Crosswalk of the Ohio Teacher Evaluation System Rubric and the Marzano Rubric

Transcription

1 Crosswalk of the Ohio Teacher Evaluation System Rubric Cells highlighted in blue represent OTES Performance Rubric indicators that were not previously addressed in the Marzano Rubric, as found in the ODE alignment of the models. LEA rubric will have to be modified to address these missing indicators. LSI Alignmenent- November 6, 2012 Yellow highlights indicate additions to this document to show LSI alignment of OTES and Marzano Model Asterisked items in yellow* = newly added evidence items to the Marzano Protocols- OHIO VERSION Standard Area Performance Level Indicator Evidence from the Marzano Rubric

2 Ineffective The teacher does not demonstrate a clear focus for student learning The teacher uses strategy incorrectly or with parts missing: Domain 1: Element 1: Providing Clear Learning Goals & Scales to Measure those Goals The teacher provides a clearly stated goal accompanied by scale or rubric that describes levels of performance relative to the learning goal The teacher attempts to perform this activity but does not actually complete follow through with these attempts: Focus for Learning Domain 2: Element 44: Attention to Established Content Standards The teacher ensures that lesson and unit plans are aligned with established content standards identified by the district and the manner in which that content should be sequenced. Develops learning objectives that are too general and/or do not reflect the Ohio standards Domain 2: Element 43: Lessons within Units *Plans include specific, measurable goals

3 Developing Does not demonstrate measurable goals Domain 1: Element 1: Providing Clear Learning Goals & Scales to Measure those Goals The teacher provides a clearly stated goal accompanied by a scale or rubric that describes levels of performance. Domain 2: Element 44: Attention to Established Content Standards The teacher ensures that lessons and units include the important content identified by the district but does not address the appropriate sequencing of the content.

4 Proficient Demonstrates a focus for student learning by setting measurable goals that align with the Ohio standards Demonstrates the importance and appropriateness of the goal Accomplished Establishes challenging goals that align with the Ohio standards and that reflect a range of learner needs Domain 2: Element 43 -Lessons within Units *Plans include specific, measurable goals *Plans demonstrate learning goals and objectives are incorporated into unit and course goals Domain 2: Element 44- Attention to Established Content Standards The teacher ensures that lesson and unit plans are aligned with established content standards identified by the district and the manner in which that content should be sequenced. Demonstrates how learning goals are incorporated into broader unit, course, and school goals Domain 2: Element 43 -Lessons within Units *Plans demonstrate learning goals and objectives are incorporated into unit and course goals

5 Standard Area Assessment Data Performance Level Indicator Evidence from the Marzano Rubric Ineffective Does not use student data to plan lessons The teacher makes no attempt to perform this activity (Not Using level) Domain 3: Element 52 Evaluating the Effectiveness of Specific Pedagogical Strategies and Behaviors Does not use or only uses one measure of student performance to assess student learning The teacher attempts to perform this activity but does not actually complete or follow through with these attempts (Beginning level) Domain 3: Element 52 Evaluating the Effectiveness of Specific Pedagogical Strategies and Behaviors Developing Does not consistently incorporate a variety of assessments (i.e. diagnostic, formative, summative) into lesson planning The teacher uses strategy incorrectly or with parts missing (Beginning level) Domain 1: Element 2 - Tracking Student Progress The teacher facilitates tracking of student progress on one or more learning goals using a formative approach to assessment

6 Does not vary assessment approaches or has difficulty analyzing data to inform instruction and delivery The teacher uses the strategy incorrectly or with parts missing. (Beginning Level) Domain 1: Element 2 Tracking Student Progress *Teacher varies assessment approaches Proficient Incorporates a variety of assessments (i.e. diagnostic, formative, summative) into lesson planning Employs formal and informal assessments of students to inform instruction and delivery Domain 3: Element 51 Evaluating the Effectiveness of Individual Lessons and Units When asked, the teacher can explain how the assessment tasks help track student progress toward the learning goals Domain 1: Element 2 Tracking Student Progress The teacher facilitates tracking of student progress using a formative approach to assessment Accomplished Purposefully plans assessments to match student needs, abilities and learning styles Domain 3: Element 51 Evaluating the Effectiveness of Individual Lessons and Units When asked, the teacher can explain how the assessment tasks help track student progress toward the learning goals

7 Uses student data to accurately identify student strengths and areas for growth Domain 3: Element 52 Evaluating the Effectiveness of Specific Pedagogical Strategies and Behaviors Teacher gathers, analyzes and keeps student data to assess student learning and inform future strategy use Domain 1: Element 2 Tracking Student Progress The teacher facilitates tracking of student progress using a formative approach to assessment Standard Area Prior Content Knowledge/ Sequence/ Connections Performance Level Ineffective Indicator Does not connect lessons with students prior knowledge or future learning or that connection is inaccurate Evidence from the Marzano Rubric The teacher uses the strategy incorrectly or with parts missing: (Beginning level) Domain 1: Element 6 - Identifying Critical Information The teacher identifies a lesson or part of a lesson as involving important information to which students should pay particular attention. Domain 1: Element 8 Previewing Content The teacher engages students in activities that help them link what they already know to the new content about to be addressed and facilitates these linkages Domain 1: Element 14 - Reviewing Content The teacher engages students in a brief review of content that highlights the critical information.

