic
s.
2 C
andi
date
pro
vide
s som
e re
leva
nt in
form
atio
n on
ra
dioa
ctiv
ity, f
usio
n, a
nd
fissi
on. C
lass
act
iviti
es
prov
ide
som
e op
portu
nity
fo
r stu
dent
s to
deve
lop
thei
r kn
owle
dge,
but
do
not
enga
ge a
ll st
uden
ts.
Expe
rimen
ts d
emon
stra
te
few
prin
cipl
es o
f nuc
lear
ph
ysic
s and
are
not
dee
ply
enga
ging
.
1 M
ater
ial i
s pre
sent
ed in
a
haph
azar
d m
anne
r. C
lass
ac
tiviti
es d
o no
t giv
e st
uden
ts th
e ch
ance
to
thin
k m
eani
ngfu
lly a
bout
th
e co
ncep
ts o
f ra
dioa
ctiv
ity, f
usio
n, a
nd
fissi
on. S
tude
nts a
re n
ot
give
n th
e op
portu
nity
to
expe
rimen
t with
the
prin
cipl
es o
f nuc
lear
ph
ysic
s.
0
1-8.
Wav
e th
eory
, sou
nd, l
ight
, the
el
ectro
mag
netic
(EM
) spe
ctru
m a
nd
optic
s Lo
ok fo
r: x
Stud
ents
eng
agin
g w
ith e
ach
topi
c fo
r a si
gnifi
cant
am
ount
of t
ime
x O
ppor
tuni
ties t
o co
mm
unic
ate
findi
ngs
x Ex
perim
ents
usi
ng te
chno
logy
in a
n in
nova
tive
man
ner
4 C
andi
date
doe
s an
outs
tand
ing
job
dem
onst
ratin
g th
e w
ave
theo
ry a
long
with
pr
oper
ties o
f sou
nd, l
ight
an
d th
e EM
spec
trum
. St
uden
t led
exp
erim
ents
en
able
stud
ents
to u
se
tech
nolo
gy c
reat
ivel
y to
fin
d so
lutio
ns. S
tude
nts
com
mun
icat
e th
eir
findi
ngs w
ith o
utsid
e pa
rties
.
3 C
andi
date
doe
s a g
ood
job
dem
onst
ratin
g th
e w
ave
theo
ry a
long
with
pr
oper
ties o
f sou
nd, l
ight
an
d th
e EM
spec
trum
. Ex
perim
ents
enc
oura
ge
stud
ents
to u
se te
chno
logy
to
find
solu
tions
. Stu
dent
s co
mm
unic
ate
thei
r fin
ding
s w
ith th
e cl
ass.
2 C
andi
date
acc
epta
bly
dem
onst
rate
s the
wav
e th
eory
alo
ng w
ith
prop
ertie
s of s
ound
, lig
ht
and
the
EM sp
ectru
m.
Expe
rimen
ts a
re te
ache
r led
an
d do
not
lend
them
selv
es
to h
avin
g th
e st
uden
ts u
se
tech
nolo
gy. S
tude
nts a
re
give
n m
inim
al ti
me
to
com
mun
icat
e th
eir f
indi
ngs.
1 C
andi
date
pro
vide
s m
inim
al d
emon
stra
tions
th
at d
o no
t inc
reas
e st
uden
t und
erst
andi
ng o
f w
ave
theo
ry, s
ound
, lig
ht
or th
e EM
spec
trum
. Ex
perim
ents
are
not
pe
rform
ed a
nd st
uden
ts
are
not p
rovi
ded
with
op
portu
nitie
s to
appl
y th
e co
ncep
ts.
0
1-9.
Ele
ctric
ity a
nd m
agne
tism
4 C
andi
date
use
s a w
ide
3 C
andi
date
use
s som
e of
2
Can
dida
te u
ses f
ew
1 C
andi
date
doe
s not
use
0
81
Look
for:
x St
uden
ts p
erfo
rmin
g ex
perim
ents
th
at in
volv
e us
ing
elec
trici
ty a
nd
mag
netis
m
x Pr
oble
ms a
nd q
uest
ions
that
are
di
ffere
ntia
ted
for a
ll st
uden
ts
x St
uden
ts u
tiliz
ing
prio
r kno
wle
dge
varie
ty o
f res
ourc
es a
nd
exam
ples
that
are
sm
ooth
ly in
tegr
ated
into
th
e le
sson
. All
stud
ents
ut
ilize
thei
r kno
wle
dge
to
solv
e pr
oble
ms,
answ
er,
and
pose
que
stio
ns.
Stud
ents
are
giv
en a
mpl
e op
portu
nitie
s to
perfo
rm
expe
rimen
ts. S
tude
nts
rela
te th
e co
ncep
ts b
ack
to
thei
r ow
n ex
perie
nces
and
m
ake
conn
ectio
ns to
in
crea
se th
e qu
ality
of
lear
ning
.
reso
urce
s and
exa
mpl
es th
at
are
inte
grat
ed in
to th
e le
sson
. Mos
t of t
he st
uden
ts
utili
ze th
eir k
now
ledg
e to
so
lve
prob
lem
s and
ans
wer
qu
estio
ns. S
tude
nts a
re
give
n so
me
oppo
rtuni
ties t
o pe
rform
exp
erim
ents
. St
uden
ts re
late
the
conc
epts
ba
ck to
thei
r ow
n ex
perie
nces
to in
crea
se th
e qu
ality
of l
earn
ing.
reso
urce
s tha
t are
inte
grat
ed
into
the
less
on. S
ome
of th
e st
uden
ts u
tiliz
e th
eir
know
ledg
e to
solv
e pr
oble
ms a
nd a
nsw
er
ques
tions
. Stu
dent
s are
not
gi
ven
oppo
rtuni
ties t
o pe
rform
exp
erim
ents
. St
uden
ts h
ave
diffi
culty
re
latin
g th
e co
ncep
ts b
ack
to th
eir o
wn
expe
rienc
es.
reso
urce
s wel
l, or
pro
vide
ex
ampl
es, a
nd th
e le
sson
is
teac
her d
irect
ed. M
ost
stud
ents
do
not u
tiliz
e th
eir k
now
ledg
e to
solv
e pr
oble
ms o
r ans
wer
qu
estio
ns. S
tude
nts a
re n
ot
give
n op
portu
nitie
s to
perfo
rm e
xper
imen
ts
Stud
ents
are
not
giv
en th
e ch
ance
to re
late
the
conc
epts
bac
k to
thei
r ow
n ex
perie
nces
.
