Danielson Rubric 1b: Demonstrating Knowledge of Students

Over the coming weeks, we will be sharing information about the Danielson Evaluation Rubric.

Twice a week, we'll highlight a different indicator, explain it's components, share differences between excellent and proficient ratings, and end with ideas for artifacts and questions for reflection.

Domain 1: Planning and Preparation:

1b. Demonstrating knowledge of students

The elements of component 1b are:

Knowledge of child and adolescent development

Children learn differently at different stages of their lives.

Knowledge of the learning process

Learning requires active intellectual engagement.

Knowledge of students’ skills, knowledge, and language proficiency

What students are able to learn at any given time is influenced by their level of knowledge and skill.

Knowledge of students’ interests and cultural heritage

Children’s backgrounds influence their learning.

Knowledge of students’ special needs

Children do not all develop in a typical fashion.

Indicators include:

• Formal and informal information about students gathered by the teacher for use in planning instruction
• Student interests and needs learned by the teacher for use in planning
• Teacher participation in community cultural events
• Teacher-designed opportunities for families to share their heritages
• Database of students with special needs

Excellent Rating

The teacher understands the active nature of student learning and acquires information about levels of development for individual students. The teacher also systematically acquires knowledge from several sources about individual students’ varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritages.

Proficient Rating

The teacher understands the active nature of student learning and attains information about levels of development for groups of students. The teacher also purposefully acquires knowledge from several sources about groups of students’ varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritages.

Artifacts

• Unit Plan
• Activity or assignment
• Communication with families
• Interaction with individual students during observation

Questions for Reflection

1. How do you become familiar with your students’ individual interests and cultural backgrounds? ( interest inventories, parent surveys about child, attendance to student events)
2. Describe how you establish and implement important classroom routines and procedures. (Materials, transitions, routines)