1(b) using a variety of assessment strategies and data to monitor and improve instruction

Descriptors of practice	Resource + evaluation	NOTES	Implications for your context	Evidence Ideas
1.  Students use a variety of assessment tools, and know how those tools measure their performance of the learning targets.		.
2.  Students understand the scoring criteria being used, and that the assessment tools being used are fair and equitable.
Students keep and review with their teacher records of their learning progress to identify their own specific needs for growth
Students regularly use their work to examine and reflect on their achievement of learning targets. Students set individual goals and outline the steps required to reach those goals.
Students are regularly guided through strategies to monitor, evaluate, and self-regulate their process of learning and express it verbally and in writing. Students can articulate what worked, what did not, and what they need to do differently next time.
Students actively work with their teacher to decide how best to demonstrate their progress and capabilities, and to identify their best work.
Students participate in communication with parents/guardians and in decision-making about their learning progress and assessment data.
Students create and use scoring criteria to assess their own and others’ work. cooperatively or independently to develop, research, and complete learning tasks

1(d) designing and/or adapting challenging curriculum that is based on the diverse needs of each student

Descriptors of practice	Resource + evaluation	NOTES	Implications for your context	Evidence Ideas
1.  Students can articulate the required learning targets.		.
2.  Students know what is needed to move to the next level of performance. .
3.  Students are aware of and utilize resources for assistance, remediation, acceleration, or enrichment, as appropriate.
Students articulate how the new learning builds on their prior knowledge and individual needs. Students understand the importance of their learning and why it is useful to them.
Students engage in high- level thinking skills, demonstrating a variety of strategies to analyze information and solve problems.
Students reflect on their thinking strategies, communicate what strategies worked well and what strategies did not, and adjust as necessary

 

1(f) integrating technology into instruction and assessment

Descriptors of practice	Resource + evaluation	NOTES	Implications for your context	Evidence Ideas
1.  Students use a variety of technological skills and select technologies appropriate to instructional and assessment tasks.		.
2.  Students use technology as a tool to enhance learning, increase personal productivity and foster self-expression.
3.  Students learn and demonstrate the responsible and ethical use of technology

 

1(g) informing, involving, and collaborating with families and community members as partners in each student’s educational process, including using information about student achievement and performance.

Descriptors of practice	Resource + evaluation	NOTES	Implications for your context	Evidence Ideas
1.  The teacher uses effective structures to form partnerships with parents and families in order to support student learning. The teacher demonstrates how s/he addresses the barriers to successful family involvement.		.
2.  The teacher uses a range of available methods (including technology) to gather, record, and report information on student progress to parents regularly.
3.  The teacher uses research data that includes data on traditionally underserved populations (racial, ethnic, low socioeconomic, ELL) to collaborate with families to determine specific learning and assessment needs for each student.
4.  The teacher regularly communicates to parents and families the learning progress of their child, identifying areas of strength and areas needing improvement. Regular, two-way communication forms a partnership that helps to ensure the success of the student.

 



2(b) using professional standards and district criteria to assess professional performance, and plan and implement appropriate growth activities

2(c) remaining current in subject area(s), theories, practice, research, and ethical practice

Descriptors of practice	Resource + evaluation	NOTES	Implications for your context	Evidence Ideas
1.  The teacher uses criteria, including education research and professional standards, to assess professional performance and to set professional goals. The teacher’s goals are evolving and s/he adapts them to respond to new information and experiences.		.
2.  The teacher develops a comprehensive learning plan for each growth area, realistic methods for obtaining that growth, and a clearly articulated timeline of anticipated activities and resources.
The teacher collects evidence that illustrates how student learning opportunities and achievement are connected with the teacher’s professional growth efforts.
1.  The teacher consistently demonstrates depth and breadth of knowledge for each content area s/he teaches, and can articulate the scope and progression of student learning.
The teacher consistently demonstrates knowledge and understanding of the Essential Learnings and/or Grade Level Expectations and connects them to the content and processes required for students to meet the standards.
The teacher articulates the connection between intentional, research-based decisions and their impact on student learning.

 

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