Sect
ion
2: P
hysi
cs A
dvan
ced
Con
tent
Kno
wle
dge
Cri
teri
on
Perf
orm
ance
Rat
ing
Hig
hly
Prof
icie
nt
Prof
icie
nt
Dev
elop
ing
Insu
ffici
ent
No
Opp
ortu
nity
to
Dem
onst
rate
or
Obs
erve
Score
2-1.
Qua
ntum
mec
hani
cs, s
pace
-tim
e re
latio
nshi
ps, a
nd sp
ecia
l rel
ativ
ity.
Look
for:
x M
isco
ncep
tions
bei
ng a
ddre
ssed
to
avoi
d co
nfus
ion.
x
Stud
ents
acq
uirin
g m
aste
ry o
f the
co
nten
t bef
ore
mov
ing
on to
new
co
nten
t. x
Inte
rest
ing
and
appr
opria
te
exam
ples
and
dem
onst
ratio
ns.
4 C
andi
date
pro
vide
s cle
ar,
ener
getic
exp
lana
tions
of
the
impo
rtant
con
cept
s an
d ho
w th
ey re
late
to
othe
r top
ics i
n Ph
ysic
s and
ot
her s
ubje
cts.
Inst
ruct
iona
l pro
blem
sets
ar
e de
sign
ed w
ith th
e sp
ecifi
c st
uden
t pop
ulat
ion
in m
ind
and
are
appr
opria
te fo
r the
skill
le
vel o
f stu
dent
s. St
uden
t qu
estio
ns a
nd c
urio
sity
are
en
cour
aged
and
add
ress
ed
to m
axim
ize
enga
gem
ent
and
lear
ning
.
3 C
andi
date
pro
vide
s cle
ar
expl
anat
ions
of t
he
impo
rtant
con
cept
s with
qu
antu
m m
echa
nics
. In
stru
ctio
nal p
robl
em se
ts
are
entir
ely
suita
ble
to th
e co
nten
t. St
uden
t que
stio
ns
and
curio
sity
are
add
ress
ed
in a
way
that
will
furth
er
stud
ent l
earn
ing
and
enga
gem
ent.
2 C
andi
date
pro
vide
s ex
plan
atio
ns o
f som
e of
the
impo
rtant
con
cept
s with
in
quan
tum
mec
hani
cs.
Inst
ruct
iona
l pro
blem
sets
m
eet t
he n
eeds
of m
any
of
the
stud
ents
in c
lass
, but
are
to
o di
fficu
lt or
too
easy
for
som
e st
uden
ts. S
tude
nt
ques
tions
and
cur
iosi
ty a
re
answ
ered
qui
ckly
with
out
room
for f
urth
er d
iscu
ssio
n.
1 C
andi
date
doe
s not
pr
ovid
e ad
equa
te
expl
anat
ions
of t
he
impo
rtant
topi
cs w
ithin
qu
antu
m m
echa
nics
. In
stru
ctio
nal p
robl
em se
ts
are
not a
ppro
pria
te fo
r the
le
vel o
f stu
dent
abi
lity
in
the
clas
s. St
uden
t qu
estio
ns a
nd c
urio
sity
are
di
scou
rage
d an
d no
t re
spon
ded
to.
0
2-2.
His
toric
al d
evel
opm
ent a
nd
cosm
olog
ical
per
spec
tives
in
Phys
ics i
nclu
ding
con
tribu
tions
of
sign
ifica
nt fi
gure
s and
4 C
andi
date
use
s a w
ide
varie
ty o
f res
ourc
es th
at
com
e fro
m d
iffer
ent
3 C
andi
date
use
s a v
arie
ty o
f re
sour
ces t
o al
low
stud
ents
to
see
how
cur
rent
theo
ries
2 C
andi
date
use
s som
e re
sour
ces t
o sh
owca
se h
ow
curr
ent t
heor
ies h
ave
1 C
andi
date
use
s lim
ited
reso
urce
s. St
uden
ts h
ave
min
imal
dis
cuss
ion
time
0
82
unde
rrep
rese
nted
gro
ups,
and
evol
utio
n of
theo
ries i
n Ph
ysic
s.
Look
for:
x H
igh
qual
ity re
sour
ces t
hat a
re
acce
ssib
le to
all
stude
nts.
x St
uden
ts d
iscu
ssin
g th
eorie
s and
hi
stor
ical
rele
vanc
e.
x Pr
oper
tim
ing
of a
ctiv
ities
.
pers
pect
ives
to e
ngag
e st
uden
ts w
ith th
e ev
olut
ion
of c
urre
nt
theo
ries.
Stud
ents
dis
cuss
an
d ev
alua
te th
e th
eorie
s to
det
erm
ine
wha
t may
ch
ange
in th
e fu
ture
. C
andi
date
allo
ws s
tude
nts
ampl
e tim
e to
pro
duce
qu
ality
wor
k.
evol
ved.
Stu
dent
s hav
e op
portu
nitie
s to
disc
uss a
nd
appl
y w
hat t
hey
have
le
arne
d to
nov
el p
robl
ems.
Can
dida
te a
llow
s stu
dent
s tim
e to
pro
duce
qua
lity
wor
k.
evol
ved.
Stu
dent
s hav
e tim
e to
dis
cuss
how
thes
e th
eorie
s hav
e he
lped
som
e pr
oble
ms.
Can
dida
te m
ay
not p
rovi
de a
dequ
ate
time
for m
ost s
tude
nts t
o co
mpl
ete
thei
r ass
ignm
ent.
with
littl
e te
ache
r sup
port.
C
andi
date
doe
s not
allo
w
enou
gh ti
me
for s
tude
nts
to d
iscu
ss o
r app
ly, t
he
mat
eria
l.
2-3.
How
to d
esig
n, c
ondu
ct, a
nd re
port
rese
arch
in P
hysi
cs.
Look
for:
x St
uden
ts c
iting
evi
denc
e an
d ex
plai
ning
pro
cess
es.
x St
uden
ts c
reat
ing
inve
stig
atio
ns
usin
g th
e sc
ient
ific
met
hod.
x
Stud
ents
cho
osin
g ho
w to
repo
rt on
th
eir f
indi
ngs.
4 C
andi
date
pro
vide
s th
orou
gh a
nd c
ontin
ued
guid
ance
on
how
to
cond
uct r
esea
rch
in
Phys
ics.
Topi
cs th
at
stud
ents
rese
arch
are
ch
osen
by
the
stud
ents
w
ith a
ssis
tanc
e fro
m th
e ca
ndid
ate
whe
re
nece
ssar
y. R
esea
rch
is
shar
ed w
ith th
ose
in th
e cl
ass a
nd w
ith m
embe
rs o
f th
e co
mm
unity
out
side
the
clas
sroo
m.
