48 7 DOMAIN 1: Planning and Preparation COMPONENT 1C: Setting Instructional Outcomes The student teacher sets instructional outcomes that are rigorous and appropriately sequenced, addressing differentiation in learning and viable methods of assessment for all PK-12 students. Exemplary • Instructional outcomes are rigorous and reference curricular frameworks or blueprints to ensure accurate sequencing. • Instructional outcomes show evidence of student input in goal setting. • Instructional outcomes and assessments are suitable for diverse learners and differentiated to encourage individual students to take educational risks. Expected • Instructional outcomes are related to the “big ideas” of the discipline and represent high expectations. • Instructional outcomes are clear and written in terms of what students will learn rather than do. • Instructional outcomes and assessments are suitable to groups of students in the class and are differentiated where necessary. Emergent • Instructional outcomes minimally reflect important learning in the discipline, representing moderate expectations. • Instructional outcomes are suitable for most of the class but focus on what students will do rather than learn. Unsatisfactory • Instructional outcomes lack rigor and do not represent important learning in the discipline. • Instructional outcomes are unclear or are stated as activities and are not suitable for many students in the class. Not Observed Discussion Prompts: • How do you identify the rigorous and important learning for your discipline? • Describe howyou addressthevarying needs of individual PK-12 students. • What is the process you use to ensure that outcomes focus on student learning and permit viable methods of assessment? • Describe howyou connect outcomes to our local standards-based curriculum. • How do you determine sequencing of outcomes and the relationship to previous and future learning? Evidence of Practice: • Goal and concepts maps • Project expectations, rubrics • IEP alignment, as needed • Lesson plans 7
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