1.4, &amp; 6.9] Leading students to construct meaning through the use of active PTC: PDK: learning strategies such as purposeful discourse and/or inquiry-based 4.3. X 1B, 2G 2.1, 2.3 learning. Varying the student and teacher roles in ways that develop PDK: independence and interdependence of learners with the gradual release 4.4. X 2.1 of responsibility to students. Using differentiated instruction and supplemental intervention to PDK: support students with learning difficulties, disabilities and/or PTC: 2.3; particular gifts and talents. Note: Differentiated instruction applies to 4.5. X 2A, 2F DIV: all students (tier one) and supplemental instruction applies to students 5.1 in tiers two and three. Monitoring student learning and adjusting teaching during instruction PTC: PDK: 4.6. X in response to student performance and engagement in learning tasks. 2D 2.4 Providing meaningful, appropriate and specific feedback to students PTC: PDK: 4.7. X during instruction to improve their performance. 2E 2.4 [Understanding the different purposes and types and of assessment PTC: and ] Using and/or designing a variety of formative and summative 5.1 & PDK: 4A, X assessments and criteria that directly align with the learning objectives 5.2. 2.4 4B, 4C and value the diversity of ways in which students learn. Using a comprehensive set of data that provides depth and breadth of PDK: understanding of student achievement at a particular point in time and 5.3. X 2.4 over time. Collaborating with colleagues to review and interpret assessment data PDK: to monitor and adjust instruction to ensure students’ progress. PTC: 2.4; 5.4. X 4D, 4E PRF: 6.1 Providing students with assessment criteria and individualized, PTC: PDK: descriptive feedback to help them improve their performance and 5.5. X 2E, 4B 2.4 assume responsibility for their learning. Supporting students’ progress by communicating academic and PDK: behavioral performance expectations and results with students, their PTC: 2.4; 5.6. X families and other educators. 3B, 4D PRF: 6.1
1.4, &amp; 6.9] Leading students to construct meaning through the use of active learning strategies such as purposeful discourse and/or inquiry-based learning. 4.3. PTC: 1B, 2G PDK: 2.1, 2.3 X Varying the student and teacher roles in ways that develop independence and interdependence of learners with the gradual release of responsibility to students. 4.4. PDK: 2.1 X Using differentiated instruction and supplemental intervention to support students with learning difficulties, disabilities and/or particular gifts and talents. Note: Differentiated instruction applies to all students (tier one) and supplemental instruction applies to students in tiers two and three. 4.5. PTC: 2A, 2F PDK: 2.3; DIV: 5.1 X Monitoring student learning and adjusting teaching during instruction in response to student performance and engagement in learning tasks. 4.6. PTC: 2D PDK: 2.4 X Providing meaningful, appropriate and specific feedback to students during instruction to improve their performance. 4.7. PTC: 2E PDK: 2.4 X [Understanding the different purposes and types and of assessment and ] Using and/or designing a variety of formative and summative assessments and criteria that directly align with the learning objectives and value the diversity of ways in which students learn. 5.1 & 5.2. PTC: 4A, 4B, 4C PDK: 2.4 X Using a comprehensive set of data that provides depth and breadth of understanding of student achievement at a particular point in time and over time. 5.3. PDK: 2.4 X Collaborating with colleagues to review and interpret assessment data to monitor and adjust instruction to ensure students’ progress. 5.4. PTC: 4D, 4E PDK: 2.4; PRF: 6.1 X Providing students with assessment criteria and individualized, descriptive feedback to help them improve their performance and assume responsibility for their learning. 5.5. PTC: 2E, 4B PDK: 2.4 X Supporting students’ progress by communicating academic and behavioral performance expectations and results with students, their families and other educators. 5.6. PTC: 3B, 4D PDK: 2.4; PRF: 6.1 X
Appendix-A3-Student-Teaching-Evaluation-Instrument-aligned-to-standards-and-performance.docx