Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model

Transcription

1 Correlation Map of to Marzano s Evaluation Model

2 Correlation Map of to Marzano s Evaluation Model provides schools and districts with the best solutions for ensuring that teachers will be successful on teacher evaluations. is the most effective model for preparing teachers to consistently and pervasively implement every domain and element of the Marzano evaluation to the highest level. Evaluation models, such as Marzano s, provide schools with standards of teaching expectations. provides teachers with the best strategies, practices, and frameworks for meeting and exceeding those standards. In other words, the evaluation model is the what and is the how. This correlation map provides schools with the connections of specific professional development, resources, and day-to-day implementation with the Model by domain and design question. Routine Segments Design Que stion 1: Communicating Learning Goals and Feedback 1. Providing Clear Learning Goals and Scales Mapping Standards Student Learning Maps are used as Advance Organizers with students. Unit Essential Question and each lesson s focus are presented at beginning of unit. Essential Questions, student expectations and vocabulary are added as students progress through the unit. A major unit assignment is detailed on each map. Essential Questions are posted and used to start lessons, and referred to during lessons. Students learn that the Essential Question represents the learning goal and will be answered at the end of the lesson. Essential Questions are referenced throughout the lesson. Lessons are developed from learning goals from standards. Lessons begin with a Lesson Essential Question that communicates learning goals. Students are provided with rubrics for assignments and activities as they are introduced. Rubrics are provided for assignments to clarify quality use of thinking strategies Teachers determine assignments and assessments from learning goals, which then guide the learning activities and instruction for each lesson. Page 2 of 24

3 Continued Routine Segments Design Que stion 1: Communicating Learning Goals and Feedback 2. Tracking Student Progress Mapping Standards Common Unit Assessments are collaboratively planned and utilized throughout the unit of instruction Assessment Prompts are planned for each lesson based on standards-driven learning goals. Assessment Prompts are distributed throughout the lesson in order to gather data on student understanding which allows teachers to adjust instruction to meet the needs of students at strategic points in the lesson. Distributed summarizing and practice, often through collaborative student pairs, are used throughout lesson instruction to continually check informally for understanding. Assignments are planned and implemented as the major assessment for each lesson. A Summarizing Strategy is used at the end of the lesson to determine if students can answer the Essential Question. Routine Segments Design Que stion 1: Communicating Learning Goals and Feedback 3. Celebrating Success Students keep a journal of Student Learning Maps, Essential Questions, Assessment Prompts, Key Vocabulary and responses to Essential Questions. Successful use of Collaborative Pairs in order to help individuals and peers acknowledge understanding and learning. Successful use of Collaborative Pairs during guided practice and distributed summarizing helps students acknowledge and deepen their understanding of important knowledge and skills. Student work (drafts and final products) is displayed in classrooms and hallways to acknowledge student understanding and learning. Students update their journals with evidence of their learning and constructive feedback is provided by teacher(s) and peer(s) (depending on age group). Teachers provide immediate feedback to students during Activating Strategies, Vocabulary Strategies, Assessment Prompts and Summarizing Strategies, that is informative and acknowledges individual and class learning. Planned formative assessments provide students immediate and frequent feedback. Page 3 of 24

