MTDS
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    • Effective Professional Development >
      • Sustained in Duration
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      • Adult Learning Theories
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      • Community Builder >
        • Promotes Diversity Sensitivity
        • Builds Relationships & Culture
        • Works in a Community of Practice
        • Accesses & Builds Systemic Supports & Services
      • Classroom Manager >
        • Manages Behavior
        • Creates & Manages a Learning Environment
        • Monitors Progress Towards Learning Goals
        • Communicates Progress Towards Learning Goals
      • Instructional Designer >
        • Develops Research-Based Instruction
        • Aligns Instruction to Goals, Curriculum, and Assessments
        • Uses Data to Make Decisions
        • Differentiates to Meet Unique Student Needs
        • Plans Student Progress Monitoring
        • Designs Learning Activities, Tasks, and Experiences
        • Selects, Aligns, & Curates Strategies
      • Facilitator of Thinking & Learning >
        • Promotes Student Use of Technology
        • Facilitates Self-Directed Learning
        • Fosters Student Communication & Expression
        • Advances Critical Thinking & Problem-Solving Skills
        • Facilitates Student Inquiry & Research
        • Promotes Connection of Prior Knowledge to New Information
        • Engages Students in Content
      • Reflective Learner >
        • Increases Knowledge & Skill Through Professional Learning
        • Engages in On-Going Reflective Practice
        • Evaluates Effectiveness of IInstruction
        • Sets Growth Goals
      • Professional >
        • Understands & Promotes the Profession
        • Supports School District Vision, Mission, & Goals
        • Demonstrates Professional Growth & Development
        • Communicates Professionally
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      • Aspiring Teacher
      • Preparing >
        • Preparing A
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        • Preparing D
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      • Action Research
      • Activity
      • Analysis of Student Needs
      • Classroom
      • Community of Practice
      • Culturally Responsive Relationships
      • Diversity Sensitivity
      • Documentation Structures
      • Evidence-Based
      • Innovative Practices
      • Lesson Planning Models
      • Learning Experience
      • Learning Targets
      • Mentor
      • Multiple Sources of Data
      • Reflection-for-Practice
      • Reflection-In-Practice
      • Reflection-On-Practice
      • Research-Based
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  • Recruitment & Retention

Progression of Learning Across the Career

Evaluates Effectiveness of Instruction

Exploring & Aspiring

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

Preparing

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

Emerging

With a *Mentor
practice analyzing student data to evaluate the effectiveness of instruction.

Developing

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

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

Leading

Provides leadership, training, mentoring, resources, and supports for teachers and others
in the ​larger professional community to:
​(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.
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  • Home
  • Framework
    • Effective Professional Development >
      • Sustained in Duration
      • Job-Embedded
      • Adult Learning Theories
    • Domains & Competencies >
      • Community Builder >
        • Promotes Diversity Sensitivity
        • Builds Relationships & Culture
        • Works in a Community of Practice
        • Accesses & Builds Systemic Supports & Services
      • Classroom Manager >
        • Manages Behavior
        • Creates & Manages a Learning Environment
        • Monitors Progress Towards Learning Goals
        • Communicates Progress Towards Learning Goals
      • Instructional Designer >
        • Develops Research-Based Instruction
        • Aligns Instruction to Goals, Curriculum, and Assessments
        • Uses Data to Make Decisions
        • Differentiates to Meet Unique Student Needs
        • Plans Student Progress Monitoring
        • Designs Learning Activities, Tasks, and Experiences
        • Selects, Aligns, & Curates Strategies
      • Facilitator of Thinking & Learning >
        • Promotes Student Use of Technology
        • Facilitates Self-Directed Learning
        • Fosters Student Communication & Expression
        • Advances Critical Thinking & Problem-Solving Skills
        • Facilitates Student Inquiry & Research
        • Promotes Connection of Prior Knowledge to New Information
        • Engages Students in Content
      • Reflective Learner >
        • Increases Knowledge & Skill Through Professional Learning
        • Engages in On-Going Reflective Practice
        • Evaluates Effectiveness of IInstruction
        • Sets Growth Goals
      • Professional >
        • Understands & Promotes the Profession
        • Supports School District Vision, Mission, & Goals
        • Demonstrates Professional Growth & Development
        • Communicates Professionally
    • Career Levels >
      • Aspiring Teacher
      • Preparing >
        • Preparing A
        • Preparing B
        • Preparing C
        • Preparing D
      • Emerging
      • Developing
      • Mastering
    • Glossary >
      • Action Research
      • Activity
      • Analysis of Student Needs
      • Classroom
      • Community of Practice
      • Culturally Responsive Relationships
      • Diversity Sensitivity
      • Documentation Structures
      • Evidence-Based
      • Innovative Practices
      • Lesson Planning Models
      • Learning Experience
      • Learning Targets
      • Mentor
      • Multiple Sources of Data
      • Reflection-for-Practice
      • Reflection-In-Practice
      • Reflection-On-Practice
      • Research-Based
      • Respect for All
  • Contact
  • Programs
    • Registration
    • Facilitator Dashboard
    • Emerging II (BTAP2)
    • Developing I-Teacher Academy
    • Developing II -Teacher Academy Graduates
    • Mastering Course C: Foundations of Coaching & Mentorings
    • Mastering: PDC
    • Leading-Teacher Leader Cohort
  • Recruitment & Retention