Alignments Certification Standards and TPEP frameworks
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Professional Certification StandardsTeacher Evaluation Criteria (RCW 28A.405.100 (2)(b)Danielson frameworkMarzano FrameworkCEL Framework
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1. Knowledge and skills for effective teaching that ensure student learning by:
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1.a using instructional strategies that make learning meaningful and show positive impact on student learning Textboxes 3.2.1, 3.2.2, 3.2.31. Centering instruction on high expectations for student achievement; 2. Demonstrating effective teaching practices; 2b Establishing a Culture for Learning, 3a Communicating with Students: 3b Using Questioning and Discussion Techniques: 3c Engaging Students in LearningComponent 1.1: Providing Clear Learning Goals and Scales, Component 1.2: Celebrating Success, Component 1.3: Understanding Students’ Interests and Backgrounds; 1.4 Demonstrating Value and Respect for Typically Underserved Students; Component 2.3: Organizing Students for Cognitively Complex Tasks Component; 4.1: Attention to Established Content StandardsPurpose: P1: Connection to standards, broader purpose and transferable skill P4: Communication of learning target(s) P5: Success criteria and performance task(s) Student Engagement: SE3: Work of high cognitive demand Student Engagement SE2: Ownership of learning Purpose
P2: Connection to previous and future lessons; Curriculum & Pedagogy: CP1: Alignment of instructional materials and tasks; CP2: Discipline-specific conceptual understanding
CP3: Pedagogical content knowledge; CP4: Teacher knowledge of content; CEC3: Classroom Environment & Culture - Classroom Routines & Rituals: Discussion, collaboration and accountability
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1.b using a variety of assessment strategies and data to monitor and improve instruction. Textboxes 3.2.4, 3.2.5, 3.2.6, 3.3.16. Using multiple student data elements to modify instruction and improve student learning1f Designing student Assessments   3d Using Assessment in Instruction   4b. Mainintaining Accurate Records 2.8: Evaluating Effectiveness of Individual Lessons and Units Component 3.1: Effective Scaffolding of Information Within Lessons Component 6.1: Designing
Instruction Aligned to Assessment
Component 6.2: Using Multiple Data
Elements
Component 6.3: Tracking Student
Progress
Curriculum & Pedagogy CP6: Scaffolds the task; CP7: Gradual release of responsibility Assessment for Student Learning A6: Teacher use of formative assessment data Assessment for Student Learning: A1: Self-assessment of learning connected to the success criteria; A2: Demonstration of learning; A3: Formative assessment opportunities; A4: Collection systems for formative assessment data; A5: Student use of assessment data
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1.c using appropriate classroom management principles, processes and practices to foster a safe, positive, student-focused learning environment. Textboxes 2.2.1, 2.2.2, 1. Centering instruction on high expectations for student achievement;  5. Fostering and managing a safe, positive learning environment 2a. Creating an Environment of Respect and Rapport; 2b. Establishing a culture of for learning;  2c. Managing classroom procedures;  2d. Managing Student behavior; 2e. Organizing physical spaceComponent 1.3: Understanding Students’ Interests and Backgrounds; Component 2.6: Noticing when Students are Not Engaged; Student Growth 3.1: Establish Student Growth Goal(s); Student Growth 3.2: Achievement of Student Growth Goal(s); Component 5.1: Organizing the Physical Layout of the classroom Component 5.2: Reviewing Expectations to Rules and Procedures: Component 5.3: Demonstrating “Withitness” Component 5.4: Applying Consequences for Lack of Adherence to Rules and Procedures Component 5.5: Acknowledging Adherence to Rules and Procedures Component 5.6: Displaying Objectivity and Control.Classroom Environment & Culture: CEC3: Discussion, collaboration and accountability. Student Engagement: SE5: Expectation, support and opportunity for articipation and meaning making; SE6: Substance of student talk Student Growth SG 3.1: Establish Student Growth Goal(s) SG 3.2: Achievement of Student Growth Goal(s);
Classroom Environment & Culture 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
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1.d designing and/or adapting a challenging curriculum that is based on the diverse needs of each student. Textbox 3.2.74. Providing clear and intentional focus on subject matter content and curriculum; 3. Recognizing individual student learning needs and developing strategies to addres those needs1a. Demonstrating knoledge of content and pedagogy; 1c. Setting instructional outcomes; 1d. Demonstrating knowledge of resources; 1e. Designing coherent instructionComponent 2.2: Organizing Students to Practice and Deepen Knowledge ; 2.7: Using and Applying Academic Vocabulary; Component 3.2: Planning and Preparing for the Needs of All Students 4.1: Attention to Established Content Standards; 4.2: Use of Available Resources and TechnologyStudent Engagement: SE1: Quality of questioning; SE5: Expectation, support and opportunity for participation and
meaning making; SE6: Substance of student talk; Curriculum & Pedagogy: CP7: Gradual release of responsibilityStudent Engagement; SE1: Quality of questioning; Curriculum & Pedagogy: CP6: Scaffolds the task; CP7: Gradual release of responsibility Purpose P3: Teaching point(s) are based on students’ learning needs SE4: Strategies that capitalize on learning needs of students Curriculum & Pedagogy CP5: Differentiated instruction
