Demonstrating Knowledge of Students. Please describe your students and list any group or individual characteristics or circumstances of which the evaluator should be aware.
Demonstrating Knowledge of Students. The teacher shows his or her knowledge of student developmental characteristics, approaches to learning, knowledge, skill, interests, cultural heritage, and state and district assessment performance levels.
Demonstrating Knowledge of Students. INEFFECTIVE The teacher demon- strates little or no knowledge of students’ backgrounds, cultures, skills, language profi- ciency, interests, and special needs, and does not seek such under- standing.
Demonstrating Knowledge of Students. Unsatisfactory Basic Proficient Distinguished Teacher demonstrates little or no understanding of how students learn and little knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs and does not seek such understanding. Teacher indicates the importance of under- standing how students learn and the students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge about the class as a whole. Teacher understands the active nature of student learning and attains information about levels of development for groups of students. The teacher also purposefully seeks knowledge from several sources of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs and attains this knowledge about groups of students. Teacher actively seeks knowledge of students’ levels of development and their backgrounds, cultures, skills, language proficiency, interests, and special needs from a variety of sources. This information is acquired for individual students.
Demonstrating Knowledge of Students. Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 Teacher demonstrates little or no understanding of how stu- dents learn and little knowledge of students’ back- grounds, cultures, skills, lan- guage proficiency, interests, and special needs and does not seek such understanding. Teacher indicates the im- portance of under- standing how students learn and the students’ backgrounds, cul- tures, skills, language profi- ciency, interests, and special needs, and attains this knowledge about the class as a whole. Teacher understands the active nature of student learning and attains information about lev- els of development for groups of students. The teacher also purposefully seeks knowledge from several sources of students’ back- grounds, cultures, skills, lan- guage proficiency, interests, and special needs and attains this knowledge about groups of students. Teacher actively seeks knowledge of students’ lev- els of development and their backgrounds, cultures, skills, language proficiency, inter- ests, and special needs from a variety of sources. This infor- mation is acquired for indi- vidual students.
