Marzano School Leader Evaluation Model
|
|
- Gloria Stanley
- 7 years ago
- Views:
Transcription
1 Marzano School Leader Evaluation Model Day 1 WELCOME AND INTRODUCTIONS 2 1
2 The Changing and Critical Role of the School Leader Research also shows that one of the greatest factors central office can contribute is to maintain a singular focus on improving instruction. (Marzano and Waters, 2009) From Head Master to Instructional Leader 2
3 By the End of this Professional Development, Participants Will: Understand how the five domains of the School Leader Evaluation Model will guide school leaders in improving instruction and student achievement. Understand the research that supports the use of the elements and strategies. Use the scale for accurately scoring and giving feedback to school leaders. Understand how to identify areas of strengths and weakness to establish areas of professional development and learning. How Does This Relate To Leaders? One of the greatest barriers to school improvement is the lack of an agreed upon definition of what high quality instruction looks like. What language are we speaking? (Elmore, 2010) 3
4 Since principals do not directly teach students, what can they do to lead improvements in student achievement at their schools? Establish a Causal Relationship Student Achievement Teacher Actions School Leader Actions 4
5 School s leaders have an impact on student achievement primarily through their influence on teacher s motivation and working conditions. (Louis, K.S., et al., 2010) the contribution of effective leadership is largest when it is needed the most; there are virtually no documented instances of troubled schools being turned around in the absence of intervention by talented leaders.leadership is the catalyst. ( The Wallace Foundation) Research for Marzano School Leader Evaluation Model Four primary documents: 1. The Wallace Foundation study (Louis, Leithwood, Wahlstrom, & Anderson, 2010) 2. The study of what works in Oklahoma schools (Marzano Research Laboratory, 2011) 3. The Marzano, Waters, and McNulty (2005) meta-analysis of school leadership 4. The Marzano (2003) study of effective schooling 5
6 Profile of Studies Marzano (et al.) Used to Determine the Responsibilities of Effective School Leadership Number of studies: 69 Years of publication: Total number of included schools: 2,802 Levels involved: (a) Elementary (39 studies, 1,319 schools) (b) Middle/Junior (6 studies, 323 schools) (c) High (10 studies, 371schools) (d) K-8 (8 studies, 290 schools) (e) K-12 (6 studies, 499 schools) Estimated number of teachers: 14,000 Estimated number of students: 1,400,000 School Leadership that Works 21 Responsibilities of the School Leader Responsibility Effect Size Responsibility Effect Size Affirmation.19 Involvement in Curriculum, Assessment, and Instruction Change.25 Knowledge of Curriculum, Instruction, and Assessment Contingent Rewards.24 Monitoring/Evaluating.27 Communication.23 Optimizer.20 Culture.25 Order.25 Discipline.27 Outreach.27 Flexibility.28 Relationships.18 Focus.24 Resources.25 Ideals/Beliefs.22 Situational Awareness.33 Input.25 Visibility.20 Intellectual Stimulation (Marzano, Waters, McNulty, 2005) 6
7 John Hattie in Visible Learning Identifies specific instructional leadership behaviors that had the greatest effects on student outcomes as: 1. Promoting and participating in teacher learning and development 2. Planning, coordinating and evaluating teaching and the curriculum 3. Strategic resourcing 4. Establishing goals and expectations 5. Ensuring an orderly and supportive environment Why do We Need a New Evaluation System? What is the goal of evaluation? Is the goal the same for school leaders as for teachers? Does your current school leader evaluation accomplish the goal of evaluation? 7
8 Dr. Marzano Introduces the School Leader Evaluation Model Beware The Widget Effect Is the Widget Effect the same for School Leaders? Why is over inflation of evaluation scores unfair to a leader? Giving accurate feedback is the key and the challenge. 8
9 The simplest prescription for improving education must be dollops of feedback. Hattie, 1992 Domain 5: School Climate Domain 1: A Data-Driven Focus on Student Achievement School Leadership Evaluation Model Domain 2: Continuous Improvement of Instruction Domain 4: Communication, Cooperation, and Collaboration Domain 3: A Guaranteed and Viable Curriculum 9
10 Marzano School Leader Evaluation Model: Domain 1: A Data-Driven Focus on Student Achievement Ensure that the school as a unified whole, as well as individual teachers, has a clear focus on student achievement guided by relevant and timely data. Domain 2: Continuous Improvement of Instruction Ensure that the school as a whole, as well as individual teachers, perceives teacher pedagogical skill as one of the most powerful instruments in enhancing learning and are committed to enhancing those skills on a continuous basis. Domain 3: A Guaranteed and Viable Curriculum Ensure that the school curriculum is designed to optimize learning for all students and that all teachers follow the curriculum. Domain 4: Cooperation and Collaboration Ensure that teachers/staff have and engage in opportunities to address issues critical to the optimal functioning of the school and operate as a cohesive team. Domain 5: School Climate Ensure that all constituents perceive the school as positive and well-functioning. Marzano School Leader Evaluation Model Learning Map, Domains
11 Marzano School Leader Evaluation Model Learning Map, Domains 4-5 Scoring Scale and Evidences Innovating(4) Applying (3) Developing (2) Beginning (1) Not Using (0) The school leader ensures adjustments are made or new methods are utilized so that all stakeholders sufficiently understand the goals. The school leader ensures clear, measurable goals with specific timelines focused on critical needs regarding improving student achievement are established at the school level AND regularly monitors that everyone has understanding of the goals. The school leader ensures clear, measurable goals with specific timelines focused on critical needs regarding improving student achievement are established at the school level. The school leader attempts to ensure clear, measurable goals with specific timelines focused on critical needs regarding improving student achievement are established at the school level but does not complete the task or does so partially. The school leader does not attempt to ensure clear, measurable goals with specific timelines focused on critical needs regarding improving student achievement are established at the school level. 11
12 Designed to Support the School Leader Focused domains and elements Developmental with a growth scale Evidence-based Growth oriented through deliberate practice for leader and teacher Supports the common language of instruction Supports teachers improving pedagogical practice through professional development 12
13 Effective leaders view data as a means not only to pinpoint problems but to understand their nature and causes. Think of evidences as data! Implementation Process End of Year Evaluation Meeting Preevaluation and planning meeting School Leader and Evaluator Monitoring and data collection, ongoing feedback Ongoing conferencing, data collection, observation, and feedback Formal Mid Year review process 13
14 The Power of Connections School Leadership that Works Marzano, McNulty and Waters, 2005 A vision without a plan is just a dream. A plan without a vision is just drudgery. But a vision with a plan can change the world. Unattributed proverb 14
15 School Leader Evaluation Model Continuous Improvement of Instruction A Guaranteed and Viable Curriculum Cooperation and Collaboration A Data-Driven Focus on Student Achievement Student Achievement School Climate From Dr. Marzano 15
