This aspect will be further evaluated for alignment once the SMART goal in C6c is fully developed.

It is appropriately noted that there is a desire to apply new communication skills by November 2022. This goal is insufficient becuase it is unclear how the goal will be measured.

Noteworthy is the general idea of using student participation as a measure of the degree of trust that students have developed with the teacher. What is not evident is a goal statement with all five elements of the SMART Goal format and a description of how the idea of student participation can be used to objectively measure how the goal of establishing trust with the students in the first few weeks of school is achieved.

Aptly discussed is the alignment of the stage based on the age of the student. This aspect is not complete as alignment with D2 is not clear.

Aptly included is the student population, including age, grade level, and the number of students. Missing is an additional element for this aspect.

The developing response clearly notes that being prepared would have made the assignment easier. Not yet described is how being more prepared would have improved the actual interview experience.

The submission sufficiently includes a description of each class's setting, noting one rural, urban, and suburban setting represented on the Observation Table. The description of one historical, cultural, or legal influence on education and the impact on each class has not been provided.

The classes' elementary, middle, and high school levels are sufficiently compared. Two more comparisons of given characteristics included in the observation table could not be found.

It is notably observed that the elementary teacher applies the high-leverage practice of leading a group discussion. The response is incomplete because an explanation of how the middle and high school teachers apply high-leverage practices could not be found.