CTESS ebook

•​ 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 instructional coach, of at least two full videoed lessons) Emerging Effective/Minimally Effective: •​ Teacher provides evidence of attending some required school and District professional learning (e.g., District Day, MS/HS Early Out, school-wide professional learning based on TSSP goals) OR •​ Teacher completes Professional Learning Goal late, not by the deadline (or by the extension deadline that was granted by the school administrator) OR •​ Teacher completes Student Growth Goal late, not by the deadline (or by the extension deadline that was granted by the school administrator) OR •​ Teacher completes Mid-Year Goal Reflections late; not by the deadline Not Effective •​ Teacher attends no required school and District professional learning (e.g., District Day, MS/HS Early Out, school-wide professional learning based on TSSP goals) OR •​ Teacher’s behavior has resulted in removal or exclusion from one or more curriculum-based professional learning opportunities OR •​ Teacher does not submit Professional Learning Goal and/or Student Growth Goal

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