Candidates establish on-going partnerships with the community's adults and leaders by including them in curriculum and classroom activities. Cultural groups and identity Candidates know, understand, and use knowledge of how cultural groups and students' cultural identity affect language learning and school achievement. As they create meaningful language learning experiences that also develop students' cross-cultural competence, teachers compare and contrast ways in which cultures and social groups are similar and different. Teachers recognize that students' identity is tied closely to students' sense of self worth which is directly correlated to their academic achievement. Candidates know that all students can learn when cultural factors are recognized, respected, and accommodated and they demonstrate that knowledge in their practice.
Candidates consider diversity an asset and respond positively to it.
Candidates will know, understand, and use the nature of cultural diversity and migration and immigration in the U.S. to improve the achievement and language development of children. These rubrics are additive. Performance Indicator Approaches Standard Meets Standard Exceeds Standard 2.b.1. Use a range of resources to learn about world cultures and cultures of students in their classrooms and apply that learning to instruction Candidates have a general understanding of major cultural groups, and begin to identify resources to increase their knowledge and understanding. Candidates use their knowledge about major cultural groups to design and deliver instruction.