16 Domain 1 A Data-Driven Focus on Student Achievement Ensure that the school as a unified whole, as well as individual teachers, has a clear focus on student achievement guided by relevant and timely data. Effective leaders at the district and/or building level ensure that collaborative processes result in nonnegotiable goals (that ALL staff members must act upon) in at least two areas: student achievement and classroom instruction. Wallace Foundation Study 16
17 Structure ELEMENTS Goals for whole school DOMAIN A Data-Driven Focus on Student Achievement Ensure that the school as a unified whole, as well as individual teachers, has a clear focus on student achievement guided by relevant and timely data. Goals for individual students Data systems for school goals Data systems for individuals School and classroom intervention EVIDENCES Are there Non-Negotiables? In every case, building and district leaders who achieved success had first to determine what was non negotiable what HAD to happen. 17
18 Expectations of Principals Accept responsibility for the success of their schools Lead with flexibility within the boundaries established by district goals Know and work with the unique context of their own school School Leader Evaluation Model Domain 1 A Data-Driven Focus On Student Achievement Element 1: The school leader ensures clear and measurable goals are established and focused on critical needs regarding improving overall student achievement at the school level. Element 2: The school leader ensures clear and measurable goals are established and focused on critical needs regarding improving achievement of individual students within the school. Element 3: The school leader ensures that data are analyzed, interpreted, and used to regularly monitor progress toward school achievement goals. Element 4: The school leader ensures that data are analyzed, interpreted, and used to regularly monitor progress toward achievement goals for individual students. Element 5: The school leader ensures that appropriate school-level and classroom-level programs and practices are in place to help all students meet individual achievement goals when data indicate interventions are needed. Develop Goals Communicate Goals Track Progress Art and Science of Teaching Teacher Evaluation Model Lesson Segment Involving Routine Events DQ1: Communicating Learning Goals and Feedback Providing Clear Learning Goals and Scales (Rubrics) Tracking Student Progress Celebrating Success 18
19 Non-Negotiable Goals School-wide: Use achievement data Identify desired knowledge gains Identify priority instructional practices Consider District/state learning requirements Academic standards Common language Teacher evaluation instrument How do you make them SMART? (specific, measurable, attainable, relevant and time-oriented)? What criteria do you use to determine your building or district goals? 19
20 Domain 1 - Element 1 The school leader ensures clear and measurable goals are established and focused on critical needs regarding improving overall student achievement at the school level. Pull it apart What are the constructs? Domain 1 - Element 1 Scale Innovating (4) The school leader ensures adjustments are made or new methods are utilized so that all stakeholders sufficiently understand the goals. Applying (3) The school leader ensures clear, measurable goals with specific timelines focused on critical needs regarding improving student achievement are established at the school level AND regularly monitors that everyone has understanding of the goals. Developing (2) The school leader ensures clear, measurable goals with specific timelines focused on critical needs regarding improving student achievement are established at the school level. Beginning (1) Not Using (0) The school leader attempts to ensure clear, measurable goals with specific timelines focused on critical needs regarding improving student achievement are established at the school level but does not complete the task or does so partially. The school leader does not attempt to ensure clear, measurable goals with specific timelines focused on critical needs regarding improving student achievement are established at the school level. 20
21 Effective Leaders Are What are the similarities and differences in these three levels? How do you differentiate the artifacts at each level on the scale? Applying Innovating Developing Evidence 1. How will you know? 2. What is the desired effect? 3. What does it mean to ensure? Take a look at the evidence 21
22 Proposed Evidences What other evidences support understanding of how a leader is moving towards the desired effect in this element? Scenario Mr. Jameson, school principal, established a school improvement team over the summer to initially examine all student achievement data and to identify primary areas in which student achievement were lagging. After careful analysis, the areas needing most improvement were introduced to the entire faculty and later to the school's community parent group. The initial school improvement team members established and refined the goal statements to ensure they were measureable, included timelines and individual(s) responsible for each goal. 22
23 What Would Change? What evidences would Mr. Jameson s supervisor find? If he were operating at the Applying Level for this element, what would be different about the evidence? Domain 1 - Element 2 The school leader ensures clear and measureable learning goals are established and focused on critical needs regarding improving achievement of individual students within the school. Pull it apart What are the constructs? 23
24 Clear, Measurable Goals What are the differences? Effective Leaders Are What are the similarities and differences in these three levels? How do you differentiate the artifacts at each level on the scale? Developing Applying Innovating Evidence What is the desired effect? How does the leader ensure? 24
25 Proposed Evidences What other evidences support understanding of how a leader is moving towards the desired effect in this element? Scenario Ms. Smith, principal at Something High School, takes data very seriously. She has attempted to gather information from a variety of sources, and makes it readily available. She tells her teachers to be sure to set achievement goals not just for a class or grade level but also for individual students. 25
26 In general, while principals direct interactions with students in or out of the classroom may be motivating, inspiring, instructive, or otherwise influential most of it is indirect, that is mediated through teachers and others. Kathleen Cotton, 2003 Does the data you get sometimes seem about this useful? 26
27 Domain 1 - Element 3 The school leader ensures that data are analyzed, interpreted, and used to regularly monitor progress toward school achievement goals. Pull it apart What are the constructs? Domain 1 - Element 4 The school leader ensures that data are analyzed, interpreted, and used to regularly monitor progress toward achievement goals for individual students. 27
28 Compare and Contrast Element 3 Applying (3) The schoolleader ensures that data are available for tracking overall student achievement AND monitors the extent to which student data are used to track achievement of learning goals and to plan for improving instruction. Element 4 Applying (3) The schoolleader ensures student collected data are available AND monitors the extent to which data are used to track effectiveness of instruction and interventions for all student subgroups. Effective Leaders Are What are the similarities and differences in these three levels? How do you differentiate the artifacts at each level on the scale? Applying Innovating Developing 28
29 Proposed Evidences What other evidences support understanding of how a leader is moving towards the desired effect in this element? Scenario The school principal has established data walls in a work room near the main office. One wall contains the results of formative assessments in reading and mathematics and another science and writing. Formative assessments are administered approximately once a month or at the conclusion of a major instructional unit. As the year goes on, achievement levels are monitored on a huge chart. The work room is typically open for staff members to visit. A small committee of subject area leaders, chosen by the principal, update the data walls regularly. 29
