Ashford University Diversity Proficiencies Discussion

Assignment:CourseProject:AssessmentofDiversityProficiencies

TheAssignmentforthismoduleisanassessmentofyourdiversityproficiencies.Aslocal,state,national,andglobalcommunitiescontinuetoreflectincreasingdiversity,itisessentialforeffectiveleadersoflearningtoroutinelyassureactiveandeffective responsiveness to the diverse needs represented. In the context of this course, active and effective responsiveness often takes the form of individuals pursuing constructive action to change ideas and attitudes through leadership, advocacy, policy, and law. To assist you in this process, your Walden University program has included diversity proficiencies to guide your development. For this Course Project, you must successfully demonstrate personal development and connection of your learning in this course about leadership, advocacy, policy, and law to each of the Walden Diversity Proficiencies, as well as the Council for Exceptional Children (CEC)’s Advanced Role Content Standards 1a, 1b, and 5a.

To prepare:

·Review all Learning Resources for this module.

·Review the Assessment of Diversity Proficiencies Guidelines.

·Ask yourself the following: How have the concepts, resources, and activities of this course influenced my learning so that I might support the creation of educational opportunities that adapt to diverse learners and remove barriers that inhibit learning for students with diverse learning needs?

·Think about examples from your educational and professional experiences that you can use to demonstrate your knowledge of the key diversity proficiencies. How might those experiences support the fact that you are a leader and advocate who is able to create educational opportunities that are adapted to diverse learners and that remove barriers that inhibit learning?

Submit your Assignment.

The components of your Module 6 Assignment are as follows: however, review the “Assessment of Diversity Proficiencies Guidelines” document in the Learning Resources for more details.

Section 1: Introduction (3 pages)

Interpret how EACH of the following course concepts support the creation of educational opportunities that are adapted to diverse learners and remove barriers that inhibit learning:

·Leadership

·Advocacy

·Policy

·Law

Section 2: Diversity Professional Development (12 slides plus title and reference slides inserted into the final paper)

Create a professional development presentation to inform the staff in your school building or district regarding how to meet the needs of learners from diverse backgrounds.

Using evidence based practices and course resources, create a PowerPoint presentation (a minimum of 4 slides on each topic) to inform your staff of ways to better meet the needs of diverse students. At least one of your slides must discuss technology. Your professional development should specifically address each of the three following Walden Diversity Proficiencies:

·Understanding the Learner

·Learning Environment

·Planning, Instruction, and Assessment

Section 3: Diversity Self-Reflection (4 pages)

Write a self-reflection paper that addresses the final two Walden Diversity Dispositions:

·Awareness of Self

·Professional Practice

Also, reference the Council for Exceptional Children (CEC) Standards, what you learned from the working with the Case Study of Jamal, and Walden’s Mission and Vision Statement to help support your reflection.

·Reflection Component 1: Using the bulleted points on Walden’s Diversity Proficiencies, personally reflect on your knowledge and skills for the “Awareness of Self” and “Professional Practice” indicators. Cite at least one relevant, research-based reading or media element to support this component.

·Reflection Component 2:Connect your personal reflection, to course content, including the Case Study, CEC standards, and Walden’s mission for Social Change. Cite at least one relevant, research-based reading or media element to support each of these components.

Your final document must include the following:

·Title Page

·Section1: 3 pages

·Section

2: 12

slides inserted into the paper

·Section 3: 4 pages

·Reference pages

Note: For this Assignment and all scholarly writing in this course and throughout your program, you will be required to use APA style (7th edition). Please use the Walden Writing Center as a resource as you complete assignments.

CEC Standards

https://exceptionalchildren.org/~/media/Files/Standards/Professional%20Preparation%20Standards/Advanced%20Preparation%20Standards%20with%20Elaborations.pdf

Walden’s Mission and Vision Statement and Walden’s Mission for Social Change

https://www.waldenu.edu/why-walden/social-change

Rubic:

Section 1: Leadership, Advocacy, Policy, and Law – Promote Learning Analyze how leadership, advocacy, policy, and law support the creation of educational opportunities that are adapted to diverse learners.