8 Domain 1: Element 36 - Understanding Students Interests and Background The teacher uses students interests and background to produce a climate of acceptance and community. Developing Attempts to connect lessons to students prior knowledge and future learning but is not completely successful Domain 1: Element 6 - Identifying Critical Information The teacher signals to students which content is critical versus non-critical. Domain 1: Element 8 Previewing Content The teacher engages students in activities that help them link what they already know to the new content about to be addressed and facilitates these linkages Domain 1: Element 14 - Reviewing Content The teacher engages students in a brief review of content that highlights the critical information. Domain 1: Element 36 - Understanding Students Interests and Background The teacher uses students interests and background during interactions with students.

9 Proficient Connects lessons to students prior knowledge and future learning Domain 1: Element 6 - Identifying Critical Information The teacher signals to students which content is critical versus non-critical and monitors the extent to which students are attending to critical information. Domain 1: Element 8 Previewing Content The teacher engages students in activities that help them link what they already know to the new content about to be addressed and facilitates these linkages Domain 1: Element 14 - Reviewing Content The teacher engages students in a brief review of content that highlights the critical information and monitors the extent to which students can recall and describe previous content. Domain 1: Element 36- Understanding Students Interests and Background The teacher uses students interests and background during interactions with students and monitors the sense of community in the classroom.

10 Instructional plans and sequences include important content, concepts and processes in Ohio standards and school/district curriculum Accomplished Use information from outside sources families, colleagues and other professionals to support each learner s development Domain 2: Element 44 - Attention to Established Content Standards The teacher ensures that lessons and units include the important content indentified by the district and the manner in which that content should be Domain sequenced. 4: Element 55 Promoting Positive Interactions with Colleagues The teacher works cooperatively with appropriate school personnel to address issues that impact student learning The teacher accesses available expertise and resources to support students learning needs Domain 4: Element 56 Promoting Positive Interactions about Students and Parents The teacher fosters collaborative partnerships with parents to enhance student success in a manner that demonstrates integrity, confidentiality, respect, flexibility, fairness and trust

11 Connect lessons, content and content application with other disciplines and realworld experiences Domain 2: Element 42 Effective Scaffolding of Information within Lessons Where appropriate, presentation of content is integrated with other content areas, other lessons and/or units Domain 2: Element 43 Lessons within Units Plans illustrate how learning will move from an understanding of foundational content to application of information in authentic ways Explains how lessons fit into the structure of the discipline Domain 2: Element 42 Effective Scaffolding of Information within lessons *When asked, the teacher can describe how the content of the lesson fits into the structure of the discipline

12 Standard Area Performance Level Indicator Evidence from the Marzano Rubric Knowledge of Students Ineffective Demonstrates a lack of familiarity with students background and does not attempt to find this information The teacher attempts to perform this activity but does not actually complete or follow through with these attempts: (Beginning Level) Domain 2: Element 47: Needs of English Language Learners The teacher provides for the needs of English language learners (ELLs) by identifying the adaptations that must be made within a lesson or unit. Domain 2: Element 48: Needs of Special Education Students The teacher identifies the needs of special education students by providing accommodations and modifications that must be made for specific special education students. Domain 2: Element 49: Needs of Students Who Lack Support for Schooling The teacher identifies the needs of students who come from home environments that offer little support for schooling.

13 Instructional plans do not demonstrate an understanding of student data (student development, readiness for learning, learning styles, background and experiences) Domain 2: Planning and Preparing for Lessons and Units: Element 43: Lessons within units *Plans demonstrate an understanding of student data (readiness, learning styles, background, etc)

14 Developing Demonstrates some familiarity with students background and experiences Domain 2: Element 47: Needs of English Language Learners The teacher identifies the needs of English language learners but does not articulate the adaptations that will be made to meet these needs. Domain 2: Element 48: Needs of Special Education Students The teacher identifies the needs of special education students but does not articulate the accommodations or modifications that will be made to meet these needs. Domain 2: Element 49: Needs of Students Who Lack Support for Schooling The teacher identifies the needs of students who lack support for schooling but does not articulate the adaptations that will be made to meet these needs.

