Knowledge of Students. Learners and the learning process Students’ skills, knowledge and language proficiency Students’ interests and cultural heritage Students special needs
Knowledge of Students. National Board Certified staff must provide in writing and through video tapes an in-depth look at their work situation demonstrating how their understanding of students contributes to their ability to perform the duties of their job at an advanced level which allows each student to develop to his/her best ability. Evidence for this criterion must provide clear evidence of an in depth knowledge of the diversity of needs among students.
Knowledge of Students. ● What should the evaluator know about the student population? ● How was it determined that this is a developmentally appropriate learning activity? ● How does this lesson connect to students’ experiences and/or culture?
Knowledge of Students. Element Ineffective Developing Effective Highly Effective Learners and the Teacher sees no value in Teacher recognizes the Teacher’s knowledge of Teacher displays extensive learning process understanding how value of knowing how how students learn is and subtle understanding students learn and does not students learn, but this accurate and current. of how students learn and seek such information. knowledge is limited or Teacher applies this applies this knowledge to outdated. knowledge to the class as individual students. a whole and to groups of students. Students’ skills, Teacher displays little or Teacher recognizes the Teacher recognizes the Teacher displays knowledge, and language no knowledge of students’ value of understanding value of understanding understanding of proficiency skills, knowledge, and students’ skills, students’ skills, individual students’ skills, language proficiency and knowledge, and language knowledge, and language knowledge, and language does not indicate that such proficiency but displays proficiency and displays proficiency and has a knowledge is valuable. this knowledge only for this knowledge for groups strategy for maintaining the class as a whole. of students. such information. Students’ interests and Teacher displays little or Teacher recognizes the Teacher recognizes the Teacher recognizes the cultural heritage no knowledge of students’ value of understanding value of understanding value of understanding interests or cultural students’ interests and students’ interests and students’ interests and heritage and does not cultural heritage but cultural heritage and cultural heritage and indicate that such displays this knowledge displays this knowledge displays this knowledge knowledge is valuable. only for the class as a for groups of students. for individual students. whole. Students’ special needs Teacher displays little or Teacher displays Teacher is aware of Teacher possesses no understanding of incomplete or inaccurate students’ special learning information about each students’ special learning awareness of the and medical needs. student’s learning and or medical needs or why importance of knowing medical needs, collecting such knowledge is students’ special learning such information from a important. or medical needs. variety of sources.
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. Unsatisfactory Basic Proficient Distinguished Teacher adheres to the instruction plan in spite of evidence of poor student understanding or lack of interest. Teacher ignores student questions; when students experience diffi culty, the teacher blames the students or their home environment. Teacher attempts to modify the lesson when needed and to respond to student questions and interests, with moderate success. Teacher accepts responsibility for student success but has only a limited repertoire of strategies to draw upon. Teacher promotes the successful learning of all students, making minor adjustments as needed to instruction plans and accommodating student questions, needs, and interests. Drawing on a broad repertoire of strategies, the teacher persists in seeking approaches for students who have diffi culty learning. Teacher seizes an opportunity to enhance learning, building on a spontaneous event or student interests, or successfully adjusts and diff erentiates instruction to address individual student misunderstandings. Teacher persists in seeking eff ective approaches for students who need help, using an extensive repertoire of instructional strategies and soliciting additional resources from the school or community. Unsatisfactory Basic Proficient Distinguished Does not establish student growth goal(s) or establishes inappropriate goal(s) for subgroups of students not reaching full learni...
Knowledge of Students. (For example: Are there any group or individual characteristics or circumstances which will impact the lesson— unusual behaviors, interactions, special needs related to learning, language, medical/psychological conditions, cultural considerations etc...?)
Knowledge of Students. Elements: Knowledge of characteristics (intellectual, social, and emotional) • Knowledge of students’ varied approaches to learning • Knowledge of students’ skills and knowledge • Knowledge of students’ interests and cultural heritage ELEMENT L E V E L O F P E R F O R M A N C E Knowledge of Characteristics of Age Group Teacher displays minimal knowledge of developmental characteristics of age group. Teacher displays generally accurate knowledge of developmental characteristics of age group. Teacher displays thorough understanding of typical developmental characteristics of age group as well as exceptions to general patterns. Teacher displays knowledge of typical developmental characteristics of age group, exceptions to the patterns, and the extent to which each student follows patterns.
Knowledge of Students. How does the background you have of your students guide your instruction?
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.
Knowledge of Students. ● Aside from traditional demographics, what should the evaluator know about the student population? ● How was it determined that this is a developmentally appropriate learning activity? ● How does this lesson connect to students’ experiences and/or culture? ● How will the goals for learning be communicated to students? ● How will content specific concepts, assumptions, and skills be taught? How will developmental gaps be addressed? ● What collaborative and whole class instructional strategies will be used to engage all students and promote independent learning and problem solving? ● How will feedback be used to support student learning? ● What opportunities for student choice about learning paths and/or ways to demonstrate learning will be offered? ● How do you demonstrate regard for student perspectives, experiences and culture? ● How will respect for all be modeled and taught? ● How are students involved in establishing and maintaining classroom routines and procedures?