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1.e demonstrating cultural sensitivity/competence in teaching and in relationships with students, families and community members. Textboxes 2.3.1, 2,3,2, 2.3.3, 2.3.43. Recognizing individual student learning needs and developing strategies to address those needs1b. Demonstrating knowledge of students; 3e. Demonstrating flexibility and responsivenessComponent 1.4: Demonstrating Value and Respect for Typically Underserved Students; Component 2.4: Asking Questions of Typically Underserved Students

Purpose P3: Teaching point(s) are based on students’ learning needs SE4: Strategies that capitalize on learning needs of students Curriculum & Pedagogy CP5: Differentiated instruction
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1.f integrating technology into instruction and assessment. Textboxes 3.2.8, 3.2.9
2. Demonstrating effective teaching practices
1d. Demonstrating knowledge of resourcesComponent 4.2: Use of Available Resources and TechnologyCP1: Alignment of instructional materials and tasks; A3: Formative assessment opportunities; A4: Collection systems for formative assessment data
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1.g informing, involving and collaborating with families and community members as partners in each student's educational process, including using information about student achievement and performance. Textbox 2.4.1, 2.4.27. Communication and collaborating with parents and school community4c. Communicating with FamiliesComponent 7.1: Promoting Positive Interactions about Students and Parents – Courses, Programs and School Events Component 7.2: Promoting Positive Interactions about Students and Parents – Timeliness and ProfessionalismProfessional Collaboration & Communication PCC3: Parents and guardians PCC4: Communication within the school community about student progress
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2.The knowledge and skills for professional development by:
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2.a evaluating the effects of his/her teaching through feedback and reflection. Textbox 3.3.1, 3.3.22. Demonstrating effective teaching practices3b. Using Questioning and Discussion Techniques, 4a Reflecting on teachingComponent 2.1: Interacting with New Knowledge, Component 2.2 Organizing Students to Practice and Deepen Knowledge, Component 2.3: Organizing Students for Cognitively Complex Tasks; Component 2.4: Asking Questions of Typically Underserved Students; Component 2.5 Probing Incorrect Answers with Typically Underserved Students; Component 2.6. Noticing When Students are not Engaged; Component 2.7 Using and Applying Academic Vocabulary, Component 2.8. Evaluating Effectiveness of Individual Lessons and Units; Component 8.1: Seeking Mentorship for Areas of Need or Interest ComponentSE1 Student Engagement -- Intellectual Work: Quality of questioning; SE5: Expectation, support and opportunity for participation and meaning making; SE6: Substance of student talk; CP6 Curriculum & Pedagogy --Scaffolds for learning: Scaffolds the task; CP7 Gradual release of responsibility; Professional Collaboration & Communication PCC1: Collaboration with peers and administrators to improve student learning PCC2: Professional and collegial relationships
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2.b using professional standards and district criteria to assess professional performance and plan and implement appropriate growth activities. Textboxes 1.1.1, 1.2.1, 1.2.2, 1.3.1, 1.3.2, 1.4.18. Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning
4e. Growing and developing professionally 8.2: Promoting Positive Interactions with Colleagues Component 8.4: Monitoring Progress Relative to the Professional Growth and Development PlanProfessional Collaboration & Communication 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
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2.c remaining current in subject area(s), theories, practice, research and ethical practice. Textbox 1.4.28. Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning
4e. Growing and developing professionally  4f Showing professionalismComponent 8.4: Monitoring Progress Relative to the Professional Growth and Development Plan Component 8.1: Seeking Mentorship for Areas of Need or InterestProfessional Collaboration & Communication: PCC6: Ethics and advocacy
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3. Professional contributions to the improvement of the school, the community and the profession by:
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3.a advocating for curriculum, instruction and learning environments that meet the diverse needs of each student. Textbox 1.5.13. Recognizing individual student learning needs and developing strategies to address those needs; 8. Exhibiting collaborative and collegial practices focuded on improving instructioanl practice and student learning.4f. Showing professionalismComponent 3.1 Effective Scaffolding of Information Within a Lesson; Component 3.2 Planning and Preparing for the Needs of All Students, Component 7.2: Promoting Positive Interactions about Students and Parents – Timeliness and ProfessionalismP3 Purpose - Teaching Point: Teaching point(s) area based on students' learning needs: Professional Collaboration & Communication PCC3: Parents and guardians PCC4: Communication within the school community about student progress
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3.b participating collaboratively in school improvement activities and contributing to collegial decision making. Textbox 1.5.28. Exhibiting collaborative and collegial practices focused on improving instructional practice an student learning
4d. Participating in a professional community.Component 8.3: Participating in District and School InitiativesProfessional Collaboration & Communication PCC3: Parents and guardians PCC4: Communication within the school community about student progress
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TPEP/frameworks
InTASC
CA CSTP Stnds