CTESS ebook

Lines of Evidence (Teacher Responsibility)

Learning and Teaching Evidence For teachers in the summative evaluation year, the Learning and Teaching Evidence provides 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 evidence allows teachers to show that they know, understand, and routinely implement the CTESS standards.

Below is a description of the specific Learning and Teaching Evidence included in benchmark criteria.

NOTE: To determine specific requirements corresponding to each rating, refer to 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.

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