3 C
andi
date
is c
omfo
rtabl
e ta
lkin
g ab
out b
est r
esea
rch
prac
tices
with
stud
ents
. To
pics
that
stud
ents
re
sear
ch a
re w
ell t
houg
ht
out a
nd re
leva
nt to
the
cour
se. R
esea
rch
is sh
ared
be
twee
n m
embe
rs o
f the
cl
ass i
n a
prod
uctiv
e an
d st
ruct
ured
form
at.
2 C
andi
date
pre
sent
s min
imal
gu
idan
ce to
the
stude
nts
rega
rdin
g ho
w to
pro
perly
co
nduc
t res
earc
h in
Ph
ysic
s. To
pics
are
giv
en to
th
e st
uden
ts b
y th
e ca
ndid
ate.
Res
earc
h sh
arin
g is
nom
inal
and
doe
s not
pr
ovid
e fo
r lon
g te
rm
lear
ning
and
gro
wth
of
stud
ent a
bilit
y.
1 C
andi
date
doe
s not
hel
p st
uden
ts d
esig
n, o
r co
nduc
t res
earc
h. T
opic
s ar
e re
petit
ive
and
lack
re
leva
nce.
Res
earc
h is
not
sh
ared
with
in th
e cl
ass o
r w
ith c
omm
unity
mem
bers
ou
tsid
e of
cla
ss.
0
2-4.
Exh
ibits
and
end
orse
s saf
e pr
actic
es
rega
rdin
g m
ater
ials
and
stud
ent
activ
ities
. Lo
ok fo
r: x
Safe
ty ru
les p
oste
d w
here
all
can
see
them
. x
Prot
ectiv
e ge
ar in
use
by
stud
ents
and
cand
idat
e.
x St
uden
ts c
orre
ctin
g ea
ch o
ther
w
hen
unsa
fe p
ract
ices
are
use
d.
4 C
andi
date
giv
es a
th
orou
gh e
xpla
natio
n of
sa
fety
pra
ctic
es fo
r the
day’s a
ctivities which
incl
udes
mod
elin
g. S
afet
y ru
les a
re q
uote
d by
the
stud
ents
and
dis
play
ed a
t al
l tim
es a
roun
d th
e cl
assr
oom
. All
appr
opria
te
safe
ty e
quip
men
t is i
n us
e by
stud
ents
and
can
dida
te.
Can
dida
te c
lose
ly
mon
itors
stud
ents
whe
n ha
zard
ous m
ater
ials
are
in
use.
3 C
andi
date
giv
es a
thor
ough
ex
plan
atio
n of
safe
ty
practic
es fo
r the day’s
activ
ities
. Saf
ety
rule
s are
pr
omin
ently
dis
play
ed n
ear
the
site
of a
ctiv
ities
. A
ppro
pria
te sa
fety
eq
uipm
ent i
s in
use
by
stud
ents
and
can
dida
te.
Can
dida
te m
aint
ains
a c
lose
pr
oxim
ity to
stud
ents
whe
n ha
zard
ous m
ater
ials
are
be
ing
used
.
2 C
andi
date
giv
es a
min
imal
ex
plan
atio
n of
the
safe
ty
practic
es fo
r the day’s
activ
ities
. Saf
ety
rule
s are
di
spla
yed
in th
e cl
assr
oom
, bu
t may
not
be
fully
pr
actic
ed th
roug
h th
e us
e of
sa
fety
gea
r. C
andi
date
m
onito
rs st
uden
ts
infre
quen
tly a
nd a
t tim
es is
no
t pay
ing
atte
ntio
n to
st
uden
t beh
avio
r whe
n ha
zard
ous m
ater
ials
are
in
use.
1 C
andi
date
giv
es n
o ex
plan
atio
n of
safe
ty
practic
es fo
r the day’s
activ
ities
. Saf
ety
rule
s are
no
t dis
play
ed. C
andi
date
do
es n
ot m
onito
r stu
dent
be
havi
or w
ell w
hen
haza
rdou
s mat
eria
ls a
re in
us
e.
0
83
2-5.
App
licat
ions
of P
hysi
cs a
nd
Engi
neer
ing
in so
ciet
y, b
usin
ess,
indu
stry
, and
hea
lth fi
elds
. Lo
ok fo
r: x
Stud
ents
app
lyin
g kn
owle
dge
to
solv
e pr
oble
ms.
x
Usi
ng c
once
pts f
rom
one
fiel
d to
ad
dres
s iss
ues i
n an
othe
r. x
Stud
ents
thin
king
cre
ativ
ely
and
com
mun
icat
ing
thei
r ide
as.
4 C
andi
date
pro
vide
s ex
tens
ive
mul
tiple
ex
ampl
es o
f how
Phy
sics
an
d En
gine
erin
g ar
e ap
plie
d in
rela
ted
field
s. St
uden
ts a
pply
Phy
sics
co
ncep
ts to
ano
ther
fiel
d an
d co
ncep
ts fr
om o
ther
fie
lds t
o Ph
ysic
s. Th
e st
uden
ts a
re c
halle
nged
to
solv
e pr
oble
ms i
n ne
w
way
s usi
ng c
once
pts t
hey
have
lear
ned
thro
ugho
ut
the
cour
se w
ith
diffe
rent
iatio
n fo
r stu
dent
ab
ility
leve
ls.
3 C
andi
date
pro
vide
s m
ultip
le e
xam
ples
of h
ow
Phys
ics a
nd E
ngin
eerin
g ar
e ap
plie
d in
rela
ted
field
s. St
uden
ts a
pply
Phy
sics
co
ncep
ts to
oth
er fi
elds
in
orde
r to
solv
e a
prob
lem
. Th
e st
uden
ts a
re c
halle
nged
to
solv
e pr
oble
ms i
n ne
w
way
s usi
ng c
once
pts t
hey
have
lear
ned
thro
ugho
ut th
e co
urse
.
2 C
andi
date
pro
vide
s an
exam
ple
of h
ow P
hysi
cs
and
Engi
neer
ing
are
appl
ied
in re
late
d fie
lds.
Stud
ents
ap
ply
a Ph
ysic
s con
cept
to
anot
her f
ield
to so
lve
a pr
oble
m. T
he st
uden
ts a
re
min
imal
ly c
halle
nged
by
a pr
oble
m se
t to
use
conc
epts
th
at th
ey h
ave
lear
ned
thro
ugho
ut th
e co
urse
. St
uden
ts a
re n
ot p
rovi
ded
oppo
rtuni
ties t
o th
ink
crea
tivel
y or
com
mun
icat
e th
eir i
deas
.
