Criterion #1 Centering Instruction on high expectations for student achievement
LEARNING TARGETS
(from BSD Eval Form)
P1:Connection to standards, broader
purpose and transferable skill
P4:Communication of learning target(s)
P5: Expectation, support & opportunity for
participation & meaning making.
SE3:Work of high cognitive demand
CEC3:Discussion, collaboration and
accountability
WHAT IT WILL LOOK LIKE
The lesson is based on grade level
standards and the learning target(s) align to
the standard. The lesson is consistently
linked to broader purpose or transferable
skill.
Teacher communicates the learning
target(s) through the verbal and visual
strategies, checks for understanding of
what the target(s) are and references the
target throughout instruction.
The success criteria for the learning
target(s) are clear to students.
Teacher expectations and strategies engage
all students in work of high cognitive
demand.
Routines for discussion and collaboration
work have been explicitly taught, are
evident, and result in effective discourse
related to the lesson purpose. Students
independently use the routines during the
lesson. Students are held accountable for
their work, take ownership for their
learning and support the learning of others.
EFFECTIVE and SUSTAINABLE
STRATEGY IDEAS
 When you post a learning target
include purpose in the target.
Example: LT – I can divide two digits
by one digit. Purpose – We divide
things with our friends. We call this
sharing.
 Post on Board
 System for regular check-ins against
the target
 Demonstration of a progress
monitoring tool used by both the
teacher and student
 Math – Class leader to discuss points
daily
 Along with LT, identify the class
experts
 End period with class discussion
(what went well with pillars as well
as learning targets)
Criterion #2 Demonstrating effective teaching practices
LEARNING TARGET
SE1: Quality of questions
SE5: Expectations, support & opportunity
for participation & meaning making
SE6: Substance of student talk
CP6: Scaffolds the task
CP7: Gradual release of responsibility
WHAT IT WILL LOOK LIKE
Teacher frequently asks questions to probe
and deepen students’ understanding or
uncover misconceptions. Teacher assists
students in clarifying and assessing their
thinking with one another. Students
question one another to probe for deepen
thinking.
Teacher sets expectations and provides
support for a variety of engagement
strategies and structures that facilitate
participation and meaning making by
students. All students have the opportunity
to engage in quality talk. Routines are
often student-led.
Student-to-student talk reflects knowledge
and ways of thinking associated with the
content. Students provide evidence to
support their arguments and new ideas.
Teacher provides scaffolds and structures
that are clearly related to and support the
development of the targeted concepts
and/or skills. Students use scaffolds across
tasks with similar demands.
Teacher consistently used strategies for the
purpose of gradually releasing
responsibility to students to promote
learning and independence. Students
expect to be self-reliant.
EFFECTIVE and SUSTAINABLE
STRATEGY IDEAS
 “TALK and Prove It” – have student
stop through out their learning to
check with a neighbor. Teach the
neighbor what they know then have
them share back to teacher…this will
lead to questions and probing.
 The above “Talk and Prove It” will
allow students to provide evidence
for their thinking.
 IEP related goals are addressed via
programs developed. IE – Khan,
MASI, modified daily lessons, etc.
 For math we use the Walsh Does,
We Do, You do. Students assess as
they go.
 In Writing, students will receive a lot
of modeling leading to
independence.
 Celebration with student success.
Criterion #3 Recognizing individual student learning needs and developing strategies to address those needs.
LEARNING TARGET
P3: Teaching point(s) are based on the
students’ learning needs.
SE2: Ownership of learning
SE4: Strategies that capitalize on learning
needs of students
CP5: Differentiated instruction
A6: Teacher use of formative assessment
data
Student Growth Criteria 3: Recognizing
individual student learning needs and
developing strategies to address those
needs.
WHAT IT WILL LOOK LIKE
Teacher bases the teaching point(s) on the learning
needs – academic background, life experiences,
culture and language – for groups of students and
individual students.
Teacher consistently provides opportunities and
strategies for students to take ownership of their
learning. Most locus of control is with students in
ways that support students’ learning.
Teacher uses strategies that capitalize and build
upon learning needs of students – academic
background, life experiences, culture and language
of students – for the whole group, small group of
students and individual students.
Teacher consistently uses strategies for individual
learning strengths and needs.
Teacher uses formative assessment data to make
in-the-moment instructional adjustments, modify
future lessons and give targeted feedback aligned
with the learning target to individual students.
