Rubrics for NCATE Standards

Candidates know and understand effective verbal and nonverbal techniques

K, S

Evidence shows that:

• Candidates have a lack of basic knowledge in:
  
  (1) communication theory
  
  (2) language development
  
  (3) cultural and gender effects on communication
  
  (4) the role of verbal and nonverbal language
  
  
• Candidates’ oral and written discourse is limited

Evidence shows that:

• Candidates have a basic knowledge of:
  
  (1) communication theory
  
  (2) language development
  
  (3) cultural and gender effects on communication
  
  (4) the role of verbal and nonverbal language
  
  
• Candidates are proficient in their oral and written discourse

Evidence shows that:

• Candidates have extensive knowledge of:
  
  (1) communication theory
  
  (2) language development
  
  (3) cultural and gender effects on communication
  
  (4) the role of verbal and nonverbal language
  
  
• Candidates demonstrate exceptional skill in their oral and written discourse

Candidates know and understand effective media communication techniques

K, S

Evidence shows that:

• Candidates have a limited knowledge of audio-visual aids, computer-based technologies, and other media communication tools

Evidence shows that:

• Candidates demonstrate basic knowledge of audio-visual aids, computer-based technologies, and other media communication tools

Evidence shows that:

• Candidates have extensive knowledge of: audio-visual aids, computer-based technologies, and other media communication tools

Candidates use verbal, nonverbal, and media communication techniques to foster K-6 students’ active inquiry

K, S, I

Evidence shows that:

• Candidates occasionally model communication strategies that help K-6 students learn active inquiry

Evidence shows that:

• Candidates consistently present curriculum and model communication strategies that help K-6 students learn active inquiry; these strategies may include monitoring the effects of messages, restating ideas and drawing connections, using visual, aural, and kinesthetic cues, being sensitive to nonverbal cues both given and received

Evidence shows that:

• Candidates’ K-6 students consistently use active inquiry and communication strategies in the classroom

Candidates use verbal, nonverbal, and media communication techniques to foster K-6 students’ collaboration and supportive interaction

K, S, I

Evidence shows that:

• Candidates do not effectively use oral and written discourse between themselves and K-6 students

Evidence shows that:

• Candidates use oral and written discourse between themselves and K-6 students, and the students use discourse among themselves to extend students’ understanding of subject matter

Evidence shows that:

• Candidates’ K-6 students initiate oral and written discourse and demonstrate proficiency in classroom collaboration and supportive interaction