4 Continued Design Que stion 2: Helping Students Interact with New Knowledge 1. Identifying Critical Information Mapping Standards Teachers begin units with Unit Essential Question(s). Teachers begin units with a Launch Activity that previews the critical content (Learning Goals) to be learned in the unit. Teachers begin lessons with Lesson Essential Question. Activating Strategies are used at the beginning of lessons to inform students of what they are going to learn, prepare them for learning, link to students prior knowledge and identify what students already know about the topic. Expected rigor and complexity is identified, instructed, and then used by students. Vocabulary Strategies Teachers select and prioritize key vocabulary from the standards. Critical vocabulary is previewed as part of the Unit Launch Activity and Lesson Activating Strategies. Design Que stion 2: Helping Students Interact with New Knowledge 2. Organizing Students to Interact with New Knowledge Design Que stion 2: Helping Students Interact with New Knowledge 3. Previewing New Content Students learn to use research-based strategies to identify key vocabulary in text and preview meaning. Extensive use of Collaborative Pairs and small groups during all parts of lessons and activities such as rehearsals, guided practice, distributed summarizing, Assessment Prompts, assignments and learning activities. Teachers establish seating arrangements and routines to quickly organize into pairs and small groups. Flexible Grouping Students are organized into flexible groups and provided instruction according to their needs. Mapping Standards New content is previewed in the Unit Launch with an introduction of the Student Learning Map as an Advance Organizer and a preview of unit concepts and vocabulary. Activating Strategies, Advance Organizers and Vocabulary Strategies are embedded in the lesson plan. Accelerating Learning For All Students Acceleration strategies are planned and implemented to preview and scaffold grade level learning to assist academically challenged students. Page 4 of 24

5 Continued Design Que stion 2: Helping Students Interact with New Knowledge 4. Chunking Content into Digestible Bites Mapping Standards Student Learning Maps graphically chunk learning into key concepts. Assessment Prompts which chunk lessons into manageable learning segments are planned and distributed throughout the lesson at strategic points. Distributed Practice and Distributed Summarizing during Lesson Instruction are key components of the lesson plan. Teachers attend to age-related attention spans in distributing practice and summarizing across a lesson. Lessons are designed in a progression of learning segments based on Levels of Learning. Students use Writing to Inform and Writing to Learn activities to internalize and understand new learning and to demonstrate greater depths of understanding at strategic points during a lesson. Design Que stion 2: Helping Students Interact with New Knowledge 5. Processing New Information Reading Assignments Students use Reading Comprehension Strategies and graphic organizers to chunk reading passages and find meaning and purpose. Assessment Prompts are planned with engaging and appropriate activities (individual, pairs, small groups, and large group) that allow students to convey their understanding of the content to that point in the lesson. Graphic organizers are used to help students organize and process new information. Students summarize throughout the lesson and at the end. Lessons move students through the 4 Levels of Learning in order to successfully process new information. Assignments provide students opportunities to process and deepen understanding of new knowledge. Page 5 of 24

6 Continued Domain 1: Classroom Strategies and Behaviors Design Que stion 2: Helping Students Interact with New Knowledge 6. Elaborating on New Information Activities, assignments, and Assessment Prompts are integrated into instruction to provide opportunities for students to go beyond recall of information to deepen and refine understanding of concepts and skills. Teachers plan and deliver learning activities, questions and assignments that allow students to deepen and refine what they learned in lessons. Teachers plan and use questions and tasks that require students to go beyond recall and to justify their ideas with evidence. Students use Summary Point Writing to explain and elaborate on what they have learned. Students use Writing to Inform to explain and elaborate on what they have learned. Domain 1: Classroom Strategies and Behaviors Design Que stion 2: Helping Students Interact with New Knowledge 7. Recording and Representing Knowledge Domain 1: Classroom Strategies and Behaviors Design Que stion 2: Helping Students Interact with New Knowledge 8. Reflecting on Learning Questioning Strategies Teachers use effective questioning to elicit deeper thinking about concepts and strategies in order to strengthen comprehension. Non-verbal representations such as graphic organizers are planned and used in every lesson. Students summarize at strategic points throughout each lesson and at the end. Teachers use Mnemonic Devices with students to help them learn and organize concepts. Summarizing and representing knowledge is the second Level of Learning used as a bridge between recall of information and Using Collaborative Pairs, Assessment Prompts, Summarizing Strategies, and Assignments, teachers provide students with direction to reflect on their learning. Assessment Prompts, Summarizing Strategies, Assignments, and Higher Order Thinking Activities require students to not only understand the content, but to be able to explain why, how, when, etc in order to transfer that knowledge to times when they are acquiring new knowledge. Teachers plan and deliver learning activities and assignments that allow students to reflect on their learning. Teachers use strategies to involve students in reflecting on their own learning. Students use rubrics to self-assess and reflect on their own learning. Accelerating Learning For All Students Structured Review is planned and implemented on a regular basis to allow reflection on learning. Page 6 of 24