3.1: Establishes appropriate student growth goal(s)
for subgroups of students not reaching full
potential in collaboration with students, parents,
and other school staff. Goal(s) identify multiple,
high –quality sources of data to monitor, adjust,
and evaluate achievement of goal(s).
3.2: Multiple sources of growth or achievement
data from at least two points in time show evidence
of high growth for all or nearly all students.
EFFECTIVE and SUSTAINABLE
STRATEGY IDEAS
 Use of Assessments, CBMs, IEPs and
Evals to drive teaching points.
 Students monitor skills and sent
goals
 Students share their learning each
night with their families
 Strategies journal in all academic
areas.
 Students meeting target can move to
the next target or receive additional
support
 Students evaluate their work while
moving from I Do, We Do, You Do
 Use of word errors to drive word
sorts – be sure to do WTW
assessment
 IEPs
 CBMs, etc.
Criterion #4 Providing clear and intentional focus on subject matter content and curriculum
LEARNING TARGET
P2: Connection to previous and future
lessons
CP1: Alignment of instructional materials
and tasks
CP2: Discipline-specific conceptual
understanding
CP3: Pedagogical content knowledge
CP4: Teacher knowledge of content
WHAT IT WILL LOOK LIKE
EFFECTIVE and SUSTAINABLE
STRATEGY IDEAS
 Math Class Leader daily discussion
 Students look at learning targets and
can see where they came from and
where they are going.
The lesson is clearly linked to previous and
future lessons. Lessons build on each other
in ways that enhance student learning.
Students understand how the lesson relates
to previous lesson.
Instructional materials and tasks align with Khan, MASI and Reading/Writing
the purpose of the unit and lesson.
Alignments
Materials and tasks consistently align with
student’s level of challenge.
Teacher consistently uses discipline-specific
 I Do, We Do, You Do
teaching approaches and strategies that
 Thinking Maps
develop students’ conceptual
 Social/Emotional activities
understanding.
See Strategic Plan for more ideas
Instruction is always consistent with
pedagogical content knowledge and
supports students in discipline-specific
habits of thinking.
Teacher demonstrates an in-depth
 Progress monitoring tool help
understanding of how discipline-based
identify missing concepts.
concepts relate to or build upon one
another. Teacher identifies and addresses
student misconceptions that impact
conceptual understanding over time.
Criterion #5 Fostering and managing a safe, positive learning environment
LEARNING TARGET
CEC1: Arrangement of classroom
CEC2: Accessibility and use of materials
CEC4: Use of learning time
CEC5: Managing student behavior
CEC6: Student status
CEC7: Norms for learning
WHAT IT WILL LOOK LIKE
The physical environment is safe, and the
arrangement supports student learning and the
purpose of the lesson. Teacher and students use
the physical arrangement for learning.
The resources, materials and technology in the
classroom relate to the content of current unit
studied, are accessible to all students and are
intentionally used by both teacher and student to
support learning. Students are familiar and
comfortable with using the available resources.
All available time is maximized in service of
learning. Transitions are student-managed,
efficient, and maximize instructional time.
Teacher responds to student misbehavior by
following classroom routines and building discipline
procedures. Student behavior is appropriate.
Students manage themselves, assist each other in
managing behavior, or there in no student
misbehavior.
Teacher and students demonstrate appropriate
teacher-student and student-student relationships
that foster students’ well-being and adapt to meet
individual circumstances. Patterns of interaction
between teacher and students and among students
indicate that all are valued for their contributions.
Teacher creates opportunities for students’ status
to be evaluated.
Classroom norms are evident and encourage risk
taking, collaboration, respect for divergent thinking
and students’ culture. Teacher and students refer
to the norms and/or interactions consistently align
with norms. Students remind one another of the
norms.
EFFECTIVE and SUSTAINABLE
STRATEGY IDEAS
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Manipulatives
Computers
Software
Support tools on desks
 Use of Pillar Bucks
 Posted Pillars and expectations
 Point system
 Class check-in at end of period
 Social/Emotional activities
 Field trips
Criterion #6 Using multiple student data elements to modify instruction and improve student learning
LEARNING TARGETS
(from BSD Eval Form)
A1: Self-assessment of learning connected
to the success criteria
A2: Demonstration of learning
A3: Formative assessment of learning
A4: Collection system for formative
assessment data
A5: Student use of assessment data
Student Growth Criteria 6: Using multiple
student data elements to modify
instruction and improve student learning
WHAT IT WILL LOOK LIKE
Students consistently assess their own learning in
relation to the success criteria and can determine
where they are in connection to the learning
targets.