Section 1: Leadership, Advocacy, Policy, and Law – Removal of Barriers Analyze how leadership, advocacy, policy and law remove barriers for students with diverse backgrounds.

Section 1: Application to National, State, and Local Elements Analyzes how leadership, advocacy, policy and law impact education for students with diverse needs at the national, state, and local levels.

Section 1: Diversity Professional Development – Understanding the Learner I Synthesizes information on students’ families, cultures, and communities to connect instruction.

Section 2: Diversity Professional Development – Understanding the Learner II

Section 2: Learning Environment I Analyze how to create a positive learning environment that affirms individual differences, supports diverse learning needs of all students, and makes learning experiences culturally relevant and meaningful.

Section 2: Learning Environment II

Section 2: Planning, Instruction, and Assessment I Describes how to design and deliver instruction and assessments that meet the diverse learning needs of all students.

Section 2: Planning, Instruction, and Assessment II

Section 3: Diversity Self-Reflection – Awareness of Self I Synthesizes self-awareness of social identities, cultural influence, biases, and prejudices that influence his/her practice.

Section 3: Diversity Self-Reflection – Awareness of Self II

Section 3: Professional Practice I Describes and analyzes strategies to collaboratively work with others to create equitable and inclusive practices that lead to positive social change.

Section 3: Professional Practice II

Section 3: Reflection and Social Change I Describes and analyzes personal growth regarding the diverse learning needs of students to create social change.

Section 3: Reflection and Social Change II

Content/Information Clarity of purpose; Critical and original thought; Use of examples

Mechanics , Syntax, Organization Communicates ideas clearly; Demonstrates knowledge of writing conventions (grammar, syntax, spelling, sentence variety)

Sources and Evidence Use of credible, relevant sources to support ideas in correct APA format

