CTESS ebook

Standard 6 : Feedback Uses effective feedback practices in the instructional setting to provide timely and descriptive feedback that will promote quality student work

Lines of Evidence The administrator codes teacher feedback to students and feedback sequences during the IPOP; the teacher provides evidence of using effective feedback practices that are purposeful and specific.

IPOP

• Behavior Coding (Positive, Corrective, Harsh, and Other; Feedback Sequences) • Feedback(D1) (D2)

Learning and Teaching Evidence •

Completed student assignment(s) with specific feedback that show progress toward meeting standards or learning objectives/intentions

Benchmark Criteria

Highly Effective: All of the following on two formal IPOPs: •

Teacher demonstrates a minimum of 2 full feedback sequences • Teacher’s rate of feedback (positive, corrective, and other) is at least 27 in a 20-minute observation (at least 80 per hour) • Teacher is rated “Highly Evident” for providing specific feedback and elaborating for bett er student understanding (D1) to more than one student. • Teacher provides corrective feedback effectively (D2 ) rating is “Highly Evident” AND • Teacher provides three or more different work samples from students, with specific feedback on how to progress toward meeting standards or learning objectives/intentions (e.g., rubrics, task completion checklists) All of the following: • Teacher demonstrates a minimum of 2 full feedback sequences on at least one formal IPOP • Teacher’s rate of feedback (positive, corrective, and other) is at least 20 in a 20-minute observation (at least 60 per hour) on two formal IPOPs • Teacher is rated “Evident” on at least one formal IPOP for providing specific feedback (D1) to more than one student • Teacher provides corrective feedback effectively (D2) rating is at least “Evident” on two formal IPOPs AND • Teacher provides two different work samples from students, with specific feedback on how to progress toward meeting standards or learning objectives/intentions (e.g., rubrics, task completion checklists)

Effective:

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