15 Uses one way to obtain information on students background and experiences Strategy was called for but not exhibited. (Not Using level) Domain 1: Element 36: Understanding Students Interests and Background *Teacher uses multiple ways to obtain information on students background and experiences Instruction uses a partial analysis of student data (student development, readiness for learning, learning styles, background and experiences) and/or the plan is inappropriate for the students The teacher determines the effectiveness of specific strategies and behaviors regarding the achievement of subgroups of students but does not accurately identify the reasons for discrepancies. (Developing Level) Domain 3: Element 51: Evaluating the Effectiveness of Individual Lessons and Units When asked, the teacher can explain how the assessment tasks help track student progress toward the learning goals

16 Proficient Demonstrates familiarity with students background and experiences Describes multiple ways to obtain information on students background and experiences Domain 2: Element 47: Needs of English Language Learners The teacher identifies the needs of English language learners and the adaptations that will be made to meet these needs. Domain 2: Element 48: Needs of Special Education Students The teacher identifies the needs of special education students and the accommodations and modifications that will be made to meet these needs. Domain 2: Element 49: Needs of Students Who Lack Support for Schooling The teacher identifies the needs of students who lack support for schooling and the adaptations that will be made to meet these needs. Domain 1: Element 36: Understanding Students Interests and Backgrounds *Teacher uses multiple ways to obtain information on students background and experiences

17 An analysis of student data (student The teacher determines how effective a lesson or unt was development, readiness for learning, in terms of enhancing student achievement and identifies learning styles, background and specific causes of success or difficulty and uses this analysis experiences) informs instructional planning when making instructional decisions. (Applying Level) Domain 3: Element 52: Evaluating the Effectiveness of Specific Pedagogical Strategies and Behaviors *Teacher gathers, analyzes and keeps student data to assess student learning and inform future strategy use

18 Accomplished Demonstrates an understanding of the purpose and value of learning about students backgrounds and experiences The teacher is a recognized leader in helping others with this activity: Domain 2: Element 47: Needs of English Language Learners *When asked, the teacher can describe the purpose and value of learning about students backgrounds and experiences Domain 2: Element 48: Needs of Students Receiving Special Education *When asked, the teacher can describe the purpose and value of learning about students backgrounds and experiences Domain 2: Element 49: Needs of Students Who Lack Support for Schooling *When asked, the teacher can describe the purpose and value of learning about students backgrounds and experiences

19 Plans and articulates specific strategies and content for individual students based on student data (student development, readiness for learning, learning styles, background and experiences) Domain 3: Element 52: Evaluating the Effectiveness of Specific Pedagogical Strategies and Behaviors The teacher determines the effectiveness of specific instructional techniques regarding the achievement of subgroups of students and identifies specific reasons for discrepancies. Standard Area Lesson Delivery Performance Level Ineffective Indicator Explanations are unclear or inaccurate and generally ineffective Evidence from the Marzano Rubric Teacher uses strategy incorrectly or with parts missing. Domain 1: Element 6: Identifying Critical Information *Teacher provides clear, accurate explanations during lessons Uses language that fails to engage students, is inappropriate and/or discourages independent or creative thinking The teacher uses the strategy incorrectly or with parts missing: Domain 1: Element 26: Managing Response Rates through Questioning Domain 1: Element 22: Engaging students in Cognitively Complex Tasks Does not attempt to correct student confusion or misunderstandings and questioning techniques are ineffective Teacher uses the strategy incorrectly or with parts missing Domain 1: Element 13: Reflecting on Learning Teacher asks students to state or record what they are clear about and what they are confused about

20 Developing The lesson is almost entirely teacherdirected Students questions about content or instructions for learning activities may not be fully clarified Strategy was called for but not exhibited. Domain 1: Element 10: Processing Information During breaks in the presentation of content, the teacher engages students in actively processing new information. Domain 1: Element 6: Identifying Critical Information *Teacher clarifies students questions about content and may provide clear, alternative explanations as needed

21 Some language may be inappropriate for students Does not always provide alternative ways of explanation Questioning techniques sometimes lead to further confusion Domain 1: Element 6: Identifying Critical Information *Teacher clarifies students questions about content and may provide clear, alternative explanations as needed Domain 1: Element 6: Identifying Critical Information *Teacher clarifies students questions about content and may provide clear, alternative explanations as needed Teacher uses strategy incorrectly or with parts missing. Domain 1: Element 10: Processing New Information When asked, students can explain what they have just learned. Domain 1: Element 11: Elaborating on New Information The teacher asks questions or engages students in activities that require elaborative inferences that go beyond what was explicitly taught Lessons are primarily teacher-directed Teacher uses strategy incorrectly or with parts missing Domain 1: Element 10: Processing Information During breaks in the presentation of content, the teacher engages students in actively processing new information.

22 Proficient Provides clear, accurate explanations during lessons Uses developmentally appropriate strategies and language during lessons Domain 1: Element 6: Identifying Critical Information *Teacher provides clear, accurate explanations during lessons Content Strategies from Domain 1: Strategies from Design Questions 2,3 and 4. Domain 1: Element 25: Using Academic Games Uses academic games and inconsequential competition to maintain student engagement and monitors the extent to which students focus on the academic content of the game Domain 1: Element 27: Using Physical Movement Uses physical movement to maintain student engagement and monitors the extent to which these activities enhance student engagement Domain 1: Element 31: Providing Opportunities for Students to Talk about Themselves Provides students with opportunities to relate what is being addressed in class to their personal interests and monitors the extent to which these activities enhance student engagement Domain 1: Element 32: Presenting Unusual or Intriguing Information Uses unusual or intriguing information about the content and monitors the extent to which this information enhances stude interest in the

23 Domain 2: Element 47: Needs of English Language Learners The teacher identifies the needs of English language learners and the adaptations that will be made to meet these needs. Domain 2: Element 48: Needs of Special Education Students The teacher identifies the needs of special education students and the accommodations and modifications that will be made to meet these needs. Domain 2: Element 49: Needs of Students Who Lack Support for Schooling The teacher identifies the needs of students who lack support for schooling and the adaptations that will be made to meet these needs.

