The teacher demonstrates through classroom-based instruction that she/he understands the major and subordinate concepts of the discipline(s) she/he teaches and can relate that content to other subject areas and to the world at large, particularly in relation to careers, while taking advantage of all available resources to extend learning
| Components of Standard I-A | DESCRIPTORS OF EACH PERFORMANCE LEVEL | |||
| Ineffective | Developing | Effective | Model | |
| I-A-1: Subject Matter and Structure of the Discipline | Demonstrates limited knowledge of the subject matter and content vocabulary. Relies heavily on textbooks to glean factual content. Does not use District-adopted curriculum. | Demonstrates factual knowledge of the subject matter and content vocabulary. Lacks understanding of how concepts relate to one another in a way that is appropriate to student learning. Sometimes uses District-adopted curriculum. | Demonstrates sound knowledge and understanding of the subject matter and the intentional use of content vocabulary. Understands how concepts relate to each other. Provides content that is meaningful for learners. Routinely uses District-adopted curriculum. | Demonstrates expertise in the subject matter. Consistently and effectively uses multiple representations and explanations. Provides content that is meaningful for learners. Is able to answer colleagues’ questions about the subject matter. Consistently uses District-adopted curriculum effectively and with fidelity. |
| I–A-2: Cross-Curricular Content | Never or only infrequently collaborates with colleagues to provide purposeful cross-curricular learning opportunities. Plans outcomes that reflect only one discipline or strand. | Occasionally collaborates with colleagues to provide purposeful cross-curricular learning opportunities. Plans outcomes that reflect several disciplines or strands, but does not attempt coordination or integration. | Frequently collaborates with colleagues to provide purposeful cross-curricular learning opportunities. Plans outcomes that reflect several disciplines or strands and that provide opportunities for coordination. | Consistently and effectively initiates collaboration with colleagues to provide purposeful cross-curricular learning opportunities. Plans outcomes that reflect several different disciplines or strands, and expects their coordination and integration. |
| I-A-3: Real-World Applications | Never or only infrequently assists students to see the connection between curricular content and the world beyond the classroom. | Provides limited assistance for students in connecting curricular content and the world beyond the classroom. | Frequently provides opportunities for students to understand the connections between curricular content and the world beyond the classroom, particularly in relation to higher education and careers. | Consistently and effectively provides opportunities for students to both understand and experience the connections between curricular content and the world beyond the classroom, particularly in relation to higher education and careers. |
| I-A-4: Resources to Extend Learning | Is unable to identify appropriate resources in the school, District, or community to enhance the delivery of meaningful instruction and promote learners’ critical thinking. Does not understand the value of instructional time. | Uses school-based resources to enhance the delivery of meaningful instruction and promote learners’ critical thinking, but is unaware of resources in the District or community. Does not consistently make full use of instructional time and classroom space to extend learning. | Uses appropriate resources within the school, District, and community to enhance the delivery of meaningful instruction and promote learners’ critical thinking including content for English language learners. Makes optimal use of instructional time and classroom space (e.g., seating arrangements, learning centers) to extend learning. Regularly incorporates multicultural materials and artifacts into learning activities including supports for the development of English language proficiency. | Uses resources within the school, District, and community in a highly effective way to enhance the delivery of meaningful instruction and promote learners’ critical thinking for all students (i.e. English language learners, disabilities and other special needs). Seeks additional resources on the Internet and through community connections to expand authentic learning opportunities for students, especially those with diverse needs and interests. Consistently maximizes use of instructional time, transitional time, classroom space, and other school areas to extend learning. Routinely incorporates multicultural materials and artifacts into learning activities and consistently supports the development of English language proficiency. |
