Common use of Knowledge of Students Clause in Contracts

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. 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. Unsatisfactory Basic Proficient Distinguished Does not establish student growth goal(s) or establishes inappropriate goal(s) for subgroups of students not reaching full learning potential. Goal(s) do not identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goal(s). Establishes appropriate student growth goal(s) for subgroups of students not reaching full learning potential. Goal(s) do not identify multiple, high- quality sources of data to monitor, adjust, and evaluate achievement of goal(s). Establishes appropriate student growth goal(s) for subgroups of students not reaching full learning potential. Goal(s) identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goal(s). Establishes appropriate student growth goal(s) for subgroups of students not reaching full potential in collaboration with students, parents, and other school staff . Goal(s) identify multiple, high- quality sources of data to monitor, adjust, and evaluate achievement of goal(s). Unsatisfactory Basic Proficient Distinguished Growth or achievement data from at least two points in time shows no evidence of growth for most students. Multiple sources of growth or achievement data from at least two points in time show some evidence of growth for some students. Multiple sources of growth or achievement data from at least two points in time show clear evidence of growth for most students. Multiple sources of growth or achievement data from at least two points in time show evidence of high growth for all or nearly all students. Criterion 4: Providing clear and intentional focus on subject matter content and curriculum.

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. Unsatisfactory Basic Proficient Distinguished Critical Attributes Teacher adheres 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 instruction plan in spite “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 evidence medical issues and learning disabilities with some students but does not seek to understand the implications of poor student understanding or lack that knowledge. The teacher knows, for groups 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 intereststheir levels of cognitive development. Drawing on The teacher is aware of the different cultural groups in the class. The teacher has a broad repertoire good idea 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 range of instructional strategies and soliciting additional resources from the school or community. Unsatisfactory Basic Proficient Distinguished Does not establish student growth goal(s) or establishes inappropriate goal(s) for subgroups interests of students not reaching full learning potentialin the class. Goal(s) do not identify multiple, The teacher has identified “high-quality sources of data to monitor, adjust, ,” “medium,” and evaluate achievement of goal(s). Establishes appropriate student growth goal(s) for subgroups “low” groups of students not reaching full learning potentialwithin the class. Goal(s) do not identify multiple, high- quality sources The teacher is well informed about students’ cultural heritage and incorporates this knowledge in lesson planning. The teacher is aware of data the special needs represented by students in the class. In addition to monitor, adjust, the characteristics of “proficient:” The teacher uses ongoing methods to assess students’ skill levels and evaluate achievement of goal(s)designs instruction accordingly. Establishes appropriate student growth goal(s) for subgroups of students not reaching full learning potential. Goal(s) identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goal(s). Establishes appropriate student growth goal(s) for subgroups of students not reaching full potential in collaboration with students, parents, and other school staff . Goal(s) identify multiple, high- quality sources of data to monitor, adjust, and evaluate achievement of goal(s). Unsatisfactory Basic Proficient Distinguished Growth or achievement data The teacher seeks out information about their cultural heritage from at least two points in time shows no evidence of growth for most students. Multiple sources of growth or achievement data from at least two points in time show some evidence of growth for some students. Multiple sources of growth or achievement data from at least two points in time show clear evidence of growth for most students. Multiple sources of growth or achievement data from at least two points in time show evidence of high growth for all or nearly all students. Criterion 4: Providing clear The teacher maintains a system of updated student records and intentional focus on subject matter content and curriculumincorporates medical and/or learning needs into lesson plans.