Embedded Files
Planning Instruction for the Whole Child
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
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
OTES 2.0 Performance Levels
Planning Instruction for the Whole Child
Planning Instruction for the Whole Child
Ineffective
Not familiar with the students’ backgrounds
No connections to student experiences, culture, developmental characteristics or backgrounds
Developing
Minimally familiar with the students’ backgrounds
Minimal connections to student experiences, culture, developmental characteristics or student backgrounds
Skilled
Familiar with the students’ backgrounds
Connections to student experiences, culture and developmental characteristics
May include prior learning, abilities, strengths, needs, talents, backgrounds, skills, language proficiency and interests
Accomplished
Familiar with the students’ backgrounds
Consistent connections to student experiences, culture and developmental characteristics
May include prior learning, abilities, strengths, needs, talents, backgrounds, skills, language proficiency and interests
Input from school professionals and outside resources
Knowledge of Students coaching questions
Knowledge of Students coaching questions
Planning Instruction for the Whole Child
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
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.
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