7 Continued Domain 1: Classroom Strategies and Behaviors Design Que stion 3: Helping Students Practice and Deepen New Knowledge 1. Reviewing Content Domain 1: Classroom Strategies and Behaviors Design Que stion 3: Helping Students Practice and Deepen New Knowledge 2. Organizing Students to Practice and Deepen Knowledge Mapping Standards Student Learning Maps are used to review previous learning and show the connections to new learning. During Activating Strategies, teachers engage students with previously learned content. Accelerating Learning For All Students Structured, periodic reviews are planned and distributed throughout units and semesters to revisit and review content and make connections to new learning. Teachers plan and use Collaborative Pairs and teams during lesson instruction and assignments to practice and engage in activities that deepen understanding. Teachers plan and use Collaborative Pairs and teams during lessons to deepen their knowledge of content and use learned skills and strategies. Teachers purposefully plan Collaborative Pairs activities to engage students in Higher Order thinking and deepen their understanding of content. Domain 1: Classroom Strategies and Behaviors Design Que stion 3: Helping Students Practice and Deepen New Knowledge 3. Using Homework Differentiated Assignments Students are provided a variety of ways to deepen and show their understanding based on their readiness levels, learning preferences, and interests. As part of lessons, teachers learn to use homework effectively as part of lesson assignments. Teachers learn to use homework for independent practice only on previously learned content and when there is evidence through guided practice that students will be successful. Teachers learn how to grade homework effectively for learning purposes, including use of rubrics and specific constructive feedback. Page 7 of 24

8 Continued Domain 1: Classroom Strategies and Behaviors Design Que stion 3: Helping Students Practice and Deepen New Knowledge 1. Examining Similarities and Differences strategies are integrated into lessons in order to provide students with opportunities to deepen understanding instead of just acquiring shallow knowledge. Students are explicitly taught how to use Higher Order thinking strategies such as analyzing relationships, compare/contrast and determining patterns to identify similarities and differences in content they are learning. Students answer questions, engage in activities and complete assignments in which they use analyzing relationships, compare/contrast and determining patterns to identify similarities and differences in content they are learning. Domain 1: Classroom Strategies and Behaviors Design Que stion 3: Helping Students Practice and Deepen New Knowledge 2. Examining Errors in Reasoning Domain 1: Classroom Strategies and Behaviors Design Que stion 3: Helping Students Practice and Deepen New Knowledge 3. Practicing Skills, Strategies, and Processes Domain 1: Classroom Strategies and Behaviors Design Que stion 3: Helping Students Practice and Deepen New Knowledge 4. Revising Knowledge Students use Writing to Inform to explain similarities and differences in order to develop deeper understanding of content, concepts, and skills. and Teachers explicitly teach strategies, such as Evaluating and model how to apply it successfully to analyze errors in thinking with different content and skills. Students answer questions and engage in learning activities in which they evaluate thinking including the strength of arguments. Students complete assignments in which they evaluate their own thinking and the thinking of others. Teachers plan and use distributed practice in their lesson plans to ensure that all students reach fluency. Teachers use the Pairs Checking strategy to ensure that practice is done correctly. Students are provided opportunities to use new skills collaboratively prior to independent practice. Students use Writing to Inform to develop deeper understanding of the content, concepts, and skills. Activating Strategies and Summarizing Strategies are used with students to allow them to explain their understanding and how that might have changed from the previous lesson or over the course of the current lesson. learning activities are planned to assist students in developing new insights. Students use Writing to Inform to refine and revise their understanding of the content, concepts, and skills. Page 8 of 24

