Description/Summary of Standard 1:

Essentially this standard is focused on how you apply instructional strategies to best differentiate and accommodate the holistic needs of various learners. Considering education is not always just about academics, this standard addresses the holistic needs of the child and the teacher’s ability to meet those needs through the use of best practices. Academically or in other words- cognitively, this standard ensures that the teacher is both supporting students that need the extra help and challenging the students that need the extension. Linguistically, this standard recognizes that students are often at various levels of understanding the language of which the instructions are in and that it is the teacher’s responsibility to support the students’ learning at whichever level they are at. Socially, emotionally, and physically, students may be at various developmental levels regardless of their age and may require further support, tools, or other methods of accommodation to support their learning. This standard also brings focus to the responsibility of the teacher to adequately recognize and address these less-academic needs of the student and incorporate methods which can support them both in and outside of the classroom.

 

Application of Standard 1 in My Classroom:

In my own classroom, the idea of holistic learning is at the backbone of everything I do. I try to incorporate aspects of the Universal Design for Learning (Multiple means of Representation, Engagement, Action and Expression) into many of my lessons and in daily routines. I have a class with such varying needs that it is often difficult to apply this to every aspect of the day, but using strategies like always supporting verbal instructions with some sort of non-verbal/visual cue or providing multiple options of expressing their ideas (written, verbal, visual, etc.) are simple ways to constantly try and meet those needs. Regarding socio-emotional needs, I try to form my classroom on relationships and community. Creating an environment of respect and collaboration (which is extended in Standard 2 and 3) is one way I try to meet those needs.

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Summary of Standards based on Discussion:

Overall, these 10 standards are a holistic view of the teacher's responsibility to meet the needs of all learners in various aspects of the daily routines and interactions in and outside of the classroom. Standard 1 addresses differentiating and accommodating those needs in a general sense. Standard 2 addresses differentiating those needs in regards to various cultures and differences in a way that fosters a positive learning environment and respect among students and teachers alike. Standard 3 addresses supporting and accommodating those needs by setting up a classroom/learning environment which fosters positive social interactions, encourages students to be self-motivated in the learning, encourages collaboration and active engagement from both the learners and the teacher. Standard 4 ensures the teacher knows what they are actually teaching and the best practices of communicating that knowledge to students as well as the best ways to get students actively engaged with learning the academic content, make connections with previous knowledge and the outside world, and utilize technology in an appropriate and meaningful way. Standard 5 addresses the teacher's awareness of varying perspectives and cultures, as well as their ability to encourage students/provide opportunities for exposure of those perspectives, global issues and ability to facilitate appropriate, meaningful, and respectful discussions about them. Standard 6 focuses on the teacher's ability to implement various types of assessments that both meet the student's needs and better inform their own instruction. Standard 7 addresses the teacher's ability to utilize best practices, apply their understanding of pedagogical theory, and understand the needs of their learners in a way that can best inform their instruction in a way that supports and challenges their students at the appropriate level. Standard 8 is focused on the teacher's understanding of best practices and instructional strategies in a way that is best applicable to various scenarios and content, as well as their ability to adapt their instruction (both in planning and during implementation) to meet the needs of their learners and address 21st century skills. Standard 9 is regarding the teacher's own positive involvement, and professional development within their own professional learning community. Finally, Standard 10 is all about the teacher's own leadership and collaboration skills within their own professional learning community, as well as their positive contributions to the learning community.