30 A System to Interpret Data Scenario Ms. Jones, New Town Middle School principal, has developed, along with her teachers, tools for keeping track of student achievement. Teachers are able to quickly and easily access any student s most recent data. Ms. Jones meets with content area teams monthly and reviews individual data with them, using it to help plan for future instruction and intervention, making sure that student goals are tracked in the process. 30
31 Domain 1 - Element 5 The school leader ensures that appropriate school-level and classroom-level programs and practices are in place to help all students meet individual achievement goals when data indicate interventions are needed. What Does this Look Like? How do you move past juggling as fast as you can and move towards focused, systematic implementation of targeted programs? Does every student have a fair chance of success? 31
32 Effective Leaders Are What are the similarities and differences in these three levels? How do you differentiate the artifacts at each level on the scale? Developing Applying Innovating Evidence What is the desired effect? How does the leader ensure? Proposed Evidences What other evidences support understanding of how a leader is moving towards the desired effect in this element? 32
33 Scenario The school principal, along with the school improvement team, has established intervention programs before school, during school, and after school. Appropriate students are targeted for each time period and intervention. In addition, a Saturday science enrichment camp is established to help increase the science scores at the schools. Identified subject areas are targeted and high performing teachers agree to teach. Attendance is taken during the interventions. What s Missing? Examines Monitors Expands What would the evidence look like and how would he show it? 33
34 New pieces of knowledge or ideas you re developing related to Domain Strengths you have in this domain and how you will document them 1 - Specific action step you will take to further develop your results in this domain 34
35 School Leader Evaluation Model Continuous Improvement of Instruction A Guaranteed and Viable Curriculum Cooperation and Collaboration A Data- Driven Focus on Student Achievement Student Achievement School Climate Domain 2 Continuous Improvement of Instruction Actions and behaviors within this domain help ensure that the school as a whole, as well as individual teachers, perceive teacher pedagogical skill as one of the most powerful instruments in enhancing student learning and are committed to enhancing those pedagogical skills on a continuous basis. 35
36 From Dr. Marzano School Leader Evaluation Model Domain 2 Continuous Improvement of Instruction Element 1: The school leader provides a clear vision as to how instruction should be addressed in the school. Element 2: The school leader effectively supports and retains teachers who continually enhance their pedagogical skills through reflection and professional growth plans. Element 3: The school leader is aware of predominant instructional practices throughout the school. Element 4: The school leader ensures that teachers are provided with clear, ongoing evaluations of their pedagogical strengths and weaknesses that are based on multiple sources of data and are consistent with student achievement data. Element 5: The school leader ensures that teachers are provided with job-embedded professional development that is directly related to their instructional growth goals. Art and Science of Teaching Teacher Evaluation Model Domain 1: Classroom Strategies and Behaviors Domain 2: Reflecting on Teaching Evaluating Personal Performance 50. Identifying Areas of Pedagogical Strength and Weakness 51. Evaluating the Effectiveness of Individual Lessons and Units 52. Evaluating the Effectiveness of Specific Pedagogical Strategies and Behaviors Developing and Implementing a Professional Growth Plan 53. Developing a Written Growth and Development Plan 54. Monitoring Progress Relative to the Professional Growth and Development Plan 36
37 Continuous Improvement A Return on Your Investment? Continuous Engagement Student Achievement Teacher Expertise Domain 2: Continuous Improvement of Instruction Element 1 Element 2 Element 3 Element 4 Element 5 Instructional Vision and Communication Highly Effective Staff, Professional Reflection and Growth Instructional Practices High Effect Size Strategies and Student Achievement Instructional Initiatives and Professional Learning 37
38 How can an understanding of Domain 2 assist you in evaluating the performance of school leaders? It Equips You with the Skills Determine how to observe instruction Determine how to diagnose weaknesses in instruction Determine how to diagnose for improved instruction 76 38
39 A well articulated knowledge base for teaching Recognition of expertise Focused feedback and practice Clear criteria and a plan for success Opportunities to observe and discuss expertise Research: Establish and Communicate Clear Criteria for Instruction A research based framework that describes and defines teaching A means for self assessment and reflection A transparent framework for making decisions A foundation for professional conversation A coherent means to provide formative and summative feedback Common Language of Instruction 39
40 A model of instruction is powerful if used as a vehicle for communication - as a basis for conversation about effective teaching. Dr. Robert Marzano Domain 2 - Element 1 The school leader provides a clear vision as to how instruction should be addressed in the school. 40
41 Domain 2 - Element 2 The school leader effectively supports and retains teachers who continually enhance their pedagogical skills through reflection and professional growth plans. Professional Growth Domain 2 - Element 3 The school leader is aware of predominant instructional practices throughout the school. 41
42 Effective Leaders Would Group 1: Group 2: Pull apart these three elements to identify the constructs. Identify similarities and differences in the three elements. What specific sources of evidence would verify an administrator s achievement at the applying level for each element? Assistant principals What artifacts or documentation would identify an assistant principal at the applying level for Elements 1, 2, and 3? 42
43 Innovating What artifacts or documentation would demonstrate a leader is innovating at Elements 1, 2, and 3? What other artifacts or documentation would support a leader s movement towards the desired effect of this element? 43
44 A System of Feedback Self Observation Teachers analyze their own teaching through videotapes Self Reflection Teachers reflect upon their practice Observations Observation of an entire lesson Instructional Rounds Walkthroughs Teacher and administrator teams engage collectively in examining an instructional model or common language of instruction Identify trends and patterns across classrooms, grade levels, schools and district Common and Comprehensive Model of Instruction What Role Can a School Leader Play in Promoting teacher reflection Teachers being able to assess his or her own professional performance Identifying areas of pedagogical strength and weakness Evaluating the effectiveness of lessons and units, and pedagogical strategies and behaviors Assisting teachers to develop and implement professional growth plans Monitoring progress relative to a data driven professional growth and development plan 44