1 C
andi
date
doe
s not
pr
ovid
e an
exa
mpl
e of
ho
w P
hysi
cs a
nd
Engi
neer
ing
are
appl
ied
in
rela
ted
field
s. St
uden
ts d
o no
t app
ly P
hysi
cs
conc
epts
to o
ther
fiel
ds.
The
stud
ents
are
giv
en
prob
lem
s to
solv
e th
at a
re
eith
er to
o di
fficu
lt or
too
easy
to so
lve.
0
84
A-1
5: S
OC
IAL
ST
UD
IES
& H
ISTO
RY
CO
NT
EN
T O
BSE
RV
AT
ION
FO
RM
Sect
ion
1: S
ocia
l Stu
dies
& H
isto
ry C
onte
nt K
now
ledg
e
Cri
teri
on
Perf
orm
ance
Rat
ing
H
ighl
y Pr
ofic
ient
Pr
ofic
ient
D
evel
opin
g In
suffi
cien
t N
o O
ppor
tuni
ty
to D
emon
stra
te
or O
bser
ve
Score
1-1.
Ena
bles
lear
ners
to u
nder
stan
d si
mila
ritie
s and
diff
eren
ces i
n hu
man
cul
ture
and
iden
tify
them
selv
es a
s an
indi
vidu
al a
nd a
m
embe
r of a
cul
tura
l gro
up in
ord
er
to u
nder
stan
d m
ultip
le c
ultu
ral
pers
pect
ives
. Lo
ok fo
r: x
Stud
ents
iden
tify
and
desc
ribe
vario
us c
ultu
res.
x St
uden
ts a
naly
ze th
e ro
le o
f cul
ture
in
soci
etie
s ove
r tim
e.
x St
uden
ts c
ompa
re v
ario
us c
ultu
res
and
desc
ribe
how
they
inte
ract
.
4 C
andi
date
inco
rpor
ates
an
exce
llent
var
iety
of
inst
ruct
iona
l tec
hniq
ues t
o he
lp le
arne
rs u
nder
stan
d si
mila
ritie
s and
di
ffere
nces
in h
uman
cu
lture
s. St
uden
ts a
re
prov
ided
man
y op
portu
nitie
s to
expl
ore
thei
r rol
e as
an
indi
vidu
al
in a
cul
tura
l gro
up.
3 C
andi
date
inco
rpor
ates
go
od in
stru
ctio
nal
tech
niqu
es to
hel
p le
arne
rs
unde
rsta
nd si
mila
ritie
s and
di
ffere
nces
in h
uman
cu
lture
s. St
uden
ts a
re
prov
ided
som
e op
portu
nitie
s to
expl
ore
thei
r rol
e as
an
indi
vidu
al in
a
cultu
ral g
roup
.
2 C
andi
date
inco
rpor
ates
one
in
stru
ctio
nal t
echn
ique
to
help
lear
ners
und
erst
and
sim
ilarit
ies a
nd d
iffer
ence
s in
hum
an c
ultu
res.
Stud
ents
ar
e pr
ovid
ed a
few
op
portu
nitie
s to
expl
ore
thei
r rol
e as
an
indi
vidu
al in
a
cultu
ral g
roup
.
1 C
andi
date
pro
vide
s a
teac
her d
irect
ed le
sson
on
sim
ilarit
ies a
nd
diffe
renc
es in
hum
an
cultu
res.
Stud
ents
are
pr
ovid
ed n
o or
inef
fect
ive
oppo
rtuni
ties t
o ex
plor
e th
eir r
ole
as a
n in
divi
dual
in
a c
ultu
ral g
roup
.
0
1-2.
Ena
bles
lear
ners
to a
pply
key
co
ncep
ts fr
om th
e st
udy
of h
isto
ry –
su
ch a
s tim
e, c
hron
olog
y, c
ausa
lity,
ch
ange
, con
flict
and
/or c
ompl
exity
–
to e
xpla
in, a
naly
ze, a
nd sh
ow
patte
rns o
f cha
nge
and
cont
inui
ty.
Look
for:
x St
uden
ts c
ompa
re a
nd a
sses
s so
urce
s to
dete
rmin
e re
liabi
lity
and
show
his
toric
al p
atte
rns o
f cha
nge
and
cont
inui
ty.
x St
uden
ts c
ompa
re d
iffer
ent
pers
pect
ives
on
histo
ric e
vent
s and
an
alyz
e th
e si
gnifi
canc
e of
thes
e di
ffere
nces
. x
Stud
ents
pre
dict
futu
re e
vent
s bas
ed
on a
n un
ders
tand
ing
of th
e pa
st.
4 C
andi
date
inco
rpor
ates
an
exce
llent
var
iety
of
inst
ruct
iona
l tec
hniq
ues t
o pr
ovid
e stu
dent
s man
y op
portu
nitie
s to
disc
over
ke
y co
ncep
ts fr
om th
e st
udy
of h
isto
ry. S
tude
nts
are
prov
ided
man
y op
portu
nitie
s to
wor
k w
ith
a va
riety
of s
ourc
es a
nd
com
pare
his
toric
pe
rspe
ctiv
es to
pre
dict
fu
ture
eve
nts.
3 C
andi
date
inco
rpor
ates
go
od in
stru
ctio
nal
tech
niqu
es to
pro
vide
st
uden
ts to
dis
cove
r key
co
ncep
ts fr
om th
e st
udy
of
hist
ory.
Stu
dent
s are
pr
ovid
ed so
me
oppo
rtuni
ties t
o w
ork
with
a
few
of s
ourc
es a
nd
com
pare
his
toric
pe
rspe
ctiv
es.
2 C
andi
date
inco
rpor
ates
one
in
stru
ctio
nal t
echn
ique
to
prov
ide
stude
nts o
ne
oppo
rtuni
ty to
dis
cove
r key
co
ncep
ts fr
om th
e st
udy
of
hist
ory.
Stu
dent
s are
pr
ovid
ed a
few
op
portu
nitie
s to
wor
k w
ith
sour
ces o
r com
pare
his
toric
pe
rspe
ctiv
es.
1 C
andi
date
pro
vide
s a
teac
her d
irect
ed le
sson
on
key
conc
epts
from
the
stud
y of
his
tory
. Stu
dent
s ar
e pr
ovid
ed n
o or
in
effe
ctiv
e op
portu
nitie
s to
wor
k w
ith so
urce
s or
com
pare
his
toric
pe
rspe
ctiv
es
85
1-3.
