III.5. Seeks out and participates in professional 9(n) The teacher sees him/herself as a learner, 4d Participating in the Professional development opportunities. continuously seeking opportunities to draw upon Community current education policy and research as sources of 4e Growing and Developing analysis and reflection to improve practice. Professionally IV. Commitment to Affirming All Students InTASC Indicator Danielson Component IV.1. Examines own frames of references (including but not 9(m) The teacher is committed to deepening limited to race, culture, gender, language, abilities, ways of understanding of his/her own frames of reference (e.g. knowing) to uncover and address the potential biases in culture, gender, language, abilities, ways of knowing), these frames. the potential biases in these frames, and their impact on expectations for and relationships with learners and their families. IV.2. Communicates respect for learners as individuals with 2(m) The teacher respects learners as individuals with 2a Creating an Environment of Respect differing personal and family backgrounds and various differing personal and family backgrounds and various and Rapport assets, skills, perspectives, talents, and interests. skills, abilities, perspectives, talents, and interests. IV.3. Demonstrates commitment to incorporating 7(n) The teacher respects diverse strengths learners’ knowledge of diverse strengths in instruction. and needs and is committed to using this information to learners’ plan effective instruction. IV.4. Holds oneself accountable for all learning. 9(l) The teacher takes responsibility for student students’ learning and uses ongoing analysis and reflection to improve planning and practice. IV.5. Demonstrates high expectations that are 2(l) The teacher believes that all learners can achieve at 2b Establishing a Culture of Learning developmentally appropriate for each individual learner. high levels and persists in helping each learner reach his/her full potential.
III.5. Seeks out and participates in professional development opportunities. 9(n) The teacher sees him/herself as a learner, continuously seeking opportunities to draw upon current education policy and research as sources of analysis and reflection to improve practice. 4d Participating in the Professional Community 4e Growing and Developing Professionally IV. Commitment to Affirming All Students InTASC Indicator Danielson Component IV.1. Examines own frames of references (including but not limited to race, culture, gender, language, abilities, ways of knowing) to uncover and address the potential biases in these frames. 9(m) The teacher is committed to deepening understanding of his/her own frames of reference (e.g. culture, gender, language, abilities, ways of knowing), the potential biases in these frames, and their impact on expectations for and relationships with learners and their families. IV.2. Communicates respect for learners as individuals with differing personal and family backgrounds and various assets, skills, perspectives, talents, and interests. 2(m) The teacher respects learners as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests. 2a Creating an Environment of Respect and Rapport IV.3. Demonstrates commitment to incorporating knowledge of learners’ diverse strengths in instruction. 7(n) The teacher respects learners’ diverse strengths and needs and is committed to using this information to plan effective instruction. IV.4. Holds oneself accountable for all students’ learning. 9(l) The teacher takes responsibility for student learning and uses ongoing analysis and reflection to improve planning and practice. IV.5. Demonstrates high expectations that are developmentally appropriate for each individual learner. 2(l) The teacher believes that all learners can achieve at high levels and persists in helping each learner reach his/her full potential. 2b Establishing a Culture of Learning
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