9 Continued Design Que stion 4: Helping Students Generate and Test Hypothesis about New Knowledge 1. Organizing Students for Cognitively Complex Tasks Students learn and use strategies such as inferring and deducing to generate and test hypotheses about the content they are learning. Teachers have students work individually, in pairs, and in teams during activities involving generating and testing hypotheses. Students receive assignments that integrate Higher Order Thinking strategies such as inferring and deducing to generate and test hypotheses. Design Que stion 4: Helping Students Generate and Test Hypothesis about New Knowledge 2. Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing Design Que stion 4: Helping Students Generate and Test Hypothesis about New Knowledge 3. Providing Resources and Guidance Students organize their learning in frequent Writing to Inform tasks. Students learn and use processes such as problem solving, decision making, investigating, and experimenting to generate and test hypotheses. Students receive assignments that integrate Higher Order Thinking processes such as problem solving, decision making, investigating, and experimenting to generate and test hypotheses. Students learn to use strategically in order to apply their higher level thinking to what they have learned and to help them learn or develop new concepts. Teachers provide charts, steps, rubrics and models to support students as they are using strategies. Teachers provide verbal feedback and guidance as students engage in assignments requiring Higher Order Thinking. Students use rubrics as resources to guide their use of thinking strategies and processes. Differentiated Assignments Students are provided with a variety of resources and guidance as they complete tasks based on their readiness levels, learning preferences, and interests. Page 9 of 24

10 Continued Design Que stion 5: Engaging Students 1. Noticing When Students Are Not Engaged Design Que stion 5: Engaging Students 2. Using Academic Games Design Que stion 5: Engaging Students 3. Managing Response Rates Teachers implement distributed Assessment Prompts to formally pay attention to student engagement and make adjustments as necessary. Teachers use Collaborative Pairs throughout lessons to monitor engagement and keep all students engaged. Teachers use the wealth of research-based and evidencebased learning activities to engage all students including academic games. Accelerating Learning For All Students Teachers use game formats in periodic structured reviews to engage students and help them remember key content. Teachers implement distributed Assessment Prompts to manage student responses. Teachers use Collaborative Pairs throughout lessons to engage all students in responding to questions and to monitor their responses. Teachers use active feedback practices, i.e. individual white response boards, visual signals. Design Que stion 5: Engaging Students 4. Using Physical Movement Design Que stion 5: Engaging Students 5. Maintaining a Lively Pace Design Que stion 5: Engaging Students 6. Demonstrating Intensity and Enthusiasm Teachers use Writing to Inform and Summary Point Writing to monitor student responses. Teachers use the wealth of research-based and evidencebased learning activities that require movement to engage students. Teachers use a variety of teaching and learning strategies that provide kinesthetic, auditory, and visual learners optimal opportunities to learn. Teachers use the wealth of provided research-based and evidence-based learning activities to engage students. Student attention span is considered when planning and delivering lessons. Transitions and routines are handled efficiently and without loss of instructional time. Page 10 of 24

11 Continued Domain 1: Classroom Strategies and Behaviors Design Que stion 5: Engaging Students 7. Using Friendly Controversy Domain 1: Classroom Strategies and Behaviors Design Que stion 5: Engaging Students 8. Providing Opportunities for Students to Talk about Themselves Students learn to use strategically in order to construct sound arguments and analyze different viewpoints about the content they are learning. Essential Questions are developed with multiple correct answers requiring students to take a stand and support it. Opportunities to construct support for/justify opinions and analyze different viewpoints are built into questions, learning activities and assignments. Activating Strategies at the beginning of lessons provide students opportunities to relate their personal background knowledge to the content. Using Collaborative Pairs, teams, and individual/group presentations, students communicate to each other and the class about their personal understanding of concepts and skills. Summarizing strategies and reflection questions sometimes provide opportunities for students to express their thoughts about learning activities and how they feel about their learning and progress. Domain 1: Classroom Strategies and Behaviors Design Que stion 5: Engaging Students 9. Presenting Unusual or Intriguing Information Domain 1: Classroom Strategies and Behaviors Routine Segments Design Que stion 6: Establishing Rules and Procedures 1. Establishing Classroom Routines Domain 1: Classroom Strategies and Behaviors Routine Segments Design Que stion 6: Establishing Rules and Procedures 2. Organizing the Physical Layout of the Classroom Differentiated Assignments Students are given structured choices in assignments in order to address their personal interests related to the content being learned. Using the lesson plan, teachers present unusual and intriguing information using Activating Strategies to motivate and increase interest in every lesson. Teachers model classroom expectations. Students are provided multiple opportunities to model classroom expectations that develop qualities of leadership. Learning expectations are the focus of lessons, not teaching expectations. Collaborative Pairs are used to ensure that every student is actively engaged and following expectations. Students are grouped in pairs and teams to facilitate cooperative/collaborative learning. Walls are used for Student Learning Maps, Word Walls, and student work. Posted Student Learning Maps and Essential Questions are displayed in a way that all students can easily read and use them. Teachers learn to organize classroom displays by content area in order to facilitate student use of learning displays. Page 11 of 24

