standard i: teachers demonstrate leadershipp1cdn4static.sharpschool.com/userfiles/servers...observed...

August 27, 2013 1 Transylvania County Schools—Human Resources & Professional Development: Navigating the Teacher Standards in Observations

Standard I: Teachers demonstrate leadership

Observation

a. Teachers lead in their classroom

Developing Proficient Accomplished Distinguished Not Demonstrated

√

Establishes a safe and orderly classroom.

Creates a classroom culture that empowers students to collaborate.

Empowers and encourages students to create and maintain a safe and supportive school and community environment.

The application of this standard and its elements would look like…. Observed evidence of clear rules and procedures like posted expectations and rules. Observed evidence of collaboration, group work, and student comfort with asking question of teacher/peers, smooth transitions, and high respect for teacher/peers. Observed evidence of student reflection and ownership of learning such as data walls, journals, etc... Observed evidence of project based learning applied to real world activities. Observed evidence of peer evaluation/editing. Observed evidence of students seeking out their own information.

Routines, procedures, classroom rules

High levels of time on task

Observed relationships of mutual respect

Teacher-modeling of character traits

Class meetings

Adheres to PBIS/ Code of Conduct

Students are dialoguing in groups relative to the objective

Technology integration

Balance of kid talk and teacher talk

Students working in small groups (i.e. cooperative learning, literature circles)

Collaborative seating arrangements / Teams

Posted classroom schedule & procedures that reflect student involvement in development of social contracts

Data notebooks

Engaged active learners

Student learning teams

Activities that require critical thinking skills

Students taking on leadership roles in their own instructional groups

Teacher utilizes David Langford techniques with students (Quality Tools)

Student led conferences

Community or school-based service project


Standard II: Teachers establish a respectful environment for a diverse population of students

Observation

a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults


√ Appreciates and understands the need to establish nurturing relationships.

…AND Establishes an inviting, respectful, inclusive, flexible, and supportive learning environment.

…AND Maintains a positive and nurturing learning environment.

…AND Encourages and advises others to provide a nurturing and positive learning environment for all students.

The application of this standard and its elements would look like…. Positive demeanor (body language), communication style, choice of vocabulary, eye contact, show they value student opinions and discussion, student feedback, parent feedback, describe student behavior – eye contact, atmosphere, lack of or lots of “open discussion” between students and teacher, positive reinforcement and level of engagement, Physical environment of classroom is warm, organized, welcoming, and instructional focused. Positive interactions with students including encouraging supportive feedback, mutual respect, flexibility, and high expectations. The teacher has a "good rapport" with their students.

Heterogeneous groupings

All students (inclusion students, varying academic levels, etc.) are involved in whole class learning

Student work samples displayed

Utilizes positive reinforcement/PBIS

Design/layout of the classroom

Teacher modeling respectful behavior

A scheduled time for students to recognize positive traits

Peer tutoring

Sustaining feedback to ensure student success

Monitors every child and finds ways to increase participation

Non-verbal interaction with students

Encourages student leadership and respect for others

Character trait focus in classroom

Compliments/Positive Traits correlating both on what is seen & is modeled.

Students are empowered to recognize and to acknowledge other students' positive academic and social behaviors

Evidence (student work products) that students' abilities and perspectives are valued

Student-Led Conferencing



Observation b. Teachers embrace diversity in the school community and in the world


√

√

Acknowledges that diverse cultures impact the world. Demonstrates awareness of the diversity of students in the classroom.

…AND Displays knowledge of diverse cultures, their histories, and their roles in shaping global issues. Acknowledges the influence of race, ethnicity, gender, religion, socio-economics, and culture on a student’s development and attitudes.

…AND Uses materials or lessons that Counteract stereotypes and acknowledges the contributions of all cultures. Consistently incorporates different points of view in instruction.

…AND Promotes a deep understanding of cultures through the integration of culturally sensitive materials and ideas throughout the curriculum. Capitalizes on diversity as an asset in the classroom.

