The Learner & Learning

  • Standard 1: Learner Development - The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

  • Standard 2: Learning Differences - The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. 

  • Standard 3: Learning Environments - The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

Evidence:

Clinical Practice Evaluation 1

This evaluation shows how I set realistic expectations for my students success and communicate them in positive ways. I am seen being creative in finding ways to build an appreciation for cultural diversity, and I am a role model for students on how to be sensitive to others with learning or social needs. I strive to set fair standards for all students, and I allow all students to opportunity to exceed. Additionally, I reflect on my practices and I am eager to receive feedback from other professionals. To end, it is noted in the evaluation how I work hard to get to know the personal backgrounds and stories about each of my students in order to build an authentic relationship. I show a genuine concern for each of my students, and create a warm, safe environment to learn in.

Clinical Practice Evaluation 2

This evaluation shows how I create developmentally appropriate instruction that takes into account individual students’ strengths, interests, and needs and enables each student to advance and accelerate his or her learning. The evaluations shows how I collaborate with families, communities, colleagues, and other professionals to promote student growth and development. I incorporate language development tools into planning and instruction, including strategies for making content accessible to English language students and for evaluating and supporting their development of English proficiency. I manage the learning environment to actively and equitably engage students by organizing, allocating, and coordinating the resources of time, space, and students’ attention, and I communicate verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives students bring to the learning environment.

Clinical Practice Evaluation 3

This evaluations shows how access resources, supports, specialized assistance and services to meet particular learning differences or needs. I create opportunities for students to learn, practice, and master academic language in their content area, and engage students in applying content knowledge to real-world problems. It is noted how I prepare all students for the demands of particular assessment formats and make appropriate modifications in assessments or testing conditions, especially for students with disabilities and language learning needs. Additionally, this evaluation shows how I plan for instruction based on formative and summative assessment data, prior student knowledge, and student interest.

Rationales:

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