Ena
bles
lear
ners
to e
xam
ine
environm
ental systems’ im
pact on
the
hum
an p
opul
atio
n an
d id
entif
y ho
w h
uman
settl
emen
t and
m
igra
tion
have
impa
cted
the
envi
ronm
ent.
Look
for:
x St
uden
ts id
entif
y w
here
and
why
hu
man
pop
ulat
ions
settl
ed.
x St
uden
ts a
naly
ze th
e im
pact
of
hum
an in
tera
ctio
n w
ith th
e en
viro
nmen
t. x
Stud
ents
exp
lain
how
geo
grap
hy
impa
cts t
he in
tera
ctio
n of
diff
eren
t hu
man
pop
ulat
ions
.
4 C
andi
date
inco
rpor
ates
an
exce
llent
var
iety
of
inst
ruct
iona
l tec
hniq
ues t
o he
lp st
uden
ts dr
aw
conc
lusio
ns a
bout
the
inte
ract
ion
betw
een
envi
ronm
enta
l sys
tem
s an
d th
e hu
man
pop
ulat
ion.
St
uden
ts a
re p
rovi
ded
man
y op
portu
nitie
s to
asse
ss im
pact
s.
3 C
andi
date
inco
rpor
ates
go
od in
stru
ctio
nal
tech
niqu
es to
hel
p st
uden
ts
draw
con
clus
ions
abo
ut th
e in
tera
ctio
n be
twee
n en
viro
nmen
tal s
yste
ms a
nd
the
hum
an p
opul
atio
n.
Stud
ents
are
pro
vide
d so
me
oppo
rtuni
ties t
o as
sess
im
pact
s.
2 C
andi
date
inco
rpor
ates
one
in
stru
ctio
nal t
echn
ique
to
help
stud
ents
unde
rsta
nd
the
inte
ract
ion
betw
een
envi
ronm
enta
l sys
tem
s and
th
e hu
man
Stu
dent
s are
pr
ovid
ed a
few
op
portu
nitie
s to
asse
ss
impa
cts.
1 C
andi
date
pro
vide
s a
teac
her d
irect
ed le
sson
on
envi
ronm
enta
l and
hum
an
popu
latio
n im
pact
s. St
uden
ts a
re p
rovi
ded
no
or in
effe
ctiv
e op
portu
nitie
s to
asse
ss
impa
cts
1-4.
Ena
bles
lear
ners
to a
sses
s and
de
scrib
e in
divi
dual
and
gro
up
cultu
ral i
dent
ities
and
how
they
ha
ve c
hang
ed o
ver t
ime.
Lo
ok fo
r: x
Stud
ents
exa
min
e ho
w so
cial
, po
litic
al, a
nd c
ultu
ral i
nter
actio
ns
affe
ct in
divi
dual
and
gro
up
deve
lopm
ent.
x St
uden
ts id
entif
y di
ffer
ence
s in
cultu
re a
cros
s var
ious
tim
es a
nd
plac
es.
4 C
andi
date
inco
rpor
ates
an
exce
llent
var
iety
of
inst
ruct
iona
l tec
hniq
ues t
o he
lp st
uden
ts as
sess
the
influ
ence
of c
ultu
re o
n in
divi
dual
s and
gro
ups.
Stud
ents
are
pro
vide
d m
any
oppo
rtuni
ties t
o co
mpa
re c
ultu
res a
nd
expl
ore
thei
r ow
n cu
ltura
l id
entit
y.
3 C
andi
date
inco
rpor
ates
go
od in
stru
ctio
nal
tech
niqu
es to
hel
p st
uden
ts
desc
ribe
the
influ
ence
of
cultu
re o
n in
divi
dual
s and
gr
oups
. Stu
dent
s are
pr
ovid
ed so
me
oppo
rtuni
ties t
o co
mpa
re
cultu
res.
2 C
andi
date
inco
rpor
ates
one
in
stru
ctio
nal t
echn
ique
to
help
stud
ents
desc
ribe
the
influ
ence
of c
ultu
re o
n in
divi
dual
s and
gro
ups.
Stud
ents
are
pro
vide
d a
few
op
portu
nitie
s to
com
pare
cu
lture
s.
1 C
andi
date
pro
vide
s a
teac
her d
irect
ed le
sson
on
the
influ
ence
of c
ultu
re o
n in
divi
dual
s and
gro
ups.
Stud
ents
are
pro
vide
d no
or
inef
fect
ive
oppo
rtuni
ties t
o co
mpa
re
cultu
res
1-5.
Ena
bles
lear
ners
to u
nder
stan
d th
e ro
le in
stitu
tions
-suc
h as
scho
ols,
relig
ions
, fam
ilies
, gov
ernm
ents
, an
d co
urts
- play in
individu
al’s
lives
. Lo
ok fo
r: x
Stud
ents
exp
lain
and
com
pare
the
role
of i
nstit
utio
ns in
thei
r ow
n an
d others’ societie
s. x
Stud
ents
des
crib
e ho
w a
nd p
rovi
de
exam
ples
of i
nstit
utio
ns c
hang
ing
over
tim
e.
4 C
andi
date
inco
rpor
ates
an
exce
llent
var
iety
of
inst
ruct
iona
l tec
hniq
ues t
o he
lp le
arne
rs u
nder
stan
d an
d as
sess
the
role
of
inst
itutio
ns.
Stud
ents
are
pro
vide
d m
any
oppo
rtuni
ties t
o co
mpa
re a
nd c
ontra
st
vario
us in
stitu
tions
ove
r tim
e an
d pl
ace.
3 C
andi
date
inco
rpor
ates
go
od in
stru
ctio
nal
tech
niqu
es to
hel
p le
arne
rs
unde
rsta
nd th
e ro
le o
f in
stitu
tions
. St
uden
ts a
re p
rovi
ded
som
e op
portu
nitie
s to
com
pare
an
d co
ntra
st v
ario
us
inst
itutio
ns o
ver t
ime
and
plac
e.
2 C
andi
date
inco
rpor
ates
one
in
stru
ctio
nal t
echn
ique
to
help
lear
ners
und
erst
and
the
role
of i
nstit
utio
ns.
Stud
ents
are
pro
vide
d a
few
op
portu
nitie
s to
com
pare
an
d co
ntra
st v
ario
us
inst
itutio
ns.
1 C
andi
date
pro
vide
s a
teac
her d
irect
ed le
sson
on
the
role
of i
nstit
utio
ns a
nd
chan
ges i
n in
stitu
tions
ov
er ti
me
and
plac
e.
