Classroom Teacher 1b – 1b: Demonstrating knowledge of students. Element/Attributes Unsatisfactory Basic Proficient Distinguished Knowledge of Teacher displays little or no knowledge of the Teacher displays partial knowledge of the Teacher displays accurate understanding of the typical In addition to accurate knowledge of the typical developmental characteristics of the age group. developmental characteristics of the age group. developmental characteristics of the age group, as well developmental characteristics of the age group and child and adolescent as exceptions to the general patterns. exceptions to the general patterns, teacher displays development. knowledge of the extent to which individual students follow the general patterns. Knowledge of the Teacher sees no value in understanding how Teacher recognizes the value of knowing how knowledge of how students learn is Teacher displays extensive and subtle understanding of Teacher’s learning process. students learn and does not seek such students learn, but this knowledge is limited or accurate and current. Teacher applies this knowledge how students learn and applies this knowledge to information. outdated. to the class as a whole and to groups of students. individual students. Knowledge of Teacher displays little or no knowledge of Teacher recognizes the value of understanding Teacher recognizes the value of understanding Teacher displays understanding of individual students’ and language and language proficiency and language proficiency skills, knowledge, and language proficiency and has a students’ skills, students’ skills, knowledge, students’ skills, knowledge, students’ skills, knowledge, knowledge, and proficiency and does not indicate that such but displays this knowledge only for the class as a and displays this knowledge for groups of students. strategy for maintaining such information. language knowledge is valuable. whole. proficiency. Knowledge of Teacher displays little or no knowledge of Teacher recognizes the value of understanding Teacher recognizes the value of understanding Teacher recognizes the value of understanding interests interests or cultural heritage and does interests and cultural heritage but interests and cultural heritage and displays interests and cultural heritage and displays students’ students’ students’ students’ students’ and cultural not indicate that such knowledge is valuable. displays this knowledge only for the class as a this knowledge for groups of students. this knowledge for individual students. heritage. whole. Knowledge of Teacher displays little or no understanding of Teacher displays awareness of the importance of Teacher is aware of special learning and Teacher students’ possess information about each student’s special special learning or medical needs or knowing special learning or medical needs, medical needs. learning and medical needs, collecting such students’ students’ students’ needs. why such knowledge is important. but such knowledge may be incomplete or information from a variety of sources. inaccurate. Possible To be determined between NCT and administrator Examples of Evidence
Classroom Teacher – 1b 1b: Demonstrating knowledge of students. Element/Attributes Unsatisfactory Basic Proficient Distinguished Knowledge of child and adolescent development. Teacher displays little or no knowledge of the developmental characteristics of the age group. Teacher displays partial knowledge of the developmental characteristics of the age group. Teacher displays accurate understanding of the typical developmental characteristics of the age group, as well as exceptions to the general patterns. In addition to accurate knowledge of the typical developmental characteristics of the age group and exceptions to the general patterns, teacher displays knowledge of the extent to which individual students follow the general patterns. Knowledge of the learning process. Teacher sees no value in understanding how students learn and does not seek such information. Teacher recognizes the value of knowing how students learn, but this knowledge is limited or outdated. Teacher’s knowledge of how students learn is accurate and current. Teacher applies this knowledge to the class as a whole and to groups of students. Teacher displays extensive and subtle understanding of how students learn and applies this knowledge to individual students. Knowledge of students’ skills, knowledge, and language proficiency. Teacher displays little or no knowledge of students’ skills, knowledge, and language proficiency and does not indicate that such knowledge is valuable. Teacher recognizes the value of understanding students’ skills, knowledge, and language proficiency but displays this knowledge only for the class as a whole. Teacher recognizes the value of understanding students’ skills, knowledge, and language proficiency and displays this knowledge for groups of students. Teacher displays understanding of individual students’ skills, knowledge, and language proficiency and has a strategy for maintaining such information. Knowledge of students’ interests and cultural heritage. Teacher displays little or no knowledge of students’ interests or cultural heritage and does not indicate that such knowledge is valuable. Teacher recognizes the value of understanding students’ interests and cultural heritage but displays this knowledge only for the class as a whole. Teacher recognizes the value of understanding students’ interests and cultural heritage and displays this knowledge for groups of students. Teacher recognizes the value of understanding students’ interests and cultural heritage and displays this knowledge for individual students. Knowledge of students’ special needs. Teacher displays little or no understanding of students’ special learning or medical needs or why such knowledge is important. Teacher displays awareness of the importance of knowing students’ special learning or medical needs, but such knowledge may be incomplete or inaccurate. Teacher is aware of students’ special learning and medical needs. Teacher possess information about each student’s learning and medical needs, collecting such information from a variety of sources. Possible Examples of Evidence To be determined between NCT and administrator