Diversity candidate provides be inaccurate or a regular basis, information to minimal information incomplete. respecting cultural families related to to families about Candidate adheres to norms, and is learner progress, individual learners, required school available as needed with learners or the procedures for to respond to family contributing to the communication is communicating with concerns. design of the system. inappropriate to the families. Responses Response to family cultures of the to family concerns concerns is handled families. Candidate are minimal or may with professional and does not respond, or reflect occasional cultural sensitivity. responds insensitivity to insensitively, to cultural norms. family or community concerns about learners. Candidate ensures Candidate does not Candidate monitors Candidate monitors Candidate actively 2.2 inclusive learning by monitor learning. the progress of the the progress of and systematically addressing the needs Instructional class as a whole but groups of learners in gathers and uses of diverse learners. outcomes, activities elicits no diagnostic the curriculum, diagnostic and assignments, and information. making use of information from VDOE 1 classroom Instructional diagnostic prompts to individual learners Diversity interactions convey outcomes, activities elicit information. and monitors their low expectations for and assignments, and Instructional progress, at least some classroom outcomes, activities Instructional learners. interactions convey and assignments, and outcomes, activities only modest classroom and assignments, and expectations for interactions convey classroom learning and high expectations for interactions convey achievement. learners. high expectations for all learners.
Diversity candidate provides minimal information to families about individual learners, or the communication is inappropriate to the cultures of the families. Candidate does not respond, or responds insensitively, to family or community concerns about learners. be inaccurate or incomplete. Candidate adheres to required school procedures for communicating with families. Responses to family concerns are minimal or may reflect occasional insensitivity to cultural norms. a regular basis, respecting cultural norms, and is available as needed to respond to family concerns. information to families related to learner progress, with learners contributing to the design of the system. Response to family concerns is handled with professional and cultural sensitivity. 2.2 Candidate ensures inclusive learning by addressing the needs of diverse learners. VDOE 1 Diversity Candidate does not monitor learning. Instructional outcomes, activities and assignments, and classroom interactions convey low expectations for at least some learners. Candidate monitors the progress of the class as a whole but elicits no diagnostic information. Instructional outcomes, activities and assignments, and classroom interactions convey only modest expectations for learning and achievement. Candidate monitors the progress of groups of learners in the curriculum, making use of diagnostic prompts to elicit information. Instructional outcomes, activities and assignments, and classroom interactions convey high expectations for learners. Candidate actively and systematically gathers and uses diagnostic information from individual learners and monitors their progress, Instructional outcomes, activities and assignments, and classroom interactions convey high expectations for all learners.
ESL_Internship_Handbook.docx