Stud
ents
are
pro
vide
d no
or
inef
fect
ive
oppo
rtuni
ties t
o co
mpa
re
and
cont
rast
var
ious
in
stitu
tions
.
86
1-6.
Ena
bles
stud
ents
to e
xpla
in th
e pu
rpos
e of
gov
ernm
ent a
nd h
ow it
s po
wer
s are
acq
uire
d, u
sed,
and
ju
stifi
ed.
Look
for:
x St
uden
ts e
xpla
in p
urpo
ses a
nd
func
tions
of g
over
nmen
t. x
Stud
ents
des
crib
e lim
its o
f go
vern
men
t aut
horit
y an
d ho
w
auth
ority
is a
cqui
red
and
mai
ntai
ned.
x
Stud
ents
exp
lain
the
role
of c
itize
ns
in v
ario
us ty
pes o
f pol
itica
l sy
stem
s.
4 C
andi
date
inco
rpor
ates
an
exce
llent
var
iety
of
inst
ruct
iona
l stra
tegi
es to
he
lp le
arne
rs u
nder
stan
d th
e pu
rpos
e of
gov
ernm
ent
and
the
role
of c
itize
ns in
va
rious
gov
ernm
ents
. St
uden
ts a
re p
rovi
ded
man
y op
portu
nitie
s to
expl
ore
the
succ
esse
s and
fa
ilure
s of v
ario
us
gove
rnm
ents
.
3 C
andi
date
inco
rpor
ates
go
od in
stru
ctio
nal s
trate
gies
to
hel
p le
arne
rs u
nder
stan
d th
e pu
rpos
e of
gov
ernm
ent
and
the
role
of c
itize
ns in
va
rious
gov
ernm
ents
. St
uden
ts a
re p
rovi
ded
som
e op
portu
nitie
s to
expl
ore
the
succ
esse
s and
failu
res o
f va
rious
gov
ernm
ents
.
2 C
andi
date
inco
rpor
ates
one
in
stru
ctio
nal s
trate
gy to
he
lp le
arne
rs u
nder
stan
d th
e pu
rpos
e of
gov
ernm
ent a
nd
the
role
of c
itize
ns in
one
go
vern
men
t. St
uden
ts a
re
prov
ided
a fe
w
oppo
rtuni
ties t
o ex
plor
e th
e su
cces
ses a
nd fa
ilure
s of
vario
us g
over
nmen
ts.
1 C
andi
date
pro
vide
s a
teac
her d
irect
ed le
sson
on
the
purp
ose
of
gove
rnm
ent a
nd th
e ro
le
of c
itize
ns in
var
ious
go
vern
men
t sys
tem
s. St
uden
ts a
re p
rovi
ded
no
or in
effe
ctiv
e op
portu
nitie
s to
expl
ore
the
succ
esse
s and
failu
res
of v
ario
us g
over
nmen
ts.
1-7.
Ena
bles
lear
ners
to a
naly
ze th
e va
rious
way
s res
ourc
es h
ave
been
di
strib
uted
thro
ugho
ut so
ciet
ies
over
tim
e an
d th
e di
fferin
g ro
les
gove
rnm
ents
hav
e pl
ayed
in th
is
dist
ribut
ion.
Lo
ok fo
r: x
Stud
ents
iden
tify
wha
t and
how
pr
oduc
ts a
re p
rodu
ced
and
dist
ribut
ed.
x St
uden
ts a
naly
ze w
hat f
acto
rs
influ
ence
pro
duct
ion,
dis
tribu
tion,
an
d co
nsum
ptio
n of
goo
ds.
x St
uden
ts su
mm
ariz
e m
arke
t fai
lure
s an
d su
cces
ses a
nd so
cial
and
po
litic
al re
actio
ns.
4 C
andi
date
inco
rpor
ates
an
exce
llent
var
iety
of
inst
ruct
iona
l stra
tegi
es to
he
lp le
arne
rs a
naly
ze th
e di
strib
utio
n of
reso
urce
s th
roug
hout
man
y so
ciet
ies
over
tim
e. S
tude
nts a
re
prov
ided
man
y op
portu
nitie
s to
iden
tify
trend
s, an
alyz
e in
fluen
ces,
sum
mar
ize
econ
omic
re
sults
, and
pre
dict
futu
re
impa
cts.
3 C
andi
date
inco
rpor
ates
go
od in
stru
ctio
nal s
trate
gies
to
hel
p le
arne
rs u
nder
stan
d th
e di
strib
utio
n of
reso
urce
s th
roug
hout
a fe
w so
ciet
ies
over
tim
e. S
tude
nts a
re
prov
ided
som
e op
portu
nitie
s to
iden
tify
trend
s, an
alyz
e in
fluen
ces,
and
sum
mar
ize
econ
omic
re
sults
.
2 C
andi
date
inco
rpor
ates
one
in
stru
ctio
nal s
trate
gy to
he
lp le
arne
rs u
nder
stan
d th
e di
strib
utio
n of
reso
urce
s th
roug
hout
a so
ciet
y ov
er
time.
Stu
dent
s are
pro
vide
d a
few
opp
ortu
nitie
s to
iden
tify
trend
s, an
alyz
e in
fluen
ces,
and
sum
mar
ize
econ
omic
resu
lts.
1 C
andi
date
pro
vide
s a
teac
her d
irect
ed le
sson
on
dist
ribut
ion
of re
sour
ces
in v
ario
us so
ciet
ies o
ver
time.
Stu
dent
s are
pr
ovid
ed n
o or
inef
fect
ive
oppo
rtuni
ties t
o id
entif
y tre
nds,
anal
yze
influ
ence
s, an
d su
mm
ariz
e ec
onom
ic
resu
lts.
1-8.
Ena
bles
lear
ners
to a
sses
s how
sc
ienc
e an
d te
chno
logy
hav
e tra
nsfo
rmed
the
phys
ical
wor
ld,
hum
an so
ciet
y, a
nd h
uman
-en
viro
nmen
t int
erac
tions
. Lo
ok fo
r: x
Stud
ents
com
pare
the
role
of
scie
nce
tech
nolo
gies
in d
iffer
ent
soci
etie
s aro
und
the
wor
ld.
x St
uden
ts c
ompa
re n
ew a
nd o
ld
tech
nolo
gies
and
ass
ess t
heir
effe
ctiv
enes
s.
4 C
andi
date
inco
rpor
ates
an
exce
llent
var
iety
of
inst
ruct
iona
l stra
tegi
es to
he
lp le
arne
rs a
naly
ze h
ow
scie
nce
and
tech
nolo
gy
have
tran
sfor
med
the
phys
ical
wor
ld a
nd h
uman
so
ciet
y.