45 Scenario Mr. Trump has shown a great deal of interest in a new district s new instructional model that he believes will increase teacher effectiveness in his school. He introduces his staff to the model in the beginning of the school year and allocates the necessary resources to support the model. The entire staff has in-service throughout the year on strategies used in the model and he and they together set goals related to this model. When an observer asks a teacher and some students to explain the desired effect of a strategy, they can not explain how the strategy affects their learning. Mr. Trump is operating at the level on Domain 2, Element 1 and would need to to move into the level. Scenario Mr. Trump conducts a survey of his staff after he reads Ms. Buffet s Twitter. Ms. Buffet tweets that she and other teachers do not understand how the new instructional model improves instruction. He utilizes the results from the survey and meets individually with his staff. He reviews their understanding of the instructional model, its effects on student achievement and assists them in creating professional goals to enhance their understanding of the model. He sets future appointments to revisit the classrooms to observe, give specific feedback and lend support. He regularly checks for understanding of the model and its desired effect on students. Mr. Trump is operating at the level on Domain 2 Element 2, and would need to to move into the level. 45
46 The simplest prescription for improving education must be dollops of feedback. Hattie, 1992 Evidence about teacher evaluation builds into evidence for leader effectiveness. What kind of evidence/documentation do you have about your practices and results regarding teacher evaluation? What could you add? 46
47 Scenario Mr. Trump has a schedule for addressing each teacher s instructional need. He also has used his School Leadership team to assist him in conducting daily informal walkthroughs. Issues with the use of the predominant instructional practices are addressed with individual teachers. He has also set up a Tip Box for teachers to share what works in their classrooms and to express any needs in implementing instructional practices and needs for future practices. He has also begun to plan ways to celebrate successes for those teachers who are showing outstanding improvements and for those who are assisting their fellow colleagues. Mr. Trump is operating at the level on Domain 2, Element 3 and would need to to move into the level. Scenario Ms. Carter has reviewed the results of the district-mandated parent survey. It shows that 52% of parents of ESE students are not pleased with the level of instructional supports that their children are receiving. Many have complained that the school s new instructional priorities are hurting their child. Ms. Carter thinks the parents are just complaining, so she decides to wait to respond to the parents. She hasn t surveyed her staff or reviewed student data. She doesn t have the time. Her teachers would have told her by now; they are not afraid to tell her if things aren t working. She will look into it after until the results of the state-wide assessment are back. They are due back in July. Mr. Carter is operating at the level of Domain 2, Element 3 and would need to to move into the level. 47
48 Domain 2 - Element 4 The school leader ensures that teachers are provided with clear, ongoing evaluations of their pedagogical strengths and weaknesses that are based on multiple sources of data and are consistent with student achievement data. When these strategies are used, here is the typical effect on raising student achievement (percentile gain corrected) : Note Taking 17% Building Vocabulary 20% Practice 14% Effort and Recognition 14% Setting Goals/Objectives 25% Graphic Organizers 13% Student Discussion/Chunking 17% Homework 15% Summarizing 19% Tracking Student Progress and Using Scoring Scales 34% Identifying Similarities and Differences 20% Interactive Games 20% Nonlinguistic Representations 17% 48
49 Opportunities to Observe and Discuss Develop a collaborative, inquirybased culture that shatters the norms of isolation and autonomy thus leading to the establishment of an educational practice that trumps the notion of teaching as an art, a craft or a style. 1. Instructional Rounds 2. Expert Coaches 3. Expert Videos 4. Teacher-led Professional Develop 5. Virtual Communities Elizabeth City, 2009 Effective Leaders Are What are the similarities and differences in these three levels? Innovating How do you differentiate the artifacts at each level on the scale? Developing Applying Evidence What is the desired effect? How does the leader ensure? 49
50 What other artifacts or documentation would support a leader s movement towards the desired effect of this element? Scenario Dr. Banks has uses a highly specific rubric that provides teachers accurate feedback regarding specific instructional practices. She uses this feedback while observing teachers. She continues to deepen her expertise in use of the scale to reflect the changes in state mandates and instructional models, as well as statewide assessment data. Teachers meet with her to discuss their pedagogical strengths and weaknesses. After the meeting, she makes it a point to do a few more informal observations and ask for documentation from the teacher to determine how they are implementing the instructional plan. She is pleased with what she sees when she checks in on Mr. Asset. At the end of the year she shares with him his student achievement data which shows that his use of non-linguistic representations in developing vocabulary has resulted in a dramatic improvement in his students achievement data with 10 percentile point gains in vocabulary. Dr. Banks is operating at the level on Domain 2, Element 4. 50
51 Reflection How might a school leader show/prove that they effectively link teacher evaluation data to student achievement data? What can you observe in the school that will show you that student data is being considered in teacher evaluation? Domain 2 - Element 5 The school leader ensures that teachers are provided with job-embedded professional development that is directly related to their instructional growth goals. 51
52 Domain 2 - Element 5 Professional Development Provide guidance to construct professional growth and development plans. SMART goals (specific, measurable, etc.) Value Added Based on achievement and observation data Provide resources for achievement of goals Encourage teacher- led professional development, peer coaching, study groups Track participation in professional development and correlate with student achievement data Use as formal part of teacher s evaluation. How Will You Ensure? Evaluators: What method and/or type of instrument would you use to assess this element? School Leaders: What evidence might you have to demonstrate your level of proficiency for this element? What evidence would you look for with the above methods/ instruments?
53 Scenario Ms. Deposit is aware of her professional development plan because she created the goals along with her principal. While reviewing the results of several observations from her school administrator, she realizes that she hasn t had the time to implement the new instructional practice that she stated she would try. She knows that the administrators are too busy to check in on her. Since she is tenure, she won t worry. Scenario Dr. Vault has delegated the task of providing job-embedded professional development to Mr. Mint. District personnel conducted a brief survey of his teachers. They were not able to answer questions regarding how professional development supports the district initiative in reading. Dr. Vault has to prepare a response to the survey. Dr. Vault is operating at the level on Domain 2, Element 5. 53
54 New pieces of knowledge or ideas you re developing related to Domain 2 2 -Strengths you have in this domain and how you will document them 1 -Specific action step you will take to further develop your results in this domain Too late, Lois. The Justice League has already fallen and there are too many innocents in jeopardy. It's up to me. - Superman 54