The application of this standard and its elements would look like…. may not be observed in all observations but looking for patterns of behavior and observable artifacts woven throughout yearlong observations. Use of appropriate multi-cultural curricular resources. Purposeful seating arrangements to encourage diverse grouping and collaborative discussions. When appropriate, using materials that acknowledge the influences of race, ethnicity, gender, religion, and other aspects of culture.

Structure of student groups

Teacher calls on variety of students

All student input is valued

Classroom displays

Print rich environment that is indicative of student population

Diverse materials available to all students

Teacher seeks input from students regarding background information they can share

Integration of various cultures into lessons

Activities that relate to various cultures

Teacher discusses value of different points of view

Use of culturally sensitive models, texts, and resources

Cultural Nights

Parent speakers

Bring in outside resources/guest speakers

Celebrating diverse communities



Observation

c. Teachers treat students as individuals

Developing

Proficient

Accomplished

Distinguished

Not Demonstrated

√ Holds high expectations of students.

…AND Communicates high expectations for all students.

…AND Encourages and values contributions of students, regardless of background or ability.

…AND Helps students hold high expectations for themselves and their peers.

The application of this standard and its elements would look like…. holding to high expectations means creating an environment of success at each level of achievement. Build success – the teacher allows the student repeat assignments, redo tests, assign working lunch. Does teacher call on all students during class, does teacher allow kids to sleep or not be engaged? Evidence that the teacher expects all students to succeed such as the use of supportive sustaining feedback. Clear use of formative assessments to monitor student learning and progress such as Formative Assessment, random call-on questioning, ticket-out-door, guided practice, use of clickers etc...

NCSCOS taught

Quality classroom assignments

Standard Based Grading Practices

Communicates regular feedback to students & parents (high academic standards & student progress)

Performance rubrics

Authentic tasks

Following pyramid of interventions (RtI, Tier Team plans etc.)

Student Data Notebooks

Student Goal Setting

Mainstreaming

Affirming responses

System that communicates the "Failure is not an option"

Application of skills to real world problems

Student contracts

High expectations -- clear use of differentiated rubrics

System in place to support high student expectations when support is not provided at home

Student Led Conference (using goal setting Rubric & analyzing & evaluating of data (charts/graphs)

Student created Individual student contracts

Evidence of student self-assessment



Observation

d. Teachers adapt their teaching for the benefit of students with special needs

Developing

Proficient

Accomplished

Distinguished

Not Demonstrated

√ √

Recognizes that students have a variety of learning needs. Is knowledgeable of effective practices for students with special needs.

…AND Collaborates with specialists who can support the special learning needs of students. Provides unique learning opportunities such as inclusion and research based effective practices for students with special needs.

…AND Understands the roles of and collaborates with the full range of support specialists to help meet the special needs of all students. Effectively engages special needs students in learning activities and ensures their unique learning needs are met.

…AND Anticipates the unique learning needs of students and solicits assistance from within and outside the school to address those needs. Adapts instruction for the benefit of students with special needs and helps colleagues do the same for their students.

The application of this standard and its elements would look like…. teacher speaks the “differentiated language”, teacher follows the IEP, collaboration with specialists, show how adapted/modified lesson for student needs, how does the teacher engage and develop the AG student, LEP, etc. Responds to email, phone calls, follows steps of intervention, keeps grades updated in a timely manner, appropriate informative responses to parent requests. Knowledge of and implementation of student IEP. Accurate record keeping. Lesson activities are inclusive for all students such as scaffolding, tiered assignments, and addressing different learning styles. Evidence of high student engagement of all students. Evidence of using staff support personnel. Evidence of using community resources.

Lesson plans

Follows modifications of IEP, 504, Health Plans

Individual Goal Sheet

Evidence of dialogue with special education and Title I teachers

Student Support Team referrals and follow through

PLC discussions focused on students

Understands the IEP is the responsibility of regular ed teacher as well as special ed

Differentiated assignments

In-class support from special educators

Collaboration with other support specialists

Restructures use of support staff (works with children vs. clerical)

Change schedule to meet child’s specific needs

Interventions that address individual student need

Progress monitoring

Works with outside providers

Researches best practices or attends trainings prior to working with a student with particular needs

Evidence of multiple, tiered instructional assignments


Standard III: Teachers know the content they teach

Observation

a. Teachers align their instruction with the North Carolina Standard Course of Study

Developing

Proficient

Accomplished

Distinguished

Not Demon-strated

√

Demonstrates an awareness of the North Carolina Standard Course of Study and references it in the preparation of lesson plans.

