CTESS

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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