55 RELOOK AT THE GOALS FOR TODAY. DID YOU MAKE PROGRESS? QUESTIONS FOR TOMORROW?
MARZANO SCHOOL LEADERSHIP EVALUATION MODEL
TEACHER & LEADERSHIP EVALUATION MARZANO SCHOOL LEADERSHIP EVALUATION MODEL Prepared by Learning Sciences Marzano Center Center for Teacher and Leadership Evaluation April 2012 1 TEACHER & LEADERSHIP EVALUATION
More information2013 Marzano School Leader Evaluation Model Rubric
2013 Marzano School Leader Evaluation Model Rubric Exclusive partners with Dr. Robert J. Marzano for the Teacher Evaluation Model and School Leader Evaluation Model Learning Sciences International 175
More informationPrincipal Appraisal Overview
Improving teaching, leading and learning T e x a s P r i n c i p a l E va l u a t i o n S y s t e m Principal Appraisal Overview Design and Development a collaborative effort McREL International Texas
More informationCorrelation Map of LEARNING-FOCUSED to Marzano s Evaluation Model
Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model LEARNING-FOCUSED provides schools and districts with the best solutions
More informationRequirements EDAM-5002. WORD STUDY K-3: PRINT AWARENESS, LETTER KNOWLEDGE, PHONICS, AND HIGH FREQUENCY WORDS
LETTER OF ENDORSEMENT: TEACHER LEADERSHIP AND INSTRUCTIONAL COACHING Requirements Dr. Grace Surdovel, Director of Master's Programs/Faculty of Practice The Letter of Endorsement in Teacher Leadership and
More informationLeadership for Learning: Strengthening School Leadership that Makes a Difference
Leadership for Learning: Strengthening School Leadership that Makes a Difference Paper presented at the RCEP international Conference on Education Reform: Policies, Planning & Praxis, United Arab Emirates,
More informationPre-Requisites EDAM-5001 Early Literacy Guiding Principles and Language
. EDAM EDAM-5001. EARLY LITERACY: GUIDING PRINCIPLES AND LANGUAGE DEVELOPMENT This course is the prerequisite for all other courses in the Early Childhood Literacy program. It outlines the philosophical
More informationSelf Assessment Tool for Principals and Vice-Principals
The Institute for Education Leadership (IEL) brings together representatives from the principals' associations, the supervisory officers' associations, councils of directors of education and the Ministry
More informationREADING WITH. Reading with Pennsylvania Reading Specialist Certificate
READING WITH PENNSYLVANIA READING SPECIALIST CERTIFICATE Reading with Pennsylvania Reading Specialist Certificate Program Coordinator: Ms. Anne Butler The Master of Science degree in Education with a concentration
More informationAdministrative Evaluation System
Administrative Evaluation System 2015 2016 Rule 6A 5.030 Form AEST 2015 Effective Date: October 21, 2015 Updated February 22, 2016 School District of Palm Beach County Dr. Robert Avossa, Superintendent
More informationNorth Carolina TEACHER. evaluation process. Public Schools of North Carolina State Board of Education Department of Public Instruction
North Carolina TEACHER evaluation process Public Schools of North Carolina State Board of Education Department of Public Instruction Rubric for Evaluating North Carolina Teachers ( This form should be
More informationSubmitted for Review and Approval Florida Department of Education 5/1/2012
2012 INSERT DISTRICT NAME HERE SCHOOL LEADER EVALUATION SYSTEM Observation and Evaluation Forms and Procedures for Leadership Practice Effective July 1, 2012 A Comprehensive System for Professional Development
More informationPromising Practices and Implementation Tools
Promising Practices and Implementation Tools 1. Names & Positions: Kathleen Smith - Superintendent of Schools Elizabeth Barry- Executive Director, Learning and Teaching, PreK-8 Ethan Cancell - Associate
More informationGifted & Talented Program Description
Gifted & Talented Program Description The purpose of Cedar Unified School District s gifted and talented program is to nurture academic excellence and improve student achievement among all students. To
More information2014 School Counselor Performance Appraisal Rubric SAU 21
Program Planning & Implementation Standard 1: Rating 4 Highly Effective Rating 3 Effective Rating 2 Improvement Comprehensive School Counseling Program School counselors collaboratively plan, implement,
More informationTEAM PLANNING AND REPORTING
Chapter 10 TEAM PLANNING AND REPORTING TOOLS: Tool 10.1 Tool 10.2 Tool 10.3 Tool 10.4 Tool 10.5 Sample team plan. 3 pages Team planning template. 3 pages Alternative team planning template. 1 page Team
More informationFRAMEWORK OF SUPPORT: SCHOOL-LEVEL PRACTICE PROFILE
FRAMEWORK OF SUPPORT: SCHOOL-LEVEL PRACTICE PROFILE S The Framework of Supports are a set of Practice Profiles that serve as an implementation overview of Support for Personalized Learning (SPL). Practice
More informationEXAMPLE FIELD EXPERIENCE PLANNING TEMPLATE CCSU MAT Program
EXAMPLE FIELD EXPERIENCE PLANNING TEMPLATE CCSU MAT Program Secondary Education (Math, History/Social Studies, Science, World Languages) and Special Education (K-12) Goal: The MAT program focuses on preparing
More informationProfessionals Responsible for Campus Turnaround Plan Development: Name:
Date of Board Grades Served: 6 8 Approval: 5/23/2016 Consecutive School Years Rated Academically Unacceptable/Improvement Required: Dr. Terrence Eaton Ron Gonzales Jonathan Smith Dr. Velma Wilson Diane
More informationHoward Lake-Waverly-Winsted Teacher Evaluation System
Howard Lake-Waverly-Winsted Teacher Evaluation System 1 Marzano Teacher Evaluation Model Howard Lake-Waverly-Winsted Schools The system described in this resource is the Minnesota Marzano Teacher Evaluation
More informationTHE SCHOOL BOARD OF ST. LUCIE COUNTY, FLORIDA TEACHER PERFORMANCE APPRAISAL SYSTEM, 2014-2015 TABLE OF CONTENTS
, 2014-2015 TABLE OF CONTENTS Purpose and Key Components... 1 1. Core of Effective Practices... 1 2. Student Growth... 2 3. Evaluation Rating Criteria... 13 4. Teacher and Principal Involvement... 14 5.
More informationOak Park School District. Administrator Evaluation Program
Oak Park School District Administrator Evaluation Program Table of Contents Evaluation Purpose...1 Evaluation Timeline...2 Rubric for Instructional Administrator Standard 1...3 Standard 2...5 Standard
More informationNova Scotia Leadership Academy Instructional Leadership Program Information
Updated January 2015 Nova Scotia Leadership Academy Instructional Leadership Program Information The Nova Scotia Instructional Leadership Academy (NSILA) Program is offered by the Nova Scotia Department
More informationPossible examples of how the Framework For Teaching could apply to Instructional Coaches
Possible examples of how the Framework For Teaching could apply to 1b. Specific Examples 1b. Demonstrating Knowledge of Students 1a. Specific Examples 1a. Demonstrating knowledge of Content and Pedagogy
More informationStronge Teacher Effectiveness Performance Evaluation System
Stronge Teacher Effectiveness Performance Evaluation System Overview Teacher Effectiveness Student Achievement Student Achievement Stronge Evaluation System Effectiveness is the goal. Evaluation is merely
More informationROLES AND RESPONSIBILITIES The roles and responsibilities expected of teachers at each classification level are specified in the Victorian Government
ROLES AND RESPONSIBILITIES The roles and responsibilities expected of teachers at each classification level are specified in the Victorian Government Schools Agreement 2004: Leading teacher Leading teachers
More informationI. Students succeed because teachers plan with individual learning results in mind.
