Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model

Save this PDF as:
Size: px
Start display at page:

Download "Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model"

Transcription

1 Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model

2 Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model LEARNING-FOCUSED provides schools and districts with the best solutions for ensuring that teachers will be successful on teacher evaluations. LEARNING-FOCUSED is the only model that prepares your teachers to consistently and pervasively implement every domain and element of the Marzano evaluation. This correlation map provides the direct connections of day-to-day implementation of LEARNING-FOCUSED with the Marzano Evaluation Model by domain and design question. Design Question 1: Communicating Learning Goals and Feedback Transforming Standards into Learning Student Learning Maps are used with students. K-U-D Organizers Routine Segments Key Learning, Unit Essential Question, and Essential Questions Design Question 1: Concepts are presented at beginning of unit. Rubrics Communicating Learning Essential Questions and vocabulary are added as students progress through the unit. Goals and Feedback Assignments 1. Providing Clear Essential Questions are posted and used to start Learning Goals and lessons, referred to during lessons. learn Scales 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. Connecting Extending Thinking Rubrics are provided for Extending Thinking assignments to clarify quality use of thinking strategies Planning Units for Learning are provided with rubrics for assignments and activities as they are introduced. Page 2 of 24

3 Transforming Standards into Learning Common Assessments Common Assessments are collaboratively Assessment Prompts Routine Segments planned and utilized throughout the unit of Collaborative Pairs Design Question 1: instruction Summarizing Strategies Communicating Learning Essential Questions Goals and Feedback Student Learning Map 2. Tracking Student Progress Assessment Prompts are planned for each lesson Vocabulary Strategies based on Essential Question and standards. Student Journals Acquisition Lesson (EATS) 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 throughout lesson. Distributed summarizing and practice, often through collaborative student pairs, are used throughout the lesson between assessment prompts to continually check for understanding informally. A Summarizing Strategy is used at the end of the lesson to determine if students can answer the Essential Question. Routine Segments Design Question 1: Communicating Learning Goals and Feedback 3. Celebrating Success keep a journal of Student Learning Maps, Essential Questions, Assessment Prompts, Key Vocabulary and responses to Essential Questions. All LEARNING-FOCUSED Strategies 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 help students acknowledge and deepen their understanding of important knowledge and skills. Work (drafts and final products) is displayed in classrooms and hallways to acknowledge student understanding and learning. 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. Collaborative Pairs Guided Practice Distributed Summarizing Display of Work Student Journals Activating Strategies Vocabulary Strategies Assessment Prompts Summarizing Strategies Page 3 of 24

4 Design Question 6: Establishing Rules and Procedures All LEARNING-FOCUSED Strategies Teachers model classroom expectations. Modeling Collaborative Pairs Routine Segments Design Question 6: are provided multiple opportunities to Establishing Rules and model classroom expectations that develop qualities of leadership. Procedures 4. Establishing Learning expectations are the focus of lessons, Classroom Routines not teaching expectations. Routine Segments Design Question 6: Establishing Rules and Procedures 5. Organizing the Physical Layout of the Classroom Collaborative Pairs are used to ensure that every student is actively engaged and following expectations. All LEARNING-FOCUSED Strategies 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 them. Teachers learn to organize classroom displays by content area in order to facilitate student use of learning displays. Collaborative Pairs Learning Teams Collaborative Groups Word Walls Display of Work Essential Questions Page 4 of 24

5 Design Question 2: Helping Interact with New Transforming Standards into Learning Essential Questions Teachers begin units with Unit Essential Unit Launch Activity Question(s). Activating Strategies Design Question 2: Helping Vocabulary Strategies Interact with New Teachers begin units with a Launch Activity that previews the critical content (important ideas/key Identifying Key Vocabulary learning) to be learned in the unit. Acquisition Lesson (EATS) 1. Identifying Critical Information 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 and prepare them and to link to students prior knowledge and identify what students already know about the topic. Vocabulary Strategies Teachers prioritize key vocabulary from the standards. Critical vocabulary is previewed as part of the Unit Launch Activity and Lesson Activating Strategies. Design Question 2: Helping Interact with New 2. Organizing to Interact with New learn to use research-based strategies to identify key vocabulary in text and preview meaning. All LEARNING-FOCUSED Strategies 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.. Use of graphic organizers to organize and store new knowledge. Assessment Prompt activities require students to refine their understanding of new information. Flexible Grouping K-5 classrooms use Lit Teams during Language Arts classrooms use Learning Teams and Learning Stations during English/Language Arts. Collaborative Pairs Collaborative Groups Guided Practice Distributed Summarizing Assessment Prompts Grade Level Assignments Graphic Organizers Flex Groups Lit Teams Learning Stations Page 5 of 24

6 Design Question 2: Helping Interact with New (Continued) Transforming Standards into Learning New content is previewed in the unit launch. Previewing Design Question 2: Helping Introduction of the Student Learning Map as an Advance Organizers Interact with New Advance Organizer and preview of a new learning unit. Activating Strategies Vocabulary Strategies 3. Previewing New Acquisition Lesson (EATS) Content Activating Strategies, Advance Organizers and Vocabulary Strategies are embedded in the LEARNING-FOCUSED Strategies Acquisition Lesson plan. Design Question 2: Helping Interact with New 4. Chunking Content into Digestible Bites Acceleration strategies are planned and implemented to preview and scaffold grade level learning to assist academically challenged students. Transforming Standards into Learning 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 and activities. Distributed Practice and Distributed Summarizing are key components of the Acquisition Lesson plan. Teachers attend to age-related attention spans in distributing practice and summarizing across a lesson. Writing Assignments use Writing to Inform and Writing to Learn activities to internalize and understand new learning. use Writing to Inform to demonstrate greater depths of understanding at strategic points during a lesson (Summary Point Writing). Reading Assignments use Reading Comprehension Strategies and graphic organizers to chunk reading passages and find meaning and purpose. Assessment Prompts Distributed Practice Distributed Summarizing Acquisition Lesson (EATS) Attention Span Writing to Inform Writing to Learn Summary Point Writing Reading Comprehension Strategies Graphic Organizers Page 6 of 24

