Standard 1: Students

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Ohio Standards for the Teaching Profession; Standard 1: Students

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Standard 1: Students

  1. 1. The Student Page
  2. 2. Ohio Standards for the Teaching Profession, Standard 1: Students <ul><li>Teachers understand student learning and development, and respect the diversity of the students they teach. </li></ul>
  3. 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?
  4. 4. Standard 1: Element 1.1 Proficient Level <ul><li>Teachers demonstrate understanding of human development, learning theory and the brain. </li></ul><ul><li>Teachers demonstrate understanding that student development influences learning and plan instruction accordingly. </li></ul>
  5. 5. Standard 1: Element 1.1 Accomplished Level <ul><li>Teachers analyze individual and group student development in order to design instruction that meets learner needs at an appropriate level of development. </li></ul>
  6. 6. Standard 1: Element 1.1 Distinguished Level <ul><li>Teachers support colleagues’ understanding of student development and help other teachers evaluate students for purposes of instructional planning and implementation. </li></ul>
  7. 7. Standard 1: Element 1.2 <ul><li>Teachers understand what students know and are able to do and use this knowledge to meet the needs of all students. </li></ul><ul><li>What does that look like? </li></ul>
  8. 8. Standard 1: Element 1.2 Proficient Level <ul><li>Teachers g ather information about students’ prior learning, abilities and learning styles to plan and deliver appropriate instruction. </li></ul>
  9. 9. Standard 1: Element 1.2 Accomplished Level <ul><li>Teachers p resent concepts and principles at different levels of complexity to reflect varied levels of student development </li></ul><ul><li>Teachers p repare work tasks, schedule time for tasks and differentiate instruction as needed to accommodate student learning differences. </li></ul>
  10. 10. Standard 1: Element 1.2 Distinguished Level <ul><li>Teachers l ead the design and implementation of strategies to assess individual student abilities, learning styles and needs. </li></ul>
  11. 11. Standard 1: Element 1.3 <ul><li>Teachers expect that all students will achieve to their full potential. </li></ul><ul><li>What does that look like? </li></ul>
  12. 12. Standard 1: Element 1.3 Proficient Level <ul><li>Teachers e stablish and clearly communicate high expectations for all students through such actions as focusing on students’ positive traits and conveying a belief in their abilities. </li></ul>
  13. 13. Standard 1: Element 1.3 Proficient Level <ul><li>Teachers m odel a belief that all students can learn and persist in efforts to help all students achieve. </li></ul>
  14. 14. Standard 1: Element 1.3 Accomplished Level <ul><li>Teachers s et specific and challenging expectations for each individual student and each learning activity </li></ul><ul><li>Teachers d evelop a sense of their ability to influence student progress and persist in seeking approaches for students who have difficulty learning. </li></ul>
  15. 15. Standard 1: Element 1.3 Distinguished Level <ul><li>Teachers c reate challenging expectations for their students and assist other educators in their school and district in setting high expectations for all students . </li></ul>
  16. 16. Standard 1: Element 1.4 Teachers model respect for students’ diverse cultures, language skills and experiences. What does that look like?
  17. 17. Standard 1: Element 1.4 Proficient Level <ul><li>Teachers display knowledge of the interests or cultural heritage of groups of students and recognize the value of this knowledge (Danielson, 1996) </li></ul>
  18. 18. Standard 1: Element 1.4 Proficient Level <ul><li>Teachers set clear rules to respect individuals and individual differences and avoid use of bias, stereotypes and generalizations in their classrooms. </li></ul>
  19. 19. Standard 1: Element 1.4 Proficient Level <ul><li>Teachers build relationships with students by establishing and maintaining rapport and valueing each student as an individual. </li></ul><ul><li>Teachers respect and value the native languages and dialects of their students and use students’ current langauge skills to achieve content- area learning goals. </li></ul>
  20. 20. Standard 1: Element 1.4 Accomplished Level <ul><li>Teachers analyze their own cultural perspectives and biases and develop strategies to diminish the impact of those biases. </li></ul>
  21. 21. Standard 1: Element 1.4 Accomplished Level <ul><li>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. </li></ul>
  22. 22. Standard 1: Element 1.4 Accomplished Level <ul><li>Teachers foster a learning community in which individual differences and perspectives are respected. </li></ul>
  23. 23. Standard 1: Element 1.4 Distinguished Level <ul><li>Teachers challenge disrespectful attitudes by modeling behavior for others and working to ensure that all students are recognized and valued. </li></ul>
  24. 24. 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.
  25. 25. Standard 1: Element 1.5 Proficient Level <ul><li>Teachers assist in identifying gifted students, students with disabilities and at-risk students based on established practices. </li></ul>
  26. 26. Standard 1: Element 1.5 Proficient Level <ul><li>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) </li></ul>
  27. 27. Standard 1: Element 1.5 Proficient Level <ul><li>Refer students for screening and assessment when appropriate. </li></ul><ul><li>Seek and use support from specialists and other sources of expertise to enhance student learning. </li></ul>
  28. 28. Standard 1: Element 1.5 Accomplished Level <ul><li>Collaboratively develop and implement learning plans for gifted students, students with disabilities and at-risk students. </li></ul><ul><li>Adapt the pace and depth of curriculum and instruction to meet the needs of those students whose performance is advanced or below level. </li></ul>
  29. 29. Standard 1: Element 1.5 Distinguished Level <ul><li>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. </li></ul>
  30. 30. Essential Question <ul><li>Do you understand your students’ backgrounds and learning styles and needs, and expect that all of your students can achieve? </li></ul>
  31. 31. <ul><li>I understand how students learn and I know the developmental characteristics of different age groups of students. </li></ul><ul><li>I use my knowledge of what students know and are able to do to meet the needs of all of my students. </li></ul>Consider the following: (use never, rarely, sometimes, frequently or always to answer)
  32. 32. Continued (use never, rarely, sometimes, frequently or always to answer) <ul><li>I expect that all students will achieve to their full potential. </li></ul><ul><li>I demonstrate respect for my students’ diverse cultures, language skills and experiences. </li></ul>
  33. 33. Continued (use never, rarely, sometimes, frequently or always to answer) <ul><li>I assist in the appropriate identification, instruction and intervention for gifted students, students with disabilities and at-risk students. </li></ul>
  34. 34. <ul><li>Portrait of a Learner paper from Educational Psychology course </li></ul><ul><li>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) </li></ul>Possible Artifacts to Add to Your Professional Portfolio:
  35. 35. For EACH Artifact <ul><li>Remember the four components necessary for each artifact: </li></ul><ul><ul><li>Date </li></ul></ul><ul><ul><li>Context </li></ul></ul><ul><ul><li>Reflection </li></ul></ul><ul><ul><li>Standard </li></ul></ul><ul><ul><li>See the video “The Four </li></ul></ul><ul><ul><li>Components of a Reflection” </li></ul></ul><ul><ul><li>for more information on this </li></ul></ul><ul><ul><li>requirement. </li></ul></ul>
  36. 36. Bibliography <ul><li>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. </li></ul>

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