Stud
ents
are
pro
vide
d m
any
oppo
rtuni
ties t
o as
sess
the
effe
ctiv
enes
s of
new
and
old
tech
nolo
gies
3 C
andi
date
inco
rpor
ates
go
od in
stru
ctio
nal s
trate
gies
to
hel
p le
arne
rs a
naly
ze
how
scie
nce
and
tech
nolo
gy h
ave
trans
form
ed th
e ph
ysic
al
wor
ld a
nd h
uman
soci
ety.
St
uden
ts a
re p
rovi
ded
som
e op
portu
nitie
s to
asse
ss th
e ef
fect
iven
ess o
f new
and
ol
d te
chno
logi
es.
2 C
andi
date
inco
rpor
ates
one
in
stru
ctio
nal s
trate
gy to
sh
ow le
arne
rs h
ow sc
ienc
e an
d te
chno
logy
hav
e tra
nsfo
rmed
the
phys
ical
w
orld
and
hum
an so
ciet
y.
Stud
ents
are
pro
vide
d a
few
op
portu
nitie
s to
asse
ss th
e ef
fect
iven
ess o
f new
and
ol
d te
chno
logi
es.
1 C
andi
date
pro
vide
s a
teac
her d
irect
ed le
sson
on
how
scie
nce
and
tech
nolo
gy h
ave
trans
form
ed th
e ph
ysic
al
wor
ld a
nd h
uman
soci
ety.
St
uden
ts a
re p
rovi
ded
no
or in
effe
ctiv
e op
portu
nitie
s to
asse
ss th
e ef
fect
iven
ess o
f new
and
ol
d te
chno
logi
es.
87
x St
uden
ts p
redi
ct h
ow sc
ienc
e an
d te
chno
logy
will
impa
ct so
cial
, po
litic
al, a
nd e
cono
mic
inst
itutio
ns.
and
pred
ict f
utur
e im
pact
s.
1-9.
Ena
bles
lear
ners
to e
xpla
in th
e co
nditi
ons a
nd m
otiv
atio
ns th
at
cont
ribut
e to
con
flict
, coo
pera
tion,
an
d in
terd
epen
denc
e am
ong
soci
etie
s and
nat
ions
. Lo
ok fo
r: x
Stud
ents
des
crib
e pa
st, p
rese
nt, a
nd
poss
ible
futu
re g
loba
l con
nect
ions
. x
Stud
ents
dis
cuss
bot
h th
e po
sitiv
e an
d ne
gativ
e im
pact
s of t
he sp
read
of
idea
s ove
r tim
e.
x St
uden
ts e
xpla
in p
ossib
le d
iffer
ent
hum
an p
ersp
ectiv
es o
n gl
obal
izat
ion.
4 C
andi
date
inco
rpor
ates
an
exce
llent
var
iety
of
inst
ruct
iona
l stra
tegi
es to
he
lp le
arne
rs a
sses
s the
co
nditi
ons t
hat a
ffect
gl
obal
rela
tions
hips
. St
uden
ts a
re p
rovi
ded
man
y op
portu
nitie
s to
disc
uss t
he sp
read
of i
deas
an
d ex
amin
e di
ffere
nt
pers
pect
ives
on
glob
aliz
atio
n.
3 C
andi
date
inco
rpor
ates
go
od in
stru
ctio
nal s
trate
gies
to
hel
p le
arne
rs u
nder
stan
d th
e co
nditi
ons t
hat a
ffect
gl
obal
rela
tions
hips
. St
uden
ts a
re p
rovi
ded
som
e op
portu
nitie
s to
expl
ain
glob
al c
onne
ctio
ns a
nd
disc
uss t
he sp
read
of i
deas
.
2 C
andi
date
inco
rpor
ates
one
in
stru
ctio
nal s
trate
gy to
he
lp le
arne
rs u
nder
stan
d th
e co
nditi
ons t
hat a
ffect
glo
bal
rela
tions
hips
. Stu
dent
s are
pr
ovid
ed a
few
op
portu
nitie
s to
expl
ain
glob
al c
onne
ctio
ns o
r di
scus
s the
spre
ad o
f ide
as.
1 C
andi
date
pro
vide
s a
teac
her d
irect
ed le
sson
on
the
cond
ition
s tha
t affe
ct
glob
al re
latio
nshi
ps.
Stud
ents
are
pro
vide
d no
or
inef
fect
ive
oppo
rtuni
ties t
o ex
plai
n gl
obal
con
nect
ions
or
disc
uss t
he sp
read
of
idea
s.
1-10
. En
able
s lea
rner
s to
esta
blis
h a
hist
oric
and
con
tem
pora
ry
understand
ing of citizens’
dem
ocra
tic ri
ghts
and
re
spon
sibili
ties a
nd h
ow in
divi
dual
s an
d in
stitu
tions
bal
ance
and
pro
tect
th
ese
right
s and
resp
onsi
bilit
ies.
Lo
ok fo
r: x
Stud
ents
giv
e ex
ampl
es o
f de
moc
ratic
idea
ls a
nd p
ract
ices
. x
Stud
ents
illu
stra
te h
ow ri
ghts
and
re
spon
sibili
ties a
re b
alan
ced
in
soci
ety.
x
Stud
ents
pra
ctic
e th
e ro
le o
f a
citiz
en in
thei
r com
mun
ity.
4 C
andi
date
inco
rpor
ates
an
exce
llent
var
iety
of
inst
ruct
iona
l stra
tegi
es to
he
lp le
arne
rs e
xpla
in a
nd
assess how
citizen’s
dem
ocra
tic re
spon
sibi
litie
s ar
e ba
lanc
ed w
ith th
eir
right
s. St
uden
ts ar
e pr
ovid
ed m
any
oppo
rtuni
ties t
o pr
actic
e bo
th th
eir r
ight
s and
re
spon
sibili
ties a
s a
citiz
en.
3 C
andi
date
inco
rpor
ates
go
od in
stru
ctio
nal s
trate
gies
to
hel
p le
arne
rs e
xpla
in
how citizen’s d
emocratic
re
spon
sibili
ties a
re
bala
nced
with
thei
r rig
hts.
Stud
ents
are
pro
vide
d so
me
oppo
rtuni
ties t
o pr
actic
e bo
th th
eir r
ight
s and
re
spon
sibili
ties a
s a c
itize
n.
2 C
andi
date
inco
rpor
ates
one
in
stru
ctio
nal s
trate
gy to
he
lp le
arne
rs u
nder
stan
d ho
w citizen’s d
emocratic
re
spon
sibili
ties a
re
bala
nced
with
thei
r rig
hts.