24 Encourages independent, creative and critical thinking during lessons Domain 1: Element 11: Elaborating on New Information The teacher asks questions or engages students in activities that require elaborative inferences that go beyond what was explicitly taught. Domain 1: Element 22: Engaging Students in Cognitively Complex Tasks The teacher engages students in complex tasks (e.g. decision making, problem solving, experimental inquiry, investigation) that require them to generate and test hypotheses. Addresses confusion and employs appropriate questioning techniques Domain 1: Element 13: Reflecting on Learning Teacher asks students to state or record what they are clear about and what they are confused about Domain 1: Element 11: Elaborating on New Information The teacher asks questions or engages students in activities that require elaborative inferences that go beyond what was explicitly taught.

25 Employs appropriate balance between teacher-directed instruction and studentled learning Domain 1: Element 9: Chunking Content into Digestible Bites Based on student needs, the teacher breaks the content into small chunks of information that can be easily processed by students. Domain 1: Element 10: Processing New Information During breaks in the presentation of content the teacher engages students in actively processing new information. Domain 1: Element 12: Recording and Representing Knowledge The teacher engages students in activities that help them record their understanding of new content in linguistic ways and/or represent the content in non-linguistic ways. Domain 1: Element 13: Reflecting on Learning The teacher engages students in activities that help them reflect on their learning and the learning process. Accomplished Uses questions and discussion techniques that are well-timed, individualized and developmentally appropriate The teacher adapts and creates new strategies for unique student needs and situations. Domain 1: Element 11: Elaborating on New Information The teacher asks questions or engages students in activities that require elaborative inferences that go beyond what was explicitly taught

26 Anticipates confusion by clarifying content and presenting information in multiple formats Domain 1: Element 6: Identifying Critical Information The teacher identifies a lesson or part of a lesson as involving important information to which students should pay particular attention Lessons are student-led Domain 1: Element 22: Engaging Students in Cognitively Complex Tasks The teacher engages students in complex tasks (e.g. decision making, problem solving, experimental inquiry, investigation) that require them to generate and test hypotheses. Domain 1: Element 23: Providing Resources and Guidance Students seek out the teacher for advice and guidance regarding hypothesis generation and testing tasks.

27 Standard Area Performance Level Indicator Differentiation Ineffective Lessons are inaccessible to students or inappropriate Evidence from the Marzano Rubric Uses strategy incorrectly or with parts missing: Domain 1: Element 9: Chunking Content into Digestible Bites Based on student needs, the teacher breaks the content into small chunks (i.e., digestible bites) of information that can be easily processed by students. Domain 1: Element 12: Recording and Representing Knowledge The teacher engages students in activities that help them record their understanding of new content in linguistic ways and/or represent the content in nonlinguistic ways. Domain 1: Element 7: Organizing Students to Interact with New Knowledge The teacher organizes students into small groups to facilitate the processing of new information

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29 Domain 1: Element 13: Reflecting on Learning The teacher engages students in activities that help them reflect on their learning and the learning process. Domain 1: Element 25: Using Academic Games The teacher uses academic games and inconsequential competition to maintain student engagement. Domain 1:Element 31: Providing Opportunities for Students to Talk About Themselves The teacher provides students with opportunities to relate what is being addressed in class to their personal interests. Domain 1: Element 39: Demonstrating Value and Respect for Low- Expectancy Students The teacher exhibits behaviors that demonstrate value and respect for low-expectancy students. Domain 1:Element 41: Probing Incorrect Answers with Low- Expectancy Students The teacher probes incorrect answers of low expectancy students in the same manner as he/she does with high-expectancy students.

