Meeting Uses limited and/or May use some Uses appropriate Uses a varied repertoire Diverse inappropriate practices appropriate practices to practices, including of practices to create Needs to accommodate accommodate tiered instruction and structured differences. differences, but fails to scaffolds, to opportunities for each address an adequate accommodate student to meet or range of differences. differences in learning exceed state styles, interests, standards/local and levels of readiness, curriculum and including those of behavioral expectations. students with Is able to model this disabilities and English element. learners. Formative Assessment Quality * * Consistency * Evidence: Summative Assessment Quality * * Consistency * Evidence: II.B.1: Safe Learning Environment
Meeting Diverse Needs Uses limited and/or inappropriate practices to accommodate differences. May use some appropriate practices to accommodate differences, but fails to address an adequate range of differences. Uses appropriate practices, including tiered instruction and scaffolds, to accommodate differences in learning styles, interests, and levels of readiness, including those of students with disabilities and English learners. Uses a varied repertoire of practices to create structured opportunities for each student to meet or exceed state standards/local curriculum and behavioral expectations. Is able to model this element. Formative Assessment Quality * * Consistency * Evidence: Summative Assessment Quality * * Consistency * Evidence: II.B.1: Safe Learning Environment
revised_student_teaching_handbook_2016.docx