…AND Understands the North Carolina Standard Course of Study, uses it in preparation of lesson plans, and applies strategies to make the curriculum rigorous and relevant.

…AND Develops and applies strategies based on the North Carolina Standard Course of Study and standards developed by professional organizations to make the curriculum balanced, rigorous and relevant.

…AND Assists colleagues in applying such strategies in their classrooms.

The application of this standard and its elements would look like…. demonstrates an understanding of 21st

century technology and literacy through assignments, lessons, how a lesson might differentiate. PLC- discussions, agendas, notes addressing reading and writing in the curriculum. Content Literacy: Leveled texts, leveled readings, graphic organizers (Cornell notes), journal writings, vocabulary instruction, lab reports, content specific literacy – teaching kids how to react and respond to material from their content. Understanding comprehension of content area and how to clarify point of view, relate information. 21

st century Literacy: Research skills, how to find answers, how to use technology, how to work in groups, how to solve problem from beginning to end.

Clear evidence that the teacher is focused on the NCSCOS such as posting of essential questions, goals, and objectives. Use of best practice literacy strategies such as SIOP, graphic organizers, vocabulary development, and literacy assessments. Integration of writing activities to support literacy in all subject areas. Use of high interest, highly engaging articles, selections, books/novels. Selection of leveled text to address learning needs.

Posted objectives

Quality lesson plans

Lesson plans align with NC SCOS

Utilizes Universal Screening Data

Guided Reading Groups

Balanced Literacy Program

Evidence of integration

Use of common assessments

Evidence of curriculum alignment work by grade level or teacher

Differentiated Instruction

Shares best practices in the PLC

Evaluates Digging Deeper Data

Utilizes Formative Assessment Assessment Data to plan instruction

Revise, edit, & rework curriculum maps & incorporate common assessments

Evidence of sustained data-based decision-making and instructional grouping

Evidence of consistently sharing best practices, peer support, work in other classrooms

Model teaching



Observation

b. Teachers know the content appropriate to their teaching specialty

Developing

Proficient

Accomplished

Distinguished

Not Demonstrated

√ Demonstrates a basic level of content knowledge in the teaching specialty assigned.

…AND Demonstrates an appropriate level of content knowledge in the teaching specialty to which assigned.

…AND Applies knowledge of subject beyond the content in assigned teaching specialty. Motivates students to investigate the content area to expand their knowledge and satisfy their natural curiosity.

…AND Extends knowledge of subject beyond content in their teaching specialty and sparks students’ curiosity for learning beyond the required course work.

The application of this standard and its elements would look like…. teacher can engage the learner so that he/she can use the material and how it relates to their life (current events), inquiry-based (what questions are asked, explain to me how you do this, put into your own words), students are prompted themselves to ask questions and search for answers, what kind of questions are asked (yes/no, distinguish, similarities and differences), questioning from the master teacher goes far beyond the repeat/exploration of factual information, modeling from the master teacher. Ability to answer student questions during lessons. Clearly articulate objectives and essential questions. Provide relevant examples. Formative and summative assessment the clearly aligns with NCSCOS curriculum. Lesson activity and handout elaborates on SCOS - demonstrates more depth and breadth through student interaction and activities other than basic knowledge requirements.