Stud
ents
are
pro
vide
d a
few
op
portu
nitie
s to
prac
tice
eith
er th
eir r
ight
s or
resp
onsib
ilitie
s as a
citi
zen.
1 C
andi
date
pro
vide
s a
teac
her d
irect
ed le
sson
on
the citiz
en’s dem
ocratic
rig
hts a
nd re
spon
sibili
ties
and
indi
vidu
al a
nd
institu
tion’s role in
prot
ectin
g th
ese.
Stu
dent
s ar
e pr
ovid
ed n
o or
in
effe
ctiv
e op
portu
nitie
s to
pra
ctic
e ei
ther
thei
r rig
hts o
r res
pons
ibili
ties
as a
citi
zen.
Sect
ion
2: S
ocia
l Stu
dies
& H
isto
ry S
kills
– W
ritin
g, R
eadi
ng, a
nd C
ritic
al T
hink
ing
Cri
teri
on
Perf
orm
ance
Rat
ing
Hig
hly
Prof
icie
nt
Prof
icie
nt
Dev
elop
ing
Insu
ffici
ent
No
Opp
ortu
nity
to
Dem
onst
rate
or
Obs
erve
Score
88
2-1.
Ena
bles
lear
ners
to u
se e
vide
nce
from
mul
tiple
sour
ces t
o su
ppor
t an
arg
umen
t. Lo
ok fo
r:
x St
uden
ts c
ite sp
ecifi
c te
xtua
l ev
iden
ce fr
om p
rimar
y an
d/or
se
cond
ary
sour
ces t
o su
ppor
t an
argu
men
t. x
Stud
ents
inte
grat
e an
d ev
alua
te
info
rmat
ion
from
mul
tiple
type
s of
med
ia so
urce
s.
4 C
andi
date
pro
vide
s stu
dent
s ex
celle
nt o
ppor
tuni
ties t
o us
e ev
iden
ce fr
om m
ultip
le
sour
ces t
o su
ppor
t an
argu
men
t bas
ed o
n in
divi
dual
stud
ent n
eed.
3 C
andi
date
pro
vide
s stu
dent
s go
od o
ppor
tuni
ties t
o us
e ev
iden
ce fr
om m
ultip
le
sour
ces t
o su
ppor
t an
argu
men
t.
2 C
andi
date
pro
vide
s st
uden
ts so
me
oppo
rtuni
ties t
o us
e ev
iden
ce fr
om m
ultip
le
sour
ces t
o su
ppor
t an
argu
men
t.
1 C
andi
date
pro
vide
s stu
dent
s w
ith n
o or
inef
fect
ive
oppo
rtuni
ties t
o us
e ev
iden
ce fr
om m
ultip
le
sour
ces t
o su
ppor
t an
argu
men
t.
0
2-2.
Ena
bles
lear
ners
to d
evel
op a
nd
expa
nd th
eir v
ocab
ular
y.
Look
for:
x St
uden
ts d
eter
min
e th
e m
eani
ng
of w
ords
as t
hey
are
used
in a
text
.
4 C
andi
date
pro
vide
s stu
dent
s ex
celle
nt o
ppor
tuni
ties t
o de
velo
p an
d ex
pand
thei
r vo
cabu
lary
bas
ed o
n in
divi
dual
stud
ent n
eed.
3 C
andi
date
pro
vide
s stu
dent
s go
od o
ppor
tuni
ties t
o de
velo
p an
d ex
pand
thei
r vo
cabu
lary
.
2 C
andi
date
pro
vide
s st
uden
ts so
me
oppo
rtuni
ties t
o ex
pand
th
eir v
ocab
ular
y.
1 C
andi
date
pro
vide
s no
or
inef
fect
ive
oppo
rtuni
ties t
o ex
pand
thei
r voc
abul
ary.
2-3.
Ena
bles
lear
ners
to in
terp
ret a
nd
use
visu
al d
ata
repr
esen
tatio
ns.
Look
for:
x St
uden
ts in
tegr
ate
quan
titat
ive
anal
ysis
with
qua
litat
ive
anal
ysis
.
x St
uden
ts in
tegr
ate
visu
al
info
rmat
ion
with
oth
er
info
rmat
ion.
4 C
andi
date
pro
vide
s stu
dent
s ex
celle
nt o
ppor
tuni
ties t
o in
terp
ret a
nd a
naly
ze
grap
hs, c
harts
, and
map
s ba
sed
on in
divi
dual
stud
ent
need
.
3 C
andi
date
pro
vide
s stu
dent
s go
od o
ppor
tuni
ties t
o in
terp
ret a
nd a
naly
ze
grap
hs, c
harts
, and
map
s.
2 C
andi
date
pro
vide
s st
uden
ts so
me
oppo
rtuni
ties t
o in
terp
ret
and
anal
yze
grap
hs, c
harts
, an
d m
aps.
1 C
andi
date
pro
vide
s stu
dent
s no
or i
neffe
ctiv
e op
portu
nitie
s to
inte
rpre
t an
d an
alyz
e gr
aphs
, cha
rts,
and
map
s.
2-4.
Ena
bles
lear
ners
to id
entif
y,
desc
ribe,
and
eva
luat
e m
ultip
le
poin
ts o
f vie
w.
Look
for:
x Stud
ents evaluate authors’ points
of view by assessing the authors’
reas
onin
g an
d ev
iden
ce.
x St
uden
ts id
entif
y as
pect
s of a
text
th
at re
veal
an
auth
or's
poin
t of
view
or p
urpo
se.
4 C
andi
date
pro
vide
s stu
dent
s ex
celle
nt o
ppor
tuni
ties t
o id
entif
y, d
escr
ibe,
and
ev
alua
te m
ultip
le p
oint
s of
view
bas
ed o
n in
divi
dual
st
uden
t nee
d.
3 C
andi
date
pro
vide
s stu
dent
s go
od o
ppor
tuni
ties t
o id
entif
y, d
escr
ibe,
and
ev
alua
te m
ultip
le p
oint
s of
view
.
2 C
andi
date
pro
vide
s som
e op
portu
nitie
s to
iden
tify,
de
scrib
e, a
nd e
valu
ate
mul
tiple
poi
nts o
f vie
w.
1 C
andi
date
pro
vide
s stu
dent
s no
or i
neffe
ctiv
e op
portu
nitie
s to
iden
tify,
de
scrib
e, a
nd e
valu
ate
mul
tiple
poi
nts o
f vie
w.
