ABSTRACT
Along with relationship-building and using specialist knowledge around pedagogy, the curriculum, and discipline content, the people argue that the effective teacher needs to be able to identify and collect evidence about the broad range of interests, beliefs, skills, and knowledge in diverse student cohorts. In discussing the multilayered work of the teacher, this chapter presents a model that addresses these attributes and practices. While collaborative work is specifically highlighted in one of the stages, in reality, is it important to all stages. In addition to work samples, particularly those associated with the content or skill area, evidence at this stage may also include interactions with the student in one-to-one, group, and whole-class situations. The expert teacher draws on a broad repertoire of strategies and experience and considers the interventions that have worked previously in similar situations or seeks alternative strategies that have been shown to work for the diagnoses made during the first stage of the cycle.