A. Students understand daily, weekly and unit learning goals and objectives. 1. The teacher designs and shares daily learning objectives for student reference. 2. Instructional strategies and learning
More information1 of 5 10/30/2008 7:22 AM
1 of 5 10/30/2008 7:22 AM September 2007 Volume 65 Number 1 Teachers as Leaders Pages 74-77 Ten Roles for Teacher Leaders Cindy Harrison and Joellen Killion The ways teachers can lead are as varied as
More informationQuality Review Record Book
Office of School Quality Division of Teaching and Learning Quality Review Record Book 2015-2016 Carmen Fariña, Chancellor Phil Weinberg, Deputy Chancellor, Teaching and Learning Jacqueline Gonzalez, Executive
More informationWisconsin Educator Effectiveness System. Teacher Evaluation Process Manual
Wisconsin Educator Effectiveness System Teacher Evaluation Process Manual Updated February 2016 This manual is an interim update to remove inaccurate information. A more comprehensive update for 2016-17
More informationSt. Charles School District. Counselor Growth Guide and. Evaluation Documents
St. Charles School District Growth Guide and Evaluation Documents 2014-2015 City of St. Charles School District MISSION The City of St. Charles School District will REACH, TEACH, and EMPOWER all students
More informationTeaching All Students to Read: With Strong Intervention Outcomes
Teaching All Students to Read: Practices from Reading First Schools With Strong Intervention Outcomes Summary Document Elizabeth Crawford and Joseph Torgesen Introduction One of the most critical needs
More informationTOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES
Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data
More informationFramework for Leadership
Framework for Leadership Date Leader Self-Assessment Evaluator Assessment Domain 1: Strategic/Cultural Leadership Principals/school leaders systemically and collaboratively develop a positive culture to
More informationMcREL s. principal. evaluation system
McREL s principal evaluation system McREL s Principal Evaluation System About McREL Mid-continent Research for Education and Learning (McREL) is a nationally recognized, private, nonprofit organization
More informationPrincipal Practice Observation Tool
Principal Performance Review Office of School Quality Division of Teaching and Learning Principal Practice Observation Tool 2014-15 The was created as an evidence gathering tool to be used by evaluators
More informationCorrective Action Plan for Michael R. White STEM School
Corrective Action Plan for Michael R. White STEM School House Bill 525 directs CMSD to develop a school improvement plan for schools identified as in need of corrective action. Investment School Corrective
More informationLincoln Park Public Schools Special Education Teacher Consultant Evaluation
Lincoln Park Public Schools Special Education Teacher Consultant Evaluation Teacher Consultant: Evaluator: Date: Domain 1: Planning and Preparing for Student Learning The teacher consultant uses a wide
More informationMississippi Statewide Teacher Appraisal Rubric M-STAR
Mississippi Statewide Teacher Appraisal Rubric M-STAR Introduction and Process Guide May 2012 2192_05/12 Contents Introduction... 1 Purpose of Teacher Performance Evaluation... 1 Teacher Evaluation Process...
More informationWest Tampa Elementary School
Using Teacher Effectiveness Data for Teacher Support and Development Gloria Waite August 2014 LEARNING FROM THE PRINCIPAL OF West Tampa Elementary School Ellen B. Goldring Jason A. Grissom INTRODUCTION
More informationMassachusetts Model System for Educator Evaluation
Massachusetts Model System for Educator Evaluation Part III: Guide to Rubrics and Model Rubrics for Superintendent, Administrator, and Teacher Appendix A. January 2012 Massachusetts Department of Elementary
More informationMassachusetts Department of Elementary and Secondary Education. Professional Development Self- Assessment Guidebook
Massachusetts Department of Elementary and Secondary Education Professional Development Self- Assessment Guidebook For Teacher Professional Development Offerings Modified for use by the District and School
More informationUsing Student Achievement Data to Support Instructional Decision Making
Using Student Achievement Data to Support Instructional Decision Making Sharnell S. Jackson Data-Driven Innovations Consulting March 18, 2013 1 The Panelists and Co-Authors Laura Hamilton (Chair), RAND
More informationComprehensive Reading Plan K-12 A Supplement to the North Carolina Literacy Plan. North Carolina Department of Public Instruction 2013-2014
Comprehensive Reading Plan K-12 A Supplement to the North Carolina Literacy Plan North Carolina Department of Public Instruction 2013-2014 1 TABLE OF CONTENTS INTRODUCTION PAGE 3 NCDPI PAGE 4 STANDARDS-BASED
More informationGUIDELINES FOR THE IEP TEAM DATA COLLECTION &
GUIDELINES FOR THE IEP TEAM DATA COLLECTION & Progress Monitoring Decisions about the effectiveness of an intervention must be based on data, not guesswork. Frequent, repeated measures of progress toward
More informationWisconsin Educator Effectiveness System. Principal Evaluation Process Manual
Wisconsin Educator Effectiveness System Principal Evaluation Process Manual Updated February 2016 This manual is an interim update to remove inaccurate information. A more comprehensive update for 2016-17
More informationUSING DATA TO INFORM INSTRUCTION AND PERSONALIZE LEARNING
USING DATA TO INFORM INSTRUCTION AND PERSONALIZE LEARNING A CONTINUOUS IMPROVEMENT FRAMEWORK SHARNELL JACKSON DATA-DRIVEN INNOVATIONS CONSULTING Sponsored by DreamBox Learning Personalizing Learning Through
More informationAND LEARNING 21st Century Teaching and Learning
21ST CENTURY TEACHING AND LEARNING 21st Century Teaching and Learning Dr. Grace Surdovel, Director of Master's Programs/Faculty of Practice The Master of Science in Education with a major in 21st Century
More informationDelaware Performance Appraisal System
Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide for Administrators (Principals) Principal Practice Rubric Updated July 2015 1 INEFFECTIVE A. DEVELOPS
More informationUnderstanding Types of Assessment Within an RTI Framework
Understanding Types of Assessment Within an RTI Framework Slide 1: Welcome to the webinar Understanding Types of Assessment Within an RTI Framework. This is one of 11 webinars that we have developed at
More informationRevisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University
Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University A. A description of how the proposed program has been revisioned to reflect
More informationThe Ohio Resident Educator Program Standards Planning Tool. 1 9-1-11 Final
The Ohio Resident Educator Program Standards Planning Tool 1 The Resident Educator Program Standards Planning Tool The Resident Educator Program Standards Planning Tool is intended to assist district/schools
More informationFridley Alternative Compensation Plan Executive Summary
