The intern understands the subject matter(s) as needed to teach it (them).

For Example:

• The intern knows and understands the main goals, core concepts, important information, tools of inquiry, and important practices of the disciplines that s/he teaches.
• The intern understands how the disciplines that s/he teaches are applied, used, practiced, and enjoyed in various settings and enterprises outside the school, and can make connections between the subject matter and her or his own life.
• The intern monitors and assesses his or her own understanding of the subject matter, notices when that understanding is inadequate for teaching, and uses a variety of resources for support and to continue learning about the subject matter.
• The intern represents subject matter knowledge and ways of knowing accurately and appropriately in teaching.
• The intern knows what is likely to be difficult for students and finds ways to address those difficulties.

The intern thoughtfully links subject matter and students, creating a responsive curriculum.

For Example:

• The intern identifies central concepts, information, and skills that are critical for students to understand, and sets instructional goals accordingly.
• The intern frames worthwhile purposes that take into account district and/or school curriculum guidelines, subject matter standards, and students' backgrounds, learning needs, and interests.
• The intern considers a wide range of teaching resources, evaluates their appropriateness and makes necessary adaptations.
• The intern integrates or connects subject matter areas where appropriate.
• The intern provides good reasons for his or her decisions about content and instruction.

The intern implements a curriculum of understanding.

For Example:

The intern constructs units and lessons that make the core aims, central concepts, important information, tools of inquiry, and important practices of a discipline meaningful for students.

The intern combines questions, tasks, materials, and participation structures that will engage students, stimulate and support their thinking, organize their in-depth exploration of topics, and otherwise promote genuine understanding.

The intern plans coherent units and lessons that  have beginnings, middles, and endings; that are connected appropriately to preceding and following units and lessons, that are connected appropriately to other subjects; and that suit the place and the time of year.

The intern is thoughtful about assessment and its relationship to planning and teaching.

For Example:

• Prior to instruction, the intern finds out what students already know, believe, or feel about the matter to be taught; figures out how that  prior experience is likely to affect instruction; and plans  accordingly.
• The intern monitors, documents, and studies individual and group work throughout the course of instruction, and uses that information to make decisions about what to do next.
• The intern constructs or selects assessment tasks (assignments, tests, questions, etc.) that allow and require students to show their understanding, e.g., ability to connect ideas, use ideas, solve problems, apply skills.
• In evaluating students' work, the intern distinguishes between genuine understanding and other performances (e.g., memorizing for the test)
• The intern treats assessments as information not only about student learning but also as information about the quality of instruction, and acts accordingly.
• The intern gives students written and oral feedback in a timely manner that focuses on supporting learning, as distinct from simply giving a grade.  

Narrative Comments about Ratings for Standard 1:

FALL