7 Design Question 2: Helping Interact with New (Continued) Assessment Prompts Graphic Organizers Strategies and Behaviors Design Question 2: Helping Interact with New 5. Processing New Information Strategies and Behaviors Design Question 2: Helping Interact with New 6. Elaborating on New Information 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. Extending Thinking Strategies are integrated into activities, assignments, and Assessment Prompts to deepen and refine student understanding of concepts and skills. Connecting Extending Thinking Teachers plan and deliver Extending Thinking Lessons and assignments that allow students to deepen and refine what they learned in. Writing Assignments use Summary Point Writing to explain and elaborate on what they have learned. use Writing to Inform to explain and elaborate on what they have learned. Strategies Assessment Prompts Acquisition Lesson (EATS) Summary Point Writing Writing to Inform Questioning Strategies Strategies and Behaviors Design Question 2: Helping Interact with New 7. Recording and Representing Strategies and Behaviors Design Question 2: Helping Interact with New 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 Acquisition Lesson. Teachers use Mnemonic Devices with students to help them learn concepts. 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 Extending Thinking Activities require students to not only understand the content, but to be able to explain why, how, when, etc in order to be able to transfer that knowledge to times when students are acquiring new knowledge. Graphic Organizers Mnemonic Devices Collaborative Pairs Assessment Prompts Summarizing Strategies Activity Page 7 of 24

8 Design Question 3: Helping Practice and Deepen New Design Question 3: Helping During Activating Strategies, teachers engage students with previously learned content. Activating Strategies Structured Reviews Practice and Deepen New Structured, periodic reviews are planned and distributed throughout units and semesters to 9. Reviewing Content revisit and review content, and make connections Design Question 3: Helping Practice and Deepen New 10. Organizing to Practice and Deepen to new learning. Teachers plan and use Collaborative Pairs and teams during assignments to practice their knowledge of content and use learned skills and strategies. Connecting Extending Thinking Teachers plan and use Collaborative Pairs and teams during Extending Thinking lessons to deepen their knowledge of content and use learned skills and strategies. Collaborative Pairs Differentiated Assignments Design Question 3: Helping Practice and Deepen New 11. Using Homework Differentiating Assignments are provided a variety of ways to deepen and show their understanding based on their readiness levels, learning preferences, and interests. As part of, teachers learn to use homework effectively as part of lesson assignments. Teachers learn to use homework only as practice on skills/processes where students demonstrated complete understanding, for research, or as part of an Extending Thinking activity/assignment. Teachers learn how to grade homework effectively for learning purposes, including use of specific constructive feedback. Acquisition Lesson (EATS) Activity Page 8 of 24

9 Design Question 3: Helping Extending Thinking strategies are integrated into in order to provide students Strategies Lesson (EMTS) Practice and Deepen with opportunities to deepen understanding Writing to Inform New instead of just acquiring shallow knowledge. 12. Examining Similarities and Differences Connecting Extending Thinking learn to use Extending Thinking strategically in order to apply their higher level thinking to what they have learned and to help them learn or develop new concepts or make connections to previous learning. They use classification, compare/contrast and abstracting to identify similarities and differences. Design Question 3: Helping Practice and Deepen New 13. Examining Errors in Reasoning Writing Assignments use Writing to Inform to develop deeper understanding of the content, concepts, and skills. and Connecting Extending Thinking Teachers explicitly teach Error Analysis to students and model how to apply it successfully to analyze errors in thinking with different content and skills. Strategies (Error Analysis) Page 9 of 24

10 Design Question 3: Helping Practice and Deepen New (Continued) Distributed Practice Mass Practice Teachers plan and use distributed and mass Acquisition Lesson (EATS) Design Question 3: Helping practice in their Acquisition Lesson plans to Pairs Checking Practice and Deepen ensure that all students reach fluency. Writing to Inform New Teachers use the Pairs Checking strategy to 14. Practicing Skills, ensure that practice is done correctly. Strategies, and Processes Writing Assignments use Writing to Inform to develop deeper Design Question 3: Helping Practice and Deepen New 15. Revising understanding of the content, concepts, and skills. Teachers learn to us Structured Review in order to engage students in previous content. 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. Connecting Extending Thinking Extending Thinking lessons are planned to assist students in developing new insights. Writing Assignments use Writing to Inform to refine and revise their understanding of the content, concepts, and skills. Structured Reviews Activating Strategies Summarizing Strategies Lesson (EMTS) Writing to Inform Page 10 of 24

11 Design Question 4: Helping Generate and Test Hypothesis about New Connecting Extending Thinking learn to use Extending Thinking Strategies strategies such as inductive and deductive Collaborative Pairs Design Question 4: Helping reasoning in order to strategically apply their Collaborative Groups Generate and Test higher level thinking to what they have learned Graphic Organizers and to help them learn or develop new concepts. Hypothesis about New Writing to Inform Teachers have students work individually, in pairs, Differentiated Assignments 16. Organizing and in teams during Extending Thinking activities. for Cognitively Complex Tasks use graphic organizers and other memory and learning strategies to store and retrieve their knowledge. Writing Assignments organize their learning in frequent Writing to Inform tasks. Design Question 4: Helping Generate and Test Hypothesis about New 17. Engaging in Cognitively Complex Tasks Involving Hypothesis Generation and Testing Design Question 4: Helping Generate and Test Hypothesis about New 18. Providing Resources and Guidance Differentiated Assignments are organized by readiness levels and learning preferences to complete cognitively complex tasks in a variety of ways. Connecting Extending Thinking learn to use Extending Thinking strategies strategically in order to apply their higher level thinking to what they have learned and to help them learn or develop new concepts. Writing Assignments use Writing to Inform to refine and revise their understanding of the content, concepts, and skills. Connecting Extending Thinking learn to use Extending Thinking 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 Extending Thinking strategies. Writing Assignments use Writing to Inform to refine and revise their understanding of the content, concepts, and skills. Differentiated Assignments are provided with a variety of resources and guidance as they complete tasks based on their readiness levels, learning preferences, and interests. Strategies Writing to Inform Strategies Writing to Inform Differentiated Assignments Page 11 of 24

12 Design Question 5: Engaging Assessment Prompts Collaborative Pairs Strategies and Behaviors Design Question 5: Engaging 1. Noticing When Are Not Engaged Strategies and Behaviors Design Question 5: Engaging 2. Using Academic Games All LEARNING-FOCUSED Strategies Teachers implement the 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. All LEARNING-FOCUSED Strategies Teachers use the wealth of research-based and evidence-based learning activities to engage all students. Activating Strategies Vocabulary Strategies Teaching Strategies Collaborative Pairs Learning Stations Assessment Prompts Summarizing Strategies Strategies and Behaviors Design Question 5: Engaging 3. Managing Response Rates Strategies and Behaviors Design Question 5: Engaging 4. Using Physical Movement Strategies and Behaviors Design Question 5: Engaging 5. Maintaining a Lively Pace Strategies and Behaviors Design Question 5: Engaging 6. Demonstrating Intensity and Enthusiasm All LEARNING-FOCUSED Strategies Teachers implement the distributed Assessment Prompts to manage student responses. Teachers use Collaborative Pairs throughout lessons to monitor student responses. Teachers use active feedback practices, i.e. individual white response boards, visual signals. Teachers use Writing to Inform and Summary Point Writing to monitor student responses. All LEARNING-FOCUSED Strategies Teachers use the wealth of research-based and evidence-based 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. All LEARNING-FOCUSED Strategies Teachers use the wealth of provided researchbased 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. LEARNING-FOCUSED provides the research-based and evidenced-based practices that best promote learning for all students. This gives teachers the teaming, and conferencing that help teachers Assessment Prompts Collaborative Pairs Writing to Inform Activating Strategies Vocabulary Strategies Teaching Strategies Collaborative Pairs Learning Stations Assessment Prompts Summarizing Strategies Activating Strategies Vocabulary Strategies Teaching Strategies Collaborative Pairs Learning Stations Assessment Prompts Summarizing Strategies Lessons Unit Launch Activities Unit Culminating Activities Page 12 of 24