Fridley Alternative Compensation Plan Executive Summary Fridley School District Alternative Compensation Plan is a district wide program that is approved by the Minnesota Department of Education and was
More informationCobb Keys School Counselor Evaluation System Performance Rubric with Examples of School Counselor Evidence
Foundation Standard (F): The professional school counselor plans and organizes the foundation of a standards-based, data-driven comprehensive school counseling program that is aligned with the school strategic
More informationInformational Webinar for MDE Literacy Support Schools. Agenda
Informational Webinar for MDE Literacy Support Schools School Year 2015-2016 Agenda Literacy-Based Promotion Act (Senate Bill 2347) Overview Timeline Role of the MDE Literacy Coach District and School
More informationQ Comp Requirements and Guiding Principles
Q Comp Requirements and Guiding Principles Program Purposes The purpose of the Q Comp program is for participating school districts, intermediate school districts, integration districts, state schools/academies
More informationTHE FOUR NON NEGOTIABLES
THE FOUR NON NEGOTIABLES ACADEMIC EXCELLENCE COLLEGE AND CAREER READINESS SAFE AND SUPPORTIVE LEARNING ENVIRONMENT PURPOSEFUL, TIMELY TWO WAY COMMUNICATION ECISD STRATEGIC PLAN 2015 2016 1 Beliefs Definition:
More informationNC TEACHER EVALUATION PROCESS SAMPLE EVIDENCES AND ARTIFACTS
STANDARD I: ELEMENT A: Teachers demonstrate leadership Teachers lead in their classroom Developing Has assessment data available and refers to it to understand the skills and abilities of students Accesses
More informationclassroom Tool Part 3 of a 5 Part Series: How to Select The Right
How to Select The Right classroom Observation Tool This booklet outlines key questions that can guide observational tool selection. It is intended to provide guiding questions that will help users organize
More informationNCNSP Design Principle 1: Ready for College
College Credit College Ready Skills (High School) Course of Study NCNSP Design Principle 1: Ready for College Students are tracked according to past performance into regular and honors level courses. All
More informationPeck Full Service Community School Improvement Plan 2014 2015 Principal: Justin Cotton Jr.
Peck Full Service Community School Improvement Plan 2014 2015 Principal: Justin Cotton Jr. Theory of Action for Peck school In the spirit of the Theory of Action for the Holyoke Public Schools district,
More informationINTENSIVE READING INTERVENTIONS FOR STRUGGLING READERS IN EARLY ELEMENTARY SCHOOL. A Principal s Guide
INTENSIVE READING INTERVENTIONS FOR STRUGGLING READERS IN EARLY ELEMENTARY SCHOOL A Principal s Guide INTENSIVE READING INTERVENTIONS FOR STRUGGLING READERS IN EARLY ELEMENTARY SCHOOL A Principal s Guide
More informationData-Based Decision Making
Data-Based Decision Making To use data effectively, school leaders must know which questions to ask to find the data they need. By Anastasia Kalamaros Skalski and Montina Romero Anastasia Kalamaros Skalski
More informationResearch Base and Validation Studies on the Marzano Evaluation Model, April 2011. Research Base and Validation Studies on the Marzano Evaluation Model
Appendix 9 Research Base and Validation Studies on the Marzano Evaluation Model The Marzano Evaluation Model is currently being used by the Florida Department of Education (DOE) as a model that districts
More informationRubric for Evaluating North Carolina s Instructional Technology Facilitators
Rubric for Evaluating North Carolina s Instructional Technology Facilitators Standard 1: Instructional Technology Facilitators demonstrate leadership. Not Demonstrated Developing Proficient Accomplished
More informationOrange County Small Learning Communities Site Implementation Checklist
Orange County Small Learning Communities Site Implementation Checklist Cohort V, Year 2, 2006-07 OCDE SLC Goals: 1. Increase student academic performance in literacy & mathematics 2. Provide personalized
More informationWHEELOCK COLLEGE FACULTY DEVELOPMENT AND EVALUATION PROGRAM
WHEELOCK COLLEGE FACULTY DEVELOPMENT AND EVALUATION PROGRAM REVISED SPRING 2011 TABLE OF CONTENTS Development And Evaluation Process: Tenure Track Faculty... 4 Overview Of Mentoring And Evaluation Process
More informationWV School Counseling Program Audit
The program audit is used to assess the school counseling program in comparison with West Virginia s Model for School Counseling Programs. Audits serve to set the standard for the school counseling program.
More informationPrinciples of Data-Driven Instruction
Education in our times must try to find whatever there is in students that might yearn for completion, and to reconstruct the learning that would enable them autonomously to seek that completion. Allan
More informationTeachers Demonstrate Leadership
STANDARD 1: Element A Teachers Demonstrate Leadership Teachers lead in their classrooms. -Has assessment data available and refers to it to understand the skills and abilities of students - Accesses data
More informationMarzano Center Non-Classroom Instructional Support Member Evaluation Form
Marzano Center Non-Classroom Instructional Support Member Evaluation Form Prepared by Learning Sciences Marzano Center for Teacher and Leader Evaluation March, 2013 OUR MISSION The Learning Sciences Marzano
More informationUsing Rounds to Enhance Teacher Interaction and Self Reflection: The Marzano Observational Protocol
Using Rounds to Enhance Teacher Interaction and Self Reflection: The Marzano Observational Protocol Marzano Research Laboratory 9000 E. Nichols Ave. Ste. 210 Englewood, CO 80112 October 2009 Robert J.
More informationTeacher Evaluation. Missouri s Educator Evaluation System
Teacher Evaluation Missouri s Educator Evaluation System Teacher Evaluation Protocol Introduction Missouri s Educator Evaluation System was created and refined by hundreds of educators across the state.
More informationRubric for Evaluating North Carolina s School counselors
Rubric for Evaluating North Carolina s School counselors Rubric for Evaluating North Carolina s School Counselors Standard 1: school counselors demonstrate leadership, advocacy, and collaboration. Professional
More informationDRAFT For use in 2012-13 validation process only Rubric for Evaluating North Carolina s School counselors
Rubric for Evaluating North Carolina s School counselors Rubric for Evaluating North Carolina s School Counselors Standard 1: school counselors demonstrate leadership, advocacy, and collaboration. Professional
More informationModel for Practitioner Evaluation Manual SCHOOL COUNSELOR. Approved by Board of Education August 28, 2002
Model for Practitioner Evaluation Manual SCHOOL COUNSELOR Approved by Board of Education August 28, 2002 Revised August 2008 Model for Practitioner Evaluation Guidelines and Process for Traditional Evaluation
More informationGeorgia Department of Education School Keys: Unlocking Excellence through the Georgia School Standards
April 17, 2013 Page 2 of 77 Table of Contents Introduction... 5 School Keys History...5 School Keys Structure...6 School Keys Uses...7 GaDOE Contacts...8 Curriculum Planning Strand... 9 Assessment Strand...
