CTESS ebook

Step 2: Teachers then implement their plan and collect evidence of progress. Step 3: Teachers provide evidence by April 30 of progress toward implementing and reflecting on their plan using the following sentence stem: Educator’s Evidence of Progress •​ My evidence that shows progress toward implementing my plan is ... Step 4: Teachers provide a self-reflection rating based upon survey feedback and implementation progress. Highly Effective (all of the following are true) •​ Meets all criteria for an “Effective” rating •​ My plan for improvement was exemplary in that it was detailed and comprehensive (addressed both primary and secondary concerns reflected in survey data) •​ I have presented data on the impact of implementing my plan for improvement Effective (all of the following are true) •​ I thoroughly analyzed and reflected on survey data •​ I developed a plan for improvement that addressed the primary concern reflected in survey data •​ I presented evidence that I implemented my plan for improvement Minimally Effective / Emerging (any of the following are true) •​ My analysis of survey data was not thorough •​ I developed a plan for improvement, but my plan did not address the primary concern reflected in survey data •​ I presented partial evidence that I implemented my plan for improvement Not Effective (any of the following are true) •​ I did not analyze survey data •​ My plan in response to survey data deflected responsibility or did not address the primary concern reflected in survey data •​ I did not present evidence that I implemented my plan for improvement Step 5: Administrator provides a final rating based upon the educator’s response to data and progress towards goal. Highly Effective •​ Meets all criteria for an "Effective" rating •​ Educator’s plan for improvement was exemplary in that it was detailed and comprehensive (addressed both primary and secondary concerns reflected in survey data) •​ Educator presented data on the impact of implementing the plan for improvement Effective •​ Educator reflected on and thoughtfully analyzed survey data •​ Educator’s plan for improvement addressed the primary concern reflected in survey data •​ Educator presented evidence that the plan for improvement was implemented Minimally Effective •​ Educator’s analysis of survey data was weak or half-hearted •​ Educator developed a plan for improvement, but the plan did not address the primary concern reflected in survey data •​ Educator only presented partial evidence that the plan for improvement was implemented Not Effective •​ Educator did not analyze survey data •​ Educator’s plan in response to survey data deflected responsibility or did not address the primary concern reflected in survey data •​ Educator did not present evidence that the plan for improvement was implemented

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