CTESS ebook

Appendix F – Learning and Teaching Evidence Checklist

Standard 4: Interdisciplinary Connections Makes interdisciplinary connections to purposefully engage learners to integrate content knowledge

Standard 6 : Feedback Uses effective feedback practices in the instructional setting to provide timely and descriptive feedback that will promote quality student work Effective: • 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) Highly Effective: • 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) Effective: • Interdisciplinary connections (shared content, learning objectives/intentions, skills, and/or vocabulary) that purposefully engage learners in applying cross-content knowledge as reflected by the following: • One PLC Note/Product or Colleague Collaboration Note/Product that reflects interdisciplinary connections for learners AND One of the Following: • Evidence of implementing schoolwide or team interdisciplinary initiative (e.g. starters, themes, objective trackers, school improvement goals) • Culminating Student Project - reflects learning that results in a student-developed product (e.g. research paper, experiment, simulation, performance, capstone) and shows interdisciplinary connections • One piece of Lesson Planning Evidence that documents or demonstrates interdisciplinary connections Highly Effective: • Interdisciplinary connections (shared content, learning objectives/intentions, skills, and/or vocabulary) that purposefully engage learners in applying cross-content knowledge as reflected by three or more of the following: • Two PLC Notes/Products and/or Colleague Collaboration Notes/Products that reflect interdisciplinary connections for learners • Evidence of implementing schoolwide or team interdisciplinary initiative (e.g. starters, themes, objective trackers, school improvement goals) • Culminating Student Project — Reflects learning that results in a student-developed product (e.g. research paper, experiment, simulation, performance, capstone) and shows interdisciplinary connections • Two pieces of Lesson Planning Evidence that document or demonstrate interdisciplinary connections

Standard 7 : Cognitive Rigor/ Depth of Knowledge (DOK) Provides students with meaningful opportunities to engage in higher level thinking to solve applied problems using academic skills such as analyzing, synthesizing, and decision making

Effective: All of the following: • One piece of Evidence of Rigor that documents or demonstrates DOK level 3 or 4 student learning tasks • Sample of one completed student assignment/project that reflects DOK level 3 or 4 learning

Highly Effective: All of the following:

• One piece of Evidence of Rigor that documents or demonstrates DOK level 3 or 4 student learning tasks • Samples of two different completed student assignments/projects that reflect DOK level 3 or 4 learning

Standard 8 : Data Use Independently and collaboratively uses assessment data to document student progress to promote student growth of all

Effective: • Teacher provides PLC Notes/Products that show consistent use of student assessment data to guide instruction (e.g., DWSBAs, team or school wide assessments).

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