teacher evaluation and - sharpschool

Revised November 2014

Teacher Evaluation and Support System

McMinnville School District 1500 NE Baker St. McMinnville, OR. 97128 Phone: 503.565.4000 Fax: 503.565.4030 www.msd.k12.or.us

Teacher Evaluation and Support Handbook

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Table of Contents Evaluation Timeline 3

Introduction 4

Professional Learning and Growth Cycle and Aligned Professional Learning 5

Category 1: Student Learning and Growth 6

Category 2: Professional Responsibilities 8

Category 3: Professional Practice Probationary 1 Teachers Probationary 2 Teachers Probationary 3 Teachers Contract Teachers

9

Appendix 13


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Probationary Teacher Evaluation and Support System

Timeline Probationary 1 Probationary 2 Probationary 3

By October 15 o Initial Goals Conference

o Initial Goals Conference

o Initial Goals Conference

By February 15

o Formal Observation 1


o Mid-Year Goals Conference



o Informal Observation 1






By End of Contract Year



o End of Year Goals Conference








Contract Teacher Evaluation and Support System

Timeline

By October 15 o Initial Goals Conference

By February 15 o Mid-Year Goals Conference

Over a Two-Year Cycle o Formal Observation 1 o Informal Observation 1

o Formal Observation 2 o Informal Observation 2

By End of Contract Year o End of Year Goals Conference


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In the 2011 General Session, the Oregon Legislature passed Senate Bill 290, which set in motion changes to the teacher and administrator evaluation system state-wide.

As required by SB 290, the State Board of Education, in consultation with T.S.P.C., adopted interstate Teacher and Assessment and Support Consortium (InTASC) standards as core standards for teacher evaluation and Interstate School Leaders Licensure Consortium (ISLLC) standards for administrator evaluation in December 2011.

In July of 2012, a state workgroup comprised of diverse stakeholders developed the Oregon Framework for Teachers and Administrator Evaluation and Support Systems.

A key difference in the new evaluation system, as compared to the previous system adopted in 1973, is that evidence of student learning and growth is one of the multiple measures that will be used to evaluate teacher and administrator performance. In addition, educators must adopt SMART goals that address student achievement and growth.

The legislature, under SB 252, allocated competitive grant funding to support selected districts in developing an implementation plan and supporting materials. Those districts, including MSD, piloted the new evaluation system in Spring of 2013. The documents included in this handbook are the result of the collaborative and ongoing work of MSD’s SB 290 Committee.

McMinnville School District Educator Evaluation and Support System

A comprehensive evaluation system must include a variety of evidence-based measures to evaluate teacher and administrator performance and effectiveness based on standards of professional practice (i.e. InTASC for teachers and ISLLC for administrators). Multiple measures—defined as the tools, instruments, protocols, assessments, and processes used to collect evidence on performance and effectiveness—provide a more comprehensive view of educator practice and contribution to student growth. Multiple measures provide multiple data sources. Due to the complex nature of teacher and administrator practice, a single measure does not provide sufficient evidence to evaluate performance. When combined, multiple measures provide a body of evidence that informs the educator’s evaluation, resulting in a more accurate and valid judgment about performance and professional growth needs. Oregon’s teacher and administrator evaluation systems must include measures from the following three components:

A. Student Learning and Growth (SLG) B. Professional Responsibilities (PR) C. Professional Practice (PP)

All teachers and administrators will be evaluated using measures from each of the three categories in combination with one another. These categories are interdependent and provide a three-dimensional view of teacher and administrator practice as illustrated below. Evaluators will look at evidence from all three categories of evidence to holistically rate performance (Oregon Framework for Teacher and Administrator Evaluation and Support Systems).

Categories of Evidence for Multiple Measures of Effectiveness

Evidence of

Professional Practice

Evidence of Student Learning and Growth

Evidence of Professional

Responsibility


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Process Description Self-

Assessment and Reflection

Based on the standards of professional practice, the first step of an evaluation system is self-reflection. The educator reflects on and assesses his/her professional practice and analyzes the learning and growth of his/her students in preparation for goal setting.

Goal Setting Based on the self-assessment, the educator identifies goals aligned with the standards of professional practice that encompass both practice and impact on student learning. The educator sets both professional practice goals and student learning goals.

Observation and Collection

of Evidence

The educator and evaluator collect evidence using multiple measures regarding student learning and growth, professional practice, and professional responsibilities to inform progress throughout the evaluation process.

Formative Evaluation

and Mid-Year Review

The evaluator and educator review the educator’s progress toward goals and/or performance against standards. This step includes three interdependent and critical parts: analysis of evidence, professional conversations, and professional growth. Both the educator and the observer analyze the evidence, which leads to professional conversations that promote awareness of growth that has occurred and that highlights professional growth needs. These conversations help the educator to make adjustments in his/her practice and select relevant professional learning opportunities.

Summative Evaluation

Oregon Matrix

This is the culmination of multiple formative observations, reflections, and professional conversations. The evaluator assesses the educator’s performance against the standards of professional practice, attainment of student learning and growth goals, and attainment of professional practice goals.

Aligned Professional Learning: The focus of the Evaluation and Support System is to improve professional practice and student learning. Linking evaluation to high-quality professional learning is key to meeting the needs of all educators, not only those whose evaluation ratings do not meet the standard. Evaluation data will be collected annually, reflecting educator performance on InTASC and ISSLC standards. In addition, staff survey data related to professional development will be collected. The data will be analyzed in order to develop high quality, focused professional development to improve professional practice and student learning.

Self- Assessment & Reflection

Observation and Collection of

Evidence

Goal Setting

Observation and Collection of

Evidence

Formative Evaluation and

Mid-Year Review

Summative Evaluation

Oregon Matrix

Professional Learning and Growth and Aligned

Professional Learning The teacher evaluation system is based on a cycle of continuous professional growth and learning. The system: Is collaborative Provides ongoing opportunity

for relevant feedback and meaningful professional conversations that foster increased educator effectiveness

Supports a program of professional development that aligns professional learning with identified needs


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Oregon Statute (SB 290), Oregon Administrative Rules (OAR), and the Elementary and Secondary Education Act (ESEA) waiver criteria require local evaluation and support systems to incorporate a robust set of measures of student learning and growth for all students as a significant contributor to the overall performance rating of teachers and administrators. Student Learning and Growth (SLG) goals are detailed, measurable goals developed collaboratively by educators and their evaluator. They are based on student learning needs identified by a review of students’ baseline skills. SLG goals are aligned to standards and clearly define which students and/or student subgroups are included in a particular goal, how their progress will be measured during the instructional time period, and why a specific level of growth has been set for students. SLG goals are growth

goals, not achievement goals. Growth goals hold all students to the same standards but allow for various levels of learning and growth depending on how students’ are performing at the start of the course/class. Teachers, in collaboration with their supervisor, will establish at least two student learning goals and identify strategies and measures that will be used to determine goal attainment (see table). They also will specify what evidence will be provided to document progress on each goal:

a) Teachers who are responsible for student learning in tested subjects and grades (i.e., English/Language Arts and Mathematics in grades 3-8 and 11) will use state assessments from Assessment Group 1* and will also select one or more additional measures from Assessment Group 2, which provide additional evidence of student growth, proficiency/mastery of the standards, deeper learning, and 21st Century skills

b) Teachers in non-tested (state test) subjects and grades will use measures that are valid representations of student learning standards from Assessment Group 1 or 2 based on what is most appropriate for the curriculum and students they teach.

* The Category 1 requirement in tested subjects/grades has been waived for the 2014/15 school year due to initial implementation of Smarter Balanced Assessments.

Category 1 - Student Learning and Growth: Evidence of Teachers’ Contribution to Student Learning and Growth

Assessment Group

Explanation Types of Measures (aligned to standards)

Examples are not limited to

those listed

1 o Oregon State Assessments

o Smarter Balanced Assessment (ELA and Math)

o Oregon Assessment of Knowledge and Skills (Science and Writing)

o Extended Assessment

2 o Commercially developed assessments that include pre- and post-measures

o Locally developed assessments that include pre- and post-measures

o Locally developed collections of evidence

o CFAs o RCD performance tasks o ELPA


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Student Learning and Growth (SLG) Process

o Teachers complete goal setting in collaboration with their evaluator. During the collaborative planning process, the teacher and evaluator ensure that quality goal setting occurs through a discussion of the rigor and rationale of each goal, appropriate research-based strategies, quality of evidence, and standards assessed.

o The SMART goal process is used in the development of student growth goals (SMART = Specific and Strategic, Measurable, Attainable, Rigorous and Realistic, and Time-bound). Over the two-year evaluation cycle, teachers develop four SLG goals and select two of the four to use in the evaluation process.

o Teachers meet with their evaluator on each goal mid-year and at the end of the year. Goals remain the same throughout the year, though strategies for attaining the goals may be revised.

o Teachers, along with their evaluator, reflect on the results and determine implications for future professional growth planning.

Student Learning and Growth (SLG) Quality Review Checklist

Baseline Data Yes No

Baseline data is used to make data-driven decisions for the SLG goal, including the most recent student performance data from past assessments and/or pre-assessments.

Student Learning and Growth Goal (Targets) Yes No

The Student Learning and Growth goal is written as a growth goal versus an achievement goal; it measures student learning between two or more points in time.

The Student Learning and Growth goal describes a target or expected growth rate for all students, tiered or differentiated as needed based on baseline data.

Rigor of Goals Yes No

The Student Learning and Growth goal addresses specific knowledge and skills aligned to the course curriculum and based on content standards.

The Student Learning and Growth goal is measurable and challenging, yet attainable.

Student Learning and Growth Scoring Rubric

Level 4 (highest) Approximately 90% of students met their target(s) and approximately 25% of students exceeded their target(s). A substantial number of students surpassed the overall level of attainment established by the target(s). Goals are very rigorous yet attainable and are differentiated, as appropriate, for all students.

Level 3 Approximately 90% of students met their target(s). Results within a few points, a few percentage points, or a few students on either side of the target(s) should be considered “met.” The standard for Level 3 is high and it should only be selected when it is clear that all or almost all students met the overall level of attainment established by the target(s). Goals are very rigorous yet attainable and are differentiated, as appropriate, for all students.

Level 2 Approximately 70-89% of students met their target(s), but those that missed the target missed by more than a few points or a few percentage points. Goals are attainable but might not be rigorous or differentiated, as appropriate, for all students.

Level 1 (lowest) Less than 70% of students met their target(s). A substantial proportion of students did not meet their target(s), or the data is missing or incomplete, so the SLG was not met. Goals are attainable, but not rigorous.


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Category 2 - Professional Responsibilities: Evidence of Teachers’ Progress Toward Their Own Professional Goals and

Contribution to School-Wide Goals Domain 4: Professional Responsibilities

Standards 9 and 10 Rubrics - Scored using InTASC standards 9 and 10

Rigorous and clearly defined goal - Names and describes the goal and the InTASC standard (9 and 10) with which it aligns on the MSD goal sheet

Progress Toward Goals - Applies the new learning and provides evidence of application, or provides evidence of communication/ collaboration with colleagues regarding new learning

Process: o Completes a goal-setting conference by October 15th to include a proposed plan for professional

development to meet identified student learning and growth goals o Completes a mid-year goals reflection by February 15th o Completes an end of year summary reflection by end of contract year o Completes a continuing professional development units log by end of contract year

Professional Development Menu Options Action research

(can be over 2-year evaluation cycle)

Assignment-specific trainings and collaboration (e.g. STEM grant)

Graduate classes CFA training CFA development Grant writing Lead embedded

staff development

Culture and community building projects

Data, PBIS, other school teams

Embedded staff development participation

Expert study and application of instructional strategies

Community service participation

Local issues speakers

Mentoring a new teacher

Mentoring a student teacher

Pathway or department leader

Professional book studies

Professional presentation

PSET training

Peer observations Pursuing National

Board Certification Serving on board of

professional association

Workshops, trainings, and conferences

Professional-related writing and publishing

Other administrator approved activities

Evidence: o Teacher reflections o Self-reports o Data analysis

o Professional goal setting

o Student learning and growth goal setting

o Records of contributions

o Peer collaboration documentation

o Portfolios o Building level

leadership


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Category 3 - Professional Practice: Evidence of the Quality of Teachers’ Planning, Delivery of Instruction, and Assessment of

Student Learning Probationary 1 Teacher Observations

Process: o Pre-observation

conference for formal observations

o Classroom observation - Evaluator’s observation documentation and feedback on a teacher’s instructional practices, both formal and informal

o Examination of artifacts of teaching, such as lesson plans, curriculum design, scope and sequence, student work, etc.

o Post-observation conference for formal observations

o Written reflection

Formal Observation #1 Domain 1: The Learner and Learning

Standard 1 - Learner Development Standard 2 - Learning Differences Standard 3 - The Learning Environment

Completes:

Pre-observation conference Observation Post-observation conference

Written reflection Formal Observation #2

Domain 1: The Learner and Learning Standard 1 - Learner Development Standard 2 - Learning Differences Standard 3 - The Learning Environment

Completes:



Domain 2: Content Standard 4 - Content Knowledge Standard 5 - Application of Content

Completes:



Domain 3: Instructional Practice Standard 6 - Assessment Standard 7 - Planning for Instruction Standard 8 - Instructional Strategies

Completes:

Pre-observation conference Observation Post-observation conference Written reflection

InTASC Standards Observation Record in Appendix

* Formal observations may be redone to meet the proficient level.


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Formal Observation #1 Domain 1: The Learner and Learning

Standard 1 - Learner Development Standard 2 - Learning Differences Standard 3 - The Learning Environment

Completes:



Domain 2: Content Standard 4 - Content Knowledge Standard 5 - Application of Content

Completes:



Domain 3: Instructional Practice Standard 6 - Assessment Standard 7 - Planning for Instruction Standard 8 - Instructional Strategies

Completes:


Informal Observations

Completes:

Written reflection Completes:

Written reflection InTASC Standards Observation Record in Appendix



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Formal Observation #1 Domain 1: The Learner and Learning and Domain 2: Content

Standard 1 - Learner Development Standard 2 - Learning Differences Standard 3 - Learning Environment Standard 4 - Content Knowledge Standard 5 - Application of Content

Completes:


Formal Observation #2 Domain 3: Instructional Practice

Standard 6 - Assessment Standard 7 - Planning for Instruction Standard 8 - Instructional Strategies

Completes:



Completes:


Written reflection

Completes:





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Student Learning Contract Teacher Observation







Formal Observation #1 Domain 1: The Learner and Learning and Domain 2: Content

Standard 1 - Learner Development Standard 2 - Learning Differences Standard 3 - Learning Environment Standard 4 - Content Knowledge Standard 5 - Application of Content

Completes:


Formal Observation #2 Domain 3: Instructional Practice

Standard 6 - Assessment Standard 7 - Planning for Instruction Standard 8 - Instructional Strategies

Completes:



Completes:

Written reflection

Completes:




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Appendix McMinnville School District Goal Sheet 14

Summative Scoring Sheet 17

Oregon Matrix 18

Inquiry Process and Professional Growth Plans Definitions 19

Plan of Assistance and Improvement Process 20

Danielson/InTASC Crosswalk 21

Formal Observation Rubrics and Reflection Forms 22

Examples of Evidence 51

Informal Observation Forms o Power Strategies for Effective Teaching o Daily Lesson Design o Balanced Literacy and Balanced Math o Classroom Management Strategies

59

Citations and Evaluation Design Team Members 97


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McMinnville School District Goal Sheet

Educator:

Supervisor: School:

Initial Phase - To be completed by October 15th

Student Learning and Growth (SLG) Goal 1 Content:

Standards and skills addressed

Assessment: Assessment Group 1 Assessment Group 2

Demographics: Describe the characteristics and any special learning circumstances of the students targeted in Goal 1

Baseline Data: Provide baseline data aligned to goal

Student Growth Goal Statement #1: Goal must be Specific and Strategic, Measureable, Attainable, Rigorous and Realistic, and Time-bound

Strategies to Achieve Goal: Educator actions and strategies that will facilitate goal attainment

Rationale: Reason for choosing the goal

Student Learning and Growth (SLG) Goal 2

Content: Standards and skills addressed

Assessment: Assessment Group 1 Assessment Group 2

Demographics: Describe the characteristics and any special learning circumstances of the students targeted in Goal 2

Baseline Data: Provide baseline data aligned to goal

Student Growth Goal Statement #2: Goal must be Specific and Strategic, Measureable, Attainable, Rigorous and Realistic, and Time-bound

Strategies to Achieve Goal: Educator actions and strategies that will facilitate goal attainment

Rationale: Reason for choosing the goal


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Student Learning and Growth (SLG) Goals Checklist Goal 1 Goal 2

Baseline Data Yes No Yes No

Baseline data is used to make data-driven decisions for the SLG goal, including the most recent student performance data from past assessments and/or pre-assessments.

