Teacher provides an advanced organizer, such as an outline or graphic organizer. When asked, students can provide a purpose for what they are about to learn. Teacher has students brainstorm. Students actively engage in previewing activities. Teacher uses an anticipation guide. Teacher uses a motivational hook or launching activity, such as presenting anecdotes or a short selection from a video. Teacher uses a word splash activity to connect vocabulary to upcoming content. When necessary, the teacher reteaches basic information or skills. Innovating Applying Developing Not Using Engages students in learning activities that require them to preview and link new knowledge to what has been addressed and monitors the extent to which students are making linkages. Engages students in learning activities that require them to preview and link new knowledge to what has been addressed. Uses strategy incorrectly or with parts missing. Strategy was called for but not exhibited. Element 14: Reviewing Content * The teacher engages students in a brief review of content that highlights the critical information. Teacher Evidence Student Evidence Teacher begins the lesson with a brief review of content When asked, students can describe the previous content on which new lesson is based. Teacher uses specific strategies to review information, including (1) summaries, (2) problems that must be solved using previous information, (3) questions that require a review of content, (4) demonstration, and (5) brief practice test or exercise. Student responses to class activities indicate that they recall previous content. When necessary, the teacher reteaches basic information or skills. Innovating Applying Developing Not 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. Engages students in a brief review of content that highlights the critical information. Uses strategy incorrectly or with parts missing Strategy was called for but not exhibited. Element 15: Organizing Students to Practice and Deepen Knowledge *The teacher uses grouping in ways that facilitate practicing and deepening knowledge. Teacher Evidence Student Evidence Teacher organizes students into groups with the expressed idea of deepening their knowledge of informational content. Students explain how the group work supports their learning.
Teacher uses activities that require students to physically move to respond to questions, such as (1) vote with your feet or (2) go to the part of the room that represents the answer you agree. Students can explain how the physical movement keeps their interest and helps them learn. Teacher has students physically act out or model content to increase energy and engagement. Teacher uses give one, get one activities that require students to move about the room. Innovating Applying Developing Not Adapts and creates new strategies for unique student and situations. Uses physical movement to maintain student engagement and monitors the extent to which these activities enhance student engagement. Uses physical movement to maintain student engagement or use strategy incorrectly or with parts missing. Strategy was called for but not exhibited. Element 28: Maintaining a Lively Pace *The teacher uses pacing techniques to maintain students’ engagement. Teacher Evidence Student Evidence Teacher employee transitions from one activity to another. Students quickly adapt to transition and re-engage when a new activity is begun. Teacher alters pace appropriately (i.e., speeds up and slows down based on the learners) When asked about the pace of the class, students describe it as neither too fast nor too slow. Innovating Applying Developing Not Using Uses pacing techniques to maintain students’ engagement and monitors the extent to which these techniques keep students Uses pacing techniques to maintain students’ engagement. Uses strategy incorrectly or with parts missing. Strategy was called for but not exhibited. Element 33: Demonstrating “Withitness” *The teacher uses behaviors associated with “Withitness” to maintain adherence to rules and procedures. Teacher Evidence Student Evidence Teacher physically occupies all quadrants of the room. Students recognize that the teacher is of their behavior.