Assignment: Course Project: Assessment of Diversity
Proficiencies
The Assignment for this module is an assessment of your diversity proficiencies. As
local, state, national, and global communities continue to reflect increasing diversity, it is
essential for effective leaders of learning to routinely assure active and effective
responsiveness to the diverse needs represented. In the context of this course, active
and effective responsiveness often takes the form of individuals pursuing constructive
action to change ideas and attitudes through leadership, advocacy, policy, and law. To
assist you in this process, your Walden University program has included diversity
proficiencies to guide your development. For this Course Project, you must successfully
demonstrate personal development and connection of your learning in this course about
leadership, advocacy, policy, and law to each of the Walden Diversity Proficiencies, as
well as the Council for Exceptional Children (CEC)’s Advanced Role Content Standards
1a, 1b, and 5a.
To prepare:
•
•
•
•
Review all Learning Resources for this module.
Review the Assessment of Diversity Proficiencies Guidelines.
Ask yourself the following: How have the concepts, resources, and activities of this course
influenced my learning so that I might support the creation of educational opportunities that
adapt to diverse learners and remove barriers that inhibit learning for students with diverse
learning needs?
Think about examples from your educational and professional experiences that you can use to
demonstrate your knowledge of the key diversity proficiencies. How might those experiences
support the fact that you are a leader and advocate who is able to create educational
opportunities that are adapted to diverse learners and that remove barriers that inhibit learning?
Submit your Assignment.
The components of your Module 6 Assignment are as follows: however, review the
“Assessment of Diversity Proficiencies Guidelines” document in the Learning Resources
for more details.
Section 1: Introduction (3 pages)
Interpret how EACH of the following course concepts support the creation of
educational opportunities that are adapted to diverse learners and remove barriers that
inhibit learning:
•
•
•
•
Leadership
Advocacy
Policy
Law
Section 2: Diversity Professional Development (12 slides plus title and reference
slides inserted into the final paper)
Create a professional development presentation to inform the staff in your school
building or district regarding how to meet the needs of learners from diverse
backgrounds.
Using evidence based practices and course resources, create a PowerPoint
presentation (a minimum of 4 slides on each topic) to inform your staff of ways to better
meet the needs of diverse students. At least one of your slides must discuss
technology. Your professional development should specifically address each of the
three following Walden Diversity Proficiencies:
•
•
•
Understanding the Learner
Learning Environment
Planning, Instruction, and Assessment
Section 3: Diversity Self-Reflection (4 pages)
Write a self-reflection paper that addresses the final two Walden Diversity Dispositions:
•
•
Awareness of Self
Professional Practice
Also, reference the Council for Exceptional Children (CEC) Standards, what you learned
from the working with the Case Study of Jamal, and Walden’s Mission and Vision
Statement to help support your reflection.
•
Reflection Component 1: Using the bulleted points on Walden’s Diversity Proficiencies,
personally reflect on your knowledge and skills for the “Awareness of Self” and “Professional
Practice” indicators. Cite at least one relevant, research-based reading or media element to
support this component.
•
Reflection Component 2: Connect your personal reflection, to course content, including the
Case Study, CEC standards, and Walden’s mission for Social Change. Cite at least one
relevant, research-based reading or media element to support each of these
components.
Your final document must include the following:
•
•
•
•
•
Title Page
Section1: 3 pages
Section 2: 12 slides inserted into the paper
Section 3: 4 pages
Reference pages
Note: For this Assignment and all scholarly writing in this course and throughout your program,
you will be required to use APA style (7th edition). Please use the Walden Writing Center as a
resource as you complete assignments.
CEC Standards
https://exceptionalchildren.org/~/media/Files/Standards/Professional%20Preparation%20Standar
ds/Advanced%20Preparation%20Standards%20with%20Elaborations.pdf
Walden’s Mission and Vision Statement and Walden’s Mission for Social Change
https://www.waldenu.edu/why-walden/social-change
Rubic:
Section 1: Leadership, Advocacy, Policy, and Law – Promote Learning Analyze how
leadership, advocacy, policy, and law support the creation of educational opportunities
that are adapted to diverse learners.
Section 1: Leadership, Advocacy, Policy, and Law – Removal of Barriers Analyze how
leadership, advocacy, policy and law remove barriers for students with diverse
backgrounds.
Section 1: Application to National, State, and Local Elements Analyzes how leadership,
advocacy, policy and law impact education for students with diverse needs at the
national, state, and local levels.
Section 1: Diversity Professional Development – Understanding the Learner I Synthesizes
information on students’ families, cultures, and communities to connect instruction.
Section 2: Diversity Professional Development – Understanding the Learner II
Section 2: Learning Environment I Analyze how to create a positive learning environment
that affirms individual differences, supports diverse learning needs of all students, and
makes learning experiences culturally relevant and meaningful.
Section 2: Learning Environment II
Section 2: Planning, Instruction, and Assessment I Describes how to design and deliver
instruction and assessments that meet the diverse learning needs of all students.
Section 2: Planning, Instruction, and Assessment II
Section 3: Diversity Self-Reflection – Awareness of Self I Synthesizes self-awareness of
social identities, cultural influence, biases, and prejudices that influence his/her practice.
Section 3: Diversity Self-Reflection – Awareness of Self II
Section 3: Professional Practice I Describes and analyzes strategies to collaboratively
work with others to create equitable and inclusive practices that lead to positive social
change.
Section 3: Professional Practice II
Section 3: Reflection and Social Change I Describes and analyzes personal growth
regarding the diverse learning needs of students to create social change.
Section 3: Reflection and Social Change II
Content/Information Clarity of purpose; Critical and original thought; Use of examples
Mechanics , Syntax, Organization Communicates ideas clearly; Demonstrates knowledge
of writing conventions (grammar, syntax, spelling, sentence variety)
Sources and Evidence Use of credible, relevant sources to support ideas in correct APA
format
Diversity Proficiencies Major Assessment