Student Learning and Growth Goal Yes No Yes No

The SLG goal is written as a growth goal versus an achievement goal; it measures student learning between two or more points in time.

The SLG goal describes a target or expected growth for all students, tiered or differentiated as needed based on baseline data.

Rigor of Goal Yes No Yes No

The SLG goal addresses specific knowledge and skills aligned to the course curriculum and content standard(s).

The SLG goal is measurable and challenging, yet attainable.

Professional Responsibility Goal Professional Responsibility Goal: Write your professional responsibility goal for InTASC Standard 9 – Professional Learning and Ethical Practice and InTASC Standard 10 – Leadership and Collaboration.

Professional Responsibilities Measure: Multiple measures are required. Provide evidence for InTASC Standard 9 – Professional Learning and Ethical Practice and InTASC Standard 10 – Leadership and Collaboration.

Educator signature:

Date:

Supervisor signature: Date:


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MID-YEAR DATA REVIEW TO BE COMPLETED BY FEBRUARY 15

Collaborative Mid-Course Data Review: Describe progress toward goals and attach supporting data. Describe any adjustments that need to be made to the strategies implemented based on data.

□ Student Learning Goal #1


□ Professional Responsibility Goal

Educator signature:

Date: Supervisor signature: Date:

SUMMATIVE REVIEW TO BE COMPLETED BY JUNE 15

End of Year Data: Describe the summative, end of year data, aligned with each goal. Describe what was effective and what needs to be refined for each goal. Describe how the results will be used to support continuing professional growth



□ Professional Responsibility Goal

Educator signature:

Date: Supervisor signature: Date:

Evaluator comments:


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Summative Scoring Sheet - Professional Practice and Professional Responsibilities: Y-Axis Domain 1 - The Learner and Learning Rating (1-4)

InTASC Standard 1: Learner Development

InTASC Standard 2: Learning Differences

InTASC Standard 3: Learning Environment

Domain 2 - Content

InTASC Standard 4: Content Knowledge

InTASC Standard 5: Application of Content

Domain 3 - Instructional Practice

InTASC Standard 6: Assessment

InTASC Standard 7: Planning for Instruction

InTASC Standard 8: Instructional Strategies

Domain 4 - Professional Responsibilities

InTASC Standard 9: Professional Learning and Ethical Practice

InTASC Standard 10: Leadership and Collaboration

Total

Total/10

Add up all InTASC Standard ratings for total points possible out of 40. Divide that number by 10 (the number of standards) to get a rating between 1 and 4. Use the following thresholds to determine the summative performance rating:

o 3.6-4.0 = 4 o 2.81-3.59 = 3 o 1.99-2.8 = 2* o <1.99 = 1

* If an educator scores two 1’s in any domain and his her average score falls between 1.99 and 2.49, the educator’s performance cannot be rated above a 1. Summative Rating

Summative Scoring Sheet - Student Learning and Growth Goals: X-Axis Refer to rubric on page 7 Rating (1-4)

Goal 1

Goal 2

Process: o The SLG performance rating is based on two SLG goals; educators on a two-year cycle will select two of their

four goals o Score SLG goals using the SLG Scoring Rubric o Get a rating between 1 and 4 o Use the thresholds below to determine SLG rating on the X-Axis

Rating 4 Rating 3 Rating 2 Rating 1

A score of 4 on both goals

3 on both goals, or 3 on one goal and 4

on one goal, or 4 on one goal and 2

on one goal

2 on both goals, or 2 on one goal and 3 on

one goal, or 3 on one goal and 1 on

one goal, or 4 on one goal and 1 on

one goal

1 on both goals, or 1 on one goal and 2 on

one goal


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The Oregon Matrix for Summative Evaluations for Teachers Beginning in the 2014/15 school year, all districts will use the Oregon Matrix Models for their summative evaluations. In the Oregon Matrix, Professional Practice (PP) and Professional Responsibilities (PR) intersects with Student Learning and Growth (SLG) culminating in a Professional Growth Plan and summative performance level. When there is a discrepancy between the PP/PR level and the SLG level, further inquiry is triggered to explore and understand the reasons for the discrepancy in order to then determine the Professional Growth Plan and corresponding summative performance level.

Level 4 (highest)

Collegial Plan With focus on SLG Goals *SLG INQUIRY due to LOW level of fidelity between measures

3

Facilitative or Collegial Plan With focus on SLG Goals determined post inquiry *SLG INQUIRY due to LOW level of fidelity between measures

3 or 4

Facilitative Plan Educator leads development of Professional Growth Plan GOOD level of fidelity between measures

4

Facilitative Plan Educator leads development of Professional Growth Plan HIGHEST level of fidelity between measures

4

Level 3 Collegial or Consulting Plan With focus on SLG Goals determined post inquiry

2 or 3

Collegial Plan With focus on SLG Goals GOOD level of fidelity between measures

3

Collegial Plan Educator and evaluator collaboratively develop Professional Growth Plan HIGHEST level of fidelity between measures 3

Collegial Plan Educator and evaluator collaboratively develop Professional Growth Plan GOOD level of fidelity between measures 3

Level 2 Consulting Plan With focus on SLG Goals

GOOD level of fidelity between measures

2

Consulting Plan With focus on SLG Goals HIGHEST level of fidelity between measures

2

Consulting Plan Evaluator consults with the educator and guides development of Professional Growth Plan GOOD level of fidelity between measures 2

Collegial or Consulting Plan Determined post inquiry *PP/PR IQUIRY due to LOW level of fidelity between measures

2 or 3

Level 1 (lowest)

Direct Plan with focus on SLG Goals Evaluator determines Professional Growth Plan HIGHEST level of fidelity between measures 1

Directed Plan With focus on SLG Goals Evaluator determines Professional Growth Plan GOOD level of fidelity between measures

1

Consulting or Directed Plan Determined post inquiry *PP/PR IQUIRY due to LOW level of fidelity between measures

1 or 2

Consulting Plan Evaluator consults with the educator and guides development of Professional Growth Plan *PP/PR IQUIRY due to LOW level of fidelity between measures 2

Level 1 (lowest) Level 2 Level 3 Level 4 (highest)

X-Axis: Rating on Student Learning and Growth

*Ratings in these areas require an inquiry process in order to determine a summative performance level and Professional Growth Plan.

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Inquiry Process Explanation

*Student Learning and Growth Inquiry Process (SLG Inquiry)- To determine the educator’s resulting summative performance level and professional growth plan, the following is initiated by the evaluator o Collaboratively examine student growth data and circumstances in conjunction with other

evidence o The evaluator then decides the if the performance level is 2 or 3; or 3 or 4 and corresponding

growth plan

*Professional Practice and Professional Responsibility Inquiry Process (PP/PR Inquiry) - To determine the educator’s resulting summative performance level and professional growth plan, the following is initiated by the evaluator o Collaboratively reexamine evidence and artifacts; may provide additional evidence or conduct

additional observations o The evaluator then decides if the performance level is 2 or 3; or 3 or 4 and the corresponding

growth plan

Final Summative Performance Level and Professional Growth Plan

Taking the performance levels for professional practice and professional responsibilities (PP/PR) and student learning and growth (SLG), find where the X-Axis intersects with the Y-Axis on the matrix. The PP/PR will then be compared to the SLG to determine the educator’s Professional Growth Plan and overall summative performance level. The four types of Professional Growth Plans are: A. Facilitative Plan - The educator leads the conversation and with the evaluator chooses the

focus of the Professional Growth Plan and professional goal(s) as the educator and evaluator collaborate on the plan/professional growth goal(s). If the educator had a SLG performance level 2, the plan/professional goal(s) must also include a focus on increasing the educator’s overall aptitude in this measure.

B. Collegial Plan - The educator and evaluator collaboratively develop the educator’s Professional Growth Plan/professional goal(s). If the educator had a SLG performance level 1 or 2, the plan/professional goal(s) must also include a focus on increasing the educator’s overall aptitude in this measure.

C. Consultative Plan - The evaluator consults with the educator and uses the information gathered to inform the educator’s Professional Growth Plan/professional goal(s). If the educator had a SLG performance level 1 or 2, the plan/professional goal(s) must also include a focus on increasing the educator’s overall aptitude in this measure.

D. Directed Plan - The evaluator directs the educator’s Professional Growth Plan/professional goal(s). This plan should involve a focus on the most important area(s) to improve educator performance. If the educator had a SLG performance level 1 or 2, the plan/professional goal(s) must also include a focus on increasing the educator’s overall aptitude in this measure.


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Teacher Support Process If during the supervision and evaluation cycle, a performance deficiency is noted, the following support model will be used:

Deficiency

Noted and documented

Administrator notifies the Human Resources Director and provides the teacher with specific documentation of noted deficiency needing improvement. Note: For probationary teachers, deficiency notification should occur by Nov. 15th so there is an appropriate amount of time to provide support.

Plan of Assistance (POA) Used when significant deficiencies are noted, specifies the following: o Performance issues with supporting

evidence o Goals for improvement o Support to be provided o Timeline of activity o Peer assistance offered

Focus Goals Used when providing teacher with direction and when peer assistance is offered

No improvement noted: move to POA

Improvement noted and documented Teacher returns to

evaluation cycle

Data Collection Follow all timelines noted in POA. Documentation may include: o Quick visits o Observations (formal and

informal) o Participation in PLC o Other, as relevant

Progress conference

Little or no improvement noted o Extend or revise o Conference with

teacher o Provide support

Improvement noted Conclude POA and document progress

Observe and document

Return to regular evaluation cycle. Teacher may be given focused goals.

Progress Conference

Improvement noted Return to regular evaluation cycle. Teacher may be given focused goals.

Improvement not sufficient

Recommend dismissal


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Rubric developed from Correlation between the 2011 Danielson Framework for Teaching and the (InTASC) Standards

InTASC Standard 2011 Danielson Framework Component(s) #1. Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Planning and Preparation o 1b: Demonstrating Knowledge of Students o 1c: Setting Instructional Outcomes o 1e: Designing Coherent Instruction

Instruction o 3c: Engaging Students in Learning

#2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Planning and Preparation o 1b: Demonstrating Knowledge of Students

Classroom Environment o 2a: Creating an Environment of Respect and Rapport

#3: Learning Environment The teacher works with others to create environments that support individual and collaborative learning and encourage positive social interaction, active engagement in learning, and self-motivation.

Classroom Environment o 2a: Creating an Environment of Respect and Rapport o 2b: Establishing a Culture for Learning o 2c: Managing Classroom Procedures o 2d: Managing Student Behavior


#4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

Planning and Preparation o 1a. Demonstrating Knowledge of Content and Pedagogy o 1e: Designing Coherent instruction


#5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Instruction o 3a: Communicating with Students o 3c: Engaging Students in Learning o 3f: Demonstrating Flexibility and Responsiveness

#6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide teacher and learner decision-making.

Planning and Preparation o 1f: Designing Student Assessments

Instruction o 3d: Using Assessment in Instruction

#7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Planning and Preparation o 1b: Demonstrating Knowledge of Students o 1c: Setting Instructional Outcomes o 1e: Designing Coherent Instruction

#8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Instruction o 3a: Communicating with Students o 3b: Using Questioning and Discussion Techniques o 3c: Engaging Students in Learning

#9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Professional Responsibilities o 4a: Reflecting on Teaching o 4e: Growing and Developing Professionally o 4f: Showing Professionalism

#10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Professional Responsibilities o 4c: Communicating with Families o 4d: Participating in a Professional Community o 4f: Showing Professionalism

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o Probationary 1 teachers: Use for formal observations 1 and 2

o Probationary 2 teachers: Use for formal observation 1

Classroom Observation Record Domain 1: The Learner and Learning

Teacher Name: Observation Date:

Class: Observation Time:

InTASC Standard 1: Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Rating (circle one)

1

2

3

4

1 2 3 4 o The teacher does not

understand child development characteristics and has unrealistic expectations for students (1b).

o The teacher does not try to ascertain varied ability levels among students in the class (1b).

o Outcomes are not suitable for many students in the class (1b).

o Materials are not engaging or do not meet instructional outcomes (1e).

o Instructional groups do not support learning (1e).

o Only one type of instructional group is used (e.g., whole group, small groups) when variety would better serve the instructional purpose (3c).

o The teacher cites developmental theory, but does not seek to integrate it into lesson planning (1b).

o The teacher is aware of different ability levels in the class, but tends to teach to the “whole group” (1b).

o Outcomes are suitable for most of the class (1c).

o Learning resources are suitable, but there is limited variety (1e).

o Instructional groups are random or only partially support objectives (1e).

o The teacher uses different instructional groupings; these are partially successful in achieving the lesson objectives (3c).

o The teacher knows, for groups of students, their levels of cognitive development (1b).

o The teacher has identified “high,” “medium,” and “low” groups of students within the class (1b).

o Outcomes are suitable to groups of students in the class, differentiated where necessary (1c).

o The teacher provides a variety of appropriately challenging materials and resources (1e).

o Instructional student groups are organized thoughtfully to maximize learning and build on student strengths (1e).

o There is a mix of different types of groupings, suitable to the lesson objectives (3c).

In addition to the characteristics of “proficient,” o The teacher uses

ongoing methods to assess students’ skill levels and designs instruction accordingly (1b).

o Outcomes are differentiated to encourage individual student to take educational risks (1c).

o The teacher provides a variety of appropriately challenging resources that are differentiated for students in the class (1e).

o Lesson plans differentiate for individual student needs (1e).

o Students suggest modifications to the grouping patterns used (3c).

Rubric developed from correlation between the 2011 Danielson Framework for Teaching and the InTASC Standards

Notes:


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InTASC Standard 2: Learner Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Rating (circle one)

1 2 3 4

1 2 3 4 o The teacher is not

aware of student interests or cultural heritages (1b).

o The teacher takes no responsibility to learn about students’ medical or learning disabilities (1b).

o The teacher recognizes that children have different interests and cultural backgrounds, but rarely draws on their contributions or differentiates materials to accommodate those differences (1b).

o The teacher is aware of medical issues and learning disabilities with some students, but does not seek to understand the implications of that knowledge (1b).

o The teacher is aware of the different cultural groups in the class (1b).

o The teacher has a good idea of the range of interests of students in the class (1b).

o The teacher is well-informed about students’ cultural heritage and incorporates this knowledge in lesson planning (1b).

o The teacher is aware of the special needs represented by students in the class (1b).