12 Continued Design Que stion 7: Recognizing and Acknowledging Adherence or Lack of Adherence to Rules and Procedures 1. Demonstrating withitness Design Que stion 7: Recognizing and Acknowledging Adherence or Lack of Adherence to Rules and Procedures 2. Applying Consequences for Lack of Adherence to Rules and Procedures Design Que stion 7: Recognizing and Acknowledging Adherence or Lack of Adherence to Rules and Procedures 3. Acknowledging Adherence to Rules and Procedures Design Que stion 8: Establishing and Maintaining Effective Relationships with Students 1. Understanding Students Interests and Background Consistent, pervasive use of rules, procedures, and routines in lessons among all teachers provides students with an easy way to remember and understand what they should do. Using the lesson plan, teachers gather and use student interests and background during Activating Strategies in order to hook and link them in every lesson. Accelerating Learning For All Students Teachers learn ways to survey students interests and background knowledge Teachers utilize information on students interests and backgrounds to apply scaffolding strategies and differentiated assignments during lessons. Differentiated Assignments Teachers learn strategies for surveying students interests and backgrounds. Design Que stion 8: Establishing and Maintaining Effective Relationships with Students 2. Using Verbal and Nonverbal Behaviors that Indicate Affection for Students Students are given a variety of ways to show their understanding of topics under study, some of which are based on student interests and talents. Page 12 of 24

13 Continued Design Que stion 8: Establishing and Maintaining Effective Relationships with Students 3. Displaying Objectivity and Control Design Que stion 9: Communicating High Expectations for All Students 1. Demonstrating Value and Respect for Low Expectancy Students Accelerating Learning For All Students Teachers use previewing and scaffolding strategies to help struggling students meet grade level expectations. Assignments that indicate high expectations are provided for all students. Design Que stion 9: Communicating High Expectations for All Students 2. Asking Questions of Low Expectancy Students Differentiated Assignments Students are held to grade level standards while provided scaffolding or tiered assignments which enable them to be successful. Students respond to questions with a collaborative partner providing rehearsal and confidence for responding to the class. The use of Collaborative Pairs for answering questions communicates the expectation that all students participate in responding to questions. Accelerating Learning For All Students Teachers use scaffolding strategies to help struggling students meet grade level expectations. Questioning Strategies Teachers use effective questioning to elicit deeper thinking about concepts and strategies in order to strengthen comprehension. Page 13 of 24

14 Continued Design Que stion 9: Communicating High Expectations for All Students 3. Probing Incorrect Answers with Low Expectancy Students Accelerating Learning For All Students Teachers use scaffolding strategies to help struggling students meet grade level expectations. Questioning Strategies Teachers use effective questioning to elicit deeper thinking about concepts and strategies in order to strengthen comprehension. Page 14 of 24