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31 The teacher attempts to perform this activity but does not actually complete or follow through with these attempts: Domain 2: Element 47: Needs of English Language Learners The teacher provides for the needs of English language learners (ELLs) by identifying the adaptations that must be made within a lesson or unit Domain 2: Element 48: Needs of Special Education Students The teacher identifies the needs of special education students by providing accommodations and modifications that must be made for specific special education students Domain 2: Element 49: Needs of Students Who Lack Support for Schooling The teacher identifies the needs of students who come from home environments that offer little support for schooling. Domain 3: Element 50: Identifying Areas of Pedagogical Strength and Weakness The teacher identifies specific strategies and behaviors on which to improve from Domain 1 (routine lesson segments, content lesson segments, and segments that are enacted on the spot). Domain 3: Element 52: Evaluating the Effectiveness of Individual Lessons and Units The teacher determines how effective a lesson or unit of instruction was in terms of enhancing

32 success or difficulty Domain 3: Element 52: Evaluating the Effectiveness of Specific Pedagogical Strategies and Behaviors The teacher determines the effectiveness of specific instructional techniques regarding the achievement of subgroups of students and identifies specific reasons for discrepancies. Lessons do not challenge students The teacher uses the strategy incorrectly or with parts missing. Domain 1: Element 1: Providing Clear learning goals and scales The teacher provides a clearly stated learning goal accompanied by a scale or rubric that describes levels of performance relative to the learning goal. Domain 1: Design Question 4: Helping Students Generate and Test Hypotheses Organizing Students for Cognitively Complex Tasks Engaging Students in Cognitively Complex Tasks Providing Resources and Guidance

33 Developing Instruction is accessible to most students but relies on a single strategy or set of materials Domain 1:Element 9: Chunking Content into Digestible Bites Breaks input experiences into small chunks based on student needs Domain 1:Element 12: Recording and Representing Knowledge Engages students in activities that help them record their understanding of new content in linguistic ways and/or in nonlinguistic ways Domain 1: Element 7: Organizing Students to Interact with New Knowledge Organizes students into groups to practice and deepen their knowledge Domain 1: Element 13: Reflecting on Learning Engages students in reflecting on their own learning and the learning process

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35 Domain 1: Element 21: Organizing Students for Cognitively Complex Tasks Organizes students into groups to facilitate working on cognitively complex tasks Domain 1: Element 25: Using Academic Games Uses academic games and inconsequential competition to maintain student engagement Domain 1: Element 26: Managing Response Rates During Questioning Uses response rate techniques to maintain student engagement in questions Domain 1: Element 27: Using Physical Movement Uses physical movement to maintain student engagement Domain 1: Element 30: Using Friendly Controversy Uses friendly controversy techniques to maintain student engagement Domain 1: Element 28: Maintaining a Lively Pace Uses pacing techniques to maintain students engagement Domain 1: Element 31: Providing Opportunities for Students to Talk About Themselves Provides students with opportunities to relate what is being addressed in class to their personal interests

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37 Domain 1: Element 40: Asking Questions of Low- Expectancy Students Asks questions of low-expectancy students with the same frequency and depth with highexpectancy students Domain 1: Element 41: Probing Incorrect Answers with Low- Expectancy Students Probes incorrect answers of low-expectancy students in the same manner as with highexpectancy students Domain 2: Element 47:Needs of English Language Learners The teacher identifies the needs of English language learners but does not articulate the adaptations that will need to be made to meet these needs. Domain 2: Element 48: Needs of Special Education Students The teacher identifies the needs of special education students but does not articulate the accommodations or modifications that will be made to meet these needs. Domain 2: Element 49: Needs of Students Who Lack Support for Schooling The teacher identifies the needs of students who lack support for schooling but does not articulate the adaptations that will be made to meet these needs.

38 Domain 3: Element 50: Identifying Areas of Pedagogical Strength and Weakness The teacher identifies specific strategies and behaviors on which to improve but does not select the strategies and behaviors that are most useful for his or her development. Domain 3: Element 51: Evaluating the Effectiveness of Individual Lessons and Units The teacher determines how effective a lesson or unit was in terms of enhancing student achievement but does not accurately identify causes of success or difficulty Domain 3:Element 52: Evaluating the Effectiveness of Specific Pedagogical Strategies and Behaviors The teacher determines the effectiveness of specific strategies and behaviors regarding the achievement of subgroups of students but does not accurately identify the reasons for discrepancies

39 Some students are not challenged The teacher uses the strategy incorrectly or with parts missing. Domain 1: Element 1: Providing Clear learning goals and scales The teacher provides a clearly stated learning goal accompanied by a scale or rubric that describes levels of performance relative to the learning goal. Domain 1: Design Question 4: Helping Students Generate and Test Hypotheses Organizing Students for Cognitively Complex Tasks Engaging Students in Cognitively Complex Tasks Providing Resources and Guidance Proficient Supports learning needs of all students through varying strategies, materials, and/or pacing Domain 1: Element 12: Recording and Representing Knowledge Engages students in activities that help them record their understanding of new content in linguistic ways and/or in nonlinguistic ways and monitors the extent to which this enhances students understanding Domain 1: Element 7: Organizing Students to Interact with New Knowledge Organizes students into groups to practice and deepen their knowledge and monitors the extent to which the group work extends their learning

