Teacher demonstrates little or Teacher indicates the Teacher understands the Teacher actively no understanding of how importance of understanding active nature of student knowledge of students’ levels students and little how students learn and the learning and attains of development and their knowledge of students’ students’ backgrounds, information levels of backgrounds, cultures, skills, backgrounds, cultures, skills, cultures, skills, language development for groups of language proficiency, language proficiency, interests, proficiency, interests, and students. interests, and special needs 1b (SC3) and special needs and does special needs, and attains from a variety of sources. The teacher also purposefully Demonstrating not seek such understanding. this knowledge about the This information is acquired seeks knowledge from knowledge of class as a whole. for individual students. several sources of students’ students backgrounds, cultures, skills, language proficiency, interests, and special needs and attains this knowledge about groups of students. Critical Attributes Teacher does not understand Teacher cites developmental The teacher knows, for In addition to the development characteristics theory but does not seek to groups of students, their characteristics of "proficient": and has unrealistic expectations integrate it into lesson levels of cognitive for students. planning. development. The teacher uses ongoing methods to assess students’ Teacher does not try to skill levels and designs Teacher is aware of the The teacher is aware of the ascertain varied ability levels instruction accordingly. different ability levels in different cultural groups in among students in the class. the class but tends to the class. The teacher seeks out teach to the "whole Teacher is not aware of information about their group". The teacher has a good idea student interests or cultural cultural heritage from all of the range of interests of heritages. students. students in the class. The teacher recognizes Teacher no responsibility The teacher maintains a The teacher has identified that children have different to learn about students’ system of updated student and interests and cultural “high,” “medium,” “low” medical or learning disabilities. records and incorporates groups of students within backgrounds but rarely medical and/or learning the class. draws on their contributions needs into lesson plans. or differentiates materials to The teacher is well informed accommodate those about students’ cultural differences. heritage and incorporates this knowledge in lesson The teacher is aware of planning. medical issues and learning disabilities with The teacher is of the some students but does special needs represented not seek to understand by students in the class. the implications of that knowledge. Evidence Briefly describe the students in this class, including those with special needs.
1b (SC3) Demonstrating knowledge of students Teacher demonstrates little or no understanding of how students and little knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs and does not seek such understanding. Teacher indicates the importance of understanding how students learn and the students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge about the class as a whole. Teacher understands the active nature of student learning and attains information levels of development for groups of students. The teacher also purposefully seeks knowledge from several sources of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs and attains this knowledge about groups of students. Teacher actively knowledge of students’ levels of development and their backgrounds, cultures, skills, language proficiency, interests, and special needs from a variety of sources. This information is acquired for individual students. Critical Attributes Teacher does not understand development characteristics and has unrealistic expectations for students. Teacher does not try to ascertain varied ability levels among students in the class. Teacher is not aware of student interests or cultural heritages. Teacher no responsibility to learn about students’ medical or learning disabilities. Teacher cites developmental theory but does not seek to integrate it into lesson planning. Teacher is aware of the different ability levels in the class but tends to teach to the "whole group". The teacher recognizes that children have different interests and cultural backgrounds but rarely draws on their contributions or differentiates materials to accommodate those differences. The teacher is aware of medical issues and learning disabilities with some students but does not seek to understand the implications of that knowledge. The teacher knows, for groups of students, their levels of cognitive development. The teacher is aware of the different cultural groups in the class. The teacher has a good idea of the range of interests of students in the class. The teacher has identified “high,” “medium,” and “low” groups of students within the class. The teacher is well informed about students’ cultural heritage and incorporates this knowledge in lesson planning. The teacher is of the special needs represented by students in the class. In addition to the characteristics of "proficient": The teacher uses ongoing methods to assess students’ skill levels and designs instruction accordingly. The teacher seeks out information about their cultural heritage from all students. The teacher maintains a system of updated student records and incorporates medical and/or learning needs into lesson plans. Evidence Briefly describe the students in this class, including those with special needs.
tpep_evidence_gathering_document.docx