As local, state, national, and global communities continue to reflect increasing diversity, it is essential for
effective leaders of learning to routinely assure active and effective responsiveness to the diverse needs
represented. In this program, active and effective responsiveness often takes the form of individuals
pursuing constructive action to change ideas and attitudes through leadership, advocacy, policy and/or
law. To assist you in this process, Walden University created diversity proficiencies to reflect upon while
moving through your program. The Major Assessment is met by your ability to successfully demonstrate
the connection of your learning in this course to each of the Walden Diversity Proficiencies, as well as
Walden’s mission of social change and the Council for Exceptional Children Advanced Role Content
Standards.
To prepare:
•
•
•
•
•
•
Review the Walden Diversity Proficiencies, Walden’s Mission statement in regards to social
change, and the CEC Special Education Specialist Advanced Preparation Standards
Consult and Reflect on all of the resources presented in all of the course modules—you will need
to use these as resources to complete your work
Consult and Reflect on the outside resources (e.g., peer reviewed journal articles) that you found
and integrated into your work to illustrate and support your discussion posts and your
assignments—you will need to use these as resources to complete your work
Reflect on the key sentence found in the opening paragraph:
o In this program, active and effective responsiveness often takes the form of individuals
pursuing constructive action to change ideas and attitudes through leadership,
advocacy, policy and/or law.
Reflect on the training needs of staff working within educational settings regarding diversity and
social change issues.
Ask yourself the following question: How have all of these elements and the concepts presented
throughout the course impacted my learning in order for me to support the creation of educational
opportunities that are adapted to diverse learners and remove barriers that inhibit learning for
students with diverse learning needs?
Walden University Diversity Proficiencies
Reflect on how each of the proficiencies is relevant to the role of a special education leader and advocate
of practices, policies, and laws promoting educational opportunities adapted to diverse learners and
removing barriers that inhibit their learning. You must respond to each of the proficiencies in your paper.
Walden Diversity Proficiencies and Indicators
Awareness of Self: The candidate demonstrates self-awareness of social identities, cultural
influences, biases, and prejudices that influence his or her professional practice.
•
•
•
The candidate demonstrates awareness of the impact culture, gender, language abilities, and
socio-economic status have on one’s ability to be an effective educator.
The candidate articulates potential biases (e.g., prejudices and stereotypes) based on his or her
own
experiences and societal inequalities.
The candidate articulates the impact societal inequalities may have on his or her relationships
with students, colleagues, and families.
Understanding the Learner: The candidate demonstrates awareness of students’ prior learning,
culture, family, and community values to improve teaching and learning.
•
•
The candidate demonstrates an understanding of students’ families, cultures, and communities
and uses this information as a basis for connecting instruction to students’ experiences.
The candidate demonstrates an understanding of how students learn and develop and provides a
variety of learning opportunities adapted to the needs of diverse learners that support intellectual,
social, and personal development.
Learning Environment: The candidate creates a learning environment that affirms individual
differences, supports the diverse learning needs of all students, and makes learning experiences
meaningful and culturally relevant.
•
•
•
•
The candidate creates learning experiences that make the content meaningful and culturally
relevant for all students.
The candidate creates a learning environment where students learn about, understand, respect,
and value individual differences.
The candidate uses verbal and nonverbal communication skills that demonstrate respect for and
responsiveness to the cultural backgrounds and differing perspectives of students and their
families.
The candidate creates a positive learning environment that upholds the belief that all students
can learn.
Planning, Instruction, and Assessment: The candidate designs, delivers, and/or facilitates
instruction and assessments that meet the diverse learning needs of all students.
•
•
•
•
The candidate develops instructional content that is adapted to individual needs and supports,
including the use of technology, to support students’ intellectual, social, emotional, and personal
development.
The candidate incorporates cultural diversity, students’ prior learning experiences, and the
community context in instructional planning to improve teaching and student learning.
The candidate considers performance data to select and use teaching strategies that are
sensitive to the diverse learning needs of all students.
The candidate designs instruction and selects assessments appropriate to individual and group
needs to minimize bias.
Professional Practice: The candidate works collaboratively with others to create equitable and
inclusive practices that lead to positive social change.
•
•
•
•
The candidate demonstrates effective reflection strategies to meet the diverse learning needs of
all students.
The candidate collaborates with colleagues, families, and community members in intercultural
contexts to meet the diverse learning needs of all students.
The candidate advocates for positive social change by working collaboratively with others for
equity in educational practices.
The candidate interprets and shares student assessment data with families using a culturally
sensitive approach.
Council for Exceptional Children Special Education Specialist Advanced Preparation
Standards
Review each of the following CEC Special Education Specialist Advanced Preparation Standards. Reflect
on how each of the CEC Standards is relevant to the role of a special education leader and advocate of
practices, policies, and laws promoting educational opportunities adapted to diverse learners and
removing barriers that inhibit their learning. You must respond to each of the CEC Standards in your
paper.
CEC Advanced Preparation Standard 5, Leadership and Policy:
5.0 Special education specialists provide leadership to formulate goals, set and meet high professional
expectations, advocate for effective policies and evidence-based practices and create positive and
productive work environments.
Key Elements
• 5.1 Special education specialists model respect for and ethical practice for all individuals and
encourage challenging expectations for individuals with exceptionalities.
•
5.2 Special education specialists support and use linguistically and culturally responsive