15 Domain 2: Planning and Preparing Planning and Preparing for Lessons and Units Domain 2: Planning and Preparing Planning and Preparing for Lessons and Units 1. Planning and Preparing for Effective Scaffolding of Information within Lessons Domain 2: Planning and Preparing Planning and Preparing for Lessons and Units 2. Planning and Preparing Lessons within Units that Progress Toward a Deep Understanding and Transfer of Content Domain 2: Planning and Preparing Planning and Preparing for Lessons and Units 3. Planning and Preparing for Appropriate Attention to Established Content Standards Teachers plan and sequence lessons in a Levels of Learning progression that connects and builds knowledge and skills across the lesson. Lessons integrate and connect multiple standards. Accelerating Learning For All Students Teachers identify struggle points in the lesson and use scaffolding strategies to support students in learning the grade-level content. Mapping Standards Teachers sequence lessons in units to move students to deeper understanding and application of knowledge and skills in a major unit assignment. and Higher Order Thinking Teachers use the framework to develop common learning units and lessons that move students through the four levels of learning: 1. Recall, 2. Represent, 3. Analyze/Reason, and 4. Apply. Teachers plan lesson assignments that require analysis and application in authentic contexts and plan a lesson progression to prepare students for successful completion of the assignment. Mapping Standards and Lessons Teachers develop and follow the sequence of course pacing guides to present content in a logical order and in a timely manner. Teachers develop Advance Organizers that clarify standards and establish clear standards-driven learning goals for each unit. Teachers identify clear learning standards-driven learning goals for each lesson in terms of what students will know and will be able to do. Page 15 of 24

16 Domain 2: Planning and Preparing Planning and Preparing for Use of Materials and Technology Domain 2: Planning and Preparing Planning and Preparing for Use of Materials and Technology 1. Planning and Preparing for the Use of Available Traditional Resources for Upcoming Units and Lessons Domain 2: Planning and Preparing Planning and Preparing for Use of Materials and Technology 2. Planning for the Use of Available Technology such as Interactive White Boards, Voting Technologies and One-toone Computer Teachers use the framework to plan, prepare and identify appropriate resources while planning their lessons and units. Teachers use the framework is to plan and prepare appropriate technology resources that support learning while planning their lessons and units. Page 16 of 24

17 Domain 2: Planning and Preparing Planning and Preparing for Special Needs of Students Domain 2: Planning and Preparing Planning and Preparing for Special Needs of Students 1. Planning and Preparing for the Needs of English Language Learners Accelerating Learning For All Students Struggling students benefit from the Acceleration model that relies on preparing students to be successful with grade level content rather than just using remediation when students do not fully acquire or comprehend the concepts and skills taught during the classroom lesson. Teachers use the Lesson plan and scaffolding strategies to plan (identify what and how to scaffold for each ELL student) and prepare their lessons to help ELL students meet grade level expectations. Teachers use previewing strategies to build vocabulary and background knowledge for ELL students prior to the lesson. Domain 2: Planning and Preparing Planning and Preparing for Special Needs of Students 2. Planning and Preparing for the Needs of Special Education Students Differentiated Assignments Teachers use Differentiated Assignment strategies to customize their plans to allow specific ELL students access to the grade level content. Accelerating Learning For All Students Struggling students benefit from the Acceleration model that relies on preparing students to be successful with grade level content rather than just using remediation when students do not fully acquire or comprehend the concepts and skills taught during the classroom lesson. Teachers use the Lesson plan and scaffolding strategies to plan (identify what and how to scaffold for each struggling student) and prepare their lessons to help struggling students meet grade level expectations. Teachers use previewing strategies to build vocabulary and background knowledge for special education students prior to the lesson. Differentiated Assignments Teachers use Differentiated Assignment strategies to customize their plans to allow specific Special Education students access to the grade level content. Page 17 of 24

