CTESS ebook

goals (for both teacher practice and student achievement), feedback, opportunities for reflection, and structured practice for newly acquired skills. These recommendations conform to the work of Joyce and Showers (2002) who emphasize the importance of reflection, coaching, and systematic support. CTESS benchmarks for professional development incorporate these elements of effective professional development. CSD professional learning and National Board certification, both of which involve a practice and coaching component, and the practice of Lesson Study, which involves practice, feedback, and reflection, are emphasized in the benchmarks because of the built-in procedures of coaching, practice, and reflection. Standard 11: Advocacy Standard 11 is founded more on principle and human decency than upon empirical evidence. Students, teachers, administrators, and parents all need support to be the best that they can be. Consequently, all educators need to build up those in their classrooms and communities with encouragement, expressions of appreciation, and constructive comments for improving in the future. This CTESS standard emphasizes working collaboratively to develop a better future for all, rather than assigning blame or ridicule to vent about mistakes of the past. Standard 12: Ethical Behavior It is the expectation of Canyons School District that all educators follow laws, rules, and policies. Laws, rules, and policies are designed to make explicit how to treat students and other adults well, and to avoid causing harm.

Canyons School District policies can be found at http://policy.canyonsdistrict.org

106