Demonstrates little or no Demonstrates some understanding of Understands the active nature of Actively seeks knowledge of students’ levels understanding of how how students learn student learning and attains of development and their backgrounds, students learn Demonstrates some familiarity with information about levels of cultures, skills, language proficiency, KNOWLEDGE OF Demonstrates little or no students’ backgrounds, cultures, skills, development for groups of students interests, and special needs from multiple STUDENTS (Standard 1) familiarity with students’ language proficiency, interests, and Intentionally seeks knowledge sources backgrounds, cultures, skills, special needs and obtains this about students’ backgrounds, Intentionally seeks knowledge about language proficiency, knowledge for the class as a whole, but cultures, skills, language proficiency, students’ backgrounds, cultures, skills, Relationships interests, and special needs may inconsistently apply to make interests, and special needs and language proficiency, interests, and special Needs and does not seek such instructional/program decisions obtains this knowledge for groups needs from multiple sources, and obtains this Learning styles understanding of students and draws upon this knowledge for individual students to make Readiness knowledge to make instructional/program decisions instructional/program decisions Evaluators should date the evidence when observed.
KNOWLEDGE OF STUDENTS (Standard 1) Relationships Needs Learning styles Readiness Demonstrates little or no understanding of how students learn Demonstrates little or no familiarity with students’ backgrounds, cultures, skills, language proficiency, interests, and special needs and does not seek such understanding Demonstrates some understanding of how students learn Demonstrates some familiarity with students’ backgrounds, cultures, skills, language proficiency, interests, and special needs and obtains this knowledge for the class as a whole, but may inconsistently apply to make instructional/program decisions Understands the active nature of student learning and attains information about levels of development for groups of students Intentionally seeks knowledge about students’ backgrounds, cultures, skills, language proficiency, interests, and special needs and obtains this knowledge for groups of students and draws upon this knowledge to make instructional/program decisions Actively seeks knowledge of students’ levels of development and their backgrounds, cultures, skills, language proficiency, interests, and special needs from multiple sources Intentionally seeks knowledge about students’ backgrounds, cultures, skills, language proficiency, interests, and special needs from multiple sources, and obtains this knowledge for individual students to make instructional/program decisions Evaluators should date the evidence when observed.