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41 Domain 1: Element 13: Reflecting on Learning Engages students in reflecting on their own learning and the learning process and monitors the extent to which students self-assess their understanding and effort Domain 1: Element 21: Organizing Students for Cognitively Complex Tasks Organizes students into groups to facilitate working on cognitively complex tasks and monitors the extent to which group processes facilitate generating and testing hypotheses Domain 1: Element 25: Using Academic Games Uses academic games and inconsequential competition to maintain student engagement and monitors the extent to which students focus on the academic content of the game Domain 1: Element 26: Managing Response Rates During Questioning Uses response rate techniques to maintain student engagement in questions and monitors the extent to which the techniques keep students engaged Domain 1: Element 27: Using Physical Movement Uses physical movement to maintain student engagement and monitors the extent to which these activities enhance student engagement

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43 Domain 1: Element 30: Using Friendly Controversy Uses friendly controversy techniques to maintain student engagement and monitors the effect on students engagement Domain 1: Element 28: Maintaining a Lively Pace Uses pacing techniques to maintain students engagement and monitors the extent to which these techniques keep students engaged Domain 1:Element 31: Providing Opportunities for Students to Talk About Themselves Provides students with opportunities to relate what is being addressed in class to their personal interests and monitors the extent to which these activities enhance student engagement Domain 1: Element 40: Asking Questions of Low- Expectancy Students Asks questions of low-expectancy students with the same frequency and depth with highexpectancy students and monitors the quality of participation of low-expectancy students Domain 1: Element 41: Probing Incorrect Answers of Low- Expectancy Students Probes incorrect answers of low-expectancy students in the same manner as with highexpectancy students and monitors the level and quality responses of low-expectancy students Domain 2: Element 47: Needs of English Language Learners The teacher identifies the needs of English

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45 language learners and the adaptations that will be made to meet these needs. Domain 2:Element 48: Needs of Special Education Students The teacher identifies the needs of special education students and the accommodations and modifications that will be made to meet these needs. Domain 2: Element 49: Needs of Students Who Lack Support for Schooling The teacher identifies the needs of students who lack support for schooling and the adaptations that will be made to meet these needs. Domain 3: Element 50: Identifying Areas of Pedagogical Strength and Behaviors Identifies specific strategies and behaviors on which to improve from routine lesson segments, content lesson segments and segments that are enacted on the spot Domain 3:Element 51: Evaluating the Effectiveness of Individual Lessons and Units Determines how effective a lesson or unit was in terms of enhancing student achievement and identifies specific causes of success or difficulty and uses this analysis when making instructional decisions Domain 3: Element 50: Evaluating the Effectiveness of Specific Pedagogical Strategies and Behaviors Determines the effectiveness of specific strategies

46 Lessons are challenging for students and behaviors regarding the achievement of subgroups of students and identifies the reasons for discrepancies Domain 1: Element 1: Providing Clear learning goals and scales The teacher provides a clearly stated learning goal accompanied by a scale or rubric that describes levels of performance relative to the learning goal. Domain 1: Design Question 4: Helping Students Generate and Test Hypotheses Organizing Students for Cognitively Complex Tasks Engaging Students in Cognitively Complex Tasks Providing Resources and Guidance Accomplished Matches strategies, materials, and/or pacing to make learning accessible and challenging to individual students The teacher adapts and creates new strategies for unique student needs and situations. (Innovating Level) Domain 1: Design Questions 1, 2, 3, 4, 5, 9

47 Uses independent, collaborative, and whole-class instruction to support individual learning goals Adapts and creates new strategies for unique student needs and situations: Domain 1:Element 12: Recording and Representing Knowledge The teacher engages students in activities that help them record their understanding of new content in linguistic ways and/or represent the content in nonlinguistic ways. Domain 1:Element 13: Reflecting on Learning The teacher engages students in activities that help them reflect on their learning and the learning process. Domain 1: Element 7: Organizing Students to Interact with New Knowledge The teacher organizes students into small groups to facilitate the processing of new information Domain 1: Element 25: Using Academic Games The teacher uses academic games and inconsequential competition to maintain student engagement.

48 Provides options for students to demonstrate mastery Domain 1: Element 31: Providing Opportunities for Students to Talk About Themselves The teacher provides students with opportunities to relate what is being addressed in class to their Domain personal 1: Element interests. 9: Chunking Content into Digestible Bites Adapts and creates new strategies for unique student needs and situations Domain 1: Element 12: Recording and Representing Knowledge The teacher engages students in activities that help them record their understanding of new content in linguistic ways and/or represent the content in nonlinguistic ways. Domain 1: Element 7:Organizing Students to Interact with New Knowledge The teacher organizes students into small groups to facilitate the processing of new information

49 Standard Area Performance Level Indicator Resources Ineffective Instructional materials and resources are irrelevant to the lesson or inappropriate for students Evidence from the Marzano Rubric The teacher makes no attempt to perform this activity. Domain 2: Element 45: Use of Available Traditional Resources *The plan outlines resources which are aligned to instructional purposes *When asked, the teacher can describe how the resources align with instructional purposes Domain 2: Element 46: Use of Available Technology *The plan identifies how the resources are aligned to instructional purposes *When asked, the teacher can describe how the resources align with instructional purposes

