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1. Professional Knowledge- connects to steps 1 and 2
3. Instructional Strategies- connects step 3- designing student work correlates directly to standard 3 and standard 4
5. Assessment Strategies- connects to step 5 and 6
7.  Positive learning environment- connects to step 5
9. Professionalism- connects to steps 1 and 2

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1. Professional Knowledge in TAPS standards correlate with Step 2 in the design process.
3. Instructional strategies in TAPS encompasses all parts of the design process, because in order to have an effective system all parts of the school must work together for the needs of students.
5. Assessment Strategies connects to Step 4 of the Design process, even though Step 3 helps build up to the creation of the Strategies, assessment must stand alone and drive the overall changes needed for instruction taking place in the school.
7. Positive Learning Environment requires step 1 and 4 of the Design process, because there needs to be a design for the environment, but it must also connect to the specific needs of the students in the community of the school.
9. Professionalism embodies all of the design standards/steps. Educators must always be willing to change and attend "coaching" sessions to constantly meet needs of the students, community and desires of the stakeholders. Professionalism is all part of the process of building a better school climate for staff, parents and students.

# data[].attributes.body
1. Professional Knowledge - connects with design process 2. You need to have a clear understanding of what you are teaching and designing.
3. Instructional Strategies - connects with all 6 design processes. This is the most important standard because it is at the heart of all we do on a daily basis in the classroom. All 6 steps of the process are necessary to plan relevant instruction.
5. Assessment Strategies - connects with design processes 4, 5, and 6. The teacher plans, teaches, assesses and repeats the process.
7. Positive Learning Environment - connects with design process 1. Creating a positive learning environment is done by knowing the needs, motives, and values of students.
9. Professionalism - connects with design process 2. Both of these deal with professional development and becoming a better teacher.

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1. Design Process Step 2 aligns with Instructional Planning (Performance Standard 2)
2. Design Process Step 1 aligns with Communication (Performance Standard 10)
3. Design Process Step 3 and 4 aligns with Differentiated Instruction (Performance Standard 4)
4. Design Process Steps 5 and 6 align with Assessment Uses (Performance Standard 6)
5. Design Process Steps 3 and 4 align with Academically Challenging Environment (Performance Standard 8)

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- Both require the teacher/administrator to plan with the learner/end in mind.
- Clear understanding of content and standards is needed for both.
- Data drives planning in both areas.

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The steps of the design process are inherent in the TAPS standards. For example, in the School Design Process, steps 1, 2, and 3 are mirrored in TAPS standard 2.

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- Addressed in the design process step 1 and step 3.
- The standard is the minimum...but we tend to water down in place of scaffolding up. This is addressed by both the standards (bullet 2) and the design process (step 4).

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-Challenge: Protection from Adverse Consequences for Initial Failures vs Grades
-Challenge: Time constraint (for both students and educators)
-Question: How can we get parents to understand the process of rigor as we move to deepening learning?

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- Design process implies the need for assessment in step 1.
- The standards require and explicitly explain the expectations for assessment.
- Both suggest that assessment guide planning which 🤬 in getting desred results.

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We didn't see any.

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- embedded in each step of the design process....reflection and feedback is suggested between each step; This would be similar to productive PLC meetings
- challenge should be data driven and individualized...this is addressed through DI.

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- Both the standards and the design process state the need for continuous communication and feedback from leaders and peers.

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How can we keep the needs, motives, and values of students at the forefront of all we do in our school?
Challenges - buy in, time restraints, transferring knowledge to staff

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Standard #10 Communication continues to be a challenge.

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Lack of understanding that it is all about "delivery" and not so much the content.  (Instructional Strategies)
Letting go of the concept of kids "failing" and making the environment a risk free environment. Or inability to connect to students outside of the classroom. (Positive Learning Environment)