practices.
•
5.3 Special education specialists create and maintain collegial and productive work environments
that respect and safeguard the rights of individuals with exceptionalities and their families.
•
5.4 Special education specialists advocate for policies and practices that improve programs,
services, and outcomes for individuals with exceptionalities.
•
5.5 Special education specialists advocate for the allocation of appropriate resources for the
preparation and professional development of all personnel who serve individuals with
exceptionalities.
CEC Advanced Preparation Standard 6, Professional and Ethical Practice:
6.0 Special education specialists use foundational knowledge of the field and professional Ethical
Principles and Practice Standards to inform special education practice, engage in lifelong learning,
advance the profession, and perform leadership responsibilities to promote the success of professional
colleagues and individuals with exceptionalities.
Key Elements
• 6.1 A comprehensive understanding of the history of special education, legal policies, ethical
standards, and emerging issues informs special education specialist leadership.
•
6.2 Special education specialists model high professional expectations and ethical practice, and
create supportive environments that safeguard the legal rights and improve outcomes for
individuals with exceptionalities and their families.
•
6.3 Special education specialists model and promote respect for all individuals and facilitate
ethical professional practice.
•
6.4 Special education specialists actively participate in professional development and learning
communities to increase professional knowledge and expertise.
•
6.5 Special education specialists plan, present, and evaluate professional development focusing
on effective and ethical practice at all organizational levels.
•
6.6 Special education specialists actively facilitate and participate in the preparation and induction
of prospective special educators.
•
6.7 Special education specialists actively promote the advancement of the profession.
Format for the Diversity Proficiencies Major Assessment
Use the following format to address the Walden Diversity Proficiencies for your major assessment. It is
critical that you use multiple reference citations from the modules as well as your own research. Please
see the Diversity Proficiencies Major Assessment rubric for evaluation criteria.
Title Page
Section 1: Introduction (2–3 pages)
The candidate interprets how EACH of the following key course concepts support the creation of
educational opportunities that are adapted to diverse learners and remove barriers that inhibit
learning:
• Leadership
• Advocacy
• Policy
• Law
Use the learning resources to outline how the key each of the course concepts can be applied to
promote learning and remove barriers for students with diverse backgrounds. Your reflection
should include National and State elements as well as how you would apply this in your local
setting (i.e. professional development). Use research to support and defend your responses.
Section 2: Diversity Professional Development (9–12 slides, plus title and reference slides
inserted into the final MA paper)
In Section 2, you are assigned with the task to create a professional development presentation to
inform the staff in your school building or district regarding how to meet the needs of learners
from diverse backgrounds.
Using evidence based practices and course resources, create a PowerPoint presentation (a
minimum of 3 or 4 slides on each topic) to inform your staff of ways to better meet the needs of
diverse students specifically addressing each of the three following Walden Diversity
Proficiencies:
•
•
•
Understanding the Learner
Learning Environment
Planning, Instruction, and Assessment
Section 3: Diversity Self-Reflection (3–4 pages)
Write a self-reflection paper that addresses the final two Walden Diversity Proficiencies:
•
•
Awareness of Self
Professional Practice
Also, reference the Council for Exceptional Children (CEC) Standards, what you learned from the
working with the Case Study, and Walden’s Mission and Vision Statement to help support your
reflection.
•
Reflection Component 1: Using the bulleted points on Walden’s Diversity Proficiencies,
personally reflect on your knowledge and skills for the “Awareness of Self” and
“Professional Practice” indicators. What are your strength areas, how have you grown,
and what do you hope to continue to learn more about? Cite at least two relevant,
research-based reading or media element to support this component.
•
Reflection Component 2: Connect your personal reflection, to course content (including
the Case Study), CEC standards, and Walden’s mission for Social Change. Cite at least
two relevant, research-based reading or media element to support each of these
components.
Your final document for the Diversity Proficiencies Major Assessment must include the following:
•
•
•
•
•
Title Page
Section1: 2–3 pages
Section 2: 9–12 slides inserted into the paper
Section 3: 3–4 pages
Reference pages
APA Template
For this Assignment and all scholarly writing in this course and throughout your program, you will be
required to use APA style (6th edition). Please use the Walden Writing Center as a resource as you
complete assignments, especially the list of Course Paper Templates for APA scholarly writing.
By Day 7 of Week 11
Submit your Assignment.
Important Note: For EdD and EdS students only, this is a Major Assessment. Before completing your
Major Assessment download the Major Assessment rubric for guidance regarding how to prepare your
assessment. The assessment instructions and rubric provide detailed information about what is needed to
score at the Proficient or Advanced levels. All other students will have the rubric for this assignment
provided to them by the Instructor.
Diversity Proficiencies
Awareness of Self: The candidate demonstrates self-awareness of social identities, cultural
influences, biases, and prejudices that influence professional practice.
Understanding the Learner: The candidate demonstrates awareness of students’ prior learning,
culture, family, and community values to improve teaching and learning.
Learning Environment: The candidate creates a learning environment that affirms individual
differences, supports the diverse learning needs of all students, and makes learning experiences
meaningful and culturally relevant.
Planning, Instruction, and Assessment: The candidate designs, delivers, and/or facilitates
instruction and assessments that meet the diverse learning needs of all students.
Professional Practice: The candidate works collaboratively with others to create equitable and
inclusive professional practices that lead to positive social change.
1
Diversity Proficiencies and Indicators
Awareness of Self: The candidate demonstrates self-awareness of social identities, cultural
influences, biases, and prejudices that influence his/her professional practice.



