Descriptor
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Unacceptable
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Acceptable
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Commendable
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Described local, state/provincial, federal laws and policies related to gifted and talented education.
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Omitted 1 or more parts and/or weak explanation |
No major parts omitted, description shows understanding |
No parts omitted, description is thorough |
Described idiosyncratic learning patterns of individuals with gifts and talents, including those from diverse backgrounds.
|
Omitted 1 or more parts and/or weak explanation |
No major parts omitted, description shows understanding |
No parts omitted, description is thorough |
Described influences of different beliefs, traditions, and values across and within diverse groups on relationships among individuals with gifts and talents, their families, schools, and communities.
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Omitted 1 or more parts and/or weak explanation |
No major parts omitted, description shows understanding |
No parts omitted, description is thorough |
Described ways in which groups are stereotyped and experience historical and current discrimination and implications for gifted and talented education.
|
Omitted 1 or more parts and/or weak explanation |
No major parts omitted, description shows understanding |
No parts omitted, description is thorough |
Described curricular, instructional, and management strategies effective for individuals with exceptional learning needs.
|
Omitted 1 or more parts and/or weak explanation |
No major parts omitted, description shows understanding |
No parts omitted, description is thorough |
Described uses andlimitations of assessments documenting academic growth of individuals with gifts and talents.
|
Omitted 1 or more parts and/or weak explanation |
No major parts omitted, description shows understanding |
No parts omitted, description is thorough |
Described differentiated curriculum-based assessments developed for use in instructional planning and delivery for individuals with gifts and talents.
|
Omitted 1 or more parts and/or weak explanation |
No major parts omitted, description shows understanding |
No parts omitted, description is thorough |
Described assessment of personal skills and limitations in teaching individuals with exceptional learning needs.
|
Omitted 1 or more parts and/or weak explanation |
No major parts omitted, description shows understanding |
No parts omitted, description is thorough |
Described how maintained confidential communication about individuals with gifts and talents.
|
Omitted 1 or more parts and/or weak explanation |
No major parts omitted, description shows understanding |
No parts omitted, description is thorough |
Described how encouraged and model respect for the full range of diversity among individuals with gifts and talents.
|
Omitted 1 or more parts and/or weak explanation |
No major parts omitted, description shows understanding |
No parts omitted, description is thorough |
Described how improved educational practices through continuous research-supported professional development in gifted education and related fields.
|
Omitted 1 or more parts and/or weak explanation |
No major parts omitted, description shows understanding |
No parts omitted, description is thorough |
Described how participated in activities of professional organizations related to gifted and talented education.
|
Omitted 1 or more parts and/or weak explanation |
No major parts omitted, description shows understanding |
No parts omitted, description is thorough |
Described how reflected on personal practice to improve teaching and guide professional growth in gifted and talented education.
|
Omitted 1 or more parts and/or weak explanation |
No major parts omitted, description shows understanding |
No parts omitted, description is thorough |
Described how employed culturally responsive behavior that promotes effective communication and collaboration with individuals with gifts and talents, their families, school personnel, and community members.
|
Omitted 1 or more parts and/or weak explanation |
No major parts omitted, description shows understanding |
No parts omitted, description is thorough |
Described how responded to concerns of families of individuals with gifts and talents.
|
Omitted 1 or more parts and/or weak explanation |
No major parts omitted, description shows understanding |
No parts omitted, description is thorough |
Described how collaborated with stakeholders outside the school setting who serve individuals with exceptional learning needs and their families.
|
Omitted 1 or more parts and/or weak explanation |
No major parts omitted, description shows understanding |
No parts omitted, description is thorough |
Described ways advocated for the benefit of individuals with gifts and talents and their families.
|
Omitted 1 or more parts and/or weak explanation |
No major parts omitted, description shows understanding |
No parts omitted, description is thorough |
Described how collaborated with individuals with gifts and talents, their families, general, and special educators, and other school staff to articulate a comprehensive preK-12 education program.
|
Omitted 1 or more parts and/or weak explanation |
No major parts omitted, description shows understanding |
No parts omitted, description is thorough |
Described how collaborated with families, community members, and professionals in assessment of individuals with gifts and talents.
|
Omitted 1 or more parts and/or weak explanation |
No major parts omitted, description shows understanding |
No parts omitted, description is thorough |
Described how communicated and consulted with school personnel about characteristics and needs of individuals with gifts and talents, including individuals from diverse backgrounds.
|
Omitted 1 or more parts and/or weak explanation |
No major parts omitted, description shows understanding |
No parts omitted, description is thorough |
Demonstrated standard English mechanics of writing.
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Unorganized and/or 2 major grammatical errors |
Organized, no major grammatical errors |
Clear, well organized, few proofing errors |