Knowledge of Students Sample Clauses

Knowledge of Students. National Board Certified staff must provide in writing and through video tapes an in-depth look at their work situation demonstrating how their understanding of students contributes to their ability to perform the duties of their job at an advanced level which allows each student to develop to his/her best ability. Evidence for this criterion must provide clear evidence of an in depth knowledge of the diversity of needs among students.
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Knowledge of Students. ● What should the evaluator know about the student population? ● How was it determined that this is a developmentally appropriate learning activity? ● How does this lesson connect to students’ experiences and/or culture? INSTRUCTION and ASSESSMENT
Knowledge of Students. 6. How does the background you have of your students guide your instruction?
Knowledge of Students. Unsatisfactory Basic Proficient Distinguished Teacher demonstrates little or no understanding of how students learn 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 under- standing 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 about 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 seeks 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.
Knowledge of Students. Elements: Knowledge of characteristics (intellectual, social, and emotional) • Knowledge of students’ varied approaches to learning • Knowledge of students’ skills and knowledge • Knowledge of students’ interests and cultural heritage ELEMENT L E V E L O F P E R F O R M A N C E Unsatisfactory Basic Proficient Distinguished Knowledge of Characteristics of Age Group Teacher displays minimal knowledge of developmental characteristics of age group. Teacher displays generally accurate knowledge of developmental characteristics of age group. Teacher displays thorough understanding of typical developmental characteristics of age group as well as exceptions to general patterns. Teacher displays knowledge of typical developmental characteristics of age group, exceptions to the patterns, and the extent to which each student follows patterns.
Knowledge of Students. (For example: Are there any group or individual characteristics or circumstances which will impact the lesson— unusual behaviors, interactions, special needs related to learning, language, medical/psychological conditions, cultural considerations etc...?)
Knowledge of Students. Unsatisfactory Basic Proficient Distinguished Teacher demonstrates little or no understanding of how students learn 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 under- standing 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 about 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 seeks 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. 3e: Demonstrating Flexibility and Responsiveness Unsatisfactory Basic Proficient Distinguished Teacher adheres to the instruction plan in spite of evidence of poor student understanding or lack of interest. Teacher ignores student questions; when students experience diffi culty, the teacher blames the students or their home environment. Teacher attempts to modify the lesson when needed and to respond to student questions and interests, with moderate success. Teacher accepts responsibility for student success but has only a limited repertoire of strategies to draw upon. Teacher promotes the successful learning of all students, making minor adjustments as needed to instruction plans and accommodating student questions, needs, and interests. Drawing on a broad repertoire of strategies, the teacher persists in seeking approaches for students who have diffi culty learning. Teacher seizes an opportunity to enhance learning, building on a spontaneous event or student interests, or successfully adjusts and diff erentiates instruction to address individual student misunderstandings. Teacher persists in seeking eff ective approaches for students who need help, using an extensive repertoire of instructional strategies and soliciting additional resources from the school or community. Student Growth Criterion 3: Recognizing individual student learning needs and developing strategies to address those needs. St...
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Knowledge of Students. Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 Teacher demonstrates little or no understanding of how students learn 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 under- standing 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 about 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 seeks 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 child 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 takes 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 aware of the special needs represented b...

Related to Knowledge of Students

  • Knowledge of Default It is expressly understood and agreed that the Agent shall be entitled to assume that no Default or Event of Default has occurred and is continuing, unless the officers of the Agent immediately responsible for matters concerning this Agreement shall have received a written notice from a Lender or the Borrower specifying such Default or Event of Default and stating that such notice is a “notice of default”. Upon receiving such a notice, the Agent shall promptly notify each Lender of such Default or Event of Default and provide each Lender with a copy of such notice and shall endeavor to provide such notice to the Lenders within three (3) Business Days (but without any liability whatsoever in the event of its failure to do so). The Agent shall also furnish the Lenders, promptly upon receipt, with copies of all other notices or other information required to be provided by the Borrower hereunder.

  • No Knowledge The Company has no knowledge of any event which would be more likely than not to have the effect of causing such Registration Statement to be suspended or otherwise ineffective.

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