CTESS ebook

courses during the year.

• Completes Graduate-level Coursework - The educator completes one (or more) graduate-level course in an educationally relevant field of study during the year. • Principal-approved Professional Learning - As a learner or a presenter, teacher participates in professional learning (one or more) that is tied to the teacher’s content area teaching, with approval of the principal.

Rubrics •

Cognitive Rigor Rubric - Students receive feedback in the form of a rubric that outlines expectations for students in a learning task that reflect higher-level thinking at DOK level 3 or 4 . It is the required high level of thinking that distinguishes it from a traditional feedback rubric. • Feedback Rubric - Students receive feedback in the form of a rubric that outlines the expectations for meeting a standard or objective. It is the act of sharing the rubric with students and providing feedback on their progress that has a strong positive effect on student achievement. Scaffolding Scaffolding strategies are temporary tools or supports that teachers plan for and provide to students in order to enhance student learning and help them master the learning objective/intention. Common High-Yielding Scaffolds include: (1) pre-teaching/front loading to prepare students for the lesson, such as building background knowledge; (2) purposeful structured partner or small group work with assigned roles and responsibilities to ensure all students are supported in their collaborative learning; (3) structured sentence starters and sentence frames to enable students to actively participate in classroom discussion or writing tasks at a higher level than they could produce on their own; (4) graphic organizers (not worksheets) that help students visualize relationships between facts/concepts/ideas (e.g., Venn diagrams, flow charts to illustrate processes, organizational charts to show hierarchies); (5) visual realia (e.g., objects, photographs) that provide a visual representation of abstract ideas, vocabulary, and phenomena students are learning; (6) chunking new information into smaller, manageable chunks of content to facilitate learning; (7) manipulatives or concrete objects that purposely support hands-on learning of abstract concepts; (8) metacognitive strategies that demonstrate or model the thinking process to support student problem solving, such as think-alouds or mnemonics.

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