Effective instructional presentation

Uses Bloom's Taxonomy

Differentiated lessons

Use research-based methods

Alignment with pacing guides

Connecting student interest to the Standard Course of Study

Integrated Units

Inquiry Based Learning Experiences

Investigative Instruction in Math Higher order questioning (Marzano, Bloom) inquiry-based instruction

Evidence of consistent differentiation and extension activities aligned to the curricular objectives

Use of 21st Century and authentic, relevant learning activities that energize and motivate

Evidence of consistent differentiation and extension activities beyond the curricular objectives

Project based learning

Teach & motivate students to create new experiences with learned knowledge



Observation

c. Teachers recognize the interconnectedness of content areas/disciplines

Developing

Proficient

Accomplished

Distinguished

Not Demonstrated

√

√

Understand the links between grade/subject and the North Carolina Standard Course of Study. Displays global Awareness.

…AND Demonstrates know-ledge of links between grade/subject and the North Carolina Standard Course of Study. Promotes global awareness and its relevance to the subjects.

…AND Demonstrates knowledge of the links and vertical alignment of the grade or subject area and the North Carolina Standard Course of Study. Relates content to other disciplines. Integrates global awareness activities throughout lesson plans and classroom instructional practices.

…AND Collaborates with teachers from other grades or subject areas to establish links between disciplines and influence school-wide curriculum and teaching practice. Promotes global awareness and its relevance to all faculty members, influencing curriculum and teaching practices throughout the school.

The application of this standard and its elements would look like…. teacher may understand competencies required to effectively work in class but do they provide for the learner who is lacking basic skills/understanding when they come into the class, global awareness can be community or your life related use of skills within your community, demonstration or teaching of teachers, breadth and impact on larger school to be considered, lesson can include the cross curricula information or discussions. Lesson plans bring in ideas/content from other areas. Collaborative lessons with other teachers, depts.., curriculums. Connects content to current global issues and future implications.

Use curriculum maps

21st Century Learning Activities aligned with classroom assignments

Some level of integration observed

Integrated units

Global Awareness Activities - Linking with other countries/cultures through technologies

Evidence of vertical teaming and collaboration with regular and special area teachers

Seamless use of technology

Integrate Real world connections

Evidence of planning with art, music, PE

Global Awareness Activities - Linking with other countries/cultures through technologies



Observation

d. Teachers make instruction relevant to students

Developing

Proficient

Accomplished

Distinguished

Not Demonstrated

√ Identifies relation-ships between the North Carolina Standard Course of Study and life in the 21

st century.

…AND Identifies relationships between the core content and 21

st century

content.

…AND Integrates core content and 21

st

century content throughout lesson plans and classroom instructional practices.

…AND Deepens students’ understandings of 21st century skills and helps them make their own connections and develop new skills.

The application of this standard and its elements would look like….21st

century Literacy: Research skills, how to find answers, how to use technology, how to work in groups, how to solve problem from beginning to end. There is a constant rotation between content and everyday applications evident through lessons and activities. Technology is a frequent tool used to transform teaching from textbook to relevant and meaningful immediate use. Technology is not simply a tool that is used in the classroom - It is more interactive. The teacher works to develop skills that are relevant to the 21st Century such as collaboration with diverse groups, finding their own answers, utilizing technology, leading others, teaching others

Observation of teacher's statements about the relationships and student statements/ comments to support those relationships

Teamwork activities

Use of technology products (e.g., First in Math, ClassScape, etc.)

Authentic tasks/problem based learning

Use of technology by students to create products (e.g. Flip Camera presentations)

Effective use of 21st Century learning tools

Opportunities for collaboration and problem solving with peers

Integrate Real world connections

Authentic tasks and assessments

Observed activities of seminars, student-led conferences, book talks, etc

Student work that verifies the relationships of 21st Century and core content

Student created & produced activities that demonstrate 21

st cen. learning and thinking


Standard IV: Teachers facilitate learning for their students

Observation

a. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students

Developing

Proficient

Accomplished

Distinguished

Not Demon-

strated √

√

Understands developmental levels of students and recognizes the need to differentiate instruction.

…AND Understands developmental levels of students and appropriately differentiates instruction. Assesses resources needed to address strengths and weakness of students.

…AND Identifies appropriate developmental levels of students and consistently and appropriately differentiates instruction. Reviews and uses Alternative resources or adapts existing resources to take advantage of student strengths or address weaknesses.

