The teacher works with students individually and in groups to foster their mutual understanding and appreciation of the value that each student brings to the class and of the rewards to be had from sharing individual strengths and unique traits.
| Components of Standard II-A | DESCRIPTORS OF EACH PERFORMANCE LEVEL | |||
| Ineffective | Developing | Effective | Model | |
| II-A-1: Knowing Students as Individuals |
Does not take steps to become familiar with students as individual learners and as people with distinct traits. | Takes occasional steps to become familiar with students as individual learners and as people with distinct traits. | Proactively takes steps to become familiar with each student as an individual learner and as a person with distinct traits. | Encourages students at appropriate times to share their strengths and interests with classmates as a means of fostering a rich human environment. |
| II-A-2: Incorporating Knowledge of Individual Students to Promote Learning | Never or infrequently incorporates knowledge of individual students to create a classroom culture of respect and rapport that addresses the needs of learners as individuals. | Sometimes uses knowledge of individual students to help develop a classroom culture of respect that addresses the needs of learners as individuals. | Promotes the belief that all students can learn and frequently incorporates knowledge of individual students to foster a classroom culture of respect that addresses the needs of learners as individuals. | Consistently and effectively promotes among students the belief that everyone can learn and that we should apply our individual talents for the good of the group. Routinely incorporates knowledge of individual students to create a positive culture of respect and rapport that addresses the needs of learners as individuals. |