13 Design Question 5: Engaging (continued) Connecting Extending Thinking learn to use Extending Thinking Strategies strategically in order to apply their higher level Lesson Design Question 5: Engaging thinking to what they have learned and to help (EMTS) them learn or develop new concepts. Essential Questions 7. Using Friendly Activity Essential Questions are developed with multiple Controversy correct answers requiring students to take a stand and support it. Design Question 5: Engaging 8. Providing Opportunities for to Talk about Themselves Design Question 5: Engaging 9. Presenting Unusual or Intriguing Information Opportunities to construct support for/justify opinions are built into Extending Thinking lessons and assignments. 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. Using the LEARNING-FOCUSED Acquisition Lesson plan, teachers present unusual and intriguing information using Activating Strategies to motivate and increase interest in every lesson. Collaborative Pairs Collaborative Groups Summarizing Strategies Acquisition Lesson (EATS) Activating Strategies Page 13 of 24

14 Design Question 7: Recognizing and Acknowledging Adherence or Lack of Adherence to Rules and Procedures LEARNING-FOCUSED provides the research-based and evidenced-based practices that best promote K-U-D Organizers learning for all students. This gives teachers the Acquisition Lesson (EATS) Design Question 7: Recognizing and Acknowledging Adherence or Units teaming, and conferencing that help teachers Lack of Adherence to Rules Reading Comprehension and Procedures Strategies 10. Demonstrating Vocabulary Strategies withitness Writing Assignments Differentiated Assignments Design Question 7: Recognizing and Acknowledging Adherence or Lack of Adherence to Rules and Procedures 11. Applying Consequences for Lack of Adherence to Rules and Procedures Design Question 7: Recognizing and Acknowledging Adherence or Lack of Adherence to Rules and Procedures 12. Acknowledging Adherence to Rules and Procedures LEARNING-FOCUSED provides the research-based and evidenced-based practices that best promote learning for all students. This gives teachers the teaming, and conferencing that help teachers LEARNING-FOCUSED provides the research-based and evidenced-based practices that best promote learning for all students. This gives teachers the teaming, and conferencing that help teachers 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. Acquisition Lesson (EATS) Units Reading Comprehension Strategies Vocabulary Strategies Writing Assignments Differentiated Assignments Acquisition Lesson (EATS) Units Reading Comprehension Strategies Vocabulary Strategies Writing Assignments Differentiated Assignments Page 14 of 24

15 Design Question 8: Establishing and Maintaining Effective Relationships with Design Question 8: Using the LEARNING-FOCUSED Acquisition Lesson plan, teachers gather and use student interests Acquisition Lesson (EATS) Activating Strategies Differentiated Assignments Establishing and Maintaining and background during Activating Strategies in Effective Relationships with order to hook and link them in every lesson. Scaffolding Grade Level Learning 13. Understanding Teachers apply scaffolding strategies during Interests and lessons and differentiate assignments that Background incorporate student interests, background and ability. Differentiated Assignments Teachers learn strategies for surveying students interests and backgrounds. Design Question 8: Establishing and Maintaining Effective Relationships with 14. Using Verbal and Nonverbal Behaviors that Indicate Affection for Design Question 8: Establishing and Maintaining Effective Relationships with 15. Displaying Objectivity and Control are given a variety of ways to show their understanding of topics under study, some of which are based on student interests and talents. LEARNING-FOCUSED provides the research-based and evidenced-based practices that best promote learning for all students. This gives teachers the teaming, and conferencing that help teachers LEARNING-FOCUSED provides the research-based and evidenced-based practices that best promote learning for all students. This gives teachers the teaming, and conferencing that help teachers K-U-D Organizers Acquisition Lesson (EATS) Units Reading Comprehension Strategies Vocabulary Strategies Writing Assignments Differentiated Assignments K-U-D Organizers Acquisition Lesson (EATS) Units Reading Comprehension Strategies Vocabulary Strategies Writing Assignments Differentiated Assignments Page 15 of 24

16 Design Question 9: Communicating High Expectations for All Design Question 9: Scaffolding Grade Level Learning for Struggling Teachers use scaffolding strategies to help struggling students meet grade level expectations. Differentiated Assignments Communicating High Expectations for All Catching Kids Up with Acceleration 16. Demonstrating Value Teachers increase struggling students self efficacy by using previewing and other and Respect for Low Acceleration strategies. Expectancy Differentiated Assignments are held to grade level standards while provided scaffolding or tiered assignments which Design Question 9: Communicating High Expectations for All 17. Asking Questions of Low Expectancy Design Question 9: Communicating High Expectations for All 18. Probing Incorrect Answers with Low Expectancy enable them to be successful. Scaffolding Grade Level Learning for Struggling Teachers use scaffolding strategies to help struggling students meet grade level expectations. Catching Kids Up with Acceleration Because of teachers using previewing and other Acceleration strategies, struggling students are able to successfully participate in class lessons. Questioning Strategies Teachers use effective questioning to elicit deeper thinking about concepts and strategies in order to strengthen comprehension. Scaffolding Grade Level Learning for Struggling 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. Catching Kids Up with Acceleration Because of teachers using previewing and other Acceleration strategies, struggling students are able to successfully participate in class lessons. Questioning Strategies Questioning Strategies Page 16 of 24