…AND Encourages and guides colleagues to adapt instruction to align with students’ developmental levels. Stays abreast of current research about student learning and emerging resources and encourages the school to adopt or adapt them for the benefit of all students.

The application of this standard and its elements would look like…. Pre-assessment and post-assessment activities are visible and or available for review. Assignments include tiering and scaffolding elements. Task rotations may be used to meet various learning styles. Alternative resources include leveled texts, articles, varying assignments, technology, cooperative learning strategies. Students are experiencing a high level of success as evidenced by engagement during lessons and grades.

Differentiates sometimes

Uses developmentally appropriate language and tasks

Using Running Records, Universal Screening, Common Assessment to differentiates

Participates in Grade Level Planning

Use of progress monitoring probes- RTI, SST process when appropriate

SIOP strategies

Examples of flex grouping

Digging Deeper (PAST, Names, CORE Assessments, etc.)

Common Grade Level Rubrics

Differentiates consistently across subjects

Lessons implemented for multiple learning styles

Develops differentiated lesson plans for grade level planning

Observable modifications or accommodations that provide direct evidence of differentiating for a variety of academic achievement levels & modalities

Teacher models researched based practices for other staff to observe

Presents staff development to all staff based on research based practice

Seeking advanced degrees & certification

Uses differentiated lesson/activities to vertically collaborate

Lead book study



Observation

b. Teachers plan instruction appropriate for their students

Developing

Proficient

Accomplished

Distinguished

Not Demonstrated

√ Recognizes data sources important to planning instruction.

…AND Uses a variety of data for short- and long-range planning of instruction. Monitors and modifies instructional plans to enhance student learning.

…AND Monitors student performance and responds to individual learning needs in order to engage students in learning.

…AND Monitors student performance and responds to cultural diversity and learning needs through the school improve- ment process.

The application of this standard and its elements would look like…. The teacher uses data sources such as summative (EOC, VOCATS) and formative (common, Formative Assessment) data to drive instruction. Residual data and at-risk data would be used in PLC discussions and planning sessions. Data walls would be visible. Recognizing achievement gaps among student subgroups and planning lessons to address the individual learning needs. Teachers would be able to demonstrate making adjustments during the actual lessons based on student responses and level of engagement.

Recognize homework, assessments & class work that will help with lesson plan development

Referrals to SST/RTI

Use of rubrics

PLC participation

Use profile cards

Use running records, universal screening, Formative Assessment

Use of pre/post assessments to drive instructional design and pace

Evidence that data is used to drive instruction

Alignment of PLC SMART Goal to implement instruction

Create and use student data walls

Facilitating PLC and kid talk

Use & disaggregate EOG data, EVAAS, etc to drive instruction

Differentiated group & individual assignments

Students can clearly state what they are learning and why

Data collection of SMART Goal performance to make appropriate changes to long or short term goals

Student develops, monitors, & evaluates data notebook



Observation

c. Teachers use a variety of instructional methods

Developing

Proficient

Accomplished

Distinguished

Not Demonstrated

√ Demonstrates awareness of the variety of methods and materials necessary to meet the needs of all students.

…AND Demonstrates awareness or use of appropriate methods and materials necessary to meet the needs of all students.

…AND Ensures the success of all students through the selection and utilization of appropriate methods and materials.

…AND Stays abreast of emerging research areas and new and innovative materials and incorporates them into lesson plans and instructional strategies.

The application of this standard and its elements would look like…. Multiple activities would be used such as similarities and differences, instructional methods are not the same as different activities. Activities and methods must be chosen based on student engagement and actual learning the fact that there are multiple activities do not mean students learned.

Use of adopted materials

Guided Reading Instruction

Use of alternative teaching programs (i.e. Great Leaps)

Literature circles

Use of manipulatives

Flexible groupings

Tiered assignments

Higher order questioning

Cooperative learning teams

Evidence of research-based strategies that are aligned to SIP and PLC implementation

Implementing RTI strategies

Consistently use flex grouping, tiered assignments and higher order questioning

Student learning teams

Inquiry based learning.

