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  3. Educator Effectiveness Standards
  4. Standard 2-C: Promoting Equity and Appreciation of Diversity

Standard 2-C: Promoting Equity and Appreciation of Diversity

  • IneffectiveDevelopingEffectiveModel
    Makes no attempt to enable and encourage all students to participate in the full range of academic programs and extra-curricular activities.    Makes an effort to provide opportunities that enable and encourage all students to participate in the full range of academic programs and extra-curricular activities.    Frequently provides the opportunities and ancillary support that enable and encourage all students to participate in the full range of academic programs and extra-curricular activities.    Continually devises and provides innovative opportunities to support the equitable participation by all students in the full range of academic programs and extra-curricular activities.
  • IneffectiveDevelopingEffectiveModel
    Never or infrequently demonstrates sensitivity to differences in students’ abilities, stages of development, learning styles, modes of contribution, social and cultural backgrounds, and strengths and needs. Never or infrequently develops and implements educational and organizational strategies that address the needs of a diverse student body.    Demonstrates occasional sensitivity to differences in students’ abilities, stages of development, learning styles, modes of contribution, social and cultural backgrounds, and strengths and needs. Occasionally develops and implements educational and organizational strategies that address the needs of a diverse student body.    Frequently demonstrates sensitivity to differences in students’ abilities, stages of development, learning styles, modes of contribution, social and cultural backgrounds, and strengths and needs. Frequently develops and implements educational and organizational strategies that address the needs of a diverse student body.    Routinely demonstrates sensitivity to differences in students’ abilities, stages of development, learning styles, modes of contribution, social and cultural backgrounds, and strengths and needs. Continually develops and implements educational and organizational strategies that are effective in meeting the needs of a diverse student body, with particular attention to students with special needs and those whose native language is not English.
  • IneffectiveDevelopingEffectiveModel
    Does not make adequate provisions (in terms of time and space for work, resource materials and tasks assigned, and communication and response modes) for individual students who have particular learning differences or needs. Does not demonstrate or encourage attitudes of tolerance and helpfulness toward students with learning differences.    Strives to make appropriate provisions (in terms of time and space for work, resource materials and tasks assigned, and communication and response modes) for individual students who have particular learning differences or needs. Frequently demonstrates and sometimes encourages attitudes of tolerance and helpfulness toward students with learning differences.    Usually makes appropriate provisions (in terms of time and space for work, resource materials and tasks assigned, and communication and response modes) for individual students who have particular learning differences or needs. Routinely demonstrates and strongly encourages attitudes of tolerance and helpfulness toward students with learning differences. Uses strategies and practices that enable students to demonstrate respect for and affirm their own and others’ differences related to background, identity, language, strengths, and challenges.    Routinely makes appropriate provisions (in terms of time and space for work, resource materials and tasks assigned, and communication and response modes) for individual students who have particular learning differences or needs. Expects and strongly encourages attitudes of tolerance and helpfulness toward students with learning differences. Applies understanding of individual differences and diverse cultures and communities to ensure an inclusive learning environment that enables each learner to meet high standards. Establishes an environment in which students respect and affirm their own and others’ differences—and are supported to share and explore differences and similarities— related to background, identity, language, strengths, and challenges.

Examples of Evidence to Look for in Assessing the Licensed Faculty Member’s Level of Performance

Educator Effectiveness Standards Home
Standard 1-A: Knowledge of Curriculum
Standard 1-A: Knowledge of Curriculum Examples of Evidence
Standard 1-B: Knowledge of Pedagogy
Standard 1-B: Knowledge of Pedagogy Examples of Evidence
Standard 1-C: Knowledge of Child Development
Standard 1-C: Knowledge of Child Development Examples of Evidence
Standard 2-A: Learner Differences
Standard 2-A: Learner Differences Examples of Evidence
Standard 2-B: Learning Environment
Standard 2-B: Learning Environment Examples of Evidence
Standard 2-C: Promoting Equity and Appreciation of Diversity
Standard 2-C: Promoting Equity and Appreciation of Diversity Examples of Evidence
Standard 2-D: Creating Personalized Classroom Communities
Standard 2-D: Creating Personalized Classroom Communities Examples of Evidence
Standard 2-E: Managing Student Behavior
Standard 2-E: Managing Student Behavior Examples of Evidence
Standard 2-F: Communicating with Families
Standard 2-F: Communicating with Families Examples of Evidence
Standard 3-A: Communicating with Students
Standard 3-A: Communicating with Students Examples of Evidence
Standard 3-B: Instructional Strategies
Standard 3-B: Instructional Strategies Examples of Evidence
Standard 3-C: Using Assessment to Advance Instruction
Standard 3-C: Using Assessment to Advance Instruction Examples of Evidence
Standard 3-D: Documentation of Student Growth
Standard 3-D: Documentation of Student Growth Examples of Evidence
Standard 4-A: Reflection and Continuous Growth
Standard 4-A: Reflection and Continuous Growth Examples of Evidence
Standard 4-B: Collaboration and Leadership
Standard 4-B: Collaboration and Leadership Examples of Evidence
Standard 4-C: Demonstrating Professionalism Examples of Evidence