|
Knowledge
of Content
|
Teacher
makes content errors or does not correct content errors students
make.
|
Teacher
displays basic content knowledge but has
difficulty articulating
connections with other parts of the discipline or with other
disciplines.
|
Teacher
displays solid content knowledge and makes connections between the
content and other parts of the discipline and other disciplines.
|
Teacher
displays extensive content knowledge, with evidence of continuing
pursuit of such knowledge.
|
|
Knowledge
of Prerequisite Relationships
|
Teacher
displays little understanding of prerequisite knowledge important
for student learning of the content.
|
Teacher
indicates some awareness of prerequisite learning, although such
knowledge may be incomplete or inaccurate.
|
Teacher’s
plans and practices reflect understanding of prerequisite
relationships among topics and concepts.
|
Teacher
actively builds on knowledge of prerequisite relationships when
describing instruction or seeking causes for student
misunderstanding.
|
|
Knowledge
of Content-Related Educational
Practices
(From
the students perspective)
|
Teacher
displays little understanding of educational
practices involved
in student learning of the content.
|
Teacher
displays basic educational
knowledge but does not anticipate student misconceptions.
|
Educational
practices reflect current research on best educational practice
within the discipline but without anticipating student
misconceptions.
|
Teacher
displays continuing search for best practice and anticipates student
misconceptions.
|
