Standard 1: Students

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The Student Page

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Ohio Standards for the TeachingProfession, Standard 1: Students

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

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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?

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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.

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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.

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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.

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Standard 1: Element 1.2

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

What does that look like?

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Standard 1: Element 1.2Proficient Level

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

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Standard 1: Element 1.2Accomplished Level

• 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.

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Standard 1: Element 1.2Distinguished Level

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

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Standard 1: Element 1.3

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

What does that look like?

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Standard 1: Element 1.3Proficient Level

• 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.

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Standard 1: Element 1.3Proficient Level

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

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Standard 1: Element 1.3Accomplished Level

• 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.

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Standard 1: Element 1.3Distinguished Level

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

high expectations for all students.

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Standard 1: Element 1.4

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

What does that look like?

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Standard 1: Element 1.4Proficient Level

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

knowledge (Danielson, 1996)

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Standard 1: Element 1.4Proficient Level

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

in their classrooms.

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Standard 1: Element 1.4Proficient Level

• 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.

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Standard 1: Element 1.4Accomplished Level

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

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Standard 1: Element 1.4Accomplished Level

• 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.

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Standard 1: Element 1.4Accomplished Level

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

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Standard 1: Element 1.4Distinguished Level

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

valued.

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Standard 1: Element 1.5

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

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Standard 1: Element 1.5Proficient Level

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

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Standard 1: Element 1.5Proficient Level

• 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)

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Standard 1: Element 1.5Proficient Level

• Refer students for screening and assessment when appropriate.

• Seek and use support from specialists and other sources of

expertise to enhance

student learning.

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Standard 1: Element 1.5Accomplished Level

• 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.

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Standard 1: Element 1.5Distinguished 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.

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Essential Question

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

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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.

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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.

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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.

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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)

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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.

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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.