1b Sequences lessons and concepts to ensure coherence and required prior knowledge Routine Events: 1. Providing clear learning goals and scales 2. Tracking student progress 3. Celebrating success SRDS Observation Instrument Routine Events – Elements 1, 2, 3 Planning and Preparing: 2.1.1 Planning and preparing for effective scaffolding within lessons 2.1.2 Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content 2.1.3 Planning and preparing for appropriate attention to established content standards SRDS Observation Instrument Planning and Preparing Elements 2, 4, 5, 6 1c Designs instruction for students to achieve mastery Addressing Content: 10. Organizes students to practice and deepen knowledge 11. Helping Students Examine Similarities and Differences 12. Helping Students Examine their Reasoning 13. Helping Students Practice Sills, Strategies, and Processes 16. Organizing Student for Cognitively Complex Tasks Planning and Preparing: 2.1.1 Planning and preparing for effective scaffolding within lessons 2.1.2 Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content 2.1.3 Planning and preparing for appropriate attention to established content standards 2.3.1 Planning and preparing for the needs of English language learners 2.3.2 Planning and preparing for the needs of students receiving special education
1f Develops learning experiences that require students demonstrate a variety of applicable skills and competencies Addressing Content: 2. Organizing students to interact with new knowledge 10. Organizing students to practice and deepen knowledge 12. Examining similarities and differences 13. Examining errors in reasoning 14. Practicing skills, strategies and processes 15. Revising knowledge 16. Organizing students for cognitively complex tasks SRDS Observation Instrument Addressing Content – Elements 7, 15, 17, 18, 19 Planning and Preparing: 2.2.1 Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g. manipulatives, video tapes) 2.2.2 Planning for the use of available technology such as interactive white boards, voting technologies and one computers 2.3.1 Planning and preparing for the needs of English language learners 2.3.2 Planning and preparing for the needs of students receiving special education 2.3.3 Planning and preparing for the needs of students who come from home environments that offer little support for schooling SRDS Observation Instrument Planning and Preparing – Element 4, 5 6
FEAPS ASSESSMENT DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 2: PLANNING AND PREPARING DOMAIN3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM 4a Analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs and drives the learning process Routine Events: 1. Providing clear learning goals and scales 2. Tracking student progress 3. Celebrating success 4. Establishing classroom rules and procedures Addressing Content: 2. Organizing students to interact with new knowledge 5. Processing new information 6. Elaborating on new information 7. Recording and representing knowledge 8. Reflecting on learning 9. Reviewing content 10. Organizing students to practice and deepen knowledge 12. Examining similarities and differences 13. Examining errors in reasoning 14. Practicing skills, strategies and processes 15. Revising knowledge 16. Organizing students for cognitively complex tasks 17. Engaging students in cognitively complex tasks involving hypothesis generation and testing 18. Providing resources and guidance Enacted on the Spot: Planning and Preparing: 2.1.1 Planning and preparing for effective scaffolding within lessons 2.1.2 Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content 2.2.1 Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g. manipulatives, video tapes) 2.2.2 Planning for the use of available technology such as interactive white boards, voting technologies and one-to one computers 2.3.1 Planning and preparing for the needs of English language learners 2.3.2 Planning and preparing for the needs of students receiving special education 2.3.3 Planning and preparing for the needs of students who come from home environments that offer little support for schooling SRDS Observation Instrument Addressing Content – Elements 7, 15, 17, 18, 19
5c Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement 55. Promoting Positive Interaction with Colleagues 56. Promoting Positive Interactions about Students and Parents 60. Participating in District and School Initiatives SRDS Observation Instrument – Element 1, 2, 5 Teacher Professional Development Plan 5e Implements knowledge and skill learned in professional development in the teaching and learning process 53. Developing a Written Growth and Development Plan 54. Monitoring Progress Relative to the Professional Growth and Development Plan SRDS Observation Instrument – Teacher Professional Development Plan FEAPS PROFESSIONAL RESPONSIBILITY AND ETHICAL CONDUCT DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 2: PLANNING AND PREPARING DOMAIN3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM Understanding that educators are held to a high moral standard in a community, the effective educator adheres to the Code of Ethics and the 59. Adhering to District and School Rules and Procedures SRDS Observation Instrument – Element 5
