Knowledge of Students

Planning Instruction for the Whole Child

The teacher’s instructional plan reflects consistent connections to student experiences, culture and developmental characteristics. These may include prior learning, abilities, strengths, needs, individual talents, backgrounds, skills, language proficiency and interests. The instructional plan draws upon input from school professionals and outside resources.

OTES 2.0 Performance Expectations

  • The teacher draws upon input from school professionals and outside resources and reflects connections

  • Consistent connections

  • Cultural considerations

  • Whole child emphasis - experiences, culture, development, prior learning, abilities, strengths, needs, individual talents, backgrounds, skills, language proficiency and interest

OTES 2.0 Performance Levels

Planning Instruction for the Whole Child

Ineffective

  1. Not familiar with the students’ backgrounds

  2. No connections to student experiences, culture, developmental characteristics or backgrounds


Developing

  1. Minimally familiar with the students’ backgrounds

  2. Minimal connections to student experiences, culture, developmental characteristics or student backgrounds


Skilled

  1. Familiar with the students’ backgrounds

  2. Connections to student experiences, culture and developmental characteristics

  3. May include prior learning, abilities, strengths, needs, talents, backgrounds, skills, language proficiency and interests


Accomplished

  1. Familiar with the students’ backgrounds

  2. Consistent connections to student experiences, culture and developmental characteristics

  3. May include prior learning, abilities, strengths, needs, talents, backgrounds, skills, language proficiency and interests

  4. Input from school professionals and outside resources

Knowledge of Students coaching questions

Planning Instruction for the Whole Child

How does the teacher consistently connect to each student’s experiences, culture and developmental characteristics?

What input from school professionals is drawn upon for instructional planning?

How does input from school professionals reflect connections to each student’s experiences, culture and developmental characteristics?

What input from outside resources is drawn upon for instructional planning?

How does input from outside resources reflect connections to each student’s experiences, culture and developmental characteristics?

Knowledge of Students Resources

Learn how understanding your teacher identity can positively impact student success.

Class culture is the foundation of a successful classroom, setting the tone while communicating and maintaining clear expectations.

Click the above link to find additional resources supporting Assessment of Knowledge of Students.

Sources

  • Ohio Department of Education. (2015). OTES-Model-122315.

  • Ohio Department of Education. (2019). OTES Rubric 12.10.19.v2.clean.

  • Summit County Educational Service Center. (2019). Ohio Revised Teacher Evaluation System.