Demonstration teaching



Observation

d. Teachers integrate and utilize technology in their instruction

Developing

Proficient

Accomplished

Distinguished

Not Demonstrated

√ Assesses effective types of technology to use for instruction.

…AND Demonstrates knowledge of how to utilize technology in instruction.

…AND Integrates technology with instruction to maximize student learning.

…AND Provides evidence of Student engagement in higher level thinking skills through the integration of technology.

The application of this standard and its elements would look like…. access to technology where relevant. Proficient using technology to plan instruction, accomplished when technology is actually used in instruction/learning not just as a demonstration.

Students have opportunities to access technology

Uses Word Processing, PowerPoint , email, Blackboard

Students select appropriate resources to complete assignments

Use 1:1 devices, SmartBoard, LCD projectors, Mobis, flip cameras

Use of equipment. software, and web-based applications, and peripherals to enhance learning in all content areas

There is distinct observable connection between well-planned technology lessons, the alignment to the essential objectives, and to student engagement

Team-based activities integrating interactive technologies

Student created projects using a variety of technology tools



Observation

e. Teachers help students develop critical-thinking and problem-solving skills

Developing

Proficient

Accomplished

Distinguished

Not Demonstrated

√ Understands the importance of developing students’ critical-thinking and problem solving skills.

…AND Demonstrates knowledge of processes needed to support students in acquiring critical thinking skills and problem solving skills.

…AND Teaches students the processes needed to: -think creatively and critically, -develop and test innovative ideas, -synthesize knowledge, -draw conclusions, -exercise and communicate sound reasoning, -understand connections, -make complex choices, -frame, analyze and solve problems.

…AND Encourages and assists teachers throughout the school to integrate critical thinking and problem solving skills into their instructional practices.

The application of this standard and its elements would look like…. Very important function as it speaks to the level of rigor in the classroom. Using information to make it their own. Are there higher order thinking skills that are observed? Yes, no, true, false does not necessarily demonstrate higher order thinking. Students are engaged in Marzano’s and Bloom’s higher order taxonomies not just the lower. Teachers provide opportunities and lessons that focus and use the higher order skills. Lessons include teaching the process to students about higher order thinking skills and how to use those higher order skills.

Questions and question stems posted around room

Use of problem solving strategies by students

Students are provided with a variety of resources and select appropriate resources to complete assignments

Use response journals

Use science notebooks

Uses Blooms and Marzano's taxonomies in questioning and assignments

Team based work products

Project based learning

Staff Development Presentations

Piloting new programs for the school or district

Model Teaching



Observation

f. Teachers help students work in teams and develop leadership qualities

Developing

Proficient

Accomplished

Distinguished

Not Demonstrated

√ Provides opportunities for cooperation, collaboration, and leadership through student learning teams.

…AND Organizes student learning teams for the purpose of developing cooperation, collaboration, and student leadership.

…AND Encourages students to create and manage learning teams.

…AND Fosters the development of student leadership and teamwork skills to be used beyond the classroom.

The application of this standard and its elements would look like…. Cooperative learning may be used but students must be taught cooperative learning strategies. Teachers provide the many ways for students to lead but more and more of the actual lesson facilitation of learning is done/led by the students. Students may complete projects that are long-term and student led.

Set up of classroom oriented toward teamwork

Provide opportunities for cooperative learning

Uses Literature Circles

Teach organizes group science experiments

Student led book talks

Student generated newsletters/class letters

Student groups learn, organize, and present curriculum material to the class

Students create classroom website


Observation

g. Teachers communicate effectively

Developing

Proficient

Accomplished

Distinguished

Not Demonstrated

√ √

Demonstrates the ability to effectively communicate with students. Provides opportunities for students to articulate thoughts and ideas.

…AND Uses a variety of methods for communication with all students. Consistently encourages and supports students to articulate thoughts and ideas clearly and effectively.

…AND Creates a variety of methods to communicate with all students. Establishes classroom practices, which encourage all students to develop effective communication skills.

