InTASC Resources Standard 5: Application of Content pva

PVA

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Indicator 5.1.b

The teacher engages learners in applying content knowledge to real world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy).

Performance

Progression

Level 0	The teacher candidate does not or seldom manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 1	The teacher candidate manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 2	The teacher candidate actively involves learners in managing the learning environment and making full use of instructional time. S/he employs strategies to build learner self-direction and ownership of learning. The teacher candidate provides options and resources to engage learners with subject matter and to develop their skills in both collaborative and self-directed learning.
Level 3	The teacher candidate supports learners’ independence and self-direction in identifying their learning needs, accessing resources, and using time to accelerate their learning.

Indicator 5.1.e

The teacher develops learners' communication skills in disciplinary and interdisciplinary contexts by creating meaningful opportunities to employ a variety of forms of communication that address varied audiences and purpose.

Performance

Progression

Level 0	The teacher candidate does not or seldom manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 1	The teacher candidate manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 2	The teacher candidate actively involves learners in managing the learning environment and making full use of instructional time. S/he employs strategies to build learner self-direction and ownership of learning. The teacher candidate provides options and resources to engage learners with subject matter and to develop their skills in both collaborative and self-directed learning.
Level 3	The teacher candidate supports learners’ independence and self-direction in identifying their learning needs, accessing resources, and using time to accelerate their learning.

Indicator 5.1.j

The teacher understands how current interdisciplinary themes (e.g., civic literacy, health literacy, global awareness) connect to the core subjects and knows how to weave those themes into meaningful learning experiences.

Essential Knowledge

Progression

Level 0	The teacher candidate does not or seldom manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 1	The teacher candidate manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 2	The teacher candidate actively involves learners in managing the learning environment and making full use of instructional time. S/he employs strategies to build learner self-direction and ownership of learning. The teacher candidate provides options and resources to engage learners with subject matter and to develop their skills in both collaborative and self-directed learning.
Level 3	The teacher candidate supports learners’ independence and self-direction in identifying their learning needs, accessing resources, and using time to accelerate their learning.

Indicator 5.1.k

The teacher understands the demands of accessing and managing information as well as how to evaluate issues of ethics and quality related to information and its use.

Essential Knowledge

Progression

Level 0	The teacher candidate does not or seldom manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 1	The teacher candidate manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 2	The teacher candidate actively involves learners in managing the learning environment and making full use of instructional time. S/he employs strategies to build learner self-direction and ownership of learning. The teacher candidate provides options and resources to engage learners with subject matter and to develop their skills in both collaborative and self-directed learning.
Level 3	The teacher candidate supports learners’ independence and self-direction in identifying their learning needs, accessing resources, and using time to accelerate their learning.

Indicator 5.1.i

The teacher understands the way of knowing in his/her discipline, how it relates to other disciplinary approaches to inquiry, and the strengths and limitations of each approach in addressing problems, issues, and concerns.

Essential Knowledge

Progression

Level 0	The teacher candidate does not or seldom manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 1	The teacher candidate manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 2	The teacher candidate actively involves learners in managing the learning environment and making full use of instructional time. S/he employs strategies to build learner self-direction and ownership of learning. The teacher candidate provides options and resources to engage learners with subject matter and to develop their skills in both collaborative and self-directed learning.
Level 3	The teacher candidate supports learners’ independence and self-direction in identifying their learning needs, accessing resources, and using time to accelerate their learning.

Indicator 5.1.n

The teacher understands communication modes and skills as vehicles for learning (e.g., information gathering and processing) across disciplines as well as vehicles for expressing learning.

Essential Knowledge

Progression

Level 0	The teacher candidate does not or seldom manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 1	The teacher candidate manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 2	The teacher candidate actively involves learners in managing the learning environment and making full use of instructional time. S/he employs strategies to build learner self-direction and ownership of learning. The teacher candidate provides options and resources to engage learners with subject matter and to develop their skills in both collaborative and self-directed learning.
Level 3	The teacher candidate supports learners’ independence and self-direction in identifying their learning needs, accessing resources, and using time to accelerate their learning.