Assessment tasks are aligned with the learning
targets and allow students to demonstrate
complex understanding and/or skill related to
the learning targets.
Teacher provides a variety of strategies for
formative assessments that align with the
learning target(s).
Teacher has an observable system and routines
for recording formative assessment data, uses
multiple sources and consistently uses the
system for instructional purposes.
Students consistently use assessment data to
assess their own learning, determine learning
goals and monitor progress over time.
EFFECTIVE and SUSTAINABLE
STRATEGY IDEAS
 Use of student progress monitoring
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Teacher created assessment
Thumbs up
Fingers for scores
Popsicle sticks
Use of teacher progress monitoring
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Reading fluency
Khan Progress
WTW progress
Etc
6.1: Establishes appropriate student growth
goal(s) for students in collaboration with
students and parents. These whole classroom
goals align to school goal(s). Goal(s) identify
multiple, high-quality sources of data to monitor,
adjust, and evaluate achievement of goal(s).
6.2: Multiple sources of growth or achievement
data from at least two points in time show
evidence of high growth for all or nearly all
students.
 Whole class progress monitoring
tools
Criterion #7 Communicating and collaborating with parents and the school community
LEARNING TARGETS
(from BSD Eval Form)
PCC3: Parents and guardians
PCC4: Communication within the school
community about student progress
WHAT IT WILL LOOK LIKE
Teacher communicates with all parents and
guardians about goals of instruction and
student progress using multiple tools to
communicate in a timely and positive
manner. Teacher considers the language
needs of parents and guardians. Teacher
effectively engages in two-way forms of
communication and is responsive to
parents.
Teacher maintains accurate and systematic
student records. Teacher communicates
student progress information to relevant
individuals within the school community in
a timely way. Teacher and student
communicate accurately and positively
about student successes and challenges.
EFFECTIVE and SUSTAINABLE
STRATEGY IDEAS
 IEPs and Evals w/ translator if
needed
 E-mail
 Phone Calls
 Texting
 Strategic Plan
 Website
 IEP Online
 EasyCBM or AimsWeb
Criterion #8 Exhibiting collaborative and collegial practices focused on improving instructional practices and student learning
LEARNING TARGETS
(from BSD Eval Form)
PCC1: Collaboration with peers and
administrators to improve student learning
PCC2: Professional and collegial
relationships
PCC5: Supports school, district, and state
curriculum, policy and initiatives
PCC6: Ethics and advocacy
Student Growth Criteria 8
WHAT IT WILL LOOK LIKE
EFFECTIVE and SUSTAINABLE
STRATEGY IDEAS
Teacher collaborates and engages in reflective
 TPEP folder system
inquiry with peers and administrators for the
 Youtube, Facebook, Twitter
purpose of improving instructional practice, and
 E-mail regarding what practice I
student and teacher learning. Teacher occasionally
am working on
leads collaborative work.
 Lead IEP meetings
Teacher develops and sustains professional and
 Student teachers and/or
collegial relationships for the purpose of student,
practicum students from WWU
staff or district growth. Teacher serves as a
 Statewide relationships on
mentor for others’ growth and development.
Facebook and Twitter
 Regular sharing out ideas to
district employees (paras,
teacher, admin)
Teacher supports and looks for opportunities to
 WWU PEAD Board
take leadership roles in developing and
 Differentiated instruction model
implementing school, district, and state initiatives.
in resource setting
Teacher follows district policies and implements
district curricula and policy. Teacher makes pacing
adjustments as appropriate to meet whole group
and individual needs, without compromising an
aligned curriculum.
Teacher’s professional role toward adults and
students in friendly, ethical, and professional and
supports learning for all students, including the
historically underserved. Teacher advocates for
fair and equitable practices for all students.
Teacher challenges adult attitudes and practices
that may be harmful or demeaning to students/
8.1: Leads other grade, school, or district team
members to establish goal(s), to develop and
implement common, high-quality measures, and to
monitor growth and achievement during the year.
 Special education teacher
 Aligning curriculum in the
resource room with what is
happening in the gen ed room
 IEP meetings – leading adults to
set goals for students who are
historically underserved.