# data[].attributes.body
we need to re visit these recommendations to see that the supervisors are implementing them beyond the individual teacher of the lesson.

# data[].attributes.headline
The teacher assesses to gauge if the students learned what he/she intended for them to learn. 

# data[].attributes.subject
The teacher assesses to gauge if the students learned what he/she intended for them to learn. 

# data[].attributes.headline
PD provided by TTP vendor should be evident with the teacher's delivery of instruction to confirm that PD is being actively utilized in instructional practice.

# data[].attributes.subject
PD provided by TTP vendor should be evident with the teacher's delivery of instruction to confirm that PD is being actively utilized in instructional practice.

# data[].attributes.headline
Ensure that the program goals align with the teaching objectives for better student outcomes. 

# data[].attributes.subject
Ensure that the program goals align with the teaching objectives for better student outcomes. 

# data[].attributes.body
primarily focused on lesson glows and grows - feedback for teacher and next steps for teacher

# data[].attributes.body
Vendors should ensure that supervisors and teachers have quality teaching skills and effective strategies. Can we provide them PD or sit in to observe what is being taught?

# data[].attributes.headline
The lesson goal and instructional materials to support the students in meeting the objective were discussed in the pre-meeting.

# data[].attributes.subject
The lesson goal and instructional materials to support the students in meeting the objective were discussed in the pre-meeting.

# data[].attributes.body
primarily focused on the lesson itself - the goal, materials, instructional strategy

# data[].attributes.body
Will our office be able to effectively monitor instruction so that teachers are impacting student achievement?

# data[].attributes.body
How can we get clarification re low frequency occurrence? We can tighten our post conversations with supervisors. Might we add it in the IR process? Or next round of vendor data presentations?

# data[].attributes.headline
This is important because it demonstrates that the teacher created a plan and strategies to use to help the students learn what he/she planned for them to learn.

# data[].attributes.subject
This is important because it demonstrates that the teacher created a plan and strategies to use to help the students learn what he/she planned for them to learn.

# data[].attributes.headline
Instructional planning for the lesson must demonstrate rigor so that the teacher can plan for what the students needs and the vendor should know if it is appropriate for the services funding source. 

# data[].attributes.subject
Instructional planning for the lesson must demonstrate rigor so that the teacher can plan for what the students needs and the vendor should know if it is appropriate for the services funding source. 

# data[].attributes.headline
I noticed that in some cases the supervisor support was inconsistent to support the growth of the teacher.

# data[].attributes.subject
I noticed that in some cases the supervisor support was inconsistent to support the growth of the teacher.

# data[].attributes.body
Based on conversations with supervisors, it appears that they are not able to coach teachers effectively on differentiation, lesson objectives, and assessment.

# data[].attributes.body
Are teacher adjustments a low frequency occurrence because there was no need for adjustments? Or is this an indication that teacher is not assessing students, taking advantage of "teachable moments", or something else?

# data[].attributes.body
I noticed that teacher adjustments to lesson were minimal... low frequency occurrence.