Planning: Dimension 1.3
Dimension 1.3 Knowledge of Students
Through knowledge of students and proven practices, the teacher ensures high levels of learning, social-emotional development and achievement for all students.
Clarifying Statement
This dimension focuses on teachers having a strong understanding of the students they teach, their educational and developmental backgrounds, and individual learning needs. In highly effective classrooms, there is a direct connection between students' learning needs and how the teacher implements proven practices to ensure high levels of learning, social-emotional development and achievement for all students.
Standards Basis:
Standards Basis: 1A, 1B, 1C, 2A, 2B, 2C
Possible Sources of EvidencePossible Sources of Evidence:
- Conferences and Conversations with the Teacher
- Formal Observations/ Walkthroughs
- Classroom Artifacts
- Student Growth Processes
- Analysis of Student Data
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Connection Between Knowledge of Students and Lesson Execution
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T-TESS Alignment to Practice
- All teachers advocate for their students, believe that students have the potential to achieve at high levels, and accept responsibility to ensure high levels of performance of each learner.
- Teachers are purposeful in utilizing students’ individual strengths as a basis for academic and social-emotional growth.
- Teachers anticipate students’ learning difficulties and incorporate differentiated strategies to address these needs and master what is being taught.
- A community of learners is established where teachers model continuous improvement and differences in learning and background are viewed as an asset and platform for growth.
- Teachers understand the unique qualities of students with exceptional needs, including cultural, educational, linguistic, disabilities, and giftedness, and seek opportunities to learn how to effectively address these needs so that instruction is fully accessible.
- Teachers understand how learners develop and construct meaning and the relationship of these concepts to acquiring specific knowledge and skills as readiness and supporting standards.
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Key Questions
- What processes do teachers use to gain a thorough knowledge of their students?
- How are lessons connected to students' prior knowledge, life experiences, interests, and subsequent expectations for learning?
- How do lessons connect across content areas and disciplines?
- How are lessons adjusted to address individual student needs?
- How are students encouraged and supported in understanding and utilizing their individual learning patterns, habits and needs to facilitate academic and social-emotional success in classrooms?
- In what ways are students guided to apply their own strengths, background knowledge, life experiences and skills to enhance each other's learning?
Distinguished
Instructional Materials Includes:
- All lessons that connect to students’ prior knowledge, experiences, interests and future learning expectations across content areas.
- Guidance for students to apply their strengths, background knowledge, life experiences and skills to enhance each other’s learning.
- Opportunities for students to utilize their individual learning patterns, habits and needs to achieve high levels of academic and social-emotional success.
Accomplished
Instructional Materials Includes:
- All lessons that connect to students’ prior knowledge, experiences and future learning expectations.
- Guidance for students to apply their strengths, background knowledge, life experiences and skills to enhance their own learning.
- Opportunities for students to utilize their individual learning patterns, habits and needs.
Proficient
Instructional Materials Includes:
- All lessons that connect to students’ prior knowledge and experiences.
- Adjustments to address strengths and gaps in background knowledge, life experiences and skills of all students.
Developing
Instructional Materials Includes:
- Most lessons that connect to students’ prior knowledge and experiences.
- Adjustments to address strengths and gaps in background knowledge, life experiences and skills of most students.
Improvement Needed
Instructional Materials Includes:
- Few lessons that connect to students’ prior knowledge and experiences.
- Adjustments to address strengths and gaps in background knowledge, life experiences and skills of few students.
Student-Centered Actions
Teacher-Center Actions
