CTESS ebook

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). 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 students’ 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 Learning Engaging in and valuing constructive feedback, reflective practices, professional learning, and collaborative activities that support professional, instructional, and schoolwide improvement

Effective: •

Teacher provides evidence of participation in most required school and District professional learning (e.g., District Day, MS/HS Early Out, school-wide professional learning based on TSSP goals) and evidence of implementation of learned techniques and programs based on this professional learning 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 led by an instructional coach that follows the CSD Lesson Study Protocol for one lesson • Teacher provides evidence of participating in at least one optional (not required) District professional learning offerings as a learner within the current school year (e.g., DTL Summit) along with evidence of implementation of learned techniques and/or programs based on this professional learning • Teacher prov ides evidence of participating (as a learner or presenter) in a national or state conference that is tied to the teacher’s co ntent area of teaching (and has Principal approval) • Teacher participates on school or district committees (e.g., BLT,SCC) • Teacher provides evidence of completing (or being actively enrolled in) any education-related course/training within the current school year (e.g., CACTUS course, USBE Microcredential, graduate-level college course) • 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)

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