In addition to the characteristics of “proficient,” o The teacher seeks out

information about their cultural heritage from all students (1b).

o The teacher maintains a system of student records and incorporates medical and/or learning needs into lesson plans (1b).

o The teacher demonstrates knowledge and caring about individual students’ lives beyond school (2a).


Notes:

InTASC Standard 3: Learning Environment The teacher works with others to create environments that support individual and collaborative learning and that encourage positive social interaction, active engagement in learning, and self-motivation.

Rating (circle one)

1 2 3 4

1 2 3 4 o The teacher uses

disrespectful talk towards students. Student body language indicates feelings of hurt or insecurity (2a).

o Students use disrespectful talk towards one another with no response from the teacher (2a).

o The teacher displays no familiarity with or caring about the

o The quality of interactions between teacher and students, or among students is uneven, with occasional disrespect (2a).

o The teacher attempts to respond to disrespectful behavior among students, with uneven results (2a).

o The teacher

o Talk between teacher and student and among students is uniformly respectful (2a).

o The teacher responds to disrespectful behavior among students (2a).

o The teacher makes connections with individual students (2a).

o The teacher communicates the

In addition to the characteristics of “proficient,” o When necessary,

students correct one another in their conduct towards classmates (2a).

o There is no disrespectful talk or behavior among students (2a).

o The teacher’s response to a student’s incorrect


24 | P a g e

interests or personalities of individual students (2a).

o The teacher conveys that the reasons for the work are external or trivializes the learning goals and assignments (2b).

o There are no obvious established procedures for transitions (2c).

o Procedures for other activities are confused or chaotic (2c).

o The classroom environment is chaotic; with no apparent standards of conduct (2d).

o When the teacher notices student misbehavior, she/he appears helpless to do anything about it (2d).

o Students have no choice in how they complete tasks (3c).

o The lesson drags or is rushed (3c).

attempts to make connections with individual students, but student reactions indicate that the efforts are not completely successful or are unusual (2a).

o The teacher’s energy for the work is neutral, indicating neither a high level of commitment nor “blowing it off” (2b).

o Procedures for transitions and distribution/collection of materials seem to have been established but their operation is rough (2c).

o Classroom routines function unevenly (2c).

o The teacher attempts to maintain order in the classroom but with uneven success; standards of conduct are minimally evident (2d).

o The teacher’s response to student misbehavior is inconsistent; sometimes very harsh, other times lenient (2d).

o Students have little choice in how they complete tasks (3c).

o The pacing of the lesson is uneven; suitable in parts, but rushed or dragging in others (3c).

importance of learning, and that with hard work all students can be successful in it (2b).

o Transitions are smooth (2c).


o Classroom routines function smoothly (2c).

o Standards of conduct appear to have been established (2d).

o The teacher’s response to student behavior is effective (2d).

o Students have choice in how they complete learning tasks (3c).

o The pacing of the lesson provides students the time needed to be intellectually engage (3c).

response respects the student’s dignity (2a).

o The teacher communicates a genuine passion for the subject (2b).

o Students take initiative to ensure that transitions and routines are accomplished smoothly (2c).

o Student behavior is entirely appropriate; no evidence of student misbehavior (2d).

o Students respectfully intervene as appropriate with classmates to ensure compliance with standards of conduct (2d).

o Students take initiative to modify learning tasks to make them more meaningful or relevant to their needs (3c).

o Students have extensive choice in how they complete tasks (3c).


Notes:


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The Learner and Learning: Classroom Observation Record Comments and Signatures Evaluator’s Comments:

Area of Reinforcement:

Area of Refinement:

Teacher’s Reflection:

Post observation reflection questions Domain 1: The Learner and Learning form that follows

Teacher Signature and Date Evaluator Signature and Date


26 | P a g e

o Probationary 1 teachers: Use for formal observations 1 and 2


Post-Observation Reflection Questions Domain 1: The Learner and Learning

Teacher Name: Date:

Class: School:

Directions to the teacher: Please answer, at minimum, one of the following questions under each InTASC standard at the focus of the lesson that was observed. Your responses will serve as the basis for conversation during your Post-Observation Conference. When you come to the conference, be sure to bring relevant artifacts in addition to this document.

The Learner and Learning InTASC Standard 1: Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Question Answer

1. How did you use data to design and modify your instruction to meet students’ needs in each area of development (cognitive, linguistic, social, emotional, and physical)?

2. How did you scaffold instruction for individuals and groups of students to move them to the next level of understanding?

3. Did all of the materials and resources support the instructional goals? Would you make any changes in the types of materials or resources the next time you teach this lesson? If so, what changes would you make and why?

4. To what extent were the instructional groups productive and appropriate to the students as well as the instructional goals of the lesson?

5. Were most of the students engaged in meaningful learning during the lesson? If not, why not?


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InTASC Standard 2: Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Question Answer

1. Did you demonstrate an understanding of students’ needs, interests, and backgrounds throughout this less? If so, how?

2. How did you incorporate tools of language development into your planning and instruction to scaffold learning for diverse students?

3. Did you access resources, support, and/or specialized assistance and services to meet particular learning differences or needs? If so, explain.

4. How did you consistently communicate high expectations for all students?


1. In what ways is your classroom environment organized to engage students in learning?

2. How have you established standards of conduct in your classroom? How do you respond to behavior that does not meet school or classroom guidelines?

3. Describe how you establish and maintain an atmosphere of trust, support, openness, and mutual respect in your classroom?

4. How do you teach routines and procedures in your classroom? Give an example from this observation.

5. Describe how you encourage students to take responsibility for their own learning and pride in their work.


28 | P a g e

o Probationary 1 teachers: Use for forma observation 3


Classroom Observation Record Domain 2 - Content



InTASC Standard 4: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teachers and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

Rating (circle one)

1

2

3

4

1 2 3 4 o The teacher makes

content errors (1a). o The teacher does not

consider prerequisite relationships when planning (1a).

o The teacher’s plan use inappropriate strategies for the discipline (1a).

o Learning activities are boring and/or not well aligned to the instructional goals (1e).

o Instructional materials used are unsuitable to the lesson and/or to the students (3c).

o The teacher is familiar with the discipline but does not see conceptual relationships (1a).

o The teacher’s knowledge of prerequisite relationships is inaccurate or incomplete (1a).

o Lesson and unit plans use limited instructional strategies and some are not suitable to the content (1a).

o Learning activities are moderately challenging and loosely aligned to instructional goals (1e).

o The materials and resources are partially aligned to the lesson objectives, and only some of them demand student thinking (3c).

o The teacher can identify important concepts of the discipline and their relationships to one another (1a).

o The teacher consistently provides clear explanations of the content (1a).

o The teacher answers student questions accurately and provides feedback that furthers their learning (1a).

o The teacher seeks out content related professional development (1a).

o Learning activities are matched to instructional outcomes (1e).

o Materials and resources support the learning goals and require intellectual engagement, as appropriate (3c).

In addition to the characteristics of “proficient,” o The teacher cites

intra- and interdisciplinary content relationships (1a).

o The teacher is proactive in uncovering student misconceptions and addressing them before proceeding (1a).

o Learning experiences connect to other disciplines (1e).

o Students suggest modifications or additions to the materials being used (3c).


Notes:


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InTASC Standard 5: Application of Content The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Rating (circle one)

1 2 3 4

1 2 3 4 o Students indicate

through their questions that they are confused as to the learning task (3a).

o The teacher makes a serious content error that will affect students’ understanding of the lesson (3a).

o Students indicate through body language or questions that they don’t understand the content being presented (3a).

o The teacher’s communications include errors of vocabulary or usage (3a).

o Vocabulary is inappropriate to the age or culture of the students (3a).

o Few students are intellectually engaged in the lesson (3c).

o Learning tasks require only recall or have a single correct response or method (3c).

o The teacher brushes aside student questions (3e).

o The teacher makes no attempt to incorporate student interests into the lesson (3e).

o In reflecting on practice, the teacher does not indicate that it is important to reach all students (3e).

o The teacher must clarify the learning task so student can complete it (3a).

o The teacher makes no serious content errors, although may make a minor error (3a).

o The teacher’s explanation of the content consists of a monologue or is purely procedural with minimal participation by students (3a).

o Vocabulary and usage are correct but tend to be unimaginative (3a).

o Vocabulary is too advanced or juvenile for the students (3a).

o Some students are intellectually engaged in the lesson (3c).

o Student engagement with the content is largely passive, learning primarily facts or procedures (3c).

o The teacher makes perfunctory attempts to incorporate student questions and interests into the lesson (3e).

o The teacher conveys to students a level of responsibility for their learning, but uncertainty as to how to assist them (3e).

o In reflecting on

o Students engage with the learning task, indicating that they understand what they are to do (3a).

o The teacher makes no content errors (3a).

o The teacher’s explanation of content is clear, and invites student participation and thinking (3a).

o Vocabulary and usage are correct and completely suited to the lesson (3a).

o Vocabulary is appropriate to the students’ ages and levels of development (3a).

o Most students are intellectually engaged in the lesson (3c).

o Learning tasks have multiple correct responses or approaches and/or demand higher-order thinking (3c).

o The teacher incorporates students’ interest and questions into the heart of the lesson (3e).

o The teacher conveys to students that she/he has other approaches to try when the students experience difficulty (3e).

o In reflecting on practice, the teacher cites multiple approaches undertaken to reach students having difficulty (3e).

In addition to the characteristics of “proficient,” o The teacher points out

possible areas for misunderstanding (3a).

o The teacher explains content clearly and imaginatively, using metaphors and analogies to bring content to life (3a).

o All students seem to understand the presentation (3a).

o The teacher invites students to explain the content to the class or to classmates (3a).

o The teacher uses rich language, offering brief vocabulary lessons where appropriate (3a).

o Virtually all students are highly engaged in the lesson (3c).

o The teacher seizes on a teachable moment to enhance a lesson (3e).

o The teacher conveys to students that she/he won’t consider a lesson “finished” until every student understands, and that she/he has a broad range of approaches to use (3e).

o In reflecting on practice, the teacher can cite others in the school and beyond who she/he has contacted for assistance in reaching some students (3e).


30 | P a g e

practice, the teacher indicates the desire to reach all students, but does not suggest strategies for how to do so (3e).


Notes:

Content: Classroom Observation Record Comments and Signatures Evaluator’s Comments:


Area of Refinement:


Post observation reflection questions Domain 2: Content form that follows



31 | P a g e



Post-Observation Reflection Questions Domain 2: Content

Teacher Name: Date:

Class:

School:


Content InTASC Standard 4: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

Question Answer

1. Did you engage your students in learning experiences that were connected to the standards? If so, provide some examples.

2. How did you get students to understand the purpose of the lesson and value the content area being taught?

3. Describe how you made the content clear and accessible for your students.

4. Identify the types of professional development you have recently participated in to enhance your content knowledge and/or pedagogy.


1. How did you make the content “real” to students and in what ways did you involve other disciplines?

2. Did you provide opportunities for students to develop academic language as a part of the content instruction? If so, how!

3. Describe the methods you used to bring students to a level of understanding of the content


32 | P a g e

which allowed them to think critically and creatively.

4. Provide an example of how you used multiple representations and explanations to support achievement of the standards for all students.


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o Probationary 3 teachers: Use for formal observations 1

o Contract teachers: Use for formal observation 1

Classroom Observation Record Domains 1 and 2 Combined: The Learner and Learning and

Content




Rating (circle one)

1

2

3

4


understand child development characteristics and has unrealistic expectations for students (1b).


o Outcomes are not suitable for many students in the class (1b).

o Materials are not engaging or do not meet instructional outcomes (1e).

o Instructional groups do not support learning (1e).

o Only one type of instructional group is used (e.g., whole group, small groups) when variety would better serve the instructional purpose (3c).


o The teacher is aware of different ability levels in the class, but tends to teach to the “whole group” (1b).

o Outcomes are suitable for most of the class (1c).

o Learning resources are suitable, but there is limited variety (1e).

o Instructional groups are random or only partially support objectives (1e).

o The teacher uses different instructional groupings; these are partially successful in achieving the lesson objectives (3c).


o The teacher has identified “high,” “medium,” and “low” groups of students within the class (1b).

o Outcomes are suitable to groups of students in the class, differentiated where necessary (1c).

o The teacher provides a variety of appropriately challenging materials and resources (1e).

o Instructional student groups are organized thoughtfully to maximize learning and build on student strengths (1e).


In addition to the characteristics of “proficient,” o The teacher uses

ongoing methods to assess students’ skill levels and designs instruction accordingly (1b).

o Outcomes are differentiated to encourage individual student to take educational risks (1c).

o The teacher provides a variety of appropriately challenging resources that are differentiated for students in the class (1e).

o Lesson plans differentiate for individual student needs (1e).

o Students suggest modifications to the grouping patterns used (3c).


Notes:


34 | P a g e

InTASC Standard 2: Learner Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Rating (circle one)

1 2 3 4

1 2 3 4 o The teacher is not

aware of student interests or cultural heritages (1b).


o The teacher recognizes that children have different interests and cultural backgrounds, but rarely draws on their contributions or differentiates materials to accommodate those differences (1b).


o The teacher is aware of the different cultural groups in the class (1b).

o The teacher has a good idea of the range of interests of students in the class (1b).

o The teacher is well-informed about students’ cultural heritage and incorporates this knowledge in lesson planning (1b).


In addition to the characteristics of “proficient,” o The teacher seeks out

information about their cultural heritage from all students (1b).

o The teacher maintains a system of student records and incorporates medical and/or learning needs into lesson plans (1b).

o The teacher demonstrates knowledge and caring about individual students’ lives beyond school (2a).


