# data[].attributes.headline
If CSTP 5 is well-developed, students should know where they are in terms of learning goals, and what supports are available to get there.  Teachers should be able to show that they know where their students are at and what resources they have to get them to the next phase in their own learning.  Artifacts and instructional strategies should be obvious when these things are in place.

# data[].attributes.subject
If CSTP 5 is well-developed, students should know where they are in terms of learning goals, and what supports are available to get there.  Teachers should be able to show that they know where their students are at and what resources they have to get them to the next phase in their own learning.  Artifacts and instructional strategies should be obvious when these things are in place.

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Teachers and administrators should partner together to create a portfolio system with artifacts and evidence of their practice (instruction, professional learning, collaboration, etc.).

# data[].attributes.subject
Teachers and administrators should partner together to create a portfolio system with artifacts and evidence of their practice (instruction, professional learning, collaboration, etc.).

# data[].attributes.body
Enriched learning environments that support all students.  Students are allowed to be themselves, experience and express their learning in a variety of ways.  Students feel good about their work and teachers support their learning, SEL, as well as honor their learning differences. Students are included in all classroom lessons.

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Student engagement can appear in many ways. Teachers should strive for cognitive engagement.  

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Student engagement can appear in many ways. Teachers should strive for cognitive engagement.  

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We need an effective follow-up to the Unconscious Bias trainings. There has been very little transfer of learning to the classroom. The CSTPs have components for this. Are we consistently and bravely looking at this and giving feedback on cultural competencies? Are are we bringing the MATD recommendations to the classroom practices?

# data[].attributes.body
More emphasis on SEL in the classroom...
More emphasis on academic choice...
More emphasis on inclusive practices

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Teachers need strategies to help engage ALL students. It seems as if teachers are using limited teaching tools which means that some students will be lost in terms of engagement, learning and connectedness.

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Teaching and Learning: the various comments, pluses and minuses, indicate the need to have an instructional supervisor or a principal, have access to activities/lesson plans in a "handy" document, in order to have an artifact and access to assess what meaningful activities/lessons are being delivered.  

# data[].attributes.subject
Teaching and Learning: the various comments, pluses and minuses, indicate the need to have an instructional supervisor or a principal, have access to activities/lesson plans in a "handy" document, in order to have an artifact and access to assess what meaningful activities/lessons are being delivered.  

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Conscious effort to utilize instructional time efficiently.

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Relational and professional trust--teachers and admin have to feel safe to share and learn.

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Relational and professional trust--teachers and admin have to feel safe to share and learn.

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honoring mistakes
resilience

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Caring classroom environment for ALL students - relationships
Formative assessment (checking for understanding)
Varying instructional strategies / engagement
Specific learning targets
How does what students are learning (content) build 21st century skills? Would like to see focus on 21st century skills

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Variety of stakeholders on a committee to create a system of evaluation
Teacher engagement in the process

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Summarizing -Leaving Time to Summarize Lessons
Assessment -Check for Understanding (formal, informal)
Collaboration & Problem Solving -Create opportunities for student engagement and expressing ideas
Planning-Conscious effort to utilize instruction time efficiently

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Teachers cultivating strong connections with students and fostering a cooperative peer-to-peer environment goes far to support all three goals - equity/access; teaching/learning; safety/wellness
(in too many of our observations we experienced seeing teachers connect with some students, but others were "allowed" to disappear) We need to collect evidence of the strategies and efforts teachers use consistently to reach and engage ALL students.

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Teachers need training in SEL, this will be one of the recommendations of the SEL Committee.  We will need PAEA's support in this area.  

# data[].attributes.subject
Teachers need training in SEL, this will be one of the recommendations of the SEL Committee.  We will need PAEA's support in this area.  

# data[].attributes.body
The contractual aspect of evaluation is a given. However, we need greater, authentic partnership with PAEA. Admin has spent 1 1/2 years engaged in powerful conversations and learning about observation/eval and the CSTPs. That work has not been done with teachers, with PAEA/CTA taking a leader role. Connecting teaching practices directly to student learning has not been built organizationally. Struggling teachers need that POV established by more than their site admin.

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Professional Learning and Career Long Learning

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Professional Learning and Career Long Learning

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More focus on identified learning goals for tenure teachers. Link to PL from the district (PL courses) and also connect with other teachers across the district, other ways for teachers to learn and grow. Link evaluation to showing progress in adult learning.

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The relationship/connection between the teacher and the student is huge. Students remember the teachers that had a connection with them.

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Creating a more reflective culture so that feedback is seen as a necessary part of learning. Developing pathways in our evaluation system for peer reflection and self-reflection so that accountability is collaborative and collegial.

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Shared vision of Powerful Teaching among teachers, admin and PAEA

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Shared vision of Powerful Teaching among teachers, admin and PAEA

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We need a vision statement that all adults in our community agree that student learning is the core of our work. This involves partnership between the admin, teachers and PAEA.

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Teacher knows students = relationship.
Class communities create interactive environments with supportive peer groups.
Teachers facilitate learning experiences that cover MULTIPLE learning modalities.  Somehow we need to break the culture of subject/content driving the learning.

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Formative assessment
Individualize access to learning
Active learning
Adult connection to students

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hitting all learning modalities
all students in the learning
look at subgroups during the lesson
participation evidence of all students meaningfully engaged
active learning students engaged talking moving working in teams
student work samples
data from assessments
homework as related to concepts and appropriate feedback
teacher talk / student talk