47 6 DOMAIN 1: Planning and Preparation COMPONENT 1B: Demonstrating Knowledge of PK-12 Students The student teacher actively seeks knowledge of PK-12 students’ unique skills, knowledge, cultural background, and individual learning needs and the effect on student learning. Exemplary • The student teacher actively seeks and values individual student’s cultural background as well as cognitive and physical needs; applying that knowledge to advocate boldly on their behalf. • The student teacher fosters student ownership of learning and personal development; promoting student success and autonomy. Expected • The student teacher demonstrates a thorough knowledge of the cultural background and learning needs of student groups. • The student teacher uses a variety of assessments to determine students’ skill levels and social-emotional competencies and designs instruction accordingly, aligning lessons to individual student needs and interests. Emergent • The student teacher has limited knowledge of students’ backgrounds and/or learning needs, with little or no connection to students or family. • The student teacher is aware of the different student ability levels, interests, and cultural backgrounds but tends to teach to the whole group; does not design lessons aligned to individual student needs or differentiate materials to accommodate differences. Unsatisfactory • The student teacher designs instruction without any attention to different student cultures, learning needs, and skill levels. • The student teacher does not attempt to ascertain varied ability levels, interests, or backgrounds among students in the class. Not Observed Discussion Prompts: • How would describe your knowledge of your PK-12 students in terms of their levels of cognitive development? • Describe your awareness of the different cultural groups in the class, e.g., different ethnicities and cultural influences. How do you integrate PK-12 students’ heritage in lesson planning? • How do you determine the range of interests of PK-12 students in your class? • Describe how you track information about PK-12 students’ context, mindsets, interests, and needs. • Describe the process you use to identify “high,” “medium,” and “low” groups of PK-12 students within the class. • How does your awareness of the special needs and learning styles in your class impact lesson planning? • What is the method you employ to establish priority goals and objectives for each student for the first quarter inclusive of social and emotional needs? • How do you integrate structured student sharing with other PK-12 students? Evidence of Practice: • Use of social or digital platforms and classroom webpages for communication and sharing • Student interest surveys • Learning projects based on student interest • Adapted lessons for PK-12 students with disabilities and for varied learning styles. 6
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