17 Domain 2: Planning and Preparing Planning and Preparing for Lessons and Units Domain 2: Planning and Preparing Planning and Preparing for Lessons and Units Scaffolding Grade Level Learning for Struggling Teachers use the Acquisition Lesson plan and scaffolding strategies to plan (identify what and Acquisition Lesson (EATS) 1. Planning and how to scaffold for each struggling student) and Preparing for Effective prepare their lessons to help struggling students meet grade level expectations. 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 All LEARNING-FOCUSED Strategies Teachers use the LEARNING-FOCUSED framework to develop common learning units and lessons that move students through the three levels of learning: 1. Acquisition, 2. Extending Thinking, 3. Authentic Meaningful Use. Transforming Standards into Learning Teachers develop an organizer that clarifies standards and establish clear learning goals for a unit. Teachers use the standards driven LEARNING- FOCUSED model to plan lessons and units from an organizer that clearly identifies what students need to know, understand, and be able to do from the state and common core standards. K-U-D Organizers (EATS) Units K-U-D Organizers (EATS) Units Writing Assignments Grade Level Assignments Page 17 of 24

18 Domain 2: Planning and Preparing Planning and Preparing for Use of Materials and Technology Domain 2: Planning and All LEARNING-FOCUSED Strategies K-U-D Organizers Preparing Teachers use the LEARNING-FOCUSED Strategies Planning and Preparing for framework to plan, prepare and identify (EATS) Use of Materials and appropriate resources while planning their lessons Technology and units. 1. Planning and Units 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-to-one Computer All LEARNING-FOCUSED Strategies Teachers use the LEARNING-FOCUSED Strategies framework is to plan and prepare appropriate technology resources that support learning while planning their lessons and units. K-U-D Organizers (EATS) Units Page 18 of 24

19 Domain 2: Planning and Preparing Planning and Preparing for Special Needs of Domain 2: Planning and Catching Kids Up with Acceleration Preparing Struggling students benefit from the LEARNING-FOCUSED Acceleration model that relies on preparing students to Planning and Preparing for be successful with grade level content rather than just Differentiated Assignments Special Needs of using remediation when students do not fully acquire or Grade Level Assignments 1. Planning and comprehend the concepts and skills taught during the Preparing for the classroom lesson. Needs of English Scaffolding Grade Level Learning Language Learners Teachers use the Acquisition 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. Domain 2: Planning and Preparing Planning and Preparing for Special Needs of 2. Planning and Preparing for the Needs of Special Education Domain 2: Planning and Preparing Planning and Preparing for Special Needs of 3. Planning and Preparing for the Needs of Who Come From Home Environments That Offer Little Support for Schooling Differentiated Assignments Teachers use Differentiated Assignment strategies to customize their plans to allow specific ELL students access to the grade level content. Catching Kids Up with Acceleration Struggling students benefit from the Learning-Focused 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. Scaffolding Grade Level Learning Teachers use the Acquisition 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. Differentiated Assignments Teachers use Differentiated Assignment strategies to customize their plans to allow specific Special Education students access to the grade level content. Catching Kids Up with Acceleration Struggling students benefit from the Learning-Focused 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. Scaffolding Grade Level Learning Teachers use the Acquisition 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. Differentiated Assignments Teachers use Differentiated Assignment strategies to customize their plans to allow specific at-risk students access to the grade level content. Differentiated Assignments Differentiated Assignments Page 19 of 24

20 Domain 3: Reflecting on Teaching Evaluating Personal Performance Domain 3: Reflecting on LEARNING-FOCUSED provides the research-based K-U-D Organizers Teaching and evidenced-based practices that best promote Evaluating Personal learning for all students. This gives teachers the (EATS) Performance Assessment Prompts 1. Identifying Specific Activating Strategies Areas of Pedagogical teaming, and conferencing that help teachers Unit Launch Activity Strength and Weakness Units Domain 3: Reflecting on Teaching Evaluating Personal Performance 2. Evaluating the Effectiveness of Individual 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 Units and Lessons that Work: A Process for Reviewing and Refining Learning- Focused Lessons and Units Teachers follow a proven framework for evaluating and refining their lessons and units. LEARNING-FOCUSED provides the research-based and evidenced-based practices that best promote learning for all students. This gives teachers the teaming, and conferencing that help teachers Schools collect, analyze and reference achievement data that monitors the progress of all students on a consistent basis Unit Study Lesson Study K-U-D Organizers (EATS) Units K-U-D Organizers (EATS) Units Flexible Grouping Page 20 of 24

21 Domain 3: Reflecting on Teaching Developing and Implementing a Professional Growth Plan Domain 3: Reflecting on LEARNING-FOCUSED provides the research-based Learning-Focused Teaching and evidenced-based practices that best promote Professional Development Developing and learning for all students. This gives teachers the Implementation Plans Implementing a Professional Stride Growth Plan 1. Developing a Written teaming, and conferencing that help teachers Growth and Development Plan STRIDE Support and Monitoring provides teachers with rubrics that can be used for Domain 3: Reflecting on Teaching Developing and Implementing a Professional Growth Plan 2. Monitoring Progress Relative to the Professional Growth Plan reflection, self-assessment and goal-setting. LEARNING-FOCUSED provides the research-based and evidenced-based practices that best promote learning for all students. This gives teachers the teaming, and conferencing that help teachers STRIDE Support and Monitoring 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. Learning-Focused Professional Development Implementation Plans Stride Page 21 of 24

22 Domain 4: Collegiality and Professionalism Promoting a Positive Environment Domain 4: Collegiality and LEARNING-FOCUSED provides the research-based Learning-Focused Professionalism and evidenced-based practices that best promote Professional Development Promoting a Positive learning for all students. This gives teachers the Implementation Plans Environment Collaborative Planning 1. Promoting Positive Peer Walkthroughs Interactions about teaming, and conferencing that help teachers Colleagues Domain 4: Collegiality and Professionalism Promoting a Positive Environment 2. Promoting Positive Interactions about and Parents LEARNING-FOCUSED provides the research-based and evidenced-based practices that best promote learning for all students. This gives teachers the teaming, and conferencing that help teachers Parents will gain the ability to help their children use learning strategies successfully at home through the use of LEARNING-FOCUSED parent workshop materials and training. Learning-Focused Professional Development Implementation Plans Vocabulary Strategies Graphic Organizers Reading Comprehension Strategies Student and Parent Resources and Workshops Strategies Student and Parent Resources and Workshops Domain 4: Collegiality and Professionalism Promoting Exchange of Ideas and Strategies Domain 4: Collegiality and LEARNING-FOCUSED provides the research-based Learning-Focused Professionalism and evidenced-based practices that best promote Professional Development Promoting Exchange of learning for all students. This gives teachers the Implementation Plans Ideas and Strategies Collaborative Planning 1. Seeking Mentorship Peer Walkthroughs for Areas of Need or teaming, and conferencing that help teachers School-Based Coaching Interest Domain 4: Collegiality and Professionalism Promoting Exchange of Ideas and Strategies 2. Mentoring Other Teachers and Sharing Ideas and Strategies LEARNING-FOCUSED provides the research-based and evidenced-based practices that best promote learning for all students. This gives teachers the teaming, and conferencing that help teachers Teachers are provided opportunities for reflection and sharing meetings. Learning-Focused Professional Development Implementation Plans Collaborative Planning Peer Walkthroughs School-Based Coaching Stride Goal Setting Meetings and Reflection Meetings Page 22 of 24

