CTESS ebook

Learning and Teaching Evidence Teachers in the summative evaluation year submit artifacts in the Learning and Teaching Evidence Tracker in order to provide a means to measure important aspects of teaching that cannot reliably be observed in a typical classroom observation, including documents from lesson preparation, teacher collaboration, rubrics, student work, etc. This collection of artifact evidence allows teachers to show that they know, understand, and routinely implement the CTESS standards. Below is a description of the Learning and Teaching Evidence that aligns with the relevant standard. NOTE: To determine specific requirements corresponding to each standard, refer to Appendix C: CTESS Standards Lines of Evidence and Benchmark Criteria Standard 4: Connections and Relevance Makes connections to purposefully engage learners in learning tasks relevant to the learner Learning and Teaching Evidence Evidence that Demonstrates Relevancy in Lessons Teachers show evidence that demonstrates how and why a particular lesson reflects relevancy based on the background knowledge and interests of current students. Evidence that Demonstrates Multiple Access Points for Instructional Content Teachers show evidence that provides students with multiple means of accessing instructional content based on the student’s learning preference (e.g., video, print, audio). Evidence of a Culminating Project that Shows Connections The teacher creates a project that allows students to demonstrate content mastery through submission of a choice of artifacts (e.g., essay, multimedia, oral report). Student work samples from the project are submitted. Standard 6 : Feedback Uses effective feedback practices in the instructional setting to provide timely and descriptive feedback that will promote quality student work Learning and Teaching Evidence Evidence of Providing Specific Feedback to Students The teacher provides evidence of a completed student assignment with specific feedback on how to improve toward meeting standards or learning objectives/intentions; (e.g., rubrics, task completion checklists). Providing descriptive feedback to students has a strong positive effect on student achievement. A copy of the student assignment(s) or work samples with specific feedback is submitted. Standard 7 : Cognitive Rigor Provides students with meaningful opportunities to engage in higher level thinking to solve applied problems using academic skills such as analyzing, synthesizing, and decision making Learning and Teaching Evidence Evidence of Rigor The evidence describes the complexity of mental processing that occurs for students to answer a question, perform a task, or generate a product that requires greater conceptual understanding and cognitive processing. PLC Notes, Lesson Planning Evidence, Cognitive Rigor Rubric, can be submitted.

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