Notes:

InTASC Standard 3: Learning Environment The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

Rating (circle one)

1 2 3 4

1 2 3 4 o The teacher uses

disrespectful talk towards students. Student body language indicates feelings of hurt or insecurity (2a).

o Students use disrespectful talk towards one another with no response from the teacher (2a).

o The teacher displays no familiarity with or caring about the interests or

o The quality of interactions between teacher and students, or among students is uneven, with occasional disrespect (2a).

o The teacher attempts to respond to disrespectful behavior among students, with uneven results (2a).

o The teacher attempts to make

o Talk between teacher and student and among students is uniformly respectful (2a).

o The teacher responds to disrespectful behavior among students (2a).

o The teacher makes connections with individual students (2a).

o The teacher communicates the importance of

In addition to the characteristics of “proficient,” o When necessary,

students correct one another in their conduct towards classmates (2a).

o There is no disrespectful talk or behavior among students (2a).

o The teacher’s response to a student’s incorrect response respects the


35 | P a g e

personalities of individual students (2a).

o The teacher conveys that the reasons for the work are external or trivializes the learning goals and assignments (2b).

o There are no obvious established procedures for transitions (2c).

o Procedures for other activities are confused or chaotic (2c).

o The classroom environment is chaotic; with no apparent standards of conduct (2d).

o When the teacher notices student misbehavior, she/he appears helpless to do anything about it (2d).

o Students have no choice in how they complete tasks (3c).

o The lesson drags or is rushed (3c).

connections with individual students, but student reactions indicate that the efforts are not completely successful or are unusual (2a).

o The teacher’s energy for the work is neutral, indicating neither a high level of commitment nor “blowing it off” (2b).

o Procedures for transitions and distribution/collection of materials seem to have been established but their operation is rough (2c).

o Classroom routines function unevenly (2c).

o The teacher attempts to maintain order in the classroom but with uneven success; standards of conduct are minimally evident (2d).

o The teacher’s response to student misbehavior is inconsistent; sometimes very harsh, other times lenient (2d).

o Students have little choice in how they complete tasks (3c).


learning, and that with hard work all students can be successful in it (2b).

o Transitions are smooth (2c).


o Classroom routines function smoothly (2c).

o Standards of conduct appear to have been established (2d).

o The teacher’s response to student behavior is effective (2d).

o Students have choice in how they complete learning tasks (3c).

o The pacing of the lesson provides students the time needed to be intellectually engage (3c).

student’s dignity (2a). o The teacher

communicates a genuine passion for the subject (2b).

o Students take initiative to ensure that transitions and routines are accomplished smoothly (2c).

o Student behavior is entirely appropriate; no evidence of student misbehavior (2d).

o Students respectfully intervene as appropriate with classmates to ensure compliance with standards of conduct (2d).

o Students take initiative to modify learning tasks to make them more meaningful or relevant to their needs (3c).

o Students have extensive choice in how they complete tasks (3c).

Rubric developed from correlation between the 2011 Danielson Framework for Teaching and the InTASC Standards Notes:


36 | P a g e


Rating (circle one)

1

2

3

4

1 2 3 4 o The teacher

makes content errors (1a).

o The teacher does not consider prerequisite relationships when planning (1a).

o The teacher’s plan use inappropriate strategies for the discipline (1a).

o Learning activities are boring and/or not well aligned to the instructional goals (1e).

o Instructional materials used are unsuitable to the lesson and/or to the students (3c).

o The teacher is familiar with the discipline but does not see conceptual relationships (1a).

o The teacher’s knowledge of prerequisite relationships is inaccurate or incomplete (1a).

o Lesson and unit plans use limited instructional strategies and some are not suitable to the content (1a).

o Learning activities are moderately challenging and loosely aligned to instructional goals (1e).

o The materials and resources are partially aligned to the lesson objectives, and only some of them demand student thinking (3c).

o The teacher can identify important concepts of the discipline and their relationships to one another (1a).

o The teacher consistently provides clear explanations of the content (1a).

o The teacher answers student questions accurately and provides feedback that furthers their learning (1a).

o The teacher seeks out content related professional development (1a).

o Learning activities are matched to instructional outcomes (1e).

o Materials and resources support the learning goals and require intellectual engagement, as appropriate (3c).

In addition to the characteristics of “proficient,” o The teacher cites intra- and

interdisciplinary content relationships (1a).

o The teacher is proactive in uncovering student misconceptions and addressing them before proceeding (1a).

o Learning experiences connect to other disciplines (1e).

o Students suggest modifications or additions to the materials being used (3c).


Notes:


37 | P a g e


Rating (circle one)

1 2 3 4

1 2 3 4 o Students indicate

through their questions that they are confused as to the learning task (3a).

o The teacher makes a serious content error that will affect students’ understanding of the lesson (3a).

o Students indicate through body language or questions that they don’t understand the content being presented (3a).

o The teacher’s communications include errors of vocabulary or usage (3a).

o Vocabulary is inappropriate to the age or culture of the students (3a).

o Few students are intellectually engaged in the lesson (3c).

o Learning tasks require only recall or have a single correct response or method (3c).

o The teacher brushes aside student questions (3e).

o The teacher makes no attempt to incorporate student interests into the lesson (3e).

o In reflecting on practice, the teacher does not indicate that it is important to reach all students (3e).

o The teacher must clarify the learning task so student can complete it (3a).

o The teacher makes no serious content errors, although may make a minor error (3a).

o The teacher’s explanation of the content consists of a monologue or is purely procedural with minimal participation by students (3a).

o Vocabulary and usage are correct but tend to be unimaginative (3a).

o Vocabulary is too advanced or juvenile for the students (3a).


o Student engagement with the content is largely passive, learning primarily facts or procedures (3c).

o The teacher makes perfunctory attempts to incorporate student questions and interests into the lesson (3e).

o The teacher conveys to students a level of responsibility for their learning, but uncertainty as to how to assist them (3e).

o In reflecting on

o Students engage with the learning task, indicating that they understand what they are to do (3a).

o The teacher makes no content errors (3a).

o The teacher’s explanation of content is clear, and invites student participation and thinking (3a).

o Vocabulary and usage are correct and completely suited to the lesson (3a).

o Vocabulary is appropriate to the students’ ages and levels of development (3a).


o Learning tasks have multiple correct responses or approaches and/or demand higher-order thinking (3c).

o The teacher incorporates students’ interest and questions into the heart of the lesson (3e).

o The teacher conveys to students that she/he has other approaches to try when the students experience difficulty (3e).

o In reflecting on practice, the teacher cites multiple approaches undertaken to reach students having difficulty (3e).



o The teacher explains content clearly and imaginatively, using metaphors and analogies to bring content to life (3a).

o All students seem to understand the presentation (3a).

o The teacher invites students to explain the content to the class or to classmates (3a).

o The teacher uses rich language, offering brief vocabulary lessons where appropriate (3a).


o The teacher seizes on a teachable moment to enhance a lesson (3e).

o The teacher conveys to students that she/he won’t consider a lesson “finished” until every student understands, and that she/he has a broad range of approaches to use (3e).

o In reflecting on practice, the teacher can cite others in the school and beyond who she/he has contacted for assistance in reaching some students (3e).


38 | P a g e

practice, the teacher indicates the desire to reach all students, but does not suggest strategies for how to do so (3e).


Notes:

The Learner and Learning and Content: Classroom Observation Record Comments and Signatures

Evaluator’s Comments:


Area of Refinement:


Post observation reflection questions Domains 1: The Learner and Learning and Domain 2: Content form that follows



39 | P a g e


o Contract teachers: Use for formal observation 1

Post-Observation Reflection Questions Domains 1 and 2 Combined: The Learner and

Learning and Content Teacher Name: Date:

Class: School:


The Learner and Learning InTASC Standard 1: Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Question Answer

1. How did you use data to design and modify your instruction to meet students’ needs in each area of development (cognitive, linguistic, social, emotional, and physical)?

2. How did you scaffold instruction for individuals and groups of students to move them to the next level of understanding?

3. Did all of the materials and resources support the instructional goals? Would you make any changes in the types of materials or resources the next time you teach this lesson? If so, what changes would you make and why?

4. To what extent were the instructional groups productive and appropriate to the students as well as the instructional goals of the lesson?

5. Were most of the students engaged in meaningful learning during the lesson? If not, why not?


40 | P a g e


Question Answer

1. Did you demonstrate an understanding of students’ needs, interests, and backgrounds throughout this less? If so, how?

2. How did you incorporate tools of language development into your planning and instruction to scaffold learning for diverse students?

3. Did you access resources, support, and/or specialized assistance and services to meet particular learning differences or needs? If so, explain.

4. How did you consistently communicate high expectations for all students?

InTASC Standard 3: Learning Environment The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

1. In what ways is your classroom environment organized to engage students in learning?

2. How have you established standards of conduct in your classroom? How do you respond to behavior that does not meet school or classroom guidelines?

3. Describe how you establish and maintain an atmosphere of trust, support, openness, and mutual respect in your classroom?

4. How do you teach routines and procedures in your classroom? Give an example from this observation.

5. Describe how you encourage students to take responsibility for their own learning and pride in their work.


41 | P a g e

Content InTASC Standard 4: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

Question Answer

1. Did you engage your students in learning experiences that were connected to the standards? If so, provide some examples.

2. How did you get students to understand the purpose of the lesson and value the content area being taught?

3. Describe how you made the content clear and accessible for your students.

4. Identify the types of professional development you have recently participated in to enhance your content knowledge and/or pedagogy.


1. How did you make the content “real” to students and in what ways did you involve other disciplines?

2. Did you provide opportunities for students to develop academic language as a part of the content instruction? If so, how!

3. Describe the methods you used to bring students to a level of understanding of the content which allowed them to think critically and creatively.

4. Provide an example of how you used multiple representations and explanations to support achievement of the standards for all students.


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Classroom Observation Record Domain 3 - Instructional Practice



InTASC Standard 6: Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Rating (circle one)

1 2 3 4

1 2 3 4 o Assessments do not

match instructional outcomes (1f).

o Assessments have no criteria (1f).

o No formative assessments have been designed (1f).

o Assessment results do not affect future plans (1f).

o The teacher gives no indication of what high quality work looks like (3d).

o The teacher makes no effort to determine whether students understand the lesson (3d).

o Feedback to students is not uniformly specific; not oriented towards future improvement of work (3d).

o The teacher does not ask students to evaluate their own work or classmates’ work (3d).

o Only some of the instructional outcomes are addressed in the planned assessment (1f).

o Assessment criteria are vague (1f).

o Plans refer to the use of formative assessments, but they are not fully developed (1f).

o Assessment results are used to design lesson plans for the whole class, not individual students (1f).

o There is little evidence that the student understand how their work will be evaluated (3c).

o The teacher monitors understanding through a single method, or without eliciting evidence of understanding from all students (3d).

o The teacher requests global indications of student understanding (3d).

o Feedback includes specific and timely guidance for some small groups of

o All the learning outcomes have a method for assessment (1f).

o Assessment types match learning expectations (1f).

o Plans indicate modified assessments for some students as needed (1f).

o Lesson plans indicate possible adjustments based on formative assessment data (1f).

o Students indicate that they clearly understand the characteristics of high quality work (3d).

o The teacher elicits evidence of student understanding during the lesson (3d).

o Students are invited to assess their own work and make improvements (3d).

o Feedback to students is specific and timely (3d).

o When necessary, the teacher makes adjustments to the lesson to enhance understanding by groups of students (3d).

In addition to the characteristics of “proficient,” o Assessments provide

opportunities for student choice (1f).

o Students participate in designing assessments for their own work (1f).

o The teacher-designed assessments are authentic with real-world application, as appropriate (1f).

o Students are actively involved in collecting information from formative assessments and providing input (1f).

o The teacher monitoring of student understanding is continuous; the teacher is constantly “taking the pulse” of the class (3d).

o The teacher makes frequent use of strategies to elicit information about individual student understanding (3d).

o Feedback to students is provided from many sources, including other students (3d).

o Students monitor their own understanding,


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students (3d). o The teacher makes

only minor attempts to engage students in self or peer assessment (3d).

o The teacher’s attempts to adjust the lesson are partially successful (3d).

either on their own initiative or as a result of tasks set by the teacher (3d).

o The teacher’s adjustments to the lesson are designed to assist individual students (3d).


Notes:

InTASC Standard 7: Planning for Instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Rating (circle one)

1

2

3

4

1 2 3 4 o The plan for the

lesson is not aligned to standards (1c).

o The teacher does not understand child development characteristics and has unrealistic expectations for students (1b).



o Outcomes lack rigor (1c).

o Outcomes do not represent important learning in the discipline (1c).

o Outcomes are not clear or are stated as activities (1c).

o Learning activities are boring and/or not

o The plan for the lesson is loosely aligned to standards (1c).



o Outcomes represent a mixture of low expectations and rigor (1c).

o Some outcomes reflect important learning in the discipline (1c).

o Learning activities are moderately challenging and loosely aligned to

o The plan for the lesson is directly aligned to standards (1c).



o Outcomes represent high expectations and rigor (1c).

o Outcomes are related to the “big ideas” of the discipline (1c).

o Outcomes are written in terms of what student will learn rather than do (1c).

o Student outcomes represent a range of thinking skills: factual, conceptual understanding, reasoning, social, management, and

In addition to the characteristics of “proficient,” o Assessments provide

opportunities for student choice (1f).

o Students participate in designing assessments for their own work (1f).

o The teacher-designed assessments are authentic with real-world application, as appropriate (1f).

o Students are actively involved in collecting information from formative assessments and providing input (1f).

o The teacher monitoring of student understanding is continuous; the teacher is constantly “taking the pulse” of the class (3d).

o The teacher makes frequent use of strategies to elicit


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well aligned to the instructional goals (1e).

o Lesson plans are not structured or sequenced and are unrealistic in their expectations (1e).

instructional goals (1e).

o Lesson structure is uneven or may be unrealistic in terms of the time expectations (1e).

communications (1c). o Learning activities are

matched to instructional outcomes (1e).

o Activities provide opportunity for higher level thinking (1e).

o The plan for the lesson or unit is well structures with reasonable time allocations (1e).

information about individual student understanding (3d).

o Feedback to students is provided from many sources, including other students (3d).

o Students monitor their own understanding, either on their own initiative or as a result of tasks set by the teacher (3d).

o The teacher’s adjustments to the lesson are designed to assist individual students (3d).


Notes:

InTASC Standard 8: Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Rating (circle one)

1 2 3 4


use research-based instructional strategies (1e).

o At no time during the lesson does the teacher convey to students what they will be learning (3a).

o Questions are rapid-fire and convergent, with a single correct answer (3b).

o Questions do not invite student thinking (3b).

o All discussion is between teacher and students; students are not invited to speak directly to one another (3b).

o A few students dominate the

o The teacher uses research based instructional strategies (1e).

o The teacher refers in passing to what the students will be learning, or it is written on the board with no elaboration or explanation (3a).

o The teacher frames some questions designed to promote student thinking, but only a few students are involved (3b).

o The teacher invites students to respond directly to one another’s ideas, but few students respond (3b).

o The teacher calls on

o The teacher uses research-based instructional strategies that are aligned to lesson objectives to increase student learning (1e).

o The teacher states clearly what the students will be learning (3a).

o If appropriate, the teacher models the process to be followed in the task (3a).

o The teacher uses open-ended questions, inviting students to think and/or have a variety of answers (3b).

o The teacher makes effective use of wait time (3b).



o Students initiate higher-order questions (3b).

o Students extend and enrich the discussion (3b).

o Students invite comments from their classmates during a discussion (3b).



o Students have an


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discussion (3b). o Few students are

intellectually engaged in the lesson (3b).

o The lesson drags or is rushed (3e).

many students, but only a small number actually participate in the discussion (3b).



o The teacher effectively builds on student responses to questions (3b).

o Discussions enable the students to talk to one another with little mediation by the teacher (3b).

o The teacher calls on most students, even those who don’t initially volunteer (3b).

o Many students are actively engaged in the discussion (3b).


o The pacing of the lesson provides students the time needed to be intellectually engaged (3c).

opportunity for reflection and closure on the lesson to consolidate their understanding (3c).


Notes:

Content: Classroom Observation Record Comments and Signatures Evaluator’s Comments:


Area of Refinement:


Post observation reflection questions Domain 3: Instructional Practice form that follows



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Post-Observation Reflection Questions Domain 3: Instructional Practice

Teacher Name: Date:

Class: School:

Directions to the teacher: Please answer, at minimum, one of the following questions under each InTASC standard concerning the focus of the lesson that was observed. Your responses will serve as the basis for conversation during your Post-Observation Conference. When you come to the conference, be sure to bring relevant artifacts in addition to this document.

