Common use of h Demonstrating Knowledge of Uses Student Clause in Contracts

h Demonstrating Knowledge of Uses Student. s Areas of Exceptionality Little or no attempt to identity or collect data to inform instruction. Some attempts to identify, collect and analyze data to inform instruction. Identifies, collects and analyzes data using more than one source to inform instruction. Identifies and analyzes multiple data sources to design instructional sequences. 1.i Demonstrating Knowledge of Use Student’s Data Demonstrates little or no understanding of individual students’ interests, developmental needs, skills and knowledge and does not indicate that such knowledge is valuable. Equity is not promoted. Demonstrates some understanding of individual students’ interests, developmental needs, skills and knowledge. Equity is inconsistently promoted. Demonstrates understanding of individual student’s interests, developmental needs, skills and recognizes the value of this knowledge. Promotes equity. Demonstrates a thorough understanding of individual student’s interests, developmental needs, skills and knowledge and instructional planning is differentiated. Actively promotes equity. 1.j Demonstrating Knowledge of MN Standards Goals and/or objectives are not aligned with district curriculum requirements, MN Graduation Standards for students and/or Individual Educational Plans (IEP). Goals and/or objectives are somewhat aligned to district curriculum requirements, MN Graduation Standards for students and/or Individual Educational Plans (IEP). Goals and objectives are aligned to district curriculum requirements, MN Graduation Standards for students and/or Individual Educational Plans (IEP). Goals and objectives are fully aligned to district curriculum requirements, MN Graduation Standards for students and Individual Educational Plans EP) and address individual students.

h Demonstrating Knowledge of Uses Student. s Areas of Exceptionality Little or no attempt to identity or collect data to inform instruction. Some attempts to identify, collect and analyze data to inform instruction. Identifies, collects and analyzes data using more than one source to inform instruction. Identifies and analyzes multiple data sources to design instructional sequences. 1.i Demonstrating Knowledge of Use Student’s Data Demonstrates little or no understanding of individual students’ interests, developmental needs, skills and knowledge and does not indicate that such knowledge is valuable. Equity is not promoted. Demonstrates some understanding of individual students’ interests, developmental needs, skills and knowledge. Equity is inconsistently promoted. Demonstrates understanding of individual student’s interests, developmental needs, skills and recognizes the value of this knowledge. Promotes equity. Demonstrates a thorough understanding of individual student’s interests, developmental needs, skills and knowledge and instructional planning is differentiated. Actively promotes equity. 1.j Demonstrating Knowledge of MN Standards Goals and/or objectives are not aligned with district curriculum requirements, MN Graduation Standards for students and/or Individual Educational Plans (IEP). Goals and/or objectives are somewhat aligned to district curriculum requirements, MN Graduation Standards for students and/or Individual Educational Plans (IEP). Goals and objectives are aligned to district curriculum requirements, MN Graduation Standards for students and/or Individual Educational Plans (IEP). Goals and objectives are fully aligned to district curriculum requirements, MN Graduation Standards for students and Individual Educational Plans EP) and address individual students. Components of Domain 2: Classroom Environment The teacher creates and implements a physical and interpersonal classroom environment that supports student learning. Components of Domain 2: Classroom Environment The teacher creates and implements a physical and interpersonal classroom environment that supports student learning.