Rubrics for NCATE Standards

Candidates plan instruction based on knowledge of students, learning theory, subject matter, curricular goals, and community

K, S, I

Evidence shows that:

• Candidates demonstrate a limited awareness of learning theory, K-6 subject matter content, curriculum development, and student development
  
  
• Candidates use a limited range of instructional approaches

Evidence shows that:

• Candidates integrate knowledge of learning theory, K-6 subject matter content, curriculum development, and knowledge of students to plan instruction
  
  
• Candidates identify possible uses of technology for instruction
  
  
• Candidates plan for active involvement so that students are engaged in learning the subject matter content
  
  
• Candidates plan instructional strategies that are based upon effective teaching strategies, such as activating prior knowledge, and encouraging exploration and problem solving

Evidence shows that:

• Candidates integrate and apply knowledge of students, knowledge of learning theory, K-6 subject matter content, and curriculum development
  
  
• Candidates plan to use a variety of instructional approaches
  
  
• Candidates collaborate with specialists to promote learning in subject matter content
  
  
• Candidates develop instructional plans that center on effective teaching strategies, including problem finding, critical thinking, and self-directed learning that builds on skills previously acquired

Candidates implement instruction based on knowledge of students, learning theory, subject matter, curricular goals, and community

K, S, I

Evidence shows that:

• Candidates implement instruction based on subject matter content and curriculum goals
  
  
• Candidates use a limited range of resources

Evidence shows that:

• Candidates implement instruction based upon the subject matter content, knowledge of students (e.g., developmental characteristics, interests, learning styles, and modalities), learning theories, and curriculum goals
  
  
• Candidates utilize resources (e.g., print and electronic) within the classroom or school to benefit students

Evidence shows that:

• Candidates foster students’ appreciation and engagement in subject matter content and ensure that students are competent and confident as users of technology and other resources
  
  
• Candidates demonstrate that student development (e.g., developmental characteristics, interests, learning styles, and modalities) and the community are integral aspects for effective learning experiences that are meaningful for students
  
  
• Candidates utilize informational resources (e.g., print and electronic) beyond the classroom to benefit students