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The document provides guidance for teachers to engage and support all students in learning. It emphasizes applying knowledge of students, maintaining communication with families, connecting subject matter to real-life contexts, using various instructional strategies and technologies, promoting critical thinking, providing support for language acquisition, and allowing access to the curriculum through visual and performing arts. The document contains examples of observable evidence teachers can demonstrate to meet each guideline.

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299 views8 pages

Tpe 1 1

The document provides guidance for teachers to engage and support all students in learning. It emphasizes applying knowledge of students, maintaining communication with families, connecting subject matter to real-life contexts, using various instructional strategies and technologies, promoting critical thinking, providing support for language acquisition, and allowing access to the curriculum through visual and performing arts. The document contains examples of observable evidence teachers can demonstrate to meet each guideline.

Uploaded by

api-547598526
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Engaging and

Supporting All
Students Learning
1.1 Apply knowledge of students, including their prior experiences, interests, and
social-emotional learning needs, as well as their funds of knowledge and cultural,
language, and socioeconomic backgrounds, to engage them in learning.

Examples of Observable Evidence


Provides vehicles so that students begin taking ownership of their Understands reasons for students’ behavior and recognize atypical
learning; track own progress, journals, writing activities prior/after student behavior

Provides opportunities for students to use available technologies, Develops activities that support positive interactions among students
ensuring equitable access to the curriculum
Provides opportunities for students to work together
Differentiates instruction based on students’ strengths, interests, and
needs
Creates and maintains a safe learning environment
Builds trust with and among students and fosters relationships so that
students can thrive academically Adapts teaching to reflect comprehensive knowledge of students

Helps students build friendships with each other Gets to know parents and connect with the teaching community

Fosters relationships and develops activities so that students can


thrive academically

Shows respect for students and encourages them to show respect to


others

Provides vehicles so that students begin taking ownership of their


learning; track own progress, journals, writing activities prior/after
1.2 Maintain ongoing communication with students and families, including the use of
technology to communicate with and support students and families, and to
communicate achievement expectations and student progress.

Examples of Observable Evidence

Agendas

Email

Remind

Phone Logs

Classroom Dojo

Weekly newsletter

Progress reports

Family night
1.3 Connect subject matter to real-life contexts and provide active learning
experiences to engage student interest, support student motivation, and allow
students to extend their learning.

Examples of Observable Evidence

videos , posters, illustrations, realia, etc.

Provides ongoing feedback regarding


relevance/connection of subject matter to their lives
Engages students in multi-modality instructional
strategies

Differentiates instruction based on students’ strengths,


interests, and needs

Instructional strategies: surveys, exit tickets, jigsaw,


skill inventories, interest centers (review/enrich),
literature circles, collaborative grouping, peer
mentoring/modeling, Socratic seminars, etc.
1.4 Use a variety of developmentally and ability-appropriate instructional strategies,
resources, and assistive technology, including principles of Universal Design of Learning
(UDL) and Multi-Tiered System of Supports (MTSS) to support access to the curriculum for
a wide range of learners within the general education classroom and environment.

Examples of Observable Evidence

Universal Design for Learning Engagement

Class discussion: verbal response; pair share;


peer mentoring/teaching/presentation

Differentiation

Present information in different ways: verbally,


written on board, overhead, videos

Process: 1:1 instruction, small or large group;


pair share; use proximity; use SDAIE strategies
1.5 Promote students' critical and creative thinking and analysis through activities
that provide opportunities for inquiry, problem solving, responding to and framing
meaningful questions, and reflection.

Examples of Observable Evidence

Instructional strategies: Corners, hot seat, role play,


analyze characters-ask character questions

Demonstrate comprehension via projects/visual


medium: paintings, poems

Math: What is result; what type of function; is this


predictive of functions…

Reading A Musical Day…short /o/ sounds; think about


words; sounded out; rapid fire; whole group;
kinesthetic activities; critical thinking-questions,
personal experiences
1.6. Provide a supportive learning environment for students' first and/or second language acquisition by using researchbased
instructional approaches, including focused English Language Development, Specially Designed Academic Instruction in English
(SDAIE), scaffolding across content areas, and structured English immersion, and demonstrate an understanding of the difference
among students whose only instructional need is to acquire Standard English proficiency, students who may have an identified
disability affecting their ability to acquire Standard English proficiency, and students who may have both a need to acquire Standard
English proficiency and an identified disability

Examples of Observable Evidence


Provides opportunities for advanced learners to
Uses a wide variety of instructional strategies matched enhance their learning
to students’ learning needs that offer several ways for
Reflects on the learning goals/objectives
students to approach and demonstrate learning
Reflects on students’ developmental needs
Facilitates students use of available technologies to
support and / or advance their learning Plans and implements lessons that reflect students’
individual strengths and cultural norms
Offers opportunities for students to explore important
ideas using a variety of resources and available Encourages participation in a variety of ways
technologies
Allows time for students to practice, and internalize,
Offers students choice within teacher and state and apply subject specific learning strategies
frameworks
Plans and implements activities and materials that are
Taps prior knowledge and links it to new learning developmentally appropriate to ensure all students
Provides support for students who are not succeeding understand essential learning goals
1. 7 Provide students with opportunities to access the curriculum by incorporating
the visual and performing arts, as appropriate to the content and context of learning..

Examples of Observable Evidence

Incorporate art and music projects

Project-based instruction with visual and performing


arts strategies incorporated

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