Standard 1: Students

The Student Page

Ohio Standards for the TeachingProfession, Standard 1: Students

Teachers understand student learning and development, and respect the diversity of the students they teach.

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?

Standard 1: Element 1.1Proficient Level

• Teachers demonstrate understanding of human development, learning theory and the brain.

• Teachers demonstrate understanding that student development influences learning and plan instructionaccordingly.

Standard 1: Element 1.1Accomplished Level

• Teachers analyze individual and group student development in order to design instruction that meets learner needs at an

appropriate level of development.

Standard 1: Element 1.1Distinguished Level

• Teachers support colleagues’ understanding of student development and help other teachers evaluate students for

purposes of instructional planning and

implementation.

Teachers understand what students know and are able to do and use this knowledge to meet the needs of all students.

• Teachers gather information about students’ prior learning, abilities and learning styles to plan and deliver appropriate instruction.

• Teachers present concepts and principles at different levels of complexity to reflect varied levels of student development

• Teachers prepare work tasks, schedule time for tasks and differentiate instruction as needed to accommodate student

learning differences.

• Teachers lead the design and implementation of strategies to assess individual student abilities, learning styles and needs.

Teachers expect that all students will achieve to their full potential.

• Teachers establish and clearly communicate high expectations for all students through such actions as focusing on students’

positive traits and conveying a belief in their abilities.

• Teachers model a belief that all students can learn and persist in efforts to help all students achieve.

• Teachers set specific and challenging expectations for each individual student and each learning activity

• Teachers develop a sense of their ability to influence student progress and persist in seeking approaches for students who have difficulty learning.

• Teachers create challenging expectations for their students and assist other educators in their school and district in setting

high expectations for all students.

Teachers model respect for students’ diverse cultures, language skills and experiences.

• Teachers display knowledge of the interests or cultural heritage of groups of students and recognize the value of this

knowledge (Danielson, 1996)

• Teachers set clear rules to respect individuals and individual differences and avoid use of bias, stereotypes and generalizations

in their classrooms.

• Teachers build relationships with students by establishing and maintaining rapport and valueing each student as an individual.

• Teachers respect and value the native languages and dialects of their students

and use students’ current

langauge skills to achieve content-

area learning goals.

• Teachers analyze their own cultural perspectives and biases and develop strategies to diminish the impact of those biases.

• 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.

• Teachers foster a learning community in which individual differences and perspectives are respected.

• Teachers challenge disrespectful attitudes by modeling behavior for others and working to ensure that all students are recognized and

valued.

Teachers recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction and intervention.

• Teachers assist in identifying gifted students, students with disabilities and at-risk students based on established practices.

• 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)

• Refer students for screening and assessment when appropriate.

• Seek and use support from specialists and other sources of

expertise to enhance

student learning.

• Collaboratively develop and implement learning plans for gifted students, students with disabilities and at-risk students.

• Adapt the pace and depth of curriculum and instruction to meet the needs of those

students whose performance is

advanced or below level.

• 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.

Essential Question

Do you understand your students’ backgrounds and learning styles and needs, and expect that all of your students can achieve?

Consider the following:(use never, rarely, sometimes, frequently or

always to answer)

• I understand how students learn and I know the developmental characteristics of different age groups of students.

• I use my knowledge of what students know and are able to do to meet the needs of all of my students.

Continued (use never, rarely, sometimes, frequently or always to answer)

• I expect that all students will achieve to their full potential.

• I demonstrate respect for my students’ diverse cultures, language skills and

experiences.

Continued (use never, rarely, sometimes, frequently or always to answer)

• I assist in the appropriate identification, instruction and intervention for gifted students, students with disabilities and at-risk students.

Possible Artifacts to Add to Your Professional Portfolio:

• Portrait of a Learner paper from Educational Psychology course

• 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)

For EACH Artifact

• Remember the four components necessary for each artifact:– Date

– Context

– Reflection

– Standard

See the video “The Four

Components of a Reflection”

for more information on this

requirement.

Bibliography

• 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.

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