instructional instructional practices across instructional practices across populations and how to align these alignment of best instructional practice to grade levels and content areas; grade levels and content areas with curricula; systematically focuses state and district learning goals as practices to state does not effectively assist staff to facilitate some alignment staff on alignment; establishes a foundational to the improvement of and district to align instructional practices activities with staff; emerging system for ongoing alignment that teaching and learning; teachers design high learning goals to state and district learning knowledge of culturally-relevant involves staff; continually supports, quality, aligned units to discuss with their and intellectual goals teaching & learning monitors alignment and makes teams; ensures that staff is current on safety methodologies adjustments; has teacher teams professional literature regarding curriculum cooperatively plan aligned units, alignment reviews them and then gives teachers feedback; reads and shares research that fosters an ongoing, school-wide discussion on best practices for non-proficient to above-proficient students 4.3 Assists in Has incomplete or insufficient Has emerging knowledge and Has deep knowledge of assessment; Is proficient AND provides leadership and knowledge of assessment in understanding of assessment in every course has a document support such that staff takes ownership of aligning terms of reliability, validity and of reliability, validity and (syllabus, course outline or learning the alignment processes of assessment to assessment fairness; does not effectively fairness; facilitates the objectives) that identifies the instructional practices; staff understand the practices to best assist staff to align implementation of certain learning outcomes in language alignment of assessment to teaching as instructional assessments to instructional aspects of a balanced accessible to students and parents; foundational to the improvement of practices practices (diagnostic, formative and student work created in response to teaching and learning summative) assessment system; teachers’ assessments of the facilitates the alignment of learning outcomes accurately reflect assessment to best instructional the state standards and district practices in some grade levels learning goals/targets; continually provides support to systematically focus staff on alignment of assessment to instruction using best practices; establishes a system for ongoing alignment of formative and summative assessment that involves staff members
instructional practices to state and district learning goals and intellectual safety instructional practices across grade levels and content areas; does not effectively assist staff to align instructional practices to state and district learning goals instructional practices across grade levels and content areas to facilitate some alignment activities with staff; emerging knowledge of culturally-relevant teaching & learning methodologies populations and how to align these with curricula; systematically focuses staff on alignment; establishes a system for ongoing alignment that involves staff; continually supports, monitors alignment and makes adjustments; has teacher teams cooperatively plan aligned units, reviews them and then gives teachers feedback; reads and shares research that fosters an ongoing, school-wide discussion on best practices for non-proficient to above-proficient students alignment of best instructional practice to state and district learning goals as foundational to the improvement of teaching and learning; teachers design high quality, aligned units to discuss with their teams; ensures that staff is current on professional literature regarding curriculum alignment 4.3 Assists in aligning assessment practices to best instructional practices Has incomplete or insufficient knowledge of assessment in terms of reliability, validity and fairness; does not effectively assist staff to align assessments to instructional practices Has emerging knowledge and understanding of assessment in of reliability, validity and fairness; facilitates the implementation of certain aspects of a balanced (diagnostic, formative and summative) assessment system; facilitates the alignment of assessment to best instructional practices in some grade levels Has deep knowledge of assessment; every course has a document (syllabus, course outline or learning objectives) that identifies the learning outcomes in language accessible to students and parents; student work created in response to teachers’ assessments of the learning outcomes accurately reflect the state standards and district learning goals/targets; continually provides support to systematically focus staff on alignment of assessment to instruction using best practices; establishes a system for ongoing alignment of formative and summative assessment that involves staff members Is proficient AND provides leadership and support such that staff takes ownership of the alignment processes of assessment to instructional practices; staff understand the alignment of assessment to teaching as foundational to the improvement of teaching and learning
NEWCriteria4L.docx