More informationYOUNG FIVES PROGRAM 2009-2012 THREE-YEAR SINGLE PLAN FOR STUDENT ACHIEVEMENT. Palo Alto Unified School District
YOUNG FIVES PROGRAM THREE-YEAR SINGLE PLAN FOR STUDENT ACHIEVEMENT 2009-2012 Palo Alto Unified School District DISTRICT GOAL: Create an exceptional learning environment that engages, challenges, and supports
More informationGreenville City Schools. Teacher Evaluation Tool
Greenville City Schools Teacher Evaluation Tool Table of Contents Introduction to Teacher Evaluation 2 Glossary 3 Record of Teacher Evaluation Activities 5 Teacher Evaluation Rubric 6 Self-Assessment 11
More informationTulsa Public Schools Teacher Observation and Evaluation System: Its Research Base and Validation Studies
Tulsa Public Schools Teacher Observation and Evaluation System: Its Research Base and Validation Studies Summary The Tulsa teacher evaluation model was developed with teachers, for teachers. It is based
More informationCandidates will demonstrate ethical attitudes and behaviors.
EDET 628 Apply instructional design principles to create a unit of instruction which integrates technology and enhances student understanding Demonstrate purposeful alignment of state competencies and
More informationEugene School District 4J Professional School Counselor Rubric
Eugene School District 4J Professional School Counselor Rubric Using leadership, collaboration and advocacy, the Professional School Counselor plans, delivers, manages and promotes a comprehensive guidance
More informationBOARD OF EDUCATION R2464.DR Page 1 of 8 Gifted & Talented Students (K-8)
R2464.DR Page 1 of 8 M A. Identification and Selection 1. Classroom teachers will be familiar with the criteria for identifying gifted and talented students and will be alert to students who exhibit those
More informationTEACHER PERFORMANCE APPRAISAL
201 TEACHER PERFORMANCE APPRAISAL SYSTEM Observation and Evaluation Forms and Procedures for Instructional Practice Effective July 1, 201 A Comprehensive System for Professional Development and Annual
More informationRoseberry Primary and Nursery School. Maths Policy
Roseberry Primary and Nursery School Maths Policy October 2015 Purpose The purpose of this policy is to ensure that all staff are able to implement the teaching of maths to a high standard in order for
More informationIndividual Learning Plans
Individual Learning Plans College and Career Readiness Webinar Series May 12, 2015 Lisa Harney College and Career Readiness Individual Learning Plans AGENDA College and Career Readiness Planning for success
More informationOhio School Counselor Evaluation Model MAY 2016
Ohio School Counselor Evaluation Model MAY 2016 Table of Contents Preface... 5 The Ohio Standards for School Counselors... 5 Ohio School Counselor Evaluation Framework... 6 School Counselor Evaluation
More informationNW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM
NW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM 1 *For specific online course requirements, please refer to the attached course handout entitled Comprehensive Online Teacher Induction Program and Alternative
More informationCentral Office Leadership Framework
Washington Association of School Administrators Central Office Leadership Framework Supporting the Professional Growth of Central Office Leaders Central Office Leadership Framework, Version 1.0 Central
More informationEVIDENCE, EVALUATION, AND ALL THE ELEMENTS OF GOOD PRACTICE
EVIDENCE, EVALUATION, AND ALL THE ELEMENTS OF GOOD PRACTICE New York State School Counselor Association November 1, 2014 Carol Dahir, Ed.D, NYIT cdahir@nyit.edu Lois Herrera, NYCDOE, Lherrer@schools.nyc.gov
More informationACS WASC Accreditation Status Determination Worksheet
ACS WASC Accreditation Status Determination Worksheet How are students achieving? Is the school doing everything possible to support high achievement for all its students? Directions 1. Discuss the evidence
More informationNPS Formative Assessment Report Form (Counseling, Psychologists, and Social Workers)
NPS Formative Assessment Report Form (Counseling, Psychologists, and Social Workers) Educators on the Following Plans: Developing Educator Plan Directed Growth Plan Improvement Plan Educator Name/Title:
More informationPOWAY UNIFIED SCHOOL DISTRICT CONTINUUM OF TEACHING STANDARDS
POWAY UNIFIED SCHOOL DISTRICT CONTINUUM OF TEACHING STANDARDS Poway Unified School District Teaching Standards Domain I Domain II Domain III Domain IV Domain V Planning and Designing Instruction Element
More informationMark Rutherford School Assessment Policy (Reviewed by Governors Curriculum sub committee January 2014)
Mark Rutherford School Assessment Policy (Reviewed by Governors Curriculum sub committee January 2014) The quality of assessment has a significant impact on attitudes to learning and on attainment in schools
More informationTEACHING AND LEARNING STRATEGY
Seevic College TEACHING AND LEARNING STRATEGY Key values Respect Responsibility Results February 2013 Version 1.2 - February 2013 Page 1 1.0 INTRODUCTION At Seevic College every student matters. To achieve
More informationTeacher Evaluation Model
The Marzano Teacher Evaluation Model May 2013 The four domains of the Marzano Teacher Evaluation Model Classroom Strategies and Behaviors Preparing and Planning Reflecting on Teaching Collegiality and
More informationSCHOOL IMPROVEMENT GRANT (SIG) PRACTICE:
SCHOOL IMPROVEMENT GRANT (SIG) PRACTICE: JOB-EMBEDDED PROFESSIONAL DEVELOPMENT CRIM OPEN CAMPUS HIGH SCHOOL ATLANTA PUBLIC SCHOOLS ATLANTA, GEORGIA Crim Open Campus High School (Crim) 1 faced an ongoing
More informationMasters Comprehensive Exam and Rubric (Rev. July 17, 2014)
1 Educational Leadership & Policy Studies Masters Comprehensive Exam and Rubric (Rev. July 17, 2014) The comprehensive exam is intended as a final assessment of a student s ability to integrate important
More informationHow can the World Campus Teachers Initiative help you beyond the program itself?
How can the World Campus Teachers Initiative help you beyond the program itself? In the conception and development of the Teachers Initiative, World Campus International (WCI) has worked to create a program
More informationA Principal s Guide to Intensive Reading Interventions for Struggling Readers in Reading First Schools
BUILDING A C OMMUNITY OF R EADING E XPERTS A Principal s Guide to Intensive Reading Interventions for Struggling Readers in Reading First Schools PROFESSIONAL DEVELOPMENT We will never teach all our students
More information