The candidate demonstrates awareness of the impact culture, gender, language abilities, and
socio-economic status have on one’s ability to be an effective educator.
The candidate articulates potential biases (e.g., prejudices and stereotypes) based on his/her own
experiences and societal inequalities.
The candidate articulates the impact societal inequalities may have on his/her relationships with
students, colleagues, and families.
Understanding the Learner: The candidate demonstrates awareness of students’ prior learning,
culture, family, and community values to improve teaching and learning.


The candidate demonstrates an understanding of students’ families, cultures, and communities and
uses this information as a basis for connecting instruction to students’ experiences.
The candidate demonstrates an understanding of how students learn and develop and provides a
variety of learning opportunities adapted to the needs of diverse learners that support intellectual,
social, and personal development.
Learning Environment: The candidate creates a learning environment that affirms individual
differences, supports the diverse learning needs of all students, and makes learning experiences
meaningful and culturally relevant.




The candidate creates learning experiences that make the content meaningful and culturally
relevant for all students.
The candidate creates a learning environment where students learn about, understand, respect,
and value individual differences.
The candidate uses verbal and nonverbal communication skills that demonstrate respect for and
responsiveness to the cultural backgrounds and differing perspectives of students and their
families.
The candidate creates a positive learning environment that upholds the belief that all students can
learn.
Planning, Instruction, and Assessment: The candidate designs, delivers, and/or facilitates
instruction and assessments that meet the diverse learning needs of all students.