23 Domain 4: Collegiality and Professionalism Promoting District and School Development Domain 4: Collegiality and Professionalism LEARNING-FOCUSED provides the research-based and evidenced-based practices that best promote Promoting District and learning for all students. This gives teachers the School Development 1. Adhering to District and School Rules and teaming, and conferencing that help teachers Procedures Domain 4: Collegiality and Professionalism Promoting District and School Development 2. Participating in District and School Initiatives LEARNING-FOCUSED provides the research-based and evidenced-based practices that best promote learning for all students. This gives teachers the teaming, and conferencing that help teachers Learning-Focused Professional Development Implementation Plans Collaborative Planning Peer Walkthroughs School-Based Coaching Stride Goal Setting Meetings and Reflection Meetings Learning-Focused Professional Development Implementation Plans Collaborative Planning Peer Walkthroughs School-Based Coaching Stride Goal Setting Meetings and Reflection Meetings Page 23 of 24

24 Page 24 of 24

Research Base and Validation Studies on the Marzano Evaluation Model, April 2011. Research Base and Validation Studies on the Marzano Evaluation Model

Research 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 information

Using 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 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 information

The Art and Science of Teaching the Common Core State Standards

The Art and Science of Teaching the Common Core State Standards The Art and Science of Teaching the Common Core State Standards Author: Robert J. Marzano July 2013 Learning Sciences Marzano Center 3001 PGA Boulevard Palm Beach Gardens, Florida 33410 717.845.6300 MarzanoCenter.com

More information

Teacher Evaluation Model

Teacher 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 information

Learning-Focused Introduction. Introduction By Dr. Mills

Learning-Focused Introduction. Introduction By Dr. Mills Learning-Focused Introduction Introduction By Dr. Mills What is the Learning-Focused Strategies Model? A framework for thinking about planning, and delivering instruction using EXEMPLARY practices with

More information

Marzano Center Non-Classroom Instructional Support Member Evaluation Form

Marzano 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 information

ILLINOIS CERTIFICATION TESTING SYSTEM

ILLINOIS CERTIFICATION TESTING SYSTEM ILLINOIS CERTIFICATION TESTING SYSTEM FIELD 188: ASSESSMENT OF PROFESSIONAL TEACHING (PK 12) June 2011 ILLINOIS CERTIFICATION TESTING SYSTEM FIELD 188: ASSESSMENT OF PROFESSIONAL TEACHING (PK 12) June

More information

I. Students succeed because teachers plan with individual learning results in mind.

I. 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 information

Possible examples of how the Framework For Teaching could apply to Instructional Coaches

Possible 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 information

APPENDIX A: Examples of Observations and Documentation

APPENDIX A: Examples of Observations and Documentation APPENDIX A: and Documentation 1. Centering instruction on high expectations for student achievement. Students communicate goals and objectives. Teacher communicates goals and objectives in lesson opening

More information

Study Guide. Developing Literate Mathematicians: A Guide for Integrating Language and Literacy Instruction into Secondary Mathematics

Study Guide. Developing Literate Mathematicians: A Guide for Integrating Language and Literacy Instruction into Secondary Mathematics Study Guide Developing Literate Mathematicians: A Guide for Integrating Language and Literacy Instruction into Secondary Mathematics Wendy Ward Hoffer The purpose of the book, Developing Literate Mathematicians,

More information

Pre-Requisites EDAM-5001 Early Literacy Guiding Principles and Language

Pre-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 information

Requirements EDAM-5002. WORD STUDY K-3: PRINT AWARENESS, LETTER KNOWLEDGE, PHONICS, AND HIGH FREQUENCY WORDS

Requirements 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 information

Planning Commentary Respond to the prompts below (no more than 9 single-spaced pages, including prompts).

Planning Commentary Respond to the prompts below (no more than 9 single-spaced pages, including prompts). Planning Commentary Respond to the prompts below (no more than 9 single-spaced pages, including prompts). 1. Central Focus a. Describe the central focus and purpose for the content you will teach in this

More information

READING WITH. Reading with Pennsylvania Reading Specialist Certificate

READING 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 information

Alignment Guide Supplemental Educational Services Featuring ReadAbout

Alignment Guide Supplemental Educational Services Featuring ReadAbout Alignment Guide Supplemental Educational Services Featuring ReadAbout The following chart details how ReadAbout can support the development of a Supplemental Educational Services (SES) program. The criteria

More information

ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013)

ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) Standard 1 - Teaching Diverse Students The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop

More information

Program Overview. This guide discusses Language Central for Math s program components, instructional design, and lesson features.

Program Overview. This guide discusses Language Central for Math s program components, instructional design, and lesson features. Program Overview Introduction This guide discusses Language Central for Math s program components, instructional design, and lesson features. What is Language Central for Math? Program Components Language

More information

Accessibility Strategies for Mathematics

Accessibility Strategies for Mathematics Accessibility Strategies for Mathematics "Equity does not mean that every student should receive identical instruction; instead, it demands that reasonable and appropriate accommodations be made as needed

More information

2013 Marzano School Leader Evaluation Model Rubric

2013 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 information

St. Charles School District. Counselor Growth Guide and. Evaluation Documents

St. 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 information

Effectiveness of Direct Strategy Instruction through SIOP

Effectiveness of Direct Strategy Instruction through SIOP Effectiveness of Direct Strategy Instruction through SIOP What s the problem? SINI school for 2 subgroups: Students with disabilities (SWD) and English Language Learners (ELL) Strategies that work with

More information

Principles of Data-Driven Instruction

Principles 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 information

Tennessee Educator Acceleration Model (TEAM) TEAM Evaluation Supplemental Materials 2014

Tennessee Educator Acceleration Model (TEAM) TEAM Evaluation Supplemental Materials 2014 Tennessee Educator Acceleration Model (TEAM) TEAM Evaluation Supplemental Materials 2014 The contents of this manual were developed under a grant from the U.S. Department of Education. However, those contents

More information

Roseberry Primary and Nursery School. Maths Policy

Roseberry 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 information

Pre-service Performance Assessment Professional Standards for Teachers: See 603 CMR 7.08

Pre-service Performance Assessment Professional Standards for Teachers: See 603 CMR 7.08 Please use this assessment in conjunction with the for Teachers guidelines: the rating scale; evaluation questions relating to the standards; and the license-specific questions per standard (b)2c. Candidates