50 Developing Instructional materials are appropriate but may not meet individual learning styles or needs The teacher identifies the available resources that can enhance student understanding but does not identify the manner in which they will be used (Developing Level) Domain 2: Element 45: Use of Available Traditional Resources *The plan outlines resources which are aligned to instructional purposes *When asked, the teacher can describe how the resources align with instructional purposes Domain 2: Element 46: Use of Available Technology *The plan identifies how the resources are aligned to instructional purposes *When asked, the teacher can describe how the resources align with instructional purposes

51 Students may not be actively engaged in learning Domain 1: Element 10: Group Processing of New Information Engages students in summarizing, predicting, and questioning activities Domain 1: Element 11: Elaborating on New Information Engages students in answering inferential questions Domain 1: Element 12: Recording and Representing Knowledge Engages students in activities that help them record their understanding of new content in linguistic ways and/or in nonlinguistic ways Domain 1: Element 13: Reflecting on Learning Engages students in reflecting on their own learning and the learning process

52 Proficient Instructional materials and resources are aligned to instructional purposes Instructional materials and resources are appropriate and engages students in the lesson Domain 2: Element 45: Use of Available Traditional Resources *The plan outlines resources which are aligned to instructional purposes *When asked, the teacher can describe how the resources align with instructional purposes Domain 2: Element 46: Use of Available Technology *The plan identifies how the resources are aligned to instructional purposes *When asked, the teacher can describe how the resources align with instructional purposes Domain 1: Element 23: Providing Resources and Guidance Acts as a guide and resource provider as students engage in cognitively complex tasks and monitors the extent to which students request and use guidance and resources Domain 1: Element 25: Using Academic Games Uses academic games and inconsequential competition to maintain student engagement and monitors the extent to which students focus on the academic content of the game

53 Accomplished Instructional materials and resources vary based on student ability levels Instructional materials and resources engage students in the ownership of their learning The teacher adapts and creates new strategies for unique student needs and situations. Domain 1: Element 23: Providing Resources and Guidance Teacher volunteers resources and guidance as needed by the entire class, groups of students, or individual students

54 Standard Area Classroom Environment Performance Level Ineffective Indicator Little or no evidence of a positive rapport between teachers and students Evidence from the Marzano Rubric Uses strategy incorrectly or with parts missing: Domain 1: Element 36: Understanding Students Interests and Background The teacher uses students interests and background to produce a climate of acceptance and community. Domain 1: Element 37: Using Behaviors that Indicate Affection for Students When appropriate, the teacher uses verbal and nonverbal behavior that indicates caring for students. No evidence of routines and procedures and students are confused about what they should be doing Domain 1: Element 39: Demonstrating Value and Respect for Low- Expectancy Students The teacher exhibits behaviors that demonstrate value and respect for low-expectancy students. Uses strategy incorrectly or with parts missing: Domain 1: Element 4: Establishing Classroom Routines The teacher reviews expectations regarding rules and procedures to ensure their effective execution.

55 Transitions are inefficient and instructional time is lost The strategy was called for but was not exhibited. Domain 1: Element 28: Maintaining a Lively Pace The teacher employs crisp transitions from one activity to another.

56 The learning environment allows for little or no engagement with families The teacher makes no attempt to perform this activity or attempts to perform this activity but does not actually complete or follow through with these attempts Domain 4: Element 56: Promoting Positive Interactions about Students and Parents The teacher interacts with students and parents in a positive manner to foster learning and promote positive home/school relationships. Behavior expectations are unclear or are not monitored The strategy was called for but not exhibited. Domain 1: Element 4: Establishing Classroom Routines and Procedures The teacher reviews expectations regarding rules and procedures to ensure their effective execution. Domain 1: Element 33: Demonstrating Withitness The teacher uses behaviors associated with withitness to maintain adherence to rules and procedures. Domain 1: Element 34: Applying consequences for lack of adherence to rules and procedures The teacher applies consequences for not following rules and procedures consistently and fairly.

57 Developing Establishes basic rapport with students Domain 1: Element 36: Understanding Students Interests and Background Uses students interests and background during interactions with students Domain 1:Element 37: Using Behaviors that Indicate Affection for Students Uses verbal and nonverbal behaviors that indicate caring for students Domain 1: Element 39: Demonstrating Value and Respect for Low- Expectancy Students Exhibits behaviors that demonstrate value and respect for low-expectancy students Teacher may inappropriately prompt or direct students if the students are confused or idle Some instructional time is lost during transitions The teacher uses the strategy incorrectly or with parts missing, Domain 1: Element 4: Establishing Classroom Routines Establishes and reviews expectations regarding rules and procedures The teacher uses the strategy incorrectly or with parts missing. Domain 1: Element 28: Maintaining a Lively Pace The teacher employs crisp transitions from one activity to another.