the effective educator: THE LEARNING ENVIRONMENT DOMAIN 2: PLANNING AND PREPARING DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM 2b Manages individual and class behaviors through a well- planned management system Routine Events RE 4 Establishing classroom and procedures RE 5 Organizing the physical layout of the classroom Enacted on the Spot EOS 1 Noticing when students are not engaged EOS 10 Demonstrating “withitness” EOS 11 Applying consequences for lack of adherence to rules and procedures EOS 12 Acknowledging adherence to and procedures EOS 15 Revising knowledge SRDS Observation Instrument Element 4, 5, 33, 33A, 34 (a-b) 2c Conveys high expectations to all students Routine Events RE 2 Tracking student progress RE 3 Celebrating success Content C 1 Identifying critical information 41 FEAPS Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s Art and Science of Teaching a) Quality of Instruction 2. The Learning Environment. To maintain a student centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator:
THE LEARNING ENVIRONMENT DOMAIN 2: PLANNING AND PREPARING DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM SRDS Observation Instrument Element 2, 4, 6 Content C 1 Identifying critical information C 3 Previewing new content C 4 Chunking content into “digestible bites” Enacted on the Spot Element 33 Demonstrating “withitness” Element 34 Applying consequences for lack of adherence to rules and procedures Element 35 Acknowledging adherence to and procedures SRDS Observation Instrument Elements 1, 2, 4, 7, 7A, 33, 34, 35 2f Maintains a climate of openness, inquiry, fairness and support Routine Events RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 3 Celebrating success 44 FEAPS Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s Art and Science of Teaching a) Quality of Instruction 2. The Learning Environment. To maintain a student centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator: THE LEARNING ENVIRONMENT DOMAIN 2: PLANNING AND PREPARING DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM
Content C 1 Identifying critical information Enacted on the Spot EOS 6 Demonstrating intensity and enthusiasm EOS 14 Using verbal and nonverbal behaviors that indicate affection for students EOS 16 Demonstrating value and respect for low expectancy students EOS 17 Asking questions of low expectancy students EOS 18 Probing incorrect answers with low expectancy students SRDS Observation Instrument Element 1, 2, 3, 7, 34, 39, 40 45 THE LEARNING ENVIRONMENT DOMAIN 2: PLANNING AND PREPARING DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM 2g Integrates current information and communication 2.2 Planning and Preparing for Use of Materials and Technology
technologies Planning and preparing for the use of available traditional resources for upcoming and lessons (e.g., manipulatives, video tapes) Planning for the use of available technology such as interactive white boards, voting technologies and one-to-one computer SRDS Observation Instrument Element 4 FEAPS Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s Art and Science of Teaching a) Quality of Instruction 2. The Learning Environment. To maintain a student centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator: 46 THE LEARNING ENVIRONMENT DOMAIN 2: PLANNING AND PREPARING DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM 2h Adapts the learning environment to accommodate the differing needs and diversity of students 2.1 Planning and Preparing for Lessons and Units Routine Events 4.2 Promoting Exchange of Ideas and Strategies Planning and preparing for effective scaffolding within lessons Planning and preparing for lessons within that progress toward a deep understanding and RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 3 Celebrating success RE 4 Establishing classroom and procedures RE 5 Organizing the physical layout of the classroom 4.2.2 Mentoring other teachers and sharing ideas and strategies
transfer of content Planning and preparing for appropriate attention to established content standards 47 THE LEARNING ENVIRONMENT DOMAIN 2: PLANNING AND PREPARING DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM Content C 1 Identifying critical information C 2 Organizing students to interact with new knowledge C 10 Organizing students to practice and deepen new knowledge C 16 Organizing students for cognitively complex tasks.
3c Identifies gaps in student’s subject matter 3d Modifies instructions to respond to preconceptions or misconceptions EOS 18 Probing incorrect answers with low expectancy students SRDS Observation Instrument Element 40 3e Relates and integrates the subject matter with other disciplines and life experiences 2.1 Planning and Preparing for Lessons and Planning and preparing for effective scaffolding within lessons Planning and preparing for lessons within that progress toward a deep understanding and transfer of content Planning and preparing for appropriate attention to established content standards. Routine Events 4.2 Promoting Exchange of and Strategies RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 3 Celebrating success RE 4 Establishing classroom rules and procedures RE 5 Organizing the physical layout of the classroom. 4.2.2. Mentoring teachers and sharing ideas and strategies. 2.2 Planning and Preparing for the Use of Materials and Technology Enacted on the Spot