Instructional Practice


Question Answer

1. What methods of assessment did you use? How well did your assessments align to your learning objectives?

2. Did you make adjustments to the lesson based on formative assessment data? If so, explain.

3. Did you provide feedback to your students? How did the feedback improve student learning?

4. Describe how you will review your assessment data, individually and/or in collaboration with others, to differentiate future instruction.

5. In what ways do you engage students in the analysis of their own assessment results and in the process of setting goals?

InTASC Standard 7: Planning for Instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and community context.

1. In general, how successful was the lesson? Did the students master the lesson objective?

2. Did you access resources, materials, and/or professionals who have specialized expertise (e.g. special education, EL staff, etc.) to assist you in differentiating instruction for individuals and/or groups of


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students? If so, explain.

3. How did you communicate your instructional goals to the students?

4. Did the lesson have a clearly defined structure around which learning experiences were organized? If so, describe.


Question Answer

1. Describe how you used research-based instructional strategies throughout your lesson. Were these strategies successful at getting high levels of student engagement and achievement?

2. Describe how you varied your role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content and purpose of instruction and needs of the students.

3. Give examples of lower-cognitive questions and higher-cognitive questions that you used in the lesson.

4. Did you ask questions to stimulate discussion that serve different purposes (e.g., probing for learner understanding, helping learners articulate their ideas and thinking processes, stimulating curiosity and helping learners to question)? If so, provide examples.

5. Was the pacing of the lesson consistently appropriate for most students? Did transitions occur smoothly with little loss of instructional time?


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Classroom Observation Record Domain 4 - Professional Responsibility



InTASC Standard 9: Professional Learning and Ethical Practice The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Rating (circle one)

1 2 3 4

1 2 3 4 o The teacher considers

the lesson but draws incorrect conclusions about its effectiveness (4a).

o The teacher makes no suggestions for improvement (4a).

o The teacher is not involved in any activity that might enhance knowledge or skill (4e).

o The teacher purposefully resists discussing performance with supervisors or colleagues (4e).

o The teacher ignores invitations to join professional organizations or attend conferences (4e).

o The teacher displays dishonesty (4f).

o The teacher does not notice the needs of students (4f).

o The teacher willfully rejects school district regulations (3d).

o The teacher has a general sense of whether or not instructional practices were effective (4a).

o The teacher offers general modifications for future instruction (4a).

o The teacher participates in professional activities when required or when provided by the school district (4e).

o The teacher reluctantly accepts feedback from supervisors and colleagues (4e).

o The teacher contributes in a limited fashion to educational professional organizations (4e).

o The teacher is honest (4f).

o The teacher notices the needs of students, but is inconsistent in addressing them (4f).

o The teacher does not notice that some school practices

o The teacher accurately assesses the effectiveness of instructional activities used (4a).

o The teacher identifies specific ways a lesson might be improved (4a).

o The teacher actively seeks regular opportunities for continued professional development (4e).

o The teacher welcomes colleagues and supervisors in the classroom for the purpose of gaining insight from their feedback (4e).

o The teacher participates in professional organizations designed to contribute to the profession (4e).

o The teacher is honest and known for having high standards of integrity (4f).

o The teacher actively addresses student needs (4f).

o The teacher actively works to provide opportunities for student success (4f).

o The teacher complies

In addition to the characteristics of “proficient,” o The teacher’s

assessment of the lesson is thoughtful and includes specific indicators of effectiveness (4a).

o The teacher’s suggestions for improvement of a lesson draw on an extensive repertoire (4a).

o The teacher seeks regular opportunities for continued professional development, including initiating action research (4e).

o The teacher actively seeks feedback from supervisors and colleagues (4e).

o The teacher takes an active leadership role in professional organizations in order to contribute to the teaching profession (4e).

o The teacher is considered a leader in terms of honesty, integrity, and confidentiality (4f).

o The teacher is highly proactive in serving


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result in poor conditions for students (4f).

o The teacher inconsistently complies with school district regulations (4f).

completely with school district regulations (3d).

students (4f). o The teacher makes a

concerted effort to ensure opportunities are available for all students to be successful (4f).

o The teacher takes a leadership role regarding school district regulations (4f).


Notes:

InTASC Standard 10: Leadership and Collaboration The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth and to advance the profession.

Rating (circle one)

1

2

3

4

1 2 3 4 o Little or no

information regarding the instructional program is available to parents (4c).

o Families are not made aware of their children’s progress (4c).

o Family engagement activities are lacking (4c).

o Communication from the teacher is culturally inappropriate (4c).

o The teacher’s relationship with colleagues is characterized by negativity or combativeness (1c).

o The teacher purposefully avoids contributing to activities promoting professional inquiry (4d).

o The teacher avoids involvement in school

o School or district-created materials about the instructional program are sent home (4c).

o The teacher sends home infrequent or incomplete information about the instructional program (4c).

o The teacher maintains school-required grade book but does little else to inform families about student progress (4c).

o The teacher’s communications are sometimes inappropriate to families’ cultural norms (4c).

o The teacher has pleasant relationships with colleagues (4d).

o When invited, the

o Information about the instructional program is available on a regular basis (4c).

o The teacher sends information about student progress home on a regular basis (4c).

o The teacher develops activities designed to successfully engage families in their children’s learning (4c).

o The teacher has supportive and collaborative relationships with colleagues (4d).

o The teacher regularly participates in activities related to professional inquiry (4d).

o The teacher frequently volunteers to participate in school events and school district and

In addition to the characteristics of “proficient,” o On a regular basis,

students develop materials to inform their families about the instructional program (4c).

o Students maintain accurate records about their individual learning progress and frequently share this information with families (4c).

o Students contribute to regular and ongoing projects designed to engage families in the learning process (4c).

o The teacher takes a leadership role in promoting activities related to professional inquiry (4d).

o The teacher takes a leadership role in promoting activities related to professional


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activities and school district and community projects (1c).

o The teacher engages in practices that are self-serving (1e).

teacher participates in activities related to professional inquiry (4d).

o When asked, the teacher participates in school activities and school district and community projects (4d).

o The teacher makes decisions professional, but on a limited basis (4f).

community projects (4d).

o The teacher willingly participates in team and departmental decision making (4f).

inquiry (4d). o The teacher regularly

contributes to and leads events that positively impact school life (4d).

o The teacher regularly contributes to and/or leads significant school district and community projects (4d).

o the teacher takes a leadership role in team and departmental decision making (4f).


Notes:

Professional Responsibility: Classroom Observation Record Comments and Signatures Evaluator’s Comments:


Area of Refinement:


Post observation reflection questions Domain 3: Instructional Practice form that follows



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Examples of Evidence Domain1: The Learner and Learning


Possible Teacher Evidence (The teacher . . . ) Possible Student Evidence (The students . . . )

Uses differentiation Uses data for flexible grouping Identifies the accommodations/adaptations

that must be made for individual English Learners of other students within a lesson and/or unit of instruction

Makes visible accommodations and adaptations throughout the classroom and units of instruction

Organizes students into groups with the expressed idea of deepening their knowledge of informational content

Sets up structures which allow flexible grouping for individual re-teaching and/or extensions

Scaffolds questions for all students for language and ability needs

Allows various responses to show understanding

Gives wait time equitably Designs learning opportunities that often

accommodate students’ learning styles, skill levels, interests, and cultural heritage

Makes verbal responses that are age/individually appropriate

Listens for and understands the learning needs of students and has a plan to meet them

Is clear about individual instructional learning targets

Matches instructional resources to learning goals

Uses a variety of instructional strategies and approaches to engage most student in learning

Are aware of available resources and access them appropriately

Say that the teacher expects everyone to participate

Say that the teacher asks difficult questions of every student

Say that the teacher helps them answer questions successfully

Ask questions and take risks as they try new learning

Work at appropriate levels of challenge and rate

Feel challenged but not overwhelmed Show growth towards acquiring skills,

knowledge, and processes Fell that the teacher is invested in the success

and tracks their progress and productivity Have adequate time to complete tasks


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Examples of Evidence Domain1: The Learner and Learning



Has informal conversations with students about topics in which they are interested

Builds student interest into lessons Compliments students regarding academic and

personal accomplishments Uses humor with students when appropriate Makes eye contact with students Smiles, nods, etc. at students when

appropriate Displays sensitivity to culture Organizes space to accommodate special

learning/physical needs of the group Takes learning styles into account

Describe the teacher as someone who knows them and/or is interested in them

Respond when the teacher demonstrates understanding of their interests and background

Participate willingly in collaborative activities Describe the teacher as someone who values

and respects them Respond respectfully to the teacher’s verbal

and nonverbal interactions Demonstrate a strong sense of belonging Ask questions and take risks as they try new

learning


Has a learning target/goal posted so that all students can see it

Uses a variety of ways to celebrate success (e.g., show of hands, round of applause)

Employs one or more strategies to re-engage students if students are not engaged

Employs crisp transitions from one activity to another

Alters the pace appropriately (e.g., speeds up, slows down)

Is purposeful to design the classroom in regard to teaching spaces and placement of resources

Provides cues or signals when a rule or procedure should be used

Moves around the room and uses proximity when needed

Scans the entire room, making eye contact will all students

Provides verbal/nonverbal cues and signals to acknowledge and reinforce positive behavior

Interacts with all students in the same calm and controlled fashion

Can explain why the content is important to pay attention to

Move to groups in an orderly fashion Appear to understand expectations about

appropriate behavior in groups visibly adjust their level of engagement based

on teacher actions Quickly respond to transitions and re-

engagement when a new activity is begun Increase their attention levels when the

teacher demonstrates intensity and enthusiasm for the content

Move easily about the classroom Follow the established rules and procedures Can describe established rules and procedures Recognize cues and signals from the teacher Recognize that the teacher is aware of their

behavior Cease inappropriate behavior when signaled

by the teacher Accept consequences as part of the way class

is conducted Respond to positive reinforcement Are settled by the teacher’s calm demeanor


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Examples of Evidence Domain 2: Content



Uses content language appropriately Connects content to the standards Engages in content discussions with colleagues Communicates standards to parents Uses assessments that reflect standards Can describe resources within the classroom

that will be used to enhance students’ understanding of the content

Anticipates misconceptions that students my experience

Asks and answers questions to clarify content and minimize student misconceptions

Is confident about and well-grounded in content knowledge

Is stimulated by the content he/she teaches and is constantly learning to deepen his/her own understanding, knowledge, and pedagogy

Uses materials and resources that support and enhance the connection of old and new knowledge and understanding

Can summarize the important content Can describe the standard that is being worked

on Can describe how content is related to

previous lessons, units, or other content Are curious about content to be learned and

willing to participate Make connections and relationships between

the content, other areas of the curriculum, and the real world

Engage in constructive dialogue with the teacher and peers about ideas and content

Use materials and resources appropriately to access the content


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Examples of Evidence Domain 2: Content



Cues the importance of upcoming information Previews new content by activating students’

prior knowledge Maximizes student processing time of content

by breaking lectures into 10 minute or less segments with processing time for students

Presents situation or problems that require inferences

Asks students to state or record what they are clear about and what they are confused about

Asks students to examine the strength of support presented for a claim (statement of a clear claim, evidence for the claim presented, qualifiers presented showing exceptions to the claim)

Provides interesting facts and details about the content using activities (e.g. Believe It or Not, guest speakers, stories)

Encourages students to identify interesting information about the content

Repeats academic vocabulary throughout learning activities

Possesses an adequate vocabulary that can be called upon to aid learning and challenge students

Integrates curriculum Expects students to give reasoning and/or

evidence behind their thinking with answers

Can explain connections with prior knowledge make predictions about upcoming content Actively engage in previewing activities Visibly adjust their level of engagement Process with classmates Use higher level thinking skills Can explain what they are clear about and

what they are confused about Give reasoning and/or evidence behind their

thinking with answers Refer to and use previous academic

vocabulary Use content vocabulary in students- and

teacher-led conversations Ask appropriate questions to clarify and make

meaning between prior and new learning Collaborate and problem solve Engage in cognitively challenging activities and

tasks Question themselves and others to clarify and

deepen the understanding Voice “ah ha’s” and excitement about learning Explain, justify, and test hypotheses


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Examples of Evidence Domain 3: Instructional Practice



Uses common assessments designed by collaborative teams to assess student learning

Explains the structure of assessments to students and how they will be graded

Differentiates assessment practices according to student needs

Analyzes data from formal and informal assessments to plan instruction

Helps students track their individual progress on the learning goal

Charts the progress of the entire class on the learning goal

Has a scale or rubric aligned to the learning goal posted so that all students can see it

Makes reference to the scale or rubric throughout the lesson

Acknowledges students who have achieved a certain score and/or made gains in their knowledge and skill relative to the learning goal

Asks students to state or record what they might have done to enhance their learning

Reviews assessment results and shares appropriate data with students

Provides positive and constructive feedback equitably for all students

Provides feedback that is accurate, constructive, meaningful, specific and timely

Is aware of the methods and frequency of feedback in his/her classroom

Assesses and reteaches continuously as appropriate

Know what to expect on assessments Can explain why they were assigned a specific

grade on an assessment Can explain what they need to learn next to

improve their performance on an assessment Are engaged in different assessment activities

based on their individual needs and abilities Can describe their status relative to the

learning goal using the scale or rubric Reflect regularly about their learning Can explain the meaning of the levels of

performance articulated in the scale or rubric Can explain how they will achieve the learning

target/ goal Can explain what they could have done to

enhance their learning Conference with the teacher about

assessment results Interact with their peers about goals and

performance Ask clarifying questions about standards, and

their responsibility as a learner to meet them Are motivated to improve their performance Respond to feedback positively rather than

defensively Use feedback in their learning


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Examples of Evidence

Domain 3: Instructional Practice

InTASC Standard 7: Planning for Instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Possible Teacher Evidence (The teacher…) Possible Teacher Evidence (The teacher…)

Modifies instruction based on assessment results

Has a learning target/ goal posted so that all students can see it

Ensures that the learning target/ goal is a clear statement of knowledge or skill as opposed to an activity or assignment

Makes reference to the learning target/ goal throughout the lesson

Regularly designs learning opportunities that accommodate students’ learning styles, skill levels, interests and cultural heritage

Asks age appropriate questions based on interests/ abilities of the students

Aligns instructional goals with district curriculum frameworks and standards

Incorporates within goals the important concepts, knowledge, skills and/or processes of the discipline

Develops assessable goals aligned to standards Develops goals that are student learning

centered Listens for and understands the learning needs

of students and has a plan to meet them Is confident and clear about instructional

expectations and learning targets Uses long-range plans that are congruent with

learning goals Directs instructional resources toward learning

goals Is organized and ready Is clear about where instruction is going

Modifies instruction based on assessment results

Has a learning target/ goal posted so that all students can see it

Ensures that the learning target/ goal is a clear statement of knowledge or skill as opposed to an activity or assignment

Makes reference to the learning target/ goal throughout the lesson

Regularly designs learning opportunities that accommodate students’ learning styles, skill levels, interests and cultural heritage

Asks age appropriate questions based on interests/ abilities of the students

Aligns instructional goals with district curriculum frameworks and standards

Incorporates within goals the important concepts, knowledge, skills and/or processes of the discipline

Develops assessable goals aligned to standards Develops goals that are student learning

centered Listens for and understands the learning needs

of students and has a plan to meet them Is confident and clear about instructional

expectations and learning targets Uses long-range plans that are congruent with

learning goals Directs instructional resources toward learning

goals Is organized and ready Is clear about where instruction is going


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Domain 3: Instructional Practice


Possible Teacher Evidence (The teacher…) Possible Student Evidence (The students…)

Monitors and adjusts the pace, sequence and content of instructional to match learning needs and styles

Uses a variety of instructional strategies and approaches to engage students in learning

Uses carefully framed questions to enable students to reflect on their understanding and consider new possibilities

Asks higher level Blooms’ questions over 50% of the time (e.g., application, analysis, evaluation, synthesis)

Engages students in activities that require them to examine similarities and differences between content

Uses advance organizers and/or anticipation guides to activate knowledge

Engages students in practice activities that are appropriate to their current ability to execute a skill, strategy or process

Employs crisp transitions from one activity to another

Uses response rate techniques to maintain student engagement in questions (e.g., wait time, response cards, hand signals, choral response, technology, etc.)