58 Family communication is welcomed and responded to in a timely manner Domain 4: Element 56: Promoting Positive Interactions about Students and Parents The teacher interacts with students and parents in a positive manner to foster learning and promote positive home/school relationships. Some student expectations are unclear and behavior is inconsistently monitored The teacher uses the strategy incorrectly or with parts missing. Domain 1:Element 4: Establishing Classroom Routines Establishes and reviews expectations regarding rules and procedures and monitors the extent to which students understand the rules and procedures Domain 1: Element 34: Applying consequences for lack of adherence to rules and procedures The teacher applies consequences for not following rules and procedures consistently and fairly.

59 Proficient Establishes a positive rapport with students and demonstrates respect and interest in all students Establishes routines, procedures and transitions to run smoothly and students assume appropriate levels of responsibility Domain 1: Element 36: Understanding Students Interests and Background Uses students interests and background during interactions with students and monitors the sense of community in the classroom Domain 1: Element 37: Using Behaviors that Indicate Affection for Students Uses verbal and nonverbal behaviors that indicate caring for students and monitors the quality of relationships in the classroom Domain 1: Element 39: Demonstrating Value and Respect for Low- Expectancy Students Exhibits behaviors that demonstrate value and respect for low-expectancy students and monitors Domain the 1:Element impact on 4: low-expectancy Establishing Classroom students Routines Establishes and reviews expectations regarding rules and procedures and monitors the extent to which students understand the rules and procedures

60 Employs varied learning situations (whole class, cooperative learning, small group and independent work) Engages in two-way communication and offers opportunities and activities for families that support student learning Domain 1: Element 7: Organizing Students to Interact with New Knowledge Organizes students into small groups to facilitate the processing of new knowledge and monitors group processing Domain 1: Element 15: Organizing Students to Practice and Deepen Knowledge Organizes students into groups to practice and deepen their knowledge and monitors the extent to which the group work extends their learning Domain 4: Element 56: Promoting Positive Interactions About Parents and Students The teacher ensures consistent and timely communication with parents regarding student expectations, progress and/or concerns The teacher encourages parent involvement in classroom and school activities

61 Employs an appropriate and responsive classroom management system Domain 1:Element 33: Demonstrating withitness Uses behaviors associated with withitness and monitors the effect on students behavior. Domain 1: Element 35: Displaying Objectivity and Control Behaves in an objective and controlled manner and monitors the effect on the classroom climate Establishes clear expectations for student behavior and consistently monitors that behavior Accomplished Students initiate responsibility for the efficient operation of the classroom Domain 1: Element 35: Acknowledging Adherence to Rules and Procedures Acknowledges adherence to rules and procedures consistently and fairly and monitors the extent to which new actions affect students behavior. Domain 1: Element 34: Applying Consequences Applies consequences for not following rules and procedures consistently and fairly and monitors the extent to which rules and procedures are followed. The teacher adapts and creates new strategies for unique student needs and situations: Domain 1: Element 4: Establishing Classroom Routines *Students initiate responsibility for the efficient operation of the classroom

62 Maximizes instructional time by making transitions seamless and combining independent, collaborative and wholeclass learning situations Domain 1: Element 28: Maintaining a Lively Pace Teacher employs crisp transitions from one activity to another Domain 1: Element 21: Organizing students for cognitively complex tasks The teacher organizes the class in such a way as to facilitate students working on complex tasks that require them to generate and test hypotheses.

63 Uses student input to design, implement and adjust a classroom management system Adapts and creates new strategies for unique student needs and situations: Domain 1: Element 4: Establishing Classroom Routines The teacher reviews expectations regarding rules and procedures to ensure their effective execution. Domain 1: Element 33: Demonstrating withitness The teacher uses behaviors associated with withitness to maintain adherence to rules and procedures. Domain 1: Element 34: Applying Consequences The teacher applies consequences for not following rules and procedures consistently and fairly. Domain 1: Element 35: Acknowledging Adherence to Rules and Procedures The teacher consistently and fairly acknowledges adherence to rules and procedures. Students are encouraged to take responsibility for their actions Domain 1: Element 36: Understanding Students Interests and Background The teacher uses students interests and background to produce a climate of acceptance and community. Domain 1: Element 4: Establishing Rules and Procedures Students regulate their own behavior

64 Uses research-based strategies to manage behavior Adapts and creates new strategies for unique student needs and situations:

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66 Domain 1: Element 35 Acknowledging Adherence to Rules and Procedures The teacher consistently and fairly acknowledges adherence to rules and procedures. Domain 1: Element 34: Applying Consequences The teacher applies consequences for not following rules and procedures consistently and fairly. Domain 1: Element 32: Element Presenting Unusual or Intriguing Information The teacher uses unusual or intriguing information about the content in a manner that enhances student engagement. Domain 1: Element 28: Maintaining a Lively Pace The teacher uses pacing techniques to maintain students engagement. Domain 1: Element 27: Using Physical Movement The teacher uses physical movement to maintain student engagement. Domain 1: Element 26: Managing Response Rates During Questioning The teacher uses response rates techniques to maintain student engagement in questions. Domain 1: Element 25: Using Academic Games The teacher uses academic games and inconsequential competition to maintain student engagement.