CTESS ebook

technology standards).

• Depth of Knowledge (DOK) - Lesson plan (section 13 in the District Lesson Plan Template available on the CTESS Dashboard under resources) describes the complexity of mental processing that must occur to answer a question, perform a task, or generate a product. A greater DOK level requires greater conceptual understanding and cognitive processing by students. The submitted lesson plan includes a DOK level 3 or 4 task. • Lesson Study - Describes a specific process in which: • Several teachers who want to improve their teaching and student learning work together to design a lesson • One teacher delivers the lesson and is either observed by other teachers or videos the lesson for later viewing by the other teachers • After observing the lesson, teachers collaborate to make necessary revisions, and then all teach the lesson

Lesson Study Graphic:

Meetings •

Colleague Collaboration Notes - Educators review data, problem solve and follow-through with assigned tasks. Notes are generated from these meetings that will provide the administrator with information about interdisciplinary teaming, common assessments, use of assessment data, problem-solving, etc. • PLC Notes - Active participation in the problem-solving process within Instructional Professional Learning Community meetings are an expectation for every CSD educator. Educators review data, problem solve and follow-through with assigned tasks. Notes are generated from these meetings that will provide the administrator with information about interdisciplinary teaming, common assessments, use of assessment data, problem-solving, etc. • Meeting Participation Checklist - The role of a professional educator requires collaboration and problem solving with peers. The Meeting Participation Checklist is designed to assist administrators in providing feedback to teachers on important skills and behaviors for productive teaming. Instructional Priority Observation Protocol (IPOP) - The IPOP captures a broad array of key practices identified by research that significantly increase the likelihood of student learning, regardless of educational setting. The IPOP measures key indicators of quality instruction. Examples of key indicators of quality instruction that are well supported by peer-reviewed research and show strong effects on student learning include: • the degree to which students are doing what they are supposed to be doing (active and passive

Observations •

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