Breaks a question into smaller and simpler parts when a low expectancy student answers a question incorrectly

Uses unusual or intriguing information about the content to enhance student engagement

Has students examine multiple perspectives and opinions about the content

Uses teacher and student generated nonlinguistic images

Has students working in collaborative groups Strengthens literacy using Cornell notes,

Socratic seminars and/or argumentation Has students interacting with text

Are motivated, involved in learning, and engaged in activities that links new and prior knowledge

Take turns speaking, occasionally responding to fellow students’ comments while sharing their own insights

Participate appropriately in class discussions Feel validated as a person with a meaningful

contribution to the class discussion Set personalized learning goals Adapt quickly to transitions then re-engage Respond to questions posed by the teacher Say that the teacher expects everyone to

participate Say that the teacher asks difficult questions of

every student Say that the teacher won’t “let you off the

hook” Demonstrate increased engagement when

unusual or intriguing information is presented about the content

Engage in friendly controversy activities with enhanced engagement

Make comparisons and generate inferences about the content

Represent the content using nonlinguistic representations accurately

Participate actively in collaborative learning Demonstrate higher order thinking (Blooms)

by engaging in decision making, problem solving, investigation and/or inquiry

Include critical content in their notes and in their summaries

Interact with text


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Domain 4: Professional Responsibility InTASC Standard 9: Professional Learning and Ethical Practice The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Possible Teacher Evidence (The teacher…)

Identifies specific areas of his/her strengths and weaknesses Can explain the differential effects of specific classroom strategies and behaviors on specific categories of

students Actively seeks help and input from appropriate school personnel to address issues that impact instruction Respects and maintains confidentially of student and family information Is punctual and prepared for meetings Addresses other respectfully Assists in the effective functioning of a team/ group Actively participates and contributes Analyzes assessment results to evaluate and drive instruction Speaks positively about colleagues’ actions and intentions Keeps track of specifically identified focus areas for improvement Gathers and keeps evidence of the effects of specific classroom strategies and behaviors on specific categories

of students (e.g., different socio-economic groups, different ethnic groups) Designs a growth plan that outlines measureable goals, action steps, manageable timelines and appropriate

resources for the students Keeps current data on student learning, attendance, home communication, behavior, etc.

Domain 4: Professional Responsibility

InTASC Standard 10: Leadership and Collaboration The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Possible Teacher Evidence (The teacher…)

Utilizes the appropriate means of communication Presents to, works with, or speaks to the school board, ad hoc committees, PTA, etc. Fosters partnerships with families/ school/ community Encourages parent and community involvement in the classroom and in school activities Works cooperatively with appropriate school personnel to address issues that impact student learning Contributes and shares expertise and new ideas with colleagues to enhance student learning in formal and

informal ways Serves as an appropriate role model regarding specific classroom strategies and behaviors Participates in staff development Shares ideas, strategies and information with colleagues Actively seeks help and input in data team meetings/ professional learning communities Keeps track of specific situations in which he/she has participated in school or district initiatives Sets professional goals that are congruent with district wide and school goals Engages in professional learning that is congruent with district wide, school and individual goals Designs a growth plan that outlines measureable goals, action steps, manageable timelines and appropriate

resources for the teacher Brings current data to team meetings when called for


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Informal Observation Forms

Power Strategies for Effective Teaching

(PSET)


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InTASC Standards 4, 7, and 8

Advance Organizers Graphic or linguistic tools that help students access prior knowledge or experience

Critical Attributes

o Occurs in advance of new learning o Graphic, narrative, expository, verbal, written, visual, or physical o Tied to learning objective/standard o Focuses on what is important as opposed to what is unusual

When and How to Use

Prior to presenting new material

At the beginning of the lesson

When students know very little about the content or it is complex

In relation to anticipatory sets, hooks, cues, and questions

Not just an attention grabber

Benefits Student Helps learn new concepts Helps learn new vocabulary Supports reading skills Makes connections Relates to prior knowledge Increases comprehension Helps transfer new knowledge Assists ELL students with new content

Teacher Focuses learning Increases motivation Engages learners Strengthens lesson

Examples Yes (examples) PSET manual, p. 35-38 and 47 Teacher tells a personal narrative

related to the objective/content Learners sing a song with actions related

to the concept to access prior knowledge

Teacher provides a map of the location prior to the field trip

No (non-examples) Teacher asks students to read a chapter in

the textbook

Observer:

Teacher: Date:

Teacher Reflection: How will this feedback affect your teaching?

Observer Comments:

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Anticipation Guide A questionnaire or survey that consists of statements related to the topic students will be reading or learning about,

which heightens engagement, prompts thoughtfulness, and leads to students uncovering myths

Critical Attributes

o Statements that trigger disagreement, challenge students’ beliefs, and pique students’ interest o Activates curiosity o Links new information to prior knowledge o Causes students to make predictions, anticipate the text, and verify their predictions

When and How to Use

Prior to reading a passage

At the beginning of a unit

When activating prior knowledge would facilitate the transfer of new information Benefits Student

Activates students’ interest and curiosity Provides students a purpose for learning new

material Students form an opinion, develop a defense,

and work for consensus Causes students to examine their beliefs and

assumptions

Teacher Motivates students to be engaged in the

learning Helps build background knowledge Enriches the application of content Prepares students to read with specific

purpose May expose misconceptions about the content

Examples Yes (examples) PSET manual, p. 38 Classroom Instruction that Works, p. 111 Agree/Disagree or Yes/No responses are best More about beliefs Less about facts

No (non-examples) T/F quiz with correct/incorrect answers 50% or more of the questions have a

factual/correct answer Using a worksheet as an anticipation guide

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Anticipatory Set A brief, mandated activity at the beginning of a lesson that effectively engages all students’ attention and enables

students’ minds to focus on thoughts about the learning objective in order to make positive transfer

Critical Attributes

o Mandated (all students at the same time) o Aligned with the learning objective o All students can do it successfully o Accesses prior knowledge and introduces a new concept

When and How to Use

Beginning of lesson

Beginning of new objective within a lesson (after each chunk of information)

To provide students with a ‘label’ for the lesson (vocabulary, directors, context, etc.) Benefits Student

Active engagement Increases success Opens correct file folders in brain (connects

new learning with prior knowledge) Initiates focus

Teacher Increases student focus Increases student motivation Enables students to experience initial success Checks for understanding

Examples Yes (examples) Think about/imagine Write it down Thumbs up/thumbs down Pose a question to your partner

No (non-examples) Open your book to page 87 Today, we will study perimeter

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InTASC Standards 1, 5, 7, and 8

Argumentation The art of verbal or written persuasion using logical reasoning to support opinions

Critical Attributes

o Includes data, evidence, and qualifiers to support a claim o Writing or speaking about the text, informed by close reading, discussion, and annotation o Students make a reasoned claim and attempt to persuade others using logic o Cross-content areas

When and How to Use

After interacting with text

Can be used as a culminating activity

Socratic Seminar is a means of working towards argumentation Benefits Student

Increases student ownership of ideas and work Increases logical reasoning and problem- solving Improves writing Increases awareness of multiple viewpoints Requires critical thinking Students enjoy controversy Provides students with reasons why they should

care about the learning

Teacher Increases student engagement Strengthens literacy and critical thinking Increases achievement in writing Makes learning meaningful

Examples Yes (examples) Persuasive writing and speaking, supported by

evidence

No (non-examples) Unsupported opinions Narrative writing or speaking Informative writing and speaking

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Collaborative Learning Students working together toward a mutual learning goal

Critical Attributes

o Tied to objective o Positive interdependence, characterized by individual and group accountability o Equal participation o Simultaneous, face-to-face interaction o Interpersonal and small group skills o Group processing, review, and reflection

When and How to Use

Anytime throughout the lesson after learning objective has been stated

If any of the critical attributes are not present then the learning will not be successful

Benefits Student Fosters appropriate behavior and social

skills Provides smaller audience to share thoughts Safe learning environment at all grade

levels, academic levels, and language levels Powerful tool to foster language acquisition Reduces student anxiety Assists in understanding complex content

Teacher Peer tutoring (social, academic, behavior) Time management Smaller audience to share thoughts Desired learning outcomes Classroom management Student engagement Checks for understanding

Examples Yes (examples) Informal (short-term)

Think/Pair/Share

Talking Chips

Equal Participation

Inside-Outside Circle Formal (ensures enough time to complete a

product or assignment)

Jigsaw

Reciprocal Teaching Base (lasts throughout a semester or year)

Writing critique group

Long-term writing assignment

No (non-examples) Assigning students to table groups Group work Reading a chapter of a book together Critical attributes are not present

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Comparisons (teacher or student generated) Comparison to find what is similar and what is different, including straight comparison, classification (sorting),

metaphor, and analogy

Critical Attributes

o Directly connected to the content o Identification of important characteristics o Discerns what is similar and what is different o Teacher or student generated

When and How to Use

Anytime during the unit or lesson

Use with graphic organizers, such as Venn diagram, T-Charts, GLAD Comparison Charts, etc.

Use with analogies and metaphors Benefits Student

Activates prior knowledge Enhances student understanding and ability to

apply knowledge Requires higher level thinking and deeper

understanding Increases concept retention

Teacher Reflects student knowledge Requires higher level conceptual

understanding

Examples Yes (examples) Venn diagram T-Charts GLAD Comparison Chart “Spin is to rotate as move around is to revolve”

No (non-examples) Analogy of the Day Information that is not tied to content

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Concept Attainment A method by which students determine shared attributes of a group or category that the teacher has in mind, using

examples and non-examples to inductively draw conclusions and make inferences

Critical Attributes

o Examples and non-examples (must have some commonalities) o Examine similarities and differences between examples o List characteristics of positive examples o Name/label the concept

When and How to Use

Introduction of content

Review of content

Identify critical components of the concept before creating examples and non-examples; not all concepts will work with concept attainment

Not a sorting activity Benefits Student

Requires higher level thinking and deeper understanding

Increases concept retention and recall

Teacher Increases student engagement Students learn critical components of the concept

being taught Facilitates student metacognition

Examples Yes (examples) PSET manual, p. 61

No (non-examples) Sorting/classifying vowels and consonants Sorting/classifying democrat and republican

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Cornell Notes A two-column note-taking system that concludes with a short, written summary

Critical Attributes

o In students’ own words and useful to students o Content is analyzed to find key points and big ideas o Two-column notes, with left margin featuring key words, points, and main ideas generated by

students and right side featuring details about the key words, points, and ideas o Concludes with a student-generated summary

When and How to Use

Prior to presenting new material

Throughout the lesson

When students need to remember and synthesize important information

Use with fiction, nonfiction, video, lecture, activity, etc. Benefits Student

Masters information Activates background knowledge Increases reading comprehension Increases student learning Students feel more in control of their learning Useful for taking notes both in lectures and

from textbooks or other print material Can be used as a study tool

Teacher Can be used as a formative assessment Increases student achievement Differentiated Nonfiction writing Can be used in any subject Can be used as a study tool

Examples Yes (examples) PSET manual, p. 89 Classroom Instruction that Works p. 29

No (non-examples) Note-taking without the Cornell format Copying information

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Interacting with Text Marking and coding the text in a way that engages the learner in deeper thinking

Critical Attributes

o Readers do more than read passively o Usually includes annotating or “marking the text” (literary and rhetorical devices, elements of style,

main ideas and supporting points, etc.) o Text must be comprehensible to all readers o Readers demonstrate thinking beyond decoding (asking questions, making predictions, revising

earlier thinking, etc.)

When and How to Use


Anytime there is text to be read

Should be modeled as a whole group with large or projected text, with opportunities for guided practice and independent practice

Benefits Student Enhances comprehension Requires higher level thinking and deeper

understanding Increases text retention Prepares students for discussion about text Vital skill for lifelong learning

Teacher Reflects student comprehension Requires higher level conceptual

understanding

Examples Yes (examples) May include asking questions, making

predictions, engaging in dialogue, and using a common code or process (color coded, symbol coded, etc.)

Highlighting, sticky notes, pictorial representations

Create questions and/or talk back to the text Mark statements one agrees with, disagrees with,

and is unsure about

No (non-examples) Reading aloud while students sit and listen Silent reading Round-Robin reading Any reading activity that does not require

the reader to demonstrate thinking beyond decoding

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Nonlinguistic Images Representations that rely less on language and more on visual, kinesthetic, tactile, or concrete forms of knowing

Critical Attributes

o Relies more on visual, kinesthetic, tactile, or concrete forms of information than on words o Teacher generated, student/teacher generated, or student generated o Features graphic representations (graphic organizers), physical models, mental pictures, self-drawn

pictures, or kinesthetic activity o Elaborates on knowledge o Is directly aligned to learning objective

When and How to Use


Especially effective with ELL students

Benefits Student Improves comprehension Increases vocabulary Appeals to multiple learning styles Deepens understanding of concept Moves learning into long-term memory Stores information in multiple ‘files’

Teacher Increases engagement Increases comprehension Increases long-term retention Can be used in multiple ways (anticipation

guide, check for understanding, assessment, closure, etc.)

Examples Yes (examples) Flow chart Word web Timeline Cause and effect pattern Concept map Physical model Visualization Total Physical Response Picture/pictograph Manipulatives

No (non-examples) Lecture Reading and summarizing

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Personalized Learning Goals Student-created statements that connect the learning objective the teacher has set forth with student interests and

expectations

Critical Attributes

o Teacher analyzes standard o Teacher develops specific learning objectives o Students create and/or connect personalized learning goal to objectives and document it in writing o Students monitor progress toward goal

When and How to Use

Beginning of unit or upcoming lesson

Teacher periodically facilitates student monitoring of progress

Benefits Student Students take ownership for learning Students personally connect to content Highly motivating Increases engagement Self-reflection and self-assessment (monitor own

progress)

Teacher Activates learning Checks for understanding Valuable diagnostic tool Tool for differentiation Increases student retention Commitment to goals makes a major

difference for student with disabilities

Examples Yes (examples) “Want to Know” questions in KWL chart What would you like to know by the time we reach

the end of . . . ? Student learning goal:

How long do you have to go to school to be a person who works with fossils?

I will try to understand what the deal is with El Nino and how it influences weather where I live. Everyone talks about it, but I don’t get it.