18 Domain 2: Planning and Preparing Planning and Preparing for Special Needs of Students Continued Domain 2: Planning and Preparing Planning and Preparing for Special Needs of Students 3. Planning and Preparing for the Needs of Students Who Come From Home Environments That Offer Little Support for Schooling Accelerating Learning For All Students Struggling students benefit from the Acceleration model that relies on preparing students to be successful with grade level content rather than just using remediation when students do not fully acquire or comprehend the concepts and skills taught during the classroom lesson. Teachers use the Lesson plan and scaffolding strategies to plan (identify what and how to scaffold for each struggling student) and prepare their lessons to help struggling students meet grade level expectations. Teachers use previewing strategies to build background knowledge and vocabulary for students with limited experiences and background knowledge of academic content. Differentiated Assignments Teachers use Differentiated Assignment strategies to customize their plans to allow specific at-risk students access to the grade level content. Page 18 of 24

19 Domain 3: Reflecting on Teaching Evaluating Personal Performance Domain 3: Reflecting on Teaching Evaluating Personal Performance 1. Identifying Specific Areas of Pedagogical Strength and Weakness Domain 3: Reflecting on Teaching Evaluating Personal Performance 2. Evaluating the Effectiveness of Individual Lessons and Units LFS EngagED provides support for planning and implementing professional growth plans. and Le ssons that Work: A Proce ss for Reviewing and Refining Teachers follow a proven framework for evaluating and refining their lessons and units. LFS EngagED provides coaching and team support for evaluating the effectiveness of lessons and units. Domain 3: Reflecting on Teaching Evaluating Personal Performance 3. Evaluating the Effectiveness of Specific Pedagogical Strategies and Behaviors Across Different Categories of Students Study Guides in each book provide individuals and teams with support and guidance for evaluating the effectiveness of lessons and units. Schools collect, analyze and reference achievement data that monitors the progress of all students on a consistent basis LFS EngagED provides expert coaching and peer support for evaluating the effectiveness of teaching practices. Page 19 of 24

20 Domain 3: Reflecting on Teaching Developing and Implementing a Professional Growth Plan Domain 3: Reflecting on Teaching Developing and Implementing a Professional Growth Plan 1. Developing a Written Growth and Development Plan Effectively Monitoring Classrooms provides teachers with rubrics that can be used for reflection, self-assessment and goal-setting. Domain 3: Reflecting on Teaching Developing and Implementing a Professional Growth Plan 2. Monitoring Progress Relative to the Professional Growth Plan LFS EngagED provides individual, team, school, and peer support for planning and implementing professional growth plans. Effectively Monitoring Classrooms provides teachers with rubrics that can be used for reflection, self-assessment and goal-setting and for the development of professional growth plans. Monitoring teacher growth and providing timely, targeted feedback is done on a consistent basis using Stride and rubrics. Page 20 of 24

21 Domain 4: Collegiality and Professionalism Promoting a Positive Environment Domain 4: Collegiality and Professionalism Promoting a Positive Environment 1. Promoting Positive Interactions about Colleagues Domain 4: Collegiality and Professionalism Promoting a Positive Environment 2. Promoting Positive Interactions about Students and Parents LFS EngagED provides individual, team, school, and peer support for planning and implementing lessons, units, and best teaching practices. Parents will gain the ability to help their children use learning strategies successfully at home through the use of parent workshop materials and training. Page 21 of 24

22 Domain 4: Collegiality and Professionalism Promoting Exchange of Ideas and Strategies Domain 4: Collegiality and Professionalism Promoting Exchange of Ideas and Strategies 1. Seeking Mentorship for Areas of Need or Interest Domain 4: Collegiality and Professionalism Promoting Exchange of Ideas and Strategies 2. Mentoring Other Teachers and Sharing Ideas and Strategies LFS EngagED provides teachers with a community of peers and experts to collaborate with on areas of needs or interests. Teachers are provided opportunities for reflection and sharing meetings. LFS EngagED provides teachers with a community of peers and experts to collaborate with on strategies and practices. Page 22 of 24

23 Domain 4: Collegiality and Professionalism Promoting District and School Development Domain 4: Collegiality and Professionalism Promoting District and School Development 1. Adhering to District and School Rules and Procedures Domain 4: Collegiality and Professionalism Promoting District and School Development 2. Participating in District and School Initiatives Page 23 of 24

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