2A.3: Meeting Diverse Needs
Explanation: Uses appropriate inclusive practices, such as tiered supports and scaffolded instruction, to accommodate differences in students’ learning needs, abilities, interests, and levels of readiness, including those of academically advanced students, students with disabilities, and English learners.
Evidence: (Taken from Clark University advisor)
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- “Teacher modeled I do before you do”
- “Teacher gave enough time for students to fill in worksheet”
- “Teacher had three separate groups rotating through three teachers in room with appropriate level work”
- “Teacher used graphic organizers to meet individual learning needs”
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2B.1: Safe Learning Environment
Explanation: Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.
Evidence: (Taken from Clark University advisor)
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- “Teacher kept lesson moving by reading problems and refocusing”
- “Teacher repeated word problems”
- “Teacher encouraged and acknowledged students for helping one another”
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2D.2: High Expectations
Explanation: Clearly communicates high standards for student work, effort, and behavior, and consistently reinforces the expectation that all students can meet these standards through effective effort, rather than innate ability.
Evidence: (Taken from Clark University advisor)
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- “Teacher continually used academic language to represent content”
- “Teacher reminded students to check work and re-read directions”
- “Teacher calls on specific students to recall information/share connections to self they had during field trip and read aloud regarding sound”
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