Knowledge of Students & Student Learning
Teachers acquire knowledge of each student and demonstrate knowledge of student development and learning to promote achievement for all students.
It is not enough for teachers to know and understand childhood or adolescent developmental norms. Teachers must also know their students: their strengths and weaknesses, their interests, their readiness levels and skill sets, and the outside influences that affect their learning: family dynamics, cultural customs, and socio-economic status. Furthermore, teachers must demonstrate this knowledge and understanding and also incorporate appropriate 21st Century Skills in the planning and preparation of their lessons.
It is not enough for teachers to know and understand childhood or adolescent developmental norms. Teachers must also know their students: their strengths and weaknesses, their interests, their readiness levels and skill sets, and the outside influences that affect their learning: family dynamics, cultural customs, and socio-economic status. Furthermore, teachers must demonstrate this knowledge and understanding and also incorporate appropriate 21st Century Skills in the planning and preparation of their lessons.
1.1 Knowledge of child and adolescent development, including students' cognitive, language, social, emotional, and physical developmental levels
NYSED Indicators: Describe orally and in writing an understanding of the developmental characteristics of their students; create developmentally appropriate lessons that address student learning differences and needs; Teachers implement lessons and modify instruction based upon student developmental needs.
NYSED Indicators: Describe orally and in writing an understanding of the developmental characteristics of their students; create developmentally appropriate lessons that address student learning differences and needs; Teachers implement lessons and modify instruction based upon student developmental needs.
1.2 Knowledge of current, research-based knowledge of learning and language acquisition theories and processes.
NYSED Indicators: Design lesson plans and adjust instruction to include a variety of strategies that support the learning needs of each student. Design lesson plans and adjust instruction to include a variety of strategies that support the language acquisition needs of each student. Teachers explain their instructional decisions citing current research.
NYSED Indicators: Design lesson plans and adjust instruction to include a variety of strategies that support the learning needs of each student. Design lesson plans and adjust instruction to include a variety of strategies that support the language acquisition needs of each student. Teachers explain their instructional decisions citing current research.
1.3 Knowledge of and responsive to diverse learning needs, interests, and experiences of all students.
NYSED Indicators: Vary and modify instruction to meet the diverse learning needs of each student. Create, deliver, and adapt instruction to address each student’s strengths, interests, and experiences.
NYSED Indicators: Vary and modify instruction to meet the diverse learning needs of each student. Create, deliver, and adapt instruction to address each student’s strengths, interests, and experiences.
1.4 Knowledge of individual students from students, families, guardians, and/or caregivers to enhance student learning.
NYSED Indicators: Communicate directly with each student’s parents, guardians, and/or caregivers. Use a variety of techniques to accommodate the communication needs of each student’s parents, guardians, and/or caregivers.
NYSED Indicators: Communicate directly with each student’s parents, guardians, and/or caregivers. Use a variety of techniques to accommodate the communication needs of each student’s parents, guardians, and/or caregivers.
1.5 Knowledge of and responsive to the economic, social, cultural, linguistic, family, and community factors that influences their students' learning.
NYSED Indicators: Incorporate a knowledge and understanding of the school community when planning and implementing instruction. Incorporate an understanding of their students’ strengths and limitations and the environmental factors that influence their students’ learning. Attend to individual students’ personal and family experiences by incorporating multiple perspectives when discussing content.
NYSED Indicators: Incorporate a knowledge and understanding of the school community when planning and implementing instruction. Incorporate an understanding of their students’ strengths and limitations and the environmental factors that influence their students’ learning. Attend to individual students’ personal and family experiences by incorporating multiple perspectives when discussing content.
1.6 Knowledge and understanding of technological and information literacy and how they affect student learning.
NYSED Indicators: Use technological tools and a variety of communication strategies to engage each student. Assist students to become knowledgeable and critical consumers and users of quality information.
NYSED Indicators: Use technological tools and a variety of communication strategies to engage each student. Assist students to become knowledgeable and critical consumers and users of quality information.