The candidate develops instructional content that is adapted to individual needs and supports,
including the use of technology, to support students’ intellectual, social, emotional, and personal
development.
The candidate incorporates cultural diversity, students’ prior learning experiences, and the
community context in instructional planning to improve teaching and student learning.
The candidate considers performance data to select and use teaching strategies that are sensitive
to the diverse learning needs of all students.
The candidate designs instruction and selects assessments appropriate to individual and group
needs to minimize bias.
2
Professional Practice: The candidate works collaboratively with others to create equitable and
inclusive practices that lead to positive social change.




The candidate demonstrates effective reflection strategies to meet the diverse learning needs of all
students.
The candidate collaborates with colleagues, families, and community members in intercultural
contexts to meet the diverse learning needs of all students.
The candidate advocates for positive social change by working collaboratively with others for
equity in educational practices.
The candidate interprets and shares student assessment data with families using a culturally
sensitive approach.
3
Walden Professional Dispositions
Professional Conduct
Ethical and Legal Conduct – The candidate demonstrates professionalism as outlined by legal and ethical guidelines
within the profession.
1. Demonstrates professional behavior as described in Walden’s Code of Conduct.
2. Demonstrates ethical behavior as described by professional codes of ethics.
Professional Obligations – The candidate meets professional obligations in a responsible manner.
1. Maintains a strong record of attendance and punctuality, communicating in advance the need for any absence
or delay in meeting performance expectations.
2. Prepares for professional obligations and meets expected deadlines.
Professional Appearance and Demeanor – The candidate demonstrates professional appearance and behaviors in the
educational setting.
1. Maintains appropriate appearance through professional dress and grooming.
2. Approaches teaching and learning tasks with initiative, confidence, and energy.
3. Exhibits composure and self-control.
4. Demonstrates flexibility in adapting to changing circumstances and student needs.
1
Professional Qualities
Professional Development/Growth – The candidate engages in ongoing professional development and growth to
improve professional practice.
1. Engages in continuous learning through participation in professional development opportunities.
2. Applies new ideas to professional practice based on existing data, reflection, and intellectual curiosity.
3. Engages in ongoing critical reflection of personal performance to improve professional practice.
Advocacy – The candidate advocates for fairness, equity, and social change in the learning environment.
1. Displays empathy, fairness, persistence, problem-solving skills, and appropriate risk-taking actions on behalf of
others.
2. Advocates for the social, emotional, physical, educational, behavioral, and basic needs of others.
3. Promotes positive social change to enhance educational opportunities and promote student learning.
Equity – The candidate demonstrates culturally responsive practices to create an inclusive learning environment that
is respectful of diverse cultures, values, and beliefs of others.
1. Displays equitable treatment of others.
a. Sets high expectations for all learners.
b. Treats others with respect and dignity.
c. Recognizes individual differences in teaching and learning.
2. Engages in culturally responsive practices in interactions with students, families, colleagues, and communities.
3. Creates learning environments that are inclusive; free of bias and discrimination; and respectful of diverse
cultures, values, and beliefs.
4. Engages families and other stakeholders in planning for individual success.
Collaboration
Collaboration – The candidate works in collaboration with others to improve student learning and advance the
profession.
1. Builds partnerships and fosters relationships with stakeholders to improve student learning and advance the
profession.
2. Collaborates with students, families, colleagues, and the community to promote positive social change.
3. Uses technology to enhance collaboration, strengthen partnerships, and foster relationships with others to
improve teaching and learning.
Communication
Communication – The candidate uses effective verbal, nonverbal, and technological communication techniques to
foster active inquiry, improve collaboration, and create positive interactions in the learning environment.
1.
2.
3.
Actively and thoughtfully listens to others.
Adjusts communication to meet the needs of individual learners and changing circumstances.
Asks probing, thoughtful questions to elicit meaningful responses.
2
4.
5.
6.
Conveys ideas in multiple ways using a professional tone.
Acknowledges and respects ideas and/or feelings of others; makes others feel welcome, valued, and
appreciated in their communications.
Utilizes technological tools to facilitate communication to improve student learning and relationships with
others.
3