 instruction is the single most important factor in students achievement of the school s 21 st century learning expectations. Instruction is responsive to student needs, deliberate in its design and delivery, and grounded in the school s core values, beliefs, and learning expectations. Instruction is supported by research in best practices. Teachers are reflective and collaborative about their instructional strategies and collaborative with their colleagues to improve student learning. 1. Teachers instructional practices are continuously examined to ensure consistency with the school s core values, beliefs, and 21 st century learning expectations. 2. Teachers instructional practices support the achievement of the school s 21 st century learning expectations by: personalizing instruction engaging students in cross-disciplinary learning engaging students as active and self-directed learners emphasizing inquiry, problem-solving, and higher order thinking applying knowledge and skills to authentic tasks engaging students in self-assessment and reflection integrating technology. 3. Teachers adjust their instructional practices to meet the needs of each student by: using formative assessment, especially during instructional time strategically differentiating purposefully organizing group learning activities providing additional support and alternative strategies within the regular classroom. 4. Teachers, individually and collaboratively, improve their instructional practices by: using student achievement data from a variety of formative and summative assessments examining student work using feedback from a variety of sources, including students, other teachers, supervisors, and parents examining current research engaging in professional discourse focused on instructional practice. 5. Teachers, as adult learners and reflective practitioners, maintain expertise in their content area and in content-specific instructional practices.
6 Teaching and Learning Standard 4 Assessment of and for Student Learning Assessment informs students and stakeholders of progress and growth toward meeting the school's 21 st century learning expectations. Assessment results are shared and discussed on a regular basis to improve student learning. Assessment results inform teachers about student achievement in order to adjust curriculum and instruction. 1. The professional staff continuously employs a formal process, based on school-wide rubrics, to assess whole-school and individual student progress in achieving the school s 21 st century learning expectations. 2. The school s professional staff communicates: individual student progress in achieving the school s 21 st century learning expectations to students and their families the school s progress in achieving the school s 21 st century learning expectations to the school community. 3. Professional staff collects, disaggregates, and analyzes data to identify and respond to inequities in student achievement. 4. Prior to each unit of study, teachers communicate to students the school s applicable 21 st century learning expectations and related unit-specific learning goals to be assessed. 5. Prior to summative assessments, teachers provide students with the corresponding rubrics. 6. In each unit of study, teachers employ a range of assessment strategies, including formative and summative assessments. 7. Teachers collaborate regularly in formal ways on the creation, analysis, and revision of formative and summative assessments, including common assessments. 8. Teachers provide specific, timely, and corrective feedback to ensure students revise and improve their work. 9. Teachers regularly use formative assessment to inform and adapt their instruction for the purpose of improving student learning. 10. Teachers and administrators, individually and collaboratively, examine a range of evidence of student learning for the purpose of revising curriculum and improving instructional practice, including all of the following: student work common course and common grade-level assessments individual and school-wide