Teacher Evidence of Standard 2

Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students

*Disclaimer - The standard pages are under construction. It is my plan to add more individual evidences and documentation in the near future.

Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students

Element IIa. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults.

Teachers encourage an environment that is inviting, respectful, supportive, inclusive, and flexible.

Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students

Element IIb. Teachers embrace diversity in the school community and in the world.

Teachers demonstrate their knowledge of the history of diverse cultures and their role in shaping global issues. They actively select materials and develop lessons that counteract stereotypes and incorporate histories and contributions of all cultures. Teachers recognize the influence of race, ethnicity, gender, religion, and other aspects of culture on a student's development and personality. Teachers strive to understand how a student's culture and background may influence his or her school performance. Teachers consider and incorporate different points of view in their instruction.

Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students

Element IIc. Teachers treat students as individuals.

Teachers maintain high expectations, including graduation from high school, for students of all backgrounds. Teachers appreciate the differences and value the contributions of each student in the learning environment by building positive, appropriate relationships.

Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students

Element IId. Teachers adapt their teaching for the benefit of students with special needs.

Teachers collaborate with the range of support specialists to help meet the special needs of all students. Through inclusion and other models of effective practice, teachers engage students to ensure that their needs are met.

EVIDENCE: In the process of completing the AFIRM modules. I use visual cues and zones of regulation in the classroom, while working closely with a wide range of support specialists to meet the needs of every child.

Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students

Element IIe. Teachers work collaboratively with the families and significant adults in the lives of their students.

Teachers recognize that educating children is a shared responsibility involving the school, parents or guardians, and the community. Teachers improve communication and collaboration between the school and the home and community in order to promote trust and understanding and build partnerships with all segments of the school community. Teachers seek solutions to overcome cultural and economic obstacles that may stand in the way of effective family and community involvement in the education of their students.

EVIDENCE: I communicate often with families through ClassDojo and phone calls. I actively participate in our academic parent teacher teams to inform parents of our grade level, class level and student level data and coach through scientifically researched activities that can be used at home to help promote individual student growth. Similarly, I participate in PTA meetings, family nights and other school activities.