More information

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES

TOOL 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 information

Section Two: Ohio Standards for the Teaching Profession

Section Two: Ohio Standards for the Teaching Profession 12 Section Two: Ohio Standards for the Teaching Profession 1 Teachers understand student learning and development and respect the diversity of the students they teach. Teachers display knowledge of how

More information

Karen Fuson, Pam Richards, and Robyn Seifert

Karen Fuson, Pam Richards, and Robyn Seifert The Math Expressions Mastery Learning Loop Keeping All Students on the Grade-Level Learning Path by Giving More Time and Support to In-Class Periodic Interventions and Out-of-Class Tier 2 & Tier 3 Follow

More information

Creative Ideas: Enhanced to Meet Special Needs of Students

Creative Ideas: Enhanced to Meet Special Needs of Students Creative Ideas: Enhanced to Meet Special Needs of Students INTRODUCTION The Curriculum Center for Family and Consumer Sciences has produced instructional guides for all Family and Consumer Sciences courses.

More information

Local Government and Leaders Grade Three

Local Government and Leaders Grade Three Ohio Standards Connection: Government Benchmark A Identify the responsibilities of the branches of the U.S. government and explain why they are necessary. Indicator 2 Explain the structure of local governments

More information

SCHOOL IMPROVEMENT GRANT (SIG) PRACTICE:

SCHOOL 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 information

TExES Pedagogy and Professional Responsibilities (PPR) EC 12 (160) Test at a Glance

TExES Pedagogy and Professional Responsibilities (PPR) EC 12 (160) Test at a Glance TExES Pedagogy and Professional Responsibilities (PPR) EC 12 (160) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation

More information

Teacher Evaluation. Missouri s Educator Evaluation System

Teacher 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 information

MILLIKIN TEACHING STANDARDS

MILLIKIN TEACHING STANDARDS MILLIKIN TEACHING STANDARDS Millikin Teaching Standards are correlated to and modifications of Illinois Professional Teaching Standards. Modifications reflect Millikin s mission and the education unit

More information

Writing Learning Objectives that Engage Future Engineers: Hands-on & Minds-on Learning Activities

Writing Learning Objectives that Engage Future Engineers: Hands-on & Minds-on Learning Activities Writing Learning Objectives that Engage Future Engineers: Hands-on & Minds-on Learning Activities S. K. Barnes 1 Associate Professor James Madison University Harrisonburg, VA USA barnessk@jmu.edu Keywords:

More information

FRAMEWORK FOR EFFECTIVE TEACHING. Newark Public Schools Teacher Performance Evaluation

FRAMEWORK FOR EFFECTIVE TEACHING. Newark Public Schools Teacher Performance Evaluation FRAMEWORK FOR EFFECTIVE TEACHING Newark Public Schools Teacher Performance Evaluation A GUIDEBOOK FOR TEACHERS & ADMINISTRATORS 2014-2015 TABLE OF CONTENTS Letter from the Superintendent... iii Introduction...

More information

FRAMEWORK OF SUPPORT: SCHOOL-LEVEL PRACTICE PROFILE

FRAMEWORK 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 information

DynEd International, Inc.

DynEd International, Inc. General Description: Proficiency Level: Course Description: Computer-based Tools: Teacher Tools: Assessment: Teacher Materials: is a multimedia course for beginning through advanced-level students of spoken

More information

Professionals Responsible for Campus Turnaround Plan Development: Name:

Professionals 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 information

Wisconsin Educator Effectiveness System. Teacher Evaluation Process Manual

Wisconsin 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 information

Coronado Site Administrators Summary of Marzano s The Art and Science of Teaching, 2011-2012

Coronado Site Administrators Summary of Marzano s The Art and Science of Teaching, 2011-2012 Coronado Unified School District Administrators meet in a Professional Learning Community (PLC) to deepen and explore best practices. A district wide book study of The Art and Science of Teaching was commenced

More information

CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE)

CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) The Teaching Performance Expectations describe the set of knowledge, skills, and abilities that California expects of each candidate for a Multiple

More information

Scientifically Based Reading Programs: What are they and how do I know?

Scientifically Based Reading Programs: What are they and how do I know? Scientifically Based Reading Programs: What are they and how do I know? Elissa J. Arndt, M.S. CCC-SLP Florida Center for Reading Research Alternate Assessment Summer Training Institute July, 2007 1 Goals

More information

Chapter 4: Types of coaching

Chapter 4: Types of coaching Tool 4.1 Relationship between training outcomes and training components Purpose Use this tool to demonstrate the impact of coaching on teachers practices. 4.2 Coaching interactions Gain an understanding

More information

Howard Lake-Waverly-Winsted Teacher Evaluation System

Howard 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 information

Key Principles for ELL Instruction (v6)

Key Principles for ELL Instruction (v6) Key Principles for ELL Instruction (v6) The Common Core State Standards (CCSS) in English Language Arts and Mathematics as well as the soon-to-be released Next Generation Science Standards (NGSS) require

More information

Reading Competencies

Reading Competencies Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies

More information

Greenville City Schools. Teacher Evaluation Tool

Greenville 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 information

ELL Considerations for Common Core-Aligned Tasks in English Language Arts

ELL Considerations for Common Core-Aligned Tasks in English Language Arts ELL Considerations for Common Core-Aligned Tasks in English Language Arts A substantial body of research clearly indicates that utilizing specific instructional modifications as well as targeted pedagogical

More information

Differentiated Instruction

Differentiated Instruction Differentiated Instruction In any classroom, students will have a range of abilities, needs and interests. Differentiated instruction is any instructional strategy that recognizes and supports individual

More information

Kings Canyon Unified School District Gifted and Talented Education Program GATE

Kings Canyon Unified School District Gifted and Talented Education Program GATE Kings Canyon Unified School District Gifted and Talented Education Program GATE Kings Canyon Unified School District offers a variety of programs to develop unique education opportunities for high-achieving

More information

The 20 Non-Negotiable Characteristics of Higher Performing School Systems

The 20 Non-Negotiable Characteristics of Higher Performing School Systems The 20 Non-Negotiable Characteristics of Higher Performing School Systems Aligning District Practices to Support High-Quality Instruction Report Published: April 2011 Authored by: National Center for Educational

More information

Indiana Wesleyan University Differentiated Lesson Plan Physical Education 2008 NASPE Standards

Indiana Wesleyan University Differentiated Lesson Plan Physical Education 2008 NASPE Standards Indiana Wesleyan University Differentiated Lesson Plan Physical Education 2008 NASPE Standards Assignment Description The Indiana Wesleyan University differentiated lesson plan combines elements of the

More information

Principal Practice Observation Tool

Principal 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 information

What is The Daily Five?