No (non-examples) Personalized learning goal is not connected

to standard and learning objective Student learning goal:

I will learn to add to 10

I will do better

I will get an A

Observer:

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Powerful Questioning Higher-order questions and the skillful use of wait time to facilitate students’ processing and problem-solving

Critical Attributes

o Focuses on what’s important (learning objective linked to standard) o Higher level Bloom’s questions planned in advance of the lesson o All students process and participate o Three seconds or greater wait time

When and How to Use

Use as an anticipatory set

After students have been engaged in a learning experience (lecture, presentation, activity)

Plan questions in advance with no more than 50% being strictly fact-based Benefits Student

Requires higher level thinking and deeper understanding

Increases concept retention and recall Challenges and expands previously held

views Encourages analysis and inference

Teacher Increases student participation and

engagement Answers increase in length and accuracy Decreases “I don’t know” responses Increases achievement and proficiency

Examples Yes (examples) Mandates

Think/Pair/Share

Student whiteboards

Entrance/Exit Tickets

Plan in Advance

Popsicle Sticks

Number Heads Together

Clickers with smart boards Using wait time (both after teacher question

and after student response) Engaging students with higher order thinking

questions Sample question stems

What would it be like if . . .

Would you have done . . .

No (non-examples) “Who can tell me . . . “ discretionary

participation Recall and recognition questions and activities Primarily fact-based questions Fewer than three seconds wait time Interrupting student responses with

interjections

Observer:

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Socratic Seminar A form of scholarly discourse based on a text previously read by all participants

Critical Attributes

o Discussion is based on a text previously read by all students o Text is relatively short and at an independent reading level for most students o Students read and annotate text before discussion, with time provided for re-reading and writing to

prepare for discussion o Teacher (or discussion leader) provides opening question o Discussion is student-led o Speakers cite evidence in the text to support their viewpoints

When and How to Use

After reading and interacting with text

Before writing a persuasive or argumentative essay

Use with fiction, nonfiction, political cartoons, works of art, music compositions, video clips, etc.

Use with provocative content/text Benefits Student

Gives students practice in the four main standards for success Read to infer/interpret/draw conclusions Support arguments with evidence Resolve conflicting views Solve complex problems

Increases literacy Students feel ownership of learning Enhances social skills

Teacher Increases active student engagement Fosters higher order thinking Improves classroom climate Places priority on most important literacy

standards

Examples Yes (examples) Interacting with Text (text is read, re-read, and

annotated before discussion) Opening question is open-ended, provocative,

and invites multiple viewpoints Discussion is student-led, with students sitting

in a circle, formulating and answering questions, and constantly citing the text

No (non-examples) Interacting with Text (students receive text

during discussion, and basic, non-provocative text is read once)

Opening question requires short answer or is multiple choice or true/false

Discussion is teacher-led with students sitting at their desks, raising their hands, and rarely or never referring to the text or citing evidence from the text

Observer:

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Informal Observation Forms

Daily Lesson Design


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Closure A natural stopping point activity in the lesson, usually at the end, that points back to the objective and captures its

relevance to the learning

Critical Attributes

o Summary o Active participation (mandate, all students engaged) o Aligned with the learning objective

When and How to Use

End of lesson or period

After chunks of instruction during a lesson

Exit slips, journal write, think/pair/share, etc. Benefits Student

Increases retention of information Fosters reflection on learning Checks for understanding

Teacher Checks for understanding Informs what to reteach Provides smoother transition or dismissal

Examples Yes (examples) Exit slip: On your 3x5 card, write the definition

of a fraction and give two examples Exit log/journal: Write three things you learned

about . . . Show me with your cards the steps of the

scientific method we learned today White boards: On your board, explain the

purpose of the periodic table and list six elements

Turn to a partner and share three attributes of photosynthesis

No (non-examples) Do p. 25 for homework The bell’s going to ring; be sure you finish

reading chapter 5 so we can discuss in class tomorrow

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Congruence Connects instruction to learning objective and clarifies learning

Critical Attributes

o Information (content) o Response to efforts of learners (feedback) o Activity (what students do) o Questions (asked by teacher) o All above components are aligned with the learning objective

When and How to Use

Always

Benefits Student Activity, questions, information, and

feedback all connect to the objective and clarify learning

Decreases confusion

Teacher Connects the entire lesson to one or two

objectives Gives teachers additional opportunities to

present the information and check for understanding

Information/responses contain the learning Questions/activities call for the learning

Examples Yes (examples) Objective: Students will compare frogs

and toads by listing the characteristics of each

Activity: Students place post-it notes on a Venn diagram in the appropriate place based on attributes of frogs and toads; Students write a paragraph analyzing the similarities and differences

Objective: Students will demonstrate knowledge of the definition of democracy by explaining at least two critical attributes

Activity: Write the definition of democracy, including two attributes

No (non-examples) Objective: Students will locate the main idea

and supporting details in a paragraph by underlining the main idea and details in a given text

Activity: Students will write sentences containing a specific detail

Question: What is the main idea?

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Mandates Required engagement in learning activities among all students

Critical Attributes

o All students engaged o All students engaged at the same time o Processing of the content

When and How to Use

Beginning of lesson (anticipatory set)

After chunks in a lesson, to check for understanding

End of lesson Benefits Student

Increases accountability Self-check on mastering information Raises rate of learning Increases ability to communicate what is being

learned

Teacher Checks for understanding Improves classroom management Monitors and adjusts instruction Fosters student metacognition

Examples Yes (examples) Show me with your face how the character feels Everyone, how much is 4+3? On your number

line, point to the answer In your mind, list the steps of long multiplication

then share them with your partner In your journal, write three words that describe

the tone of the story On your whiteboard, draw a representation or

symbol of democracy Turn to a neighbor and share how you would

solve this problem

No (non-examples) Who can remember what we learned in

class yesterday? John, define velocity What is the character’s viewpoint?

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Teaching and Learning Objective Targets instruction and learning

Critical Attributes

o Teacher actions/components of lesson o Bloom’s verb (learning . . . to . . . happen) o Standard to master/content to learn o Proving behavior (demonstration of learning) o State/post objective

When and How to Use

Beginning and during the lesson

Students will _________(select Bloom’s verb) ___________ by _____________ (proving behavior)

Benefits Student Clarity and precision of learning

Teacher Clarity and precision of teaching Keeps lesson focused on the learning to happen

Examples Yes (examples) Students will compare two characters in a

story, listing attributes on a Venn diagram Students will understand the use of

adjectives by writing three sentences and underlining the adjectives

Students will demonstrate their knowledge of the abbreviations for scientific elements by writing them on the periodic chart

Students will compare the relationship between fractions and decimals by writing a paragraph explaining similarities and differences

No (non-examples) Students will do the exercises on p. 26-27 Students will cut out characters of a story and

glue them on graphic organizers Students will learn the definition of parliament

Observer:

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Informal observation forms

Balanced Literacy and

Balanced Math


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Balanced Literacy - Critical Attributes Guided Reading

InTASC Standard 1: Learner Development InTASC Standard 2: Learner Differences

InTASC Standard 3: Learning Environment InTASC Standard 4: Content Knowledge

InTASC Standard 5: Application of Content InTASC Standard 6: Assessment


Definition: Homogenous small group instruction for students who read at about the same level and share similar learning needs.

Rationale: Teachers use guided reading to deliver customized lessons based on student misconceptions and errors. Guided reading supports the development of critical thinking skills through the use of questions, cues, and prompts to foster students’ cognitive and metacognitive skills. Guided reading also provides targeted vocabulary instruction based on student misconceptions.

Critical Attributes: The student, not the teacher, is the reader Each child has a copy of the same text Small, flexible groups of 4-6 students who have similar learning needs as determined by ongoing district assessments,

running records, and anecdotal records Grouping changes frequently Student or teacher generated questions, cues and prompts guide the learners Teacher chooses a challenging text at a student’s instructional level During guided reading, other students should be engaged in meaningful reading and writing tasks, both independently and

collaboratively with peers Teacher provides brief instruction in specific word analysis and phonic skills as determined by students’ needs

Benefits

Student Teacher Lowers affective filter (Students feel more confident to

take risks) Sharing a common book creates collaborative

conversations about the text Gives students the opportunity to experience success

by working and getting instruction at their level Students benefit from the insights of their peers and

contribute to the learning of others

Reading instruction differentiated for all students Gradual release process, thus leading students to

become more independent Teachers are able to check for understanding of

reading skills and concepts frequently More accountability for students to share thoughts Students apply what they learn to other reading in

the classroom and in life

Examples

All Levels http://www.readwritethink.org/professional-development/strategy-guides/using-guided-reading-develop-30816.html http://www.corwin/rigorous reading See Guided Reading strategy guide See pgs. 193-205 in Guiding Readers and Writers by Fountas and Pinnell (Intermediate)

Non-Examples

Ability Grouping where groups are not flexible Round Robin Reading Whole class Same lesson for each group Following a program rather than having students’ needs dictate the instruction Grouping by subgroups rather than reading level (ELL students, LRC, etc.) Worksheets

When

Daily After strategies have been introduced in Read Aloud and Shared Reading

Other

Use to support RCD Units * Used to support students that are below grade level at the intermediate level


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Balanced Literacy - Critical Attributes Word Analysis





Definition: Word analysis is learning how our language is organized – how our written language works. There are many word-solving strategies that students need to use to be effective readers. It is a complex process that includes: early literacy concepts, phonological and phonemic awareness, letter knowledge, letter/sound relationships, spelling patterns, high-frequency words, word meaning, word structure, and word solving actions. (Fountas & Pinnell).

Rationale: Students are effective readers when they can solve unknown words embedded in text efficiently by applying decoding skills and/or word-solving actions to increase their fluency and comprehension of text. Students read more when they do not have to struggle with word recognition.

Critical Attributes: 15 minutes or less of instruction Involves decoding and deriving meaning at the same time Daily systematic and explicit instruction for all students (K-2) Apply strategies to all reading and writing Students take apart/put together words Whole group, small group, and/or one-on-one instruction Develops over time

Benefits

Student Teacher

Helps students understand how written language “works”

Increases fluency and comprehension of texts

Students can take words apart while reading

The more words they know, the easier it is to learn more

Develop automatic word recognition

Students enjoy reading more when they don’t struggle with the words

Students become more fluent readers, and depend less on adult support for solving unknown words

Teacher is able to target and teach unknown word patterns based on assessment data (QPA, running record, etc.)

Examples

All Levels Modeling word attack strategies during shared, guided, and/or independent reading Reinforcing word attack strategies during shared, guided, and/or independent reading Benchmark Phonics Lessons Manipulating letters (magnetic, letter cards, etc.) Sound (Elkonin) boxes on whiteboards Sorting words by vowel patterns, suffixes, prefixes and writing why words are sorted a specific way Word charts with student input Embedded in guided reading groups Making analogies (e.g. if you know _____, then you know _____.) http://www.scholastic.com/content/collateral_resources/pdf/r/reading_bestpractices_phonics_explicit_system

atic.pdf http://www.benchmarkeducation.com/educational-leader/reading/working-with-phonics.html

When

Daily (in whole group, small group, or one-on-one) Can be during guided reading


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Balanced Literacy - Critical Attributes Academic Vocabulary





Definition: Vocabulary across content areas that are embedded in academic conversations and text and are critical to the understanding of concepts.

Rationale: Students need to have opportunities to learn vocabulary that is not part of everyday conversation. They will comprehend texts more deeply when they have familiarity with a large number of academic words. Knowing academic vocabulary increases a student’s background knowledge and helps them to understand academic content.

Critical Attributes: Systematic instruction in important academic terms Students correctly apply new vocabulary in context Students are given multiple exposures to a new word in a variety of ways Teacher-selected targeted list of words (not too many at a time) Teacher checks for understanding of academic language through questioning and collaborative peer discussions Nonlinguistic image of vocabulary after initial description/explanation from teacher Students explain vocabulary in their own words and create their own nonlinguistic image

Benefits

Student Teacher

Increases a student’s ability to understand new information

Increases student achievement Increases reading comprehension uses academic language in writing

Able to provide an important intervention and clarification for students on an on-going basis

Able to select content vocabulary for GLAD & RCD units, as well as words encountered in guided reading

Examples

All Levels https://www.mheonline.com/glencoemath/pdf/academic_vocab.pdf http://www.corwin/rigorous reading CALP (Cognitive Academic Language Proficiency) GLAD strategy: CCD (Cognitive Content Dictionary) Classroom Instruction That Works by Marzano, Pickering, and Pollock, pages 123-129 Building Academic Vocabulary by Marzano and Pickering Frayer Model Non-linguistic representations of new academic vocabulary

Non-Examples

BICS (Basic Interpersonal Communication Skills) Looking up a word in a dictionary Copying definitions Providing only 1 or 2 exposures to a new word

When

Daily At the beginning and throughout RCD units


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Balanced Literacy - Critical Attributes Shared Reading - Interactive





Definition: An instructional approach that allows teachers to move beyond simply conveying text to elevating a lesson to focus on discourse (Fisher & Frey, 2013). Shared reading insures grade level text and comprehension by scaffolding instruction during the shared reading.

Rationale: Component of the gradual release model and a balanced literacy program. The ideal way to model and support what readers and thinkers do. The teacher not only makes reading visible and explicit for students, but provides scaffolding so that students can interact with the text successfully (Routman, Reading Essentials, p. 130).

Critical Attributes: The Teacher models how expert readers handle text, through explicit and implicit instruction with quality interaction All students see the same grade level text and are supported in accessing the text and its meaning Grade level text is carefully chosen to instruct a specific reading or thinking strategy (mini-lesson) Lessons are based on identified student needs and misconceptions Teachers model “think aloud” to expose their own thinking as they interact with text Text is read more than once to reinforce concepts/strategies Emphasizes skills at the letter, word, sentence and text levels Teacher models how a reading skill or strategy is applied to a reading Teacher scaffolds through questions and prompts so all student can access complex text Teacher supports collaborative peer interactions and discourse (word analysis and comprehension)

Benefits

Student Teacher

Develop academic language/vocabulary Discover, implement, and practice reading strategies Practice listening closely to text and peer comments Access complex texts Recognize letters, sounds in the context of the words Understand concepts of the printed word Support by teacher to understand complex text Use text features to deepen understanding

Use structural and visual cues to aid students in the reading process

Models “thinking aloud” so students can apply strategies to their own reading

Effective method to introduce key strategies and skills through active teaching

Venue to provide scaffolds so ALL students can access complex text

Examples

All Levels Big Books, poetry, dramatic short stories, non-fiction, newspapers, plays, chants, novels, text books, periodicals, songs Choral reading or echo reading http://www.k12reader.com/shared-reading-%E2%80%93-a-critical-component-of-balanced-literacy-instruction/ http://www.readingrockets.org/strategies/shared_reading/ http://www.corwin/rigorous reading

Non-Examples

Round Robin Students read and respond on their own Read Aloud with no interaction

When

Modeling a strategy so students can apply the strategy in their own reading Before asking students to practice a strategy independently

Other

Use to support Common Core standards/RCD Unit


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Balanced Literacy - Critical Attributes Read Aloud





Definition: An instructional approach in which the teacher explicitly models strategies and skills of proficient readers while students are actively listening and responding to the text. Rationale: Read aloud provides student experiences with a variety of complex, quality texts in different genres. Close reading during read aloud develops comprehension skills and improves vocabulary.

