CTESS ebook

Highly Effective: • Meets the criteria for Effective AND • Teacher provides student assessment data shared in an PLC meeting that shows improved performance as a direct result of specific instructional adjustments the teacher made for a group of students who were struggling to master a content standard

Standard 9 : Scaffolding Designs, adapts and delivers appropriate and challenging learning experiences based on stu dents’ diverse strengths and needs

Effective: • Teacher provides one piece of evidence (e.g. student work samples) that shows how scaffolds from the list of Common High Yielding Scaffolds were used successfully in a recent lesson to provide supports for a range of diverse learners (e.g. IEP, 504, ELL) that aided in student mastery of a specific learning task Highly Effective: • Teacher provides two or more different pieces of evidence (e.g. student work samples) that show how scaffolds from the list of Common High Yielding Scaffolds were used successfully in a recent lesson to provide supports for a range of diverse learners (e.g. IEP, 504, ELL) that aided in student mastery of a specific learning task

Standard 10: Professional Development Actively investigates and considers new ideas that improve teaching and learning and draws on current education policy and research as sources of reflection

Effective: • Teacher provides evidence of participation in most required school and District professional development and implementation of learned techniques and programs AND • Teacher completes Professional Learning Goal by Sept. 30 deadline (or by the extension deadline granted by the school administrator) and Professional Learning Goal reflections after at least two formal IPOP summaries AND • Teacher completes the Student Growth Goal by October 30 deadline (or by the extension deadline granted by the school administrator) and the mid-year Student Growth reflection by Jan. 30 deadline AND ONE of the following: • Teacher provides documentation of Lesson Study that follows the CSD Lesson Study Protocol for one lesson • Teacher provides evidence of participating in one or more professional learning course offerings as a learner within the current school year • Teacher provides evidence of participating (as a learner or presenter) in Principal-Approved professional development ( one or more) that is tied to the teacher’s content area of teaching • Teacher participates on school or district committees (e.g., BLT, SCC, DAC, SAC) • Teacher provides evidence of completing (or being actively enrolled in) any education-related course/training within the current school year. • Teacher provides evidence of engaging in Public Practice (e.g., documentation of at least three-20 minute Peer Observations/Debriefings with peer/coach) within the current school year • Teacher submits a Video Teaching Observation (e.g., written reflection/debrief with coach, of at least two full videoed lessons) Highly Effective : • Teacher provides evidence of participation in all required school and District professional development and implementation of learned techniques and programs AND • Teacher completes Professional Learning Goal by September 30 deadline (or by the extension deadline granted by the school administrator) and Professional Learning Goal reflections after at least two formal IPOP summaries AND • Teacher completes the Student Growth Goal by October 30 deadline (or by the extension deadline granted by the school administrator) and the mid-year Student Growth reflection by January 30 deadline AND ONE of the following: • Teacher provides documentation of Lesson Study that follows the CSD Lesson Study Protocol for two or more lessons • Teacher provides evidence of state or district approved endorsement earned within the last 5 years (e.g., reading, math, ESL, Ed. Tech, gifted) since initial licensure • Teacher provides evidence of certifications earned within the last 5 years (e.g., National Board) • Teacher provides evidence of an additional degree earned in field of education or content field within the last 5 years (masters, doctorate) and since initial licensure

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