The teacher strives to ensure equitable learning opportunities for every student, demonstrating sensitivity toward the diverse needs of individuals and providing an inclusive environment where all students feel accepted and valued and where diverse backgrounds, identities, strengths, and challenges are respected.
| Components of Standard II-C | DESCRIPTORS OF EACH PERFORMANCE LEVEL | |||
| Ineffective | Developing | Effective | Model | |
| II-C-1: Equitable Opportunities for All Students |
Makes no attempt to enable and encourage all students to participate in the full range of academic programs and extra-curricular activities. | Makes an effort to provide opportunities that enable and encourage all students to participate in the full range of academic programs and extra-curricular activities. | Frequently provides the opportunities and ancillary support that enable and encourage all students to participate in the full range of academic programs and extra-curricular activities. | Continually devises and provides innovative opportunities to support the equitable participation by all students in the full range of academic programs and extra-curricular activities. |
| II-C-2: Sensitivity to Diverse Student Needs | Never or infrequently demonstrates sensitivity to differences in students’ abilities, stages of development, learning styles, modes of contribution, social and cultural backgrounds, and strengths and needs. Never or infrequently develops and implements educational and organizational strategies that address the needs of a diverse student body. | Demonstrates occasional sensitivity to differences in students’ abilities, stages of development, learning styles, modes of contribution, social and cultural backgrounds, and strengths and needs. Occasionally develops and implements educational and organizational strategies that address the needs of a diverse student body. | Frequently demonstrates sensitivity to differences in students’ abilities, stages of development, learning styles, modes of contribution, social and cultural backgrounds, and strengths and needs. Frequently develops and implements educational and organizational strategies that address the needs of a diverse student body. | Routinely demonstrates sensitivity to differences in students’ abilities, stages of development, learning styles, modes of contribution, social and cultural backgrounds, and strengths and needs. Continually develops and implements educational and organizational strategies that are effective in meeting the needs of a diverse student body, with particular attention to students with special needs and those whose native language is not English. |
| II-C-3: Creating an Environment for Inclusion |
Does not make adequate provisions (in terms of time and space for work, resource materials and tasks assigned, and communication and response modes) for individual students who have particular learning differences or needs. Does not demonstrate or encourage attitudes of tolerance and helpfulness toward students with learning differences. | Strives to make appropriate provisions (in terms of time and space for work, resource materials and tasks assigned, and communication and response modes) for individual students who have particular learning differences or needs. Frequently demonstrates and sometimes encourages attitudes of tolerance and helpfulness toward students with learning differences. | Usually makes appropriate provisions (in terms of time and space for work, resource materials and tasks assigned, and communication and response modes) for individual students who have particular learning differences or needs. Routinely demonstrates and strongly encourages attitudes of tolerance and helpfulness toward students with learning differences. Uses strategies and practices that enable students to demonstrate respect for and affirm their own and others’ differences related to background, identity, language, strengths, and challenges. | Routinely makes appropriate provisions (in terms of time and space for work, resource materials and tasks assigned, and communication and response modes) for individual students who have particular learning differences or needs. Expects and strongly encourages attitudes of tolerance and helpfulness toward students with learning differences. Applies understanding of individual differences and diverse cultures and communities to ensure inclusive a learning environment that enables each learner to meet high standards. Establishes an environment in which students respect and affirm their own and others’ differences—and are supported to share and explore differences and similarities— related to background, identity, language, strengths, and challenges. |
