CTESS ebook

CTESS Element 1: Instructional Quality

The Instructional Quality element of CTESS consists of: • Self-Assessment and Goal Setting, Learning and Teaching Evidence (submitted by teacher), and • IPOPs, checklists, and administrator knowledge (completed by administrator). The Instructional Quality Rating (IQR) is 70% of the Summative Overall Rating (SOR) and is the cumulative rating of a teacher’s performance (Highly Effective, Effective, Emerging Effective/Minimally Effective, or Not Effective) on each of the 12 CTESS standards.

The following table summarizes the decision rules used for determining an IQR:

Steps

If…

Then IQR is…

Standards 1, 2, and 5 are Highly Effective AND remaining standards Effective… 7 or more standards are Highly Effective AND remaining standards are Effective… All standards are either Effective or Highly Effective… 3 or more standards are Emerging Effective or Minimally Effective…

1

Highly Effective

2

Highly Effective

3

Effective

Emerging Effective or Minimally Effective Emerging Effective or Minimally Effective

4

5

1 Standard is Not Effective…

6

2 or more standards are Not Effective…

Not Effective

7

Standard 1, 2, 5 or 12 is Not Effective

Not Effective

8

Otherwise…

Effective

Classroom PBIS (Standard 1), State Core Standards (Standard 2), and Student Engagement (Standard 5) have the greatest impact on student achievement; therefore, these standards have a stronger emphasis in determining an IQR. Ethical Behavior (Standard 12), while not directly related to student achievement, is a foundational requirement for all Utah educators. If the teacher does not agree with any portion of the Instructional Quality Rating (IQR), the teacher has the right to submit a written response expressing his/her views. This written response must be submitted to the evaluator and to the Director of Human Resources within fifteen (15) calendar days and will be retained in the teacher’s personnel file.

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