Rubrics for NCATE Standards

Candidates know the central concepts, tools of inquiry, and structures of content across the K-6 grades

K

Evidence shows that:

• Candidates do not demonstrate a general knowledge of central concepts in the following curriculum areas: English/language arts, science, mathematics, social studies, the arts, health education, and physical education
  
  
• Candidates know a limited set of inquiry tools related to subject matter content (see 2b-2h)
  
  
• Candidates lack awareness of how the subject matter is structured (i.e., organized) and/or concepts and principles that undergird K-6 curriculum

Evidence shows that:

• Candidates demonstrate a general knowledge of central concepts in the following curriculum areas: English/language arts, science, mathematics, social studies, the arts, health education, and physical education
  
  
• Candidates know a variety of tools of inquiry related to subject matter content (see 2b-2h)
  
  
• Candidates know how the subject matter is structured (i.e., organized) and can identify major concepts and principles that undergird K-6 curriculum

Evidence shows that:

• Candidates demonstrate a high level of competence in their knowledge of central concepts in the following curriculum areas: English/language arts, science, mathematics, social studies, the arts, health education, and physical education
  
  
• Candidates are proficient in varied tools of inquiry related to subject matter content (see 2b-2h)
  
  
• Candidates know how the subject matter is structured (i.e., organized) and can identify major concepts and principles that undergird K-6 curriculum

Candidates understand and use the central concepts, tools of inquiry, and structures of content across the K-6 grades

K, S, D

Evidence shows that:

• Candidates develop and organize, but do not implement, instruction that provides connections across curriculum areas that represent concepts, tools of inquiry, and structures (i.e., organization) appropriate to the subject matter in: English/language arts, science, mathematics, social studies, the arts, health education, and physical education

Evidence shows that:

• Candidates develop, organize, implement, and reflect upon instruction that provides connections across curriculum areas that represent the major concepts, varied tools of inquiry, and structures (i.e., organization) appropriate to the subject matter in: English/language arts, science, mathematics, social studies, the arts, health education, and physical education

Evidence shows that:

• Candidates develop, organize, implement, assess, and reflect upon instruction that provides connections across curriculum areas that represent the major concepts, varied tools of inquiry, and structures (i.e., organization) appropriate to the subject matter in: English/language arts, science, mathematics, social studies, the arts, health education, and physical education
  

Candidates create meaningful learning experiences that develop students’ competence in subject matter and skills for various developmental levels

K, S, I

Evidence shows that:

• Candidates use activities to help students develop their knowledge and skills, but these activities lack variety and/or meaning relative to student understanding and learning goals

Evidence shows that:

• Candidates demonstrate and use a variety of meaningful (i.e., engaging, real, relevant to learner, and important to content) experiences to help K-6 students develop their knowledge and skills

Evidence shows that:

• Candidates demonstrate and use a variety of meaningful (i.e., engaging, real, relevant to learner, and important to content) experiences to help K-6 students develop, understand, consider, respond to, and discuss subject matter across the curriculum so that students display competence and confidence in their knowledge and skills
  
  
• Candidates consider, accommodate, adapt, and integrate developmental characteristics of all K-6 students for instruction