InTASC Resources Standard 1: Learner Development pva

PVA

The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Indicator 1.1.a

The teacher regularly assesses individual and group performance in order to design and modify instruction to meet learners' needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level of development.

Performance

Progression

Level 0	The teacher candidate does not or seldom manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 1	The teacher candidate manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 2	The teacher candidate actively involves learners in managing the learning environment and making full use of instructional time. S/he employs strategies to build learner self-direction and ownership of learning. The teacher candidate provides options and resources to engage learners with subject matter and to develop their skills in both collaborative and self-directed learning.
Level 3	The teacher candidate supports learners’ independence and self-direction in identifying their learning needs, accessing resources, and using time to accelerate their learning.

Indicator 1.1.b

The teacher creates developmentally appropriate instruction that takes into account individual learners' strengths, interests, and needs and that enables each learner to advance and accelerate his/her learning.

Performance

Progression

Level 0	The teacher candidate does not or seldom manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 1	The teacher candidate manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 2	The teacher candidate actively involves learners in managing the learning environment and making full use of instructional time. S/he employs strategies to build learner self-direction and ownership of learning. The teacher candidate provides options and resources to engage learners with subject matter and to develop their skills in both collaborative and self-directed learning.
Level 3	The teacher candidate supports learners’ independence and self-direction in identifying their learning needs, accessing resources, and using time to accelerate their learning.

Indicator 1.1.j

The teacher takes responsibility for promoting learners' growth and development.

Critical Dispositions

Progression

Level 0	The teacher candidate does not or seldom manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 1	The teacher candidate manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 2	The teacher candidate actively involves learners in managing the learning environment and making full use of instructional time. S/he employs strategies to build learner self-direction and ownership of learning. The teacher candidate provides options and resources to engage learners with subject matter and to develop their skills in both collaborative and self-directed learning.
Level 3	The teacher candidate supports learners’ independence and self-direction in identifying their learning needs, accessing resources, and using time to accelerate their learning.

Indicator 1.1.k

The teacher values the input and contributions of families, colleagues, and other professionals in understanding and supporting each learner's development.

Critical Dispositions

Progression

Level 0	The teacher candidate does not or seldom manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 1	The teacher candidate manages the learning environment, organizing, allocating and coordinating resources (e.g., time, space, materials) to promote learner engagement and minimize loss of instructional time.
Level 2	The teacher candidate actively involves learners in managing the learning environment and making full use of instructional time. S/he employs strategies to build learner self-direction and ownership of learning. The teacher candidate provides options and resources to engage learners with subject matter and to develop their skills in both collaborative and self-directed learning.
Level 3	The teacher candidate supports learners’ independence and self-direction in identifying their learning needs, accessing resources, and using time to accelerate their learning.