Planning and preparing for the use of available traditional resources for upcoming and lessons (e.g., manipulatives, video tapes) Planning for the use of available technology such as interactive white boards, voting technologies and one-to-one computer. EOS 1 Noticing when students are not engaged EOS 5 Maintaining a lively pace EOS 6 Demonstrating intensity and enthusiasm EOS 10 Demonstrating “withitness” EOS 11 Applying consequences for lack of adherence to and procedures. 2.3 Planning and Preparing for Special Needs Students EOS 14 verbal and nonverbal behaviors that
INSTRUCTIONAL DELIVERY AND FACILITATION DOMAIN 2: PLANNING AND PREPARING DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM Enacted on the Spot EOS 3 Managing response rates EOS 7 Using friendly controversy SRDS Observation Instrument 6A, 6C, 6D, 15, 15A, 17, 18, 19, 26 3g Applies varied instructional strategies and resources including appropriate technology to provide comprehensible instruction, and to for student understanding 2.2 Planning and Preparing for the Use of Materials and Technology Routine Events Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, video tapes) Planning for the use of available technology such as interactive white boards, voting technologies and one-to-one computer RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 3 Celebrating success 2.3 Planning and Preparing for Special Students Content Planning and preparing for the needs of English language learners Planning and preparing for the needs of special education students Planning and preparing for the needs of students who come from home environments that offer little support for schooling SRDS Observation Instrument Element 2, 4, 6 C 2 Organizing students to interact with new knowledge C 10 Organizing students to practice and deepen knowledge C 16 Organizing students for cognitively complex tasks SRDS Observation Instrument Element 1, 2, 3, 15, 15A Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s Art and Science of Teaching
4b Designs and aligns formative and summative assessments that learning objectives and lead to mastery 2.1 Planning and Preparing for Lessons and Units Routine Events and preparing for effective scaffolding within lessons and preparing for lessons within units that progress toward a deep understanding and transfer of content and preparing for appropriate attention to established content standards SRDS Observation Instrument Element 2 RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 3 Celebrating success SRDS Observation Instrument Element 1, 2, 3, FEAPS Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s Art and Science of Teaching a) Quality of Instruction 4. Assessment. The effective educator consistently: 60 FEAPS Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s Art and Science of Teaching a) Quality of Instruction 4. Assessment. The effective educator consistently: ASSESSMENT DOMAIN 2: PLANNING AND PREPARING DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM 4c Uses a variety of Routine Events
IMPROVEMENT, RESPONSIBILITY, AND ETHICS PREPARING STRATEGIES AND BEHAVIORS TEACHING AND PROFESSIONALISM 1a Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs 2.3 Planning and Preparing for Special Needs Students Routine Events 3.1 Evaluating Personal Performance 4.1 Promoting a Positive Environment Planning and preparing for the needs of English language learners Planning and preparing for the of special education students Planning and preparing for the needs of students who come from home environments that offer little support for schooling. SRDS Observation Instrument Element 2, 4, 6 RE 2 Tracking student progress RE 3 Celebrating success Identifying specific areas of pedagogical strength and weakness Evaluating the effectiveness of individual lessons and units Evaluating the effectiveness of specific pedagogical strategies and behaviors across different categories of students (i.e., different socio-economic groups, different ethnic groups) Promoting positive interactions with colleagues Promoting positive interactions with students and parents Content C 11 Homework 4.2 Promoting Exchange of Ideas and Strategies Enacted on the Spot Seeking mentorship for areas of need and interest Mentoring other teachers and sharing ideas and strategies EOS 16 Demonstrating value and respect for low expectancy students EOS 17 Asking questions of low expectancy students SRDS Observation Instrument Elements 2, 3, 39, 39A, 40 3.2 Developing a Professional Growth Plan 4.3 Promoting District and School Development Developing a written growth plan Monitoring progress relative to the professional growth plan SRDS Observation Instrument Element 2, PDP Adhering to district and school rules and procedures Participating in district and school initiatives SRDS Observation Instrument Element 1, 2, 5 63 Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s Art and Science of Teaching b) Continuous Improvement, Responsibility and Ethics Continuous Improvement. The effective educator consistently:
F.A.C. and fulfills the expected obligations to students, the public and the education profession. PROFESSIONAL RESPONSIBILITY AND ETHICAL CONDUCT DOMAIN 2: PLANNING AND PREPARING DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM 2a Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida Enacted on the Spot 4.1 Promoting a Positive Environment EOS 16 Demonstrating value and respect for low expectancy students EOS 17 Asking questions of low expectancy students SRDS Observation Instrument Element 39, 40 Promoting positive interactions with colleagues Promoting positive interactions with students and parents 4.3 Promoting District and School Development Adhering to district and school rules and procedures Participating in district and school initiatives SRDS Observation Instrument Element 1, 2, 5 65