Teacher makes reference to the learning goal throughout the lesson. Students can explain the meaning of the levels of performance articulated in the scale or rubric. Teacher has a scale or rubric that relates to the learning goal posted so that all students can see it. Teacher makes reference to the scale or rubric throughout the lesson. Innovating Applying Developing Not Using Adapts and creates new strategies for unique student needs and situations. Provides a clearly stated learning goal accompanied by a scale or rubric that describes levels of performance and monitors students’ understanding of the learning goal and the levels of performance. Provides a clearly stated learning goal accompanied by a scale or rubric that describes levels of performance. Uses strategy incorrectly or with parts missing or strategy was called for but not exhibited. Element 2: Tracking Student Progress *The teacher facilitates tracking of student progress on one or more learning goals using a formative approach to assessment. Teacher Evidence Student Evidence Teacher helps students track their individual progress on the learning goal. Students can describe their status relative to the learning goal using the scale or rubric Teacher assigns scores using a scale or rubric that depicts student status relative to the learning goal. Students systematically update their status on the learning goal. Teacher uses formal and informal means to assign scores to students. Teacher charts the progress of the entire class on the learning goal. Innovating Applying Developing Not Using Adapts and creates new strategies for unique student needs and situations. Facilitates tracking of student progress using a formative approach to assessment and monitors the extent to which students understand their level of performance. Facilitates tracking of student progress using a formative approach to assessment. Uses strategy incorrectly or with parts missing or strategy was called for but not exhibited.
Adapts and creates new strategies for unique student needs and situations. Establishes and reviews expectations regarding rules and procedures and monitors the extent to which students understand the rules and procedures. Establishes and reviews expectations regarding rules and procedures. Uses strategy incorrectly or with parts missing or strategy was called for but not exhibited.
Element 5: Organizing the Physical Layout of the classroom *The teacher organizes the physical layout of the classroom to facilitate movement and focus on learning. Teacher Evidence Student Evidence The physical layout of the classroom has clear traffic patterns. Students move easily about the classroom. The physical layout of the classroom provides easy access to materials and centers. Students make use of materials and learning centers. The classroom is decorated in a way that enhances student learning, including (1) bulletin boards that relate to current content and (2) student work on display. Students attend to examples of their work that are displayed. Students attend to information on the bulletin boards. Students can easily focus on instruction. Innovating Applying Developing Not Using Adapts and creates new strategies for unique student needs and situations. Organizes the physical layout of the classroom to facilitate movement and focus on learning and monitors the impact of the environment on student learning. Organizes the physical layout of the classroom to facilitate movement and focus on learning. Uses strategy incorrectly or with parts missing or strategy was called for but not exhibited.
Identifies the available resources and /or technologies that can enhance student understanding and the manner in which they will be used. Identifies the available Resources and/or technologies that can enhance student understanding. Attempts to perform this activity but does not actually complete or follow through with these attempts. Makes no attempt to perform this activity. (This is a combination of 3 Marzano elements) Element 6: Planning and Preparing for the Special Needs of Students *What does the teacher do to plan and prepare for the special needs of students? Planning Evidence Teacher Evidence The plan identifies the accommodations and modifications that are made for ELL students, students with Disabilities, and students who come from home environments that offer little support for schooling within a lesson or unit of instruction. The teacher can describe the accommodations and modifications that are made for ELL students, Students with Disabilities, and students who come from home environments that offer little support for schooling within a lesson or unit of instruction. Innovating Applying Developing Not Using Identifies the special needs of students and the adaptations that will be made to meet these needs. Identifies the special needs of students but does not articulate the adaptations that will be made to meet these needs. Attempts to perform this activity but does not actually complete or follow through with Makes no attempt to perform this activity. Domain 3: Reflecting on Teaching Evaluating Personal Performance (1 Element Element 2: Evaluating the Effectiveness of Individual Lessons and Units *What does the teacher do to evaluate the effectiveness of individual lessons and units? Teacher Evidence The teacher gathers and keeps records of his/her evaluations of individual lessons and units. The teacher can explain the alignment of the assessment tasks and the learning goals.