North Dakota Teacher Template: Standard 11 Data Use and Student Growth Indicator Exemplary Proficient Developing Non-Proficient Proficiency Student achievement The teacher demonstrates The teacher demonstrates The teacher demonstrates The teacher demonstrates data literacy: an advanced knowledge a solid knowledge of the of a growing little to no knowledge evidences of of the interpretation and interpretation and use understanding of the the interpretation or use foundational use of student student achievement data. interpretation and use of of student achievement knowledge and use of achievement data. student achievement data. data. Data is not used to district-, school-, and The teacher uses a Limited or simple data is make instructional and classroom-level A variety of student variety of student used to make instructional other classroom decisions student achievement achievement data and a achievement data to and growth data. and classroom variety of techniques are make instructional and decisions used to interpret student other classroom decisions data. Additional data collection methods are used beyond those provided. Data is used to make to make instructional and other classroom decisions Instructional The teacher uses student The teacher uses student Teachers use data for The teacher does not improvement: achievement data as a achievement data to limited purposes or use apply student Teachers normal and regular develop and measure limited data to make achievement data to frame student achievement professional practice to curriculum and student instructional decisions. and measure data to frame and measure learning goals. The use of curricular measure curricular claims/student data to measure student Most instructional claims/student learning curricular learning objectives. The learning goals results in decisions are made objectives claims/student use of student data results the use of data. impacts on student without learning objectives. in significant impacts on learning student learning. Data use results in little or no improvement to student achievement Student Growth: Multiple sources of growth Multiple sources of growth Multiple sources of growth Growth or achievement students in the class or achievement data from or achievement data from or achievement data from
North Dakota Teacher Template: Standard 11 Data Use and Student Growth Indicator Exemplary Proficient Developing Proficiency Non-Proficient Student achievement data literacy: evidences foundational knowledge and use of district-, school-, and classroom-level student achievement and growth data. The teacher demonstrates an advanced knowledge of the interpretation and use of student achievement data. A variety of student achievement data and a variety of techniques are used to interpret student data. Additional data collection methods are used beyond those provided. Data is used to make to make instructional and other classroom decisions The teacher demonstrates a solid knowledge of the interpretation and use of student achievement data. The teacher uses a variety of student achievement data to make instructional and other classroom decisions The teacher demonstrates a growing understanding of the interpretation and use of student achievement data. Limited or simple data is used to make instructional and classroom decisions The teacher demonstrates little to no knowledge of the interpretation or use of student achievement data. Data is not used to make instructional and other classroom decisions Instructional improvement: Teachers student achievement data to frame and measure curricular claims/student learning objectives. The teacher uses student achievement data as a normal and regular professional practice to measure curricular claims/student learning objectives. The use of student data results in significant impacts on student learning. The teacher uses student achievement data to develop and measure curriculum and student learning goals. The use of data to measure student learning goals results in impacts on student learning Teachers use data for limited purposes or use limited data to make instructional decisions. Most instructional decisions are made without the use of data. Data use results in little or no improvement to student achievement The teacher does not apply student achievement data to frame and measure curricular claims/student learning objectives Student Growth: students in the class Multiple sources of growth or achievement data from Multiple sources of growth or achievement data from Multiple sources of growth or achievement data from Growth or achievement
1%20PTESS%20Regional%20Meeting%20Handouts%203.docx