1D: DEMONSTRATING KNOWLEDGE OF STUDENTS
This component focuses on the teacher’s ability to show his or her knowledge of student developmental characteristics and approaches to learning, knowledge, skills, interests, cultural heritage, and, where applicable, State Assessment performance levels.
ELEMENTS AND INDICATORS OF PERFORMANCE
Knowledge of Child and Adolescent Development
INFORMATION
ARTIFACTS
OBSERVABLE EVIDENCE
Teacher Evidence
Student Evidence:
EXAMPLE GOALS (S.M.A.R.T.)
GUIDING QUESTIONS
RESOURCES
ELEMENTS AND INDICATORS OF PERFORMANCE
Knowledge of Child and Adolescent Development
- The teacher displays current and accurate knowledge of child and adolescent development.
- The teacher uses his or her knowledge of child and adolescent development to plan lessons.
- The plans indicate how the teacher meets the needs of the general population of students.
- The plans include adaptations or modifications to meet the needs of individual learners in the class.
- The teacher uses knowledge of how students learn when crafting plans.
- Plans reflect a variety of approaches to learning to assure all students have access to learning.
- The teacher displays understanding of individual students’ skills, knowledge, and language proficiency.
- The teacher makes use of relevant student data when planning instruction and/or communication with the students.
- The teacher values student interests and cultural heritage.
- The teacher considers student interests and heritage when planning lessons.
- The teacher encourages students to share his or her expertise related to the student’s cultural heritage and/or interests.
- The teacher actively engages students by tapping into student interests in the lesson.
- The teacher collects information about each student’s learning and medical needs.
- The teacher collects student information from a variety of sources.
- When planning, the teacher considers the Individualized Education Plan of the students and/or any other special needs.
- The teacher refers to student information when considering adaptations or accommodations for instruction and assessment.
- The teacher uses student information when creating groups or considering seating arrangements.
INFORMATION
ARTIFACTS
- Teacher Anecdotal Notes/Logs
- Teacher Charts or Journals of Student Interests/Strengths/Challenges
- Student Learning Modality Survey Results
- Letter home to Students
- RtI Plans
- Seating Plans
- Lists of accommodations made for individual students
- Lists of modifications made for students with IEPs/504s
- Examples of differentiation in the classroom – i.e. – different handouts/exercises/assignments geared for specific learning groups
- Examples of instructional scaffolding in the classroom
- Written reflections related to how instruction should/is be adjusted to meet the unique needs of the students I teach
- "Getting to know students" handout & results from first day
- Student interest notecards/inventory and/or data of it
- Sample of student learning profile data
- Lesson that incorporates cultural sharing or activities into lesson
- Certificate of cultural event attended w/reflection
- Parent/student surveys results analysis
- Intervention/enrichment group plans
- Seating chart—students seated for particular reasons
- Notes about learner special needs including those from IEP, 504 and GT plans
- Lesson plan with differentiated options for learning and assessment (multiple points of entry)
- Student learning style inventory
- letter home to students/parents
- RTI plans/IEP accommodation from Milepost
- examples of differentiation used in the classroom
OBSERVABLE EVIDENCE
Teacher Evidence
- Greeting at the Door
- Room Arrangement
- Calling Students by Name
- Has side discussions with students about events in their lives
- Has discussions with students about topics in which they are interested
- Builds student interests into lessons
- Compliments students regarding academic and personal accomplishments
- Engages in informal conversations with students that are not related to academics
- Uses humor with students when appropriate
- Makes eye contact with students
- Smiles, nods, etc. at students when appropriate
- Displays sensitivity to cultural issues
Student Evidence:
- Describe the teacher as someone who knows them and/or is interested in them
- Respond when teacher demonstrates understanding of their interests and background
- Say they feel accepted
- Participates willingly in team-building activities
- Describe teacher as someone who values and respects them
- Respond to teachers’ verbal interactions
- Respond to teachers’ nonverbal interactions
- Demonstrate a strong sense of belonging
EXAMPLE GOALS (S.M.A.R.T.)
- I will have data collected on all of my students in regards to their learning styles and special needs in the classroom by the end of the 3rd week of school and will plan my lessons so that the needs of my students are being met daily.
GUIDING QUESTIONS
- Are you using data to drive your daily instruction?
- Have you recently reviewed student plans in Milepost to ensure that student needs are being met?
- What have you done to differentiate instruction in your classroom?
RESOURCES
- http://www.edutopia.org/multiple-intelligences-assessment
- http://www.readingrockets.org/article/what-differentiated-instruction