Standard 1: Students
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Transcript of Standard 1: Students
Page 1
The Student Page
Page 2
Ohio Standards for the TeachingProfession, Standard 1: Students
Teachers understand student learning and development, and respect the diversity of the students they teach.
Page 3
Standard 1: Element 1.1
Teachers display knowledge of how students learn and of the developmental characteristics of age groups.
What does that look like?
Page 4
Standard 1: Element 1.1Proficient Level
• Teachers demonstrate understanding of human development, learning theory and the brain.
• Teachers demonstrate understanding that student development influences learning and plan instructionaccordingly.
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Standard 1: Element 1.1Accomplished Level
• Teachers analyze individual and group student development in order to design instruction that meets learner needs at an
appropriate level of development.
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Standard 1: Element 1.1Distinguished Level
• Teachers support colleagues’ understanding of student development and help other teachers evaluate students for
purposes of instructional planning and
implementation.
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Standard 1: Element 1.2
Teachers understand what students know and are able to do and use this knowledge to meet the needs of all students.
What does that look like?
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Standard 1: Element 1.2Proficient Level
• Teachers gather information about students’ prior learning, abilities and learning styles to plan and deliver appropriate instruction.
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Standard 1: Element 1.2Accomplished Level
• Teachers present concepts and principles at different levels of complexity to reflect varied levels of student development
• Teachers prepare work tasks, schedule time for tasks and differentiate instruction as needed to accommodate student
learning differences.
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Standard 1: Element 1.2Distinguished Level
• Teachers lead the design and implementation of strategies to assess individual student abilities, learning styles and needs.
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Standard 1: Element 1.3
Teachers expect that all students will achieve to their full potential.
What does that look like?
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Standard 1: Element 1.3Proficient Level
• Teachers establish and clearly communicate high expectations for all students through such actions as focusing on students’
positive traits and conveying a belief in their abilities.
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Standard 1: Element 1.3Proficient Level
• Teachers model a belief that all students can learn and persist in efforts to help all students achieve.
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Standard 1: Element 1.3Accomplished Level
• Teachers set specific and challenging expectations for each individual student and each learning activity
• Teachers develop a sense of their ability to influence student progress and persist in seeking approaches for students who have difficulty learning.
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Standard 1: Element 1.3Distinguished Level
• Teachers create challenging expectations for their students and assist other educators in their school and district in setting
high expectations for all students.
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Standard 1: Element 1.4
Teachers model respect for students’ diverse cultures, language skills and experiences.
What does that look like?
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Standard 1: Element 1.4Proficient Level
• Teachers display knowledge of the interests or cultural heritage of groups of students and recognize the value of this
knowledge (Danielson, 1996)
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Standard 1: Element 1.4Proficient Level
• Teachers set clear rules to respect individuals and individual differences and avoid use of bias, stereotypes and generalizations
in their classrooms.
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Standard 1: Element 1.4Proficient Level
• Teachers build relationships with students by establishing and maintaining rapport and valueing each student as an individual.
• Teachers respect and value the native languages and dialects of their students
and use students’ current
langauge skills to achieve content-
area learning goals.
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Standard 1: Element 1.4Accomplished Level
• Teachers analyze their own cultural perspectives and biases and develop strategies to diminish the impact of those biases.
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Standard 1: Element 1.4Accomplished Level
• Teachers implement instructional strategies that support the learning of English as a second language and the use of standard English in speaking and writing in the classroom.
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Standard 1: Element 1.4Accomplished Level
• Teachers foster a learning community in which individual differences and perspectives are respected.
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Standard 1: Element 1.4Distinguished Level
• Teachers challenge disrespectful attitudes by modeling behavior for others and working to ensure that all students are recognized and
valued.
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Standard 1: Element 1.5
Teachers recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction and intervention.
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Standard 1: Element 1.5Proficient Level
• Teachers assist in identifying gifted students, students with disabilities and at-risk students based on established practices.
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Standard 1: Element 1.5Proficient Level
• Teachers follow laws and policies regarding gifted students, students with disabilities and at-risk students and implement Individual Education Plans (IEPs) and Written Education Plans (WEPs)
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Standard 1: Element 1.5Proficient Level
• Refer students for screening and assessment when appropriate.
• Seek and use support from specialists and other sources of
expertise to enhance
student learning.
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Standard 1: Element 1.5Accomplished Level
• Collaboratively develop and implement learning plans for gifted students, students with disabilities and at-risk students.
• Adapt the pace and depth of curriculum and instruction to meet the needs of those
students whose performance is
advanced or below level.
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Standard 1: Element 1.5Distinguished Level
• Advocate within the school, district and the broader community to ensure that gifted students, students with disabilities and at-risk students have access to all appropriate learning opportunities and
resources.
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Essential Question
Do you understand your students’ backgrounds and learning styles and needs, and expect that all of your students can achieve?
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Consider the following:(use never, rarely, sometimes, frequently or
always to answer)
• I understand how students learn and I know the developmental characteristics of different age groups of students.
• I use my knowledge of what students know and are able to do to meet the needs of all of my students.
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Continued (use never, rarely, sometimes, frequently or always to answer)
• I expect that all students will achieve to their full potential.
• I demonstrate respect for my students’ diverse cultures, language skills and
experiences.
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Continued (use never, rarely, sometimes, frequently or always to answer)
• I assist in the appropriate identification, instruction and intervention for gifted students, students with disabilities and at-risk students.
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Possible Artifacts to Add to Your Professional Portfolio:
• Portrait of a Learner paper from Educational Psychology course
• Anything showing interaction with students (student identities MUST be removed and if including a photo of students, you should include a statement that you received
permission for these students to be photographed)
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For EACH Artifact
• Remember the four components necessary for each artifact:– Date
– Context
– Reflection
– Standard
See the video “The Four
Components of a Reflection”
for more information on this
requirement.
Page 36
Bibliography
• This information is copied/adapted from: http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1309&ContentID=8561&Content=86686 Click on “Standards for Ohio Educators” to review the entire 100-page document.