What is The Daily Five? What is The Daily Five? The Daily Five is a literacy structure that allows for differentiation in the classroom and provides consistency. It is an integrated literacy instruction and classroom management

More information

A Study of Best Practices in PLATO Learning Online Solutions

A Study of Best Practices in PLATO Learning Online Solutions Marzano Study A Study of Best Practices in PLATO Learning Online Solutions An analysis and interpretation of a Marzano Research Labratory study March, 2012 PLATO Learning 5600 W 83rd Street, Suite 300

More information

Completed Formal Classroom Observation Form

Completed Formal Classroom Observation Form Completed Formal Classroom Observation Form (Once participants have filled in and discussed the blank Formal Classroom Observation Form, facilitators should hand out copies of this completed form) August

More information

Teachers Demonstrate Leadership

Teachers 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 information

Model for Practitioner Evaluation Manual SCHOOL PSYCHOLOGIST. Approved by Board of Education August 28, 2002

Model for Practitioner Evaluation Manual SCHOOL PSYCHOLOGIST. Approved by Board of Education August 28, 2002 Model for Practitioner Evaluation Manual SCHOOL PSYCHOLOGIST Approved by Board of Education August 28, 2002 Revised August 2008 Model for Practitioner Evaluation Guidelines and Process for Traditional

More information

The Role of the Science Subject Leader. The role of the subject leader is crucial if schools are to raise standards and

The Role of the Science Subject Leader. The role of the subject leader is crucial if schools are to raise standards and The Role of the Science Subject Leader The role of the subject leader is crucial if schools are to raise standards and support teachers and children. The pack contains details and information to help subject

More information

Expeditionary Learning at King Middle School. June 18, 2009

Expeditionary Learning at King Middle School. June 18, 2009 June 18, 2009 King Middle School Expeditionary Learning Planning Group 2009 Planning Steps, June 18, 2009 1. Develop a compelling topic: that targets the content and skills that students need to know at

More information

NC TEACHER EVALUATION PROCESS SAMPLE EVIDENCES AND ARTIFACTS

NC 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 information

Teacher Generated Examples of Artifacts and Evidence. Criterion Element Example Artifacts/ Evidence

Teacher Generated Examples of Artifacts and Evidence. Criterion Element Example Artifacts/ Evidence Criterion 1: Centering instruction on high expectations for student achievement 2b: Establishing a culture for learning 3a: Communicating with students 3c: Engaging Students in learning student generated

More information

Masters of Reading Information Booklet. College of Education

Masters of Reading Information Booklet. College of Education Masters of Reading Information Booklet College of Education Department of Teaching and Learning Bloomsburg University's Masters in Reading/Reading Certification degree program provides theoretical, analytical

More information

Activities (see attached Appendix G) Page 71 of 100

Activities (see attached Appendix G) Page 71 of 100 for I. TECHNOLOGY OPERATIONS AND CONCEPTS A. Demonstrate introductory knowledge, skills and understanding of concepts related to technology 1. Identify CPU, monitor, mouse, printer, projection device See

More information

Exemplary Planning Commentary: Secondary Mathematics

Exemplary Planning Commentary: Secondary Mathematics Exemplary Planning Commentary: Secondary Mathematics! This example commentary is for training purposes only. Copying or replicating responses from this example for use on a portfolio violates TPA policies.

More information

Unit/Lesson Planning Guide: Key Questions to Consider While Planning

Unit/Lesson Planning Guide: Key Questions to Consider While Planning Unit/Lesson Planning Guide: Key Questions to Consider While Planning Following is a guide to unit and lesson planning; it is based on approaches to unit and lesson planning introduced in TE 401 and used

More information

Professional Development Needs Assessment for Teachers

Professional Development Needs Assessment for Teachers Professional Development Needs Assessment for Teachers Name _ Grade Level / Subject Date ABOUT THIS INSTRUMENT: RCB Medical Arts Academy places a high priority on the continuing professional development

More information

WiggleWorks Aligns to Title I, Part A

WiggleWorks Aligns to Title I, Part A WiggleWorks Aligns to Title I, Part A The purpose of Title I, Part A Improving Basic Programs is to ensure that children in high-poverty schools meet challenging State academic content and student achievement

More information

Metacognitive Strategies for Adolescents with an FASD Marnie Hutchison, MEd Jacqueline Pei, PhD Kimberly Kerns, PhD Carmen Rasmussen, PhD Kennedy

Metacognitive Strategies for Adolescents with an FASD Marnie Hutchison, MEd Jacqueline Pei, PhD Kimberly Kerns, PhD Carmen Rasmussen, PhD Kennedy Metacognitive Strategies for Adolescents with an FASD Marnie Hutchison, MEd Jacqueline Pei, PhD Kimberly Kerns, PhD Carmen Rasmussen, PhD Kennedy Denys Jennifer MacSween Learning Objectives 1. Gain an

More information

Evaluating the School Strategic Plan Components Title I Rubric for Schoolwide Projects

Evaluating the School Strategic Plan Components Title I Rubric for Schoolwide Projects Evaluating the School Strategic Plan Components Title I Rubric for Schoolwide Projects Category Planning Committee The stakeholders represent various school groups or committees that can assist in aligning

More information

Systems of Transportation and Communication Grade Three

Systems of Transportation and Communication Grade Three 1 Ohio Standards Connection: Geography Benchmark D Analyze ways that transportation and communication relate to patterns of settlement and economic activity. Indicator 8 Identify systems of transportation

More information

Research on Graphic Organizers

Research on Graphic Organizers Research on Graphic Organizers Graphic Organizers are visual representations of a text or a topic. Organizers provide templates or frames for students or teachers to identify pertinent facts, to organize

More information

Muhammad Ali Presents Go the Distance! Aligns to Title I, Part A. June 2007 1

Muhammad Ali Presents Go the Distance! Aligns to Title I, Part A. June 2007 1 11 Muhammad Ali Presents Go the Distance! Aligns to Title I, Part A The purpose of Title I, Part A Improving Basic Programs is to ensure that children in high-poverty schools meet challenging State academic

More information

Practicum/Internship Handbook. Office of Educational Field Experiences

Practicum/Internship Handbook. Office of Educational Field Experiences Practicum/Internship Handbook Office of Educational Field Experiences Northwest Missouri State University 2015-2016 1 General Information and Standards The practicum/internship is designed to provide students

