students’ students’ backgrounds, cultures, skills, backgrounds, backgrounds, cultures, skills, language cultures, skills, cultures, skills, language proficiency, language language proficiency, interests, and proficiency, proficiency, interests, and special needs from a interests, and interests, and special needs, and variety of sources, special needs, special needs, and attains this and attains this and does not attains this knowledge for knowledge for seek such knowledge for the groups of individual students. understanding. class as a whole. students. 1c: Instructional Instructional Instructional Instructional Setting outcomes are outcomes are of outcomes are outcomes are stated Instructional unsuitable for moderate rigor and stated as goals as goals that can be Outcomes students, are suitable for reflecting assessed, reflecting represent trivial some students, but learning and rigorous learning or low-level consist of a curriculum and curriculum learning, or are combination of standards. They standards. They stated only as activities and goals, are suitable for represent different activities. They do some of which most students in types of content, not permit viable permit viable the class, offer opportunities methods of methods of represent different for both assessment. assessment. They types of learning coordination and reflect more than and can be integration, and take one type of assessed. The account of the learning, but the outcomes reflect needs of individual teacher makes no opportunities for students. attempt at coordination. coordination or integration. UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 1d: The teacher The teacher The teacher is fully The teacher seeks Demonstrating demonstrates demonstrates some aware of the out resources in and Knowledge of little or no familiarity with resources available beyond the school familiarity with resources available through the school or district in Resources resources to through the school or district to professional enhance own or district to enhance own organizations, on knowledge, to enhance own knowledge, to use the Internet, and in use in teaching, knowledge, to use in teaching, or for the community to or for students in teaching, or for enhance own
students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and does not seek such understanding. students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for the class as a whole. backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for groups of students. cultures, skills, language proficiency, interests, and special needs from a variety of sources, and attains this knowledge for individual students. 1c: Setting Instructional Outcomes Instructional outcomes are unsuitable for students, represent trivial or low-level learning, or are stated only as activities. They do not permit viable methods of assessment. Instructional outcomes are of moderate rigor and are suitable for some students, but consist of a combination of activities and goals, some of which permit viable methods of assessment. They reflect more than one type of learning, but the teacher makes no attempt at coordination or integration. Instructional outcomes are stated as goals reflecting learning and curriculum standards. They are suitable for most students in the class, represent different types of learning and can be assessed. The outcomes reflect opportunities for coordination. Instructional outcomes are stated as goals that can be assessed, reflecting rigorous learning and curriculum standards. They represent different types of content, offer opportunities for both coordination and integration, and take account of the needs of individual students. UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 1d: Demonstrating Knowledge of Resources The teacher demonstrates little or no familiarity with resources to enhance own knowledge, to use in teaching, or for students The teacher demonstrates some familiarity with resources available through the school or district to enhance own knowledge, to use in teaching, or for The teacher is fully aware of the resources available through the school or district to enhance own knowledge, to use in teaching, or for The teacher seeks out resources in and beyond the school or district in professional organizations, on the Internet, and in the community to enhance own
2012-2013_middle_childhood_education_report_new_standards_2-27-14.docx