…AND Anticipates possible student misunderstandings and proactively develops teaching techniques to mitigate concerns. Establishes school-wide and grade appropriate vehicles to encourage students throughout the school to develop effective communication skills.

The application of this standard and its elements would look like…. Communication between teacher, student, school, and parents uses a wide scope of skills and tools. Classroom discussions expect students to clearly/formally express their ideas with clarity. Public speaking/presentations would be used. When using tools such as wikis and blogs there is also instruction about how to write and communicate within each medium. Coverage is not acceptable – there has to be


demonstrated rigor with regard to speaking, writing, and using various means of communication. Teachers anticipate where problems/pitfalls may occur when teaching lessons and provide for success using past success stories/strategies/skills to prevent misconceptions/struggles.

Timely response to students, parents and colleagues

Provide timely & appropriate feedback to student work

Creates Newsletters

Uses conference logs

Develop cross grade level peer buddies/tutors

Creates and participates in Wikis

Creates and participates in Blogs

Student led conferences

Set up peer mediation

Establish student mentors and peer tutors

Develop & implement school wide performances


Observation

h. Teachers use a variety of methods to assess what each student has learned

Developing

Proficient

Accomplished

Distinguished

Not Demonstrated

√

√

Uses indicators to monitor and evaluate student progress. Assesses students in the attainment of 21st century knowledge, skills, and dispositions.

…AND Uses multiple indicators, both formative and summative, to monitor and evaluate student progress and to inform instruction. Provides evidence that students attain 21st century knowledge, skills and dispositions.

…AND Uses the information gained from the assessment activities to improve teaching practice and student learning. Provides opportunities for students to assess them-selves and others.

…AND Teaches students and encourages them to use peer and self –assessment Feedback to assess their own learning. Encourages and guides colleagues to assess 21st century skills, knowledge, and dispositions and to use the assessment information to adjust their instructional practice.

The application of this standard and its elements would look like…. The teacher uses data sources such as summative (EOC, VOCATS) and formative (common, Formative Assessment) data to drive instruction. Residual data and at-risk data would be used in PLC discussions and planning sessions. Data walls would be visible. Recognizing achievement gaps among student subgroups and planning lessons to address the individual learning needs. Students are moved/grouped according to objectives learned. Goals and objectives are remediated and enriched based on data. Remediation and enrichment does not mean doing/covering the lesson the same way for a second time. Common assessments consider the number of questions that cover each goal/objective. Teachers would be able to demonstrate making adjustments during the actual lessons based on student responses and level of engagement.

Using common assessments

Using other reports

Use of formative data: Anecdotal notes, grade books, profile cards, running records, universal screening data, Aims Web, quizzes, informal assessments, authentic tasks

Evidence of application of objectives to real world

Student uses data notebooks to collect, analyze, and evaluate his/her performance

Display data walls and use information to drive future instruction

Create or use a system to organize and monitor all data

Use data notebook results to revise personal learning goals

Instruct others on how to use a data system to organize and monitor assessment data


V. Teachers reflect on their practice.

A. Teachers analyze student learning.

The teacher uses data sources such as summative (EOC, VOCATS) and formative (common assessments, other formative assessments, anecdotal) data to drive instruction. Residual data and at-risk data would be used in PLC discussions and planning sessions. Data walls would be visible. Recognizing achievement gaps among student subgroups and planning lessons to address the individual learning needs. Students are moved/grouped according to objectives learned. Goals and objectives are remediated and enriched based on data. Remediation and enrichment does not mean doing/covering the lesson the same way for a second time. Common assessments consider the number of questions that cover each goal/objective. Teachers would be able to demonstrate making adjustments during the actual lessons based on student responses and level of engagement. Teachers review assessment data, and EOC goal summary reports.

B. Teachers link professional growth to their professional goals.

Professional development is attended. Teacher uses and applies what is learned to impact student learning.

C. Teachers function effectively in a complex, dynamic environment.

School provides initial training/ideas based on best practices and current research. Staff extends the work and discussion in PLCs. Use of information translates to action.

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