1B+-+Demonstrating+Knowledge+of+Students


 * ~ ==== Domain 1: Planning and Preparation (2nd ed. pg 49 - 50 - 1st ed. pg 6) ====

====There are now five elements instead of four in the component. The new language clarifies but does not significantly change the meaning of the the component. ==== Component 1b: Demonstrating Knowledge of Students Elements: **Knowledge of child and adolescent development • Knowledge of the learning process • Knowledge of students' skills, knowledge, and language proficiency • Knowledge of students' interests and cultural heritage • Knowledge of students' special needs** ||
 * ~ ELEMENT ||||||||~ Level of Performance ||
 * ^  ||~ UNSATISFACTORY ||~ BASIC ||~ PROFICIENT ||~ DISTINGUISHED ||
 * **Knowledge of child and adolescent development** || Teacher displays little or no knowledge of the developmental characteristics of the age group. || Teacher displays partial knowledge of the developmental characteristics of the age group. || Teacher displays accurate understanding of the typical developmental characteristics of the age group, as well as exceptions to the general patterns. || In addition to accurate knowledge of the typical developmental characteristics of the age group and exceptions to the general patterns, teacher displays knowledge of the extent to which individual students follow the general patterns. ||
 * **Knowledge of the learning process** || Teacher sees no value in understanding how students learn and does not seek such information. || Teacher recognizes the value of knowing how students learn, but this knowledge is limited or outdated. || Teacher's knowledge of how students learn is accurate and current. Teacher applies this knowledge to the class as a whole and to groups of students. || Teacher displays extensive and subtle understanding of how students learn and applies this knowledge to individual students. ||
 * **Knowledge of students' skills, knowledge, and language proficiency** || Teacher displays little or no knowledge of students' skills, knowledge, and language proficiency and does not indicate that such knowledge is valuable. || Teacher recognizes the value of understanding students' skills, knowledge, and language proficiency but displays this knowledge only for the class as a whole. || Teacher recognizes the value of understanding students' skills, knowledge, and language proficiency and displays this knowledge for groups of students. || Teacher displays understanding of individual students' skills, knowledge, and language proficiency and has a strategy for maintaining such information. ||
 * **Knowledge of students' interests and cultural heritage** || Teacher displays little or no knowledge of students' interests or cultural heritage and does not indicate that such knowledge is valuable. || Teacher recognizes the value of understanding students' interests and cultural heritage but displays this knowledge only for the class as a whole. || Teacher recognizes the value of understanding students' interests and cultural heritage and displays this knowledge for groups of students. || Teacher recognizes the value of understanding students' interests and cultural heritage and displays this knowledge for individual students. ||
 * **Knowledge of students' special needs** || Teacher displays little or no understanding of students' special learning or medical needs or why such knowledge is important. || Teacher displays awareness of the importance of knowing students' special learning or medical needs, but such knowledge may be incomplete or inaccurate. || Teacher is aware of students' special learning and medical needs. || Teacher possesses information about each student's learning and medical needs, collecting such information from a variety of sources. ||