More information

Framework for Teaching Possible Evidence List

Framework for Teaching Possible Evidence List Framework for Teaching Possible Evidence List Examples of Possible Artifacts: Domain 1 1a. Knowledge of Content and Pedagogy Professional Development in the content area (courses, workshops) Lesson Plans

More information

Sample Completed Summative Report Form for a Secondary Teacher 1*

Sample Completed Summative Report Form for a Secondary Teacher 1* Sample Completed Summative Report Form for a Secondary Teacher 1* This form must be used for each performance appraisal. The duties of the principal may be delegated to a vice-principal in the same school,

More information

Best Practices in High Growth Schools. Fiscal Year 2016. Report. To the. Legislature. As required by. Minnesota Statutes,

Best Practices in High Growth Schools. Fiscal Year 2016. Report. To the. Legislature. As required by. Minnesota Statutes, Best Practices in High Growth Schools Fiscal Year 2016 Report To the Legislature As required by Minnesota Statutes, section 120B.35, Subdivision 4 COMMISSIONER: Brenda Cassellius, Ed. D. Best Practices

More information

P-3: Create objective-driven lesson plans

P-3: Create objective-driven lesson plans Decide on Lesson Plan Model While the five step lesson cycle will often efficiently and effectively lead students to mastery of a given objective, successful teachers recognize that other common lesson

More information

DOMAIN 1 FOR READING SPECIALIST: PLANNING AND PREPARATION LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT

DOMAIN 1 FOR READING SPECIALIST: PLANNING AND PREPARATION LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT DOMAIN 1 FOR READING SPECIALIST: PLANNING AND PREPARATION LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT 1a Demonstrating Knowledge Of Content And Pedagogy In planning

More information

Program Overview. Introduction. Program Components and Philosophy. Program Philosophy

Program Overview. Introduction. Program Components and Philosophy. Program Philosophy Program Overview Introduction This guide explains how to use Vocabulary Their Way : Words and Strategies for Academic Success to help students in middle grades meet the rigors of the Common Core State

More information

Arkansas Teaching Standards

Arkansas Teaching Standards Arkansas Teaching Standards The Arkansas Department of Education has adopted the 2011 Model Core Teaching Standards developed by Interstate Teacher Assessment and Support Consortium (InTASC) to replace

More information

Q Comp Requirements and Guiding Principles

Q 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 information

Autism Spectrum Disorder Performance Standards and Evaluation Criteria Rubric

Autism Spectrum Disorder Performance Standards and Evaluation Criteria Rubric Autism Spectrum Disorder Performance Standards and Evaluation Criteria Rubric 1. Professional Knowledge The teacher demonstrates an understanding of curriculum, subject content, and the developmental needs

More information

Form: Filled in table. Method: Peer assessment. Tool: Checklist. Form: Completed table. Method: Peer assessment. Tool: Checklist

Form: Filled in table. Method: Peer assessment. Tool: Checklist. Form: Completed table. Method: Peer assessment. Tool: Checklist Lesson Plan English First Additional Language Grade 5 Content in context: Text from other Learning Area - Whether Los and ASs Learning Activities Details of Assessment Barriers to Learning LO 1 Listening

More information

Mathematics Policy Bordesley Green Primary

Mathematics Policy Bordesley Green Primary Aims Mathematics Policy Bordesley Green Primary The national curriculum and EYFS for mathematics aims to ensure that all pupils: Become fluent in the fundamentals of mathematics, including the varied and

More information

Redefining the 21st century classroom. Your solutions. partner

Redefining the 21st century classroom. Your solutions. partner Redefining the 21st century classroom Your solutions partner Empowering you to redefine the 21st century classroom Edmentum empowers you with the solutions you need to be effective in the 21st century

More information

Close Reading Read Aloud

Close Reading Read Aloud Text Title: We the Kids: A Preamble to The Constitution of the United States Author / Illustrator: David Catrow Publisher: Penguin Group (USA) Incorporated ISBN 13: 9780142402764 Learning Objectives: The

More information

Science Rocks Grade Six

Science Rocks Grade Six Ohio Standards Connections: Earth and Space Sciences Benchmark D Identify that the lithosphere contains rocks and minerals and that minerals make up rocks. Describe how rocks and minerals are formed and/or

More information

Hanover County Public Schools Professional Development Elementary Language Arts Overview of Courses and Opportunities STRAND TIER 1 TIER 2 TIER 3

Hanover County Public Schools Professional Development Elementary Language Arts Overview of Courses and Opportunities STRAND TIER 1 TIER 2 TIER 3 Elementary Language Arts Overview of Courses and Opportunities STRAND TIER 1 TIER 2 TIER 3 Planning Instruction and Experiences for All s Technology Integration What is the Literacy Diet? (Reader s Workshop

More information

Candidates will demonstrate ethical attitudes and behaviors.

Candidates 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 information

Literacy Institute August 2013 Jessica Plemons

Literacy Institute August 2013 Jessica Plemons Literacy Institute August 2013 Jessica Plemons Introductions Jessica Plemons plemonsj@wawm.k12.wi.us http://mrsplemonskindergarten.blogspot.com Today s Objectives Participants will understand the research

More information

North Carolina CLC Project

North Carolina CLC Project North Carolina CLC Project The Content Literacy Continuum (CLC): A Framework to Guide School-wide Efforts to Improve Adolescent Literacy North Carolina CLC Project 4 Local Education Agencies (LEAs) 3 LEAs

More information

THE FRAMEWORK FOR SPECIAL EDUCATION GRADES PRE K- 8 & 7-12 PROGRAM GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION

THE FRAMEWORK FOR SPECIAL EDUCATION GRADES PRE K- 8 & 7-12 PROGRAM GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION THE FRAMEWORK FOR SPECIAL EDUCATION GRADES PRE K- 8 & 7-12 PROGRAM GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION TABLE OF CONTENTS Why Quality Teacher Preparation Programs Are Important...3 Philosophy

More information

1 of 5 10/30/2008 7:22 AM

1 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 information

Glossary of Teaching Strategies

Glossary of Teaching Strategies This list of teaching strategies and activities was developed out of a focused brainstorming process conducted with general education, special education and English as a Second Language teachers in Minnesota

More information

AND LEARNING 21st Century Teaching and Learning

AND 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 information

Standards and progression point examples

Standards and progression point examples Personal Learning In Personal Learning, standards for assessing and reporting on student achievement are introduced at Level 3. The learning focus statements for Levels Foundation, 1 and 2 provide advice

More information

Elements of a Novel and Narrative Writing Grade 10

Elements of a Novel and Narrative Writing Grade 10 Ohio Standards Connection Literary Text Benchmark B Explain and analyze how the context of setting and the author s choice of point of view impact a literary text. Indicator 2 Analyze the features of setting

More information