1.5.A: Incorporates the knowledge of school community and environmental factors Ineffective Developing Effective Highly Effective Teacher does not Teacher incorporates Teacher incorporates Teacher incorporates detailed incorporate general knowledge of detailed and specific and specific knowledge of the knowledge and the school community knowledge of the school community when understanding of when planning and school community planning and implementing the school implementing when planning and instruction, reflecting a deep community instruction. implementing understanding of the school when designing or instruction reflecting a community. implementing deep understanding of Teacher continuously seeks instruction. the school additional information to community. impact instruction. How does your knowledge of the community impact your planning? What resources do you pull from the school community to enhance your teaching? How do you continue to improve your knowledge of the school community and its needs? 1.5.B: Incorporates multiple perspectives Ineffective Developing Effective Highly Effective Teacher does not Teacher considers Teacher considers Teacher considers students’ consider students’ students’ personal students’ personal and personal and family personal and family and family family experiences experiences when discussing experiences when experiences when when discussing content by incorporating discussing content. discussing content by content by multiple perspectives. incorporating more incorporating Students are supported by than one perspective. multiple perspectives. the teacher to share their personal perspective as it relates to the content. How do you encourage students to share personal experiences and perspectives? What strategies do you use to make connections between students’ experiences and the content of the lesson? What modifications do you make to lessons in order to be sensitive of multiple perspectives?
1.5.A: Incorporates the knowledge of school community and environmental factors Ineffective Developing Effective Highly Effective Teacher does not incorporate knowledge and understanding of the school community when designing or implementing instruction. Teacher incorporates general knowledge of the school community when planning and implementing instruction. Teacher incorporates detailed and specific knowledge of the school community when planning and implementing instruction reflecting a deep understanding of the school community. Teacher incorporates detailed and specific knowledge of the school community when planning and implementing instruction, reflecting a deep understanding of the school community. Teacher continuously seeks additional information to impact instruction. How does your knowledge of the community impact your planning? What resources do you pull from the school community to enhance your teaching? How do you continue to improve your knowledge of the school community and its needs? 1.5.B: Incorporates multiple perspectives Ineffective Developing Effective Highly Effective Teacher does not consider students’ personal and family experiences when discussing content. Teacher considers students’ personal and family experiences when discussing content by incorporating more than one perspective. Teacher considers students’ personal and family experiences when discussing content by incorporating multiple perspectives. Teacher considers students’ personal and family experiences when discussing content by incorporating multiple perspectives. Students are supported by the teacher to share their personal perspective as it relates to the content. How do you encourage students to share personal experiences and perspectives? What strategies do you use to make connections between students’ experiences and the content of the lesson? What modifications do you make to lessons in order to be sensitive of multiple perspectives?
Preobservation%20Guide.docx