Domain: Reflective Learner
​Competency: Evaluates Effectiveness of Instruction

Level-Specific Learning Statements

Aspiring

Evaluates effectiveness of classroom activities, tasks, strategies, experiences, and assessment formats in improving learning and performance. 

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Preparing

Gathers basic information about the effectiveness of a lesson and revises plans based on student learning and engagement.

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Emerging

With a mentor, practices analyzing student data to evaluate the effectiveness of instruction.

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Developing

Evaluates and provides evidence of effectiveness of strategies and revises instruction based on comparing multiple sources of data and samples of student work.

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Mastering

​Coaches/Mentors aspiring, preparing, and/or emerging teachers on: (a) the use of a wide variety of assessments; (b) providing evidence of improving the effectiveness of instruction; and (c) evaluating impact of  instruction by using multiple sources of data.

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Leading

​Provides leadership, training, mentoring, resources, and supports for teachers and others
in the ​larger professional community on: (a) using multiple sources of data to evaluate the effectiveness of instruction; (b) revising instruction to meet individual student needs.

MTDS Glossary 

Mentor

A mentor within MTDS is defined as any teacher who meets the minimum criteria included in the mentoring guidelines and may include (a) district-assigned mentor or administrator; (b) colleagues serving as informal mentors; (c) RPDC/Educational consultants; (d) professors and university supervisors; (e) retired teachers; (f) teachers involved in mentoring consortiums (g) anyone who meets the mentoring standard guidelines. 

Multiple Sources of Data

Using multiple sources of data means accessing a variety of types and kinds of data from more than one place.  Some common data sources found within education include state assessments, school-site information, such as student cumulative files, and of course classroom-based sources. These sources provide teachers with both qualitative and quantitative data to help them understand the needs of their students. 

Many different kinds of data can be found within the different sources used by teachers, including:

• behavioral
• perceptual
• school processes 
• demographic 
• biographical 
• performance  ​

Combining different kinds of data allows teachers to more fully understand who their students are and what they need to be successful.