Demonstrating Knowledge of Content and Pedagogy. Unsatisfactory Basic Proficient Distinguished In planning and practice, teacher makes content errors or does not correct errors made by students. Teacher’s plans and practice display little understanding of prerequisite relationships important to student’s learning of the content. Teacher displays little or no understanding of the range of pedagogical approaches suitable to student’s learning of the content. Teacher is familiar with the important concepts in the discipline but displays lack of awareness of how these concepts relate to one another. Teacher’s plans and practice indicate some awareness of prerequisite relationships, although such knowledge may be inaccurate or incomplete. Teacher’s plans and practice reflect a limited range of pedagogical approaches to the discipline or to the students. Teacher displays solid knowledge of the important concepts in the discipline and the ways they relate to one another. Teacher’s plans and practice reflect accurate understanding of prerequisite relationships among topics and concepts. Teacher’s plans and practice reflect familiarity with a wide range of eff ective pedagogical approaches in the discipline. Teacher displays extensive knowledge of the important concepts in the discipline and the ways they relate both to one another and to other disciplines. Teacher’s plans and practice reflect understanding of prerequisite relationships among topics and concepts and provide a link to necessary cognitive structures needed by students to ensure understanding. Teacher’s plans and practice reflect familiarity with a wide range of eff ective pedagogical approaches in the discipline, anticipating student misconceptions.
Demonstrating Knowledge of Content and Pedagogy. Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 In planning and practice, teacher makes content errors or does not correct errors made by students. Teacher’s plans and practice display little understanding of prerequisite relationships important to student’s learn- ing of the content. Teacher displays little or no understanding of the range of pedagogical approaches suita- ble to student’s learning of the content. Teacher is familiar with the important concepts in the discipline but displays lack of awareness of how these concepts relate to one an- other. Teacher’s plans and practice indicate some awareness of prerequisite relationships, alt- xxxxx such knowledge may be inaccurate or incomplete. Teacher’s plans and practice reflect a limited range of pedagogical approaches to the discipline or to the stu- dents. Teacher displays solid knowledge of the important concepts in the discipline and the ways they relate to one an- other. Teacher’s plans and practice reflect accurate understand- ing of prerequisite relation- ships among topics and con- cepts. Teacher’s plans and practice reflect familiarity with a wide range of eff ective pedagogi- cal approaches in the disci- xxxxx. Teacher displays extensive knowledge of the important concepts in the discipline and the ways they relate both to one another and to other dis- ciplines. Teacher’s plans and practice reflect understanding of pre- requisite relationships among topics and concepts and pro- vide a link to necessary cogni- tive structures needed by stu- dents to ensure understanding. Teacher’s plans and practice reflect familiarity with a wide range of eff ective pedagogi- cal approaches in the disci- xxxxx, anticipating student misconceptions.
