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Knowledge of Students in OTES 1.0 is a stand-alone domain. In OTES 2.0, Knowledge of Students is specified with by it's component - Planning Instruction for the Whole Child.
Knowledge of Students in OTES 1.0 is a stand-alone domain. In OTES 2.0, Knowledge of Students is specified with by it's component - Planning Instruction for the Whole Child.
This section explores the similarities and differences between OTES 1.0 and OTES 2.0 for Knowledge of Students and crosswalks the performance ratings within the component.
This section explores the similarities and differences between OTES 1.0 and OTES 2.0 for Knowledge of Students and crosswalks the performance ratings within the component.
Standards, Elements and Sources of Evidence
Standards, Elements and Sources of Evidence
Standards
Standards
Standard 1: Students
Standard 1: Students
Sources of Evidence
Sources of Evidence
Pre-Conference
Pre-Conference
Standards and Elements
Standards and Elements
Standard 1: Students
Standard 1: Students
Element 1.2
Element 1.2
Element 1.4
Element 1.4
Element 1.5
Element 1.5
Standard 4: Instruction
Standard 4: Instruction
Element 4.2
Element 4.2
Element 4.4
Element 4.4
Standard 6: Collaboration and Communication
Standard 6: Collaboration and Communication
Element 6.4
Element 6.4
Sources of Evidence
Sources of Evidence
Analysis of Student Data
Analysis of Student Data
Pre-Conference
Pre-Conference
Artifacts
Artifacts
Student Surveys
Student Surveys
Domains, Components & Performance Level (Accomplished)
Domains, Components & Performance Level (Accomplished)
Knowledge of Students
Knowledge of Students
The teacher demonstrates an understanding of the purpose and value of learning about students’ background experiences, demonstrates familiarity with each student’s background knowledge and experiences, and describes multiple procedures used to obtain this information.
The teacher demonstrates an understanding of the purpose and value of learning about students’ background experiences, demonstrates familiarity with each student’s background knowledge and experiences, and describes multiple procedures used to obtain this information.
The teacher’s analysis of student data (student development, student learning and preferred learning styles, and student backgrounds/prior experiences) accurately connects the data to specific instructional strategies and plans.
The teacher’s analysis of student data (student development, student learning and preferred learning styles, and student backgrounds/prior experiences) accurately connects the data to specific instructional strategies and plans.
The teacher plans for and can articulate specific strategies, content, and delivery that will meet the needs of individual students and groups of students.
The teacher plans for and can articulate specific strategies, content, and delivery that will meet the needs of individual students and groups of students.
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.
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.
Similarities
Similarities
OTES 1.0
OTES 1.0
- Part of the teacher’s planning
- The teacher’s analysis of student development, student learning and preferred learning styles, and student backgrounds/prior experiences accurately connects to specific instructional strategies and plans
OTES 2.0
OTES 2.0
- Part of the teacher’s instructional planning
- Instructional plan draws upon student experiences and developmental characteristics. These may include prior learning, abilities, strengths, needs, individual talents, backgrounds, skills, language proficiency and interest
New Performance Expectations
New Performance Expectations
The teacher draws upon input from school professionals and outside resources and reflects connections
The teacher draws upon input from school professionals and outside resources and reflects connections
Consistent connections
Consistent connections
Cultural considerations
Cultural considerations
Whole child emphasis - experiences, culture, development, prior learning, abilities, strengths, needs, individual talents, backgrounds, skills, language proficiency and interest
Whole child emphasis - experiences, culture, development, prior learning, abilities, strengths, needs, individual talents, backgrounds, skills, language proficiency and interest
OTES 2.0 Performance Level Crosswalk
OTES 2.0 Performance Level Crosswalk
Planning Instruction for the Whole Child
Planning Instruction for the Whole Child
Ineffective
Ineffective
- Not familiar with the students’ backgrounds
- No connections to student experiences, culture, developmental characteristics or backgrounds
Developing
Developing
- Minimally familiar with the students’ backgrounds
- Minimal connections to student experiences, culture, developmental characteristics or student backgrounds
Skilled
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
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
Potential Questions based on Deconstruction of the Accomplished Performance Level
Potential Questions based on Deconstruction of the Accomplished Performance Level
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?
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?
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?
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?
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?
How does input from outside resources reflect connections to each student’s experiences, culture and developmental characteristics?
Sources
Sources
- Ohio Department of Education. (2015). OTES-Model-122315.
- Ohio Department of Education. (2019). OTES Rubric 12.10.19.v2.clean.
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