Critical Attributes: Teacher reads aloud to the whole class and provides time for students to talk about the text during the reading Model how to make predictions and connections, metacognition “describe your thinking” Support student thinking beyond a literal meaning Demonstrate how to think beyond the text Stop at selected intervals to discuss text elements that expand thinking Ask powerful questions to support critical thinking Framing the reading by introducing new vocabulary and asking guiding questions A carefully selected body of literature is used with a variety of genres Teacher has read the book prior to use with instruction Rich text that promotes critical thinking and discussion Teacher’s objective for selecting text matches the learning objective

Benefits

Student Teacher

The listener is freed from decoding and is supported by the oral reader’s expression

Helps students expand their vocabulary because children hear words that are not ordinarily used

Students hear fluent phrasing Students can access complex grade-level and above text EL students benefit through discussion of vocabulary

and concepts in the text Students learn about the world and learn valuable life

lessons through quality novels and stories Creates a community of readers through enjoyment

and shared knowledge

Provide all students with access to grade-level text and comprehension of more complex text

Provides opportunity to check for comprehension with complex text

Examples

All Levels Teacher asks guiding questions prior to reading Students cite evidence from text to support their thoughts when discussing the book Teacher chunks the read aloud, asking questions and checking for understanding (mandates, exit slips, reading journals) Includes informational and literary text http://www.readwritethink.org/professional-development/strategy-guides/teacher-read-aloud-that-30799.html

Non-Examples

Reading to students while they draw Reading to students without asking questions or having an objective Having students read aloud Playing a book on tape

When

To introduce a new strategy or skill

Other

Use to support Common Core standards/RCD Units


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Balanced Math - Critical Attributes Math Review





Definition: Review of math concepts and skills based on current student misconceptions. math review includes student processing of both correct and incorrect solutions.

Rationale: Math review incorporates research-based strategies: repeated reasoning, effective feedback teacher to student and student to teacher, and relational thinking/error analysis.

Critical Attributes: 3-5 problems the first 15-20 minutes of a math period/lesson(same 3-5 type problems until students have

reached mastery on that skill or concept) Reinforces priority standards and pre-requisite math skills (reinforces prior learning of math skills) Matches conceptual focus of current math unit Daily practice which promotes mathematical reasoning and develops number sense Types of computational problems are changed based on student learning needs Increases application of mathematical vocabulary Specific feedback with error analysis and student written and oral reflection (one voice during oral reflection and

feedback)

Benefits

Student Teacher

o Deepens conceptual understanding o Apply math vocabulary o Support computational skills o Immediate feedback from peers/teacher o Increases cognitive rigor o Predictable structure and format lowers the language demand for EL &

low language students

o Provides daily student feedback so teacher can determine misconceptions

o Engages the learner

Examples

All Levels Number sense-reasonable answers Error analysis, giving students the opportunity to fix their mistakes upon receiving feedback Key idea statements that focus on the understanding that is essential to do well with a concept or skill

Non-Examples

Rote practice with no conceptual understanding and conversations Set of steps or tricks that don’t have conceptual understanding/meaning attached “Don’t wonder why,

just invert and multiply” Math warmups not aligned to grade level standards and meeting misconceptions/needs of students.

When

Every day at the beginning of the math period Math review quiz every 4-5 days with 80% accuracy before moving to new concepts/

Other

Balance Math training manual pgs. 39-46 Balancing Mathematics Instruction, Jan Christinson, 2013, pg. 24-27


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Balanced Math - Critical Attributes Mental Math





Definition: Teacher led daily practice to develop number sense. A string of operations given to students orally, students compute mentally and write down only the answer. Students share their answer/reasoning orally.

Rationale: Math practice over time with immediate student feedback and error analysis improves conceptual understanding and fluent computation skills.

Critical Attributes: 2-3 mental math problems daily that align to math standards and focus Students only write the answer Computation is done mentally only Processing after arriving at the answer mentally Teacher says problem once, asks students to write answer, if students don’t have an answer to write

down, teacher repeats the problem a second time Group, not individual response, when processing the answer (choral response, pair/share, numbered

heads together, etc.)

Benefits

Student Teacher

o Mental calculation practice o Build computation fluency o Immediate feedback from peers/teacher

o Provides daily student feedback so teacher can determine misconceptions

o Paper/pencil grading and work is not needed

Examples

All Levels Multiply three times two; now multiply that answer times 10; then multiply that answer times 10;

write down your answer

Non-Examples

Rote practice with no conceptual understanding and conversations Set of steps or tricks that don’t have conceptual understanding/meaning attached: “Don’t wonder why,

just invert and multiply”

When

2-3 problems every day/instructional period

Other

Balance Math training manual pgs. 39-46 Balancing Mathematics Instruction, Jan Christinson, 2013, pg. 24-27


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Balanced Math - Critical Attributes Math Problem Solving





Definition: Math problem solving incorporates student engagement in the following: communicate their reasoning to peers, teachers, and others, analyze and evaluate their math thinking and strategies, use/apply the language of mathematics (vocabulary).

Rationale: Problem solving is an integral part of mathematics learning. It should not be an isolated part of the mathematics program. Problem solving incorporates oral and written mathematical thinking and vocabulary which defends a possible mathematical solution. The mathematical discourse is a higher level thinking skill in both Bloom’s Taxonomy and Webb’s Depth of Knowledge (DOK). This higher level of thinking will improve application and conceptual understanding of mathematical concepts/skills.

Critical Attributes: Student work will:

o Define the problem o Select relevant information o Formulate and represent that information o Plan and then modify the process as needed o Verify that their strategy works o Includes a scoring guide that outlines proficient success criteria

Guiding questions for teachers: o Why are you doing this? o How does it help you? o What did you do that helped you understand the problem? o How did you decide what to do? o How do you know your answer is correct?

Benefits

Student Teacher

Deepens conceptual understanding Apply math vocabulary Support computational skills Increases cognitive rigor

Provides evidence of students’ mathematical thinking

Common scoring guide Identifies math misconceptions Builds student perseverance

Examples

All Levels Groups of 3-4 students or individually solving a math problem and including all steps/critical attributes

Non-Examples

Rote practice with no conceptual understanding and conversations Solving word problems on a worksheet with no explanation of strategies or mathematical thinking

When

Daily

Other

www.nrich.maths.org; www.Noycefdn.org; www.fi.edu/school/math2/index.html Balanced Math training manual pgs. 48-56, 69-75 pg.29-43 Balancing Mathematics Instruction Jan Christinson, 2013


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Balanced Math - Critical Attributes Math Problem Solving - Poster Method





Definition: A collaborative problem-solving method that includes developing a group solution, creating a written explanation of the solution, developing a viable argument defending the group’s solution, and engaging in mathematical discourse through discussion of others’ solutions.

Rationale: The Poster Method incorporates oral and written mathematical thinking and vocabulary which defends a possible mathematical solution. The mathematical discourse is a higher level thinking skill in both Bloom’s Taxonomy and Webb’s Depth of Knowledge (DOK). This higher level of thinking will improve application and conceptual understanding of mathematical concepts/skills.

Critical Attributes: Student collaboration in which each student in the group has a role and accountability On-task student conversations Written explanation using mathematical terms Data sheet (student records thoughts, calculations, graphic representations while solving a problem),

“a record of their mathematical journey” Students should be “starting, stopping, thinking, rethinking, and modifying

Benefits

Student Teacher

Deepens conceptual understanding Apply math vocabulary Support computational skills Immediate feedback from peers


Identifies math misconceptions Builds student perseverance

Examples

All Levels Groups of 3-4 students, individually solving a mathematical task, then justifying their reasoning and

process to their group. The group creates a poster that represents the culmination of the group’s work to solve the problem

Peer feedback is provided to each student

Non-Examples

Rote practice with no conceptual understanding or engagement in conversations Quietly and independently solving word problems on a worksheet

When

Twice a month or once a month to start

Other



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Balanced Math - Critical Attributes Math Problem Solving - Alternative Method





Definition: The Alternative Problem Solving Method facilitates students developing an independent problem-solving product that shows evidence of student thinking and application of mathematical concepts to a contextual situation.

Rationale: The Alternative Problem Solving Method incorporates oral and written mathematical thinking and vocabulary which defends a possible mathematical solution. The mathematical discourse is a higher level thinking skill in both Bloom’s Taxonomy and Webb’s Depth of Knowledge (DOK). This higher level of thinking will improve application and conceptual understanding of mathematical concepts/skills.

Critical Attributes: Collaborative and supportive environment Final product is partially developed in the collaborative setting in class and is finalized independently Hint process Summary writing Rotation/visit to other groups Recording collaborative work

Benefits

Student Teacher

Deepens conceptual understanding Apply math vocabulary Support computational skills Allows students to see multiple

representations and approaches Immediate feedback and support from peers


Identifies math misconceptions Builds student perseverance Allows peer teaching and support (rather than

teacher-centered)

Examples

All Levels Groups of 3-4 students, working collaboratively for a specified amount of time (i.e. 8 minutes). Peer

collaboration and support. Students rotate to a new group, present their previous work and continue to collaborate

Non-Examples

Rote practice with no conceptual understanding or engagement in conversations Quietly and independently solving word problems on a worksheet

When

Twice a month or once a month to start

Other



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informal observation forms

Classroom Management Strategies


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InTASC Standards 1 and 2

Awareness of High Needs Students Identifies and meets the needs of at-risk students, understanding that they require additional scaffolding and/or

additional teacher actions

Critical Attributes

o Identifies if students are SpEd, ELL, 504 students, or otherwise previously identified, and knows case histories

When and How to Use

At all times

Separates students when necessary

Helps students list steps of a task

Assigns peer tutor or has student tutor others Benefits Student

Boundaries and structure help make students feel safe

Communicates high expectations and teacher belief in students

Feel in control and that they have choices Increases confidence

Teacher Proactive rather than reactive Less class time spent redirecting behavior and

re-teaching More positive classroom environment Issues are more often resolved within the

classroom rather than by administration

Examples Yes (examples) Intolerant of unsafe/unhealthy/harmful

words, actions, or behaviors Expectations for each chunk of lesson are

explicitly stated Creates contract with students using

rewards and consequences Rewards and consequences are immediate

and related to the behavior Intrinsic and/or extrinsic rewards Structured and predictable rewards and

consequences Models expected behaviors and re-teaches

when necessary

No (non-examples) Assumes all students know appropriate

behavior Humiliates as a consequence Uses vague reinforcements: “Good job!” Focuses on problems rather than on solutions

Observer:

Teacher: Date:


Observer Comments:

Area of Refinement:



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InTASC Standards 1 and 3

Balance of Care and Control Teacher presents firm and positive classroom expectations with consistency and follow-through in confident, clear, and

kind manner

Critical Attributes

o Rules and expectations are explicitly taught and clear to all students o Consequences are established in advance o Consistent follow-through on behaviors o Teacher tone and facial expression match the expected behavior o Students are recognized for appropriate behavior

When and How to Use

Anytime during a lesson

Use visual timers or other tools as a nonlinguistic image for those who need it

Benefits Student Acquires social skills for learning Aware of the boundaries and expectations Intrinsically rewarded Structure reduces aggressive behavior

Teacher Prevents or reduces discipline problems Plans or procedures set in place for disruptive

behavior With a plan in place, students can’t negotiate

or power-play Listens to the teacher

Examples Yes (examples) Teacher says: “If you do X then Y will happen.” Teacher addresses disruptive behavior in a

way that respects the student Teacher uses direct eye contact when

redirecting students Proximity Uses a teacher voice effectively Kindly and firmly restates the expected

behavior

No (non-examples) Assigning more homework or busy work

punitively Demonstrating aggression toward students or

overusing firm tone Being too passive with students or giving

empty threats Reacting out of emotion Yelling Public embarrassment

Observer:

Teacher: Date:


Observer Comments:

Area of Refinement:



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InTASC Standard 3

Clear Classroom Expectations Shared understanding of how teacher and students uphold and respect the learning environment

Critical Attributes

o Expectations are taught and clear to all students o In-line with school-wide behavior policies o High expectations for all students o Students feel ownership of the learning environment o Modeling of expectations

When and How to Use

Anytime during a lesson

In a classroom where there are clear expectations being followed the students are more engaged in the lesson

Benefits Student Knows expectations Feels safe and secure Lowers affective filter Engagement is high

Teacher Prevents or reduces discipline problems Free to focus on teaching and learning Learning isn’t disrupted High academic expectations Builds relationships with students

Examples Yes (examples) Proximity to students Physical cues are used to affect student

behavior Students respond to signals Clear dismissal procedures Students know the expectations for turning in

assignments Any classroom procedures that can be done

routinely without prompting Tight transitions

No (non-examples) Teacher just posts class rules and doesn’t go

over them Student: “What am I supposed to do with my

homework?” Inconsistencies in classroom routines

Observer:

Teacher: Date:


Observer Comments:

Area of Refinement:



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Personal Interest in Students Knowing your students as individuals; taking the time to get to know what students are interested in beyond the

academic content being taught in class

Critical Attributes

o Communicates informally with students about interests o Knowledgeable of student interests outside of class o Greets students as they come into class o Intentionally singles out students to talk to when needed o Compliments students on achievements o Knows students strengths, weaknesses, likes, and dislikes within the subject matter

When and How to Use


Especially effective with ELL students

Benefits Student Students feel they have a voice and are valued as

an individual beyond the data they produce More comfortable to participate Promotes trust between teacher and students Improves culture of classroom and building More likely to behave/change their behavior

Teacher More likely to connect content to student

personal life and create more ‘buy in’ Improves culture of classroom and building More likely to behave/change behavior Makes teaching more enjoyable Develops empathy for students

Examples Yes (examples) Asks questions and listen to responses without

judgment Attends extracurricular activities Incorporates students in curricular examples Has knowledge of family and peer group

No (non-examples) Stops teaching to talk about students’

personal interest, unrelated to content and objective

Compromises the teacher role in order to be a friend

Observer:

Teacher: Date:


Observer Comments:

Area of Refinement:



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Positive Reinforcement Teachers proactively look for positive behaviors and regularly make specific positive comments to acknowledge

individuals, teams, and the class

Critical Attributes

o Positive reinforcement establishes desired behaviors for the classroom o Students learn which behaviors are valued o Teacher is monitoring the classroom and is moving around the classroom o Evidence of a positive classroom tone o Positive reinforcement is frequent, immediate, and varied

When and How to Use


Positive reinforcement emotionally charges the brain to remember the content better. The brain is saying ‘remember this behavior; it is important’

Positive communication is highly regarded in the workplace

Benefits Student Knows that their efforts are recognized Positive verbal attention Takes ownership and responsibility Internally motivated

Teacher Paves a way to easy classroom

management Increases engagement Seen as friendly and approachable Pay positive attention to what you want

and you will get more of it

Examples Yes (examples) Helps students see how behavior choices serve

them in the classroom and in life “I really appreciate the way team 3 is working on

their project!” “Johnny just offered to share his textbook with

Max. Awesome, Johnny!” “Class, look how Pedro and Stacy are working

together. That’s cooperation!”

No (non-examples) Sarcasm intended to humiliate a group or

individual “Team 1, stop messing around and get to

work on your project.” “Jessie, stop grabbing Sarah’s book right

now!” “If you two can’t work together right now,

I’m splitting you up!”

Observer:

Teacher: Date:


Observer Comments:

Area of Refinement:



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InTASC Standard 3

Routines and Procedures for Classroom Management Classroom management tools for instruction time, small group work, transitions, room use, student accountability/work,

and the beginning of class routines/procedures

Critical Attributes

o Taught prior to and during expected behavior o Practiced and modeled in the appropriate setting o Reinforced by peer observation o Establishes a level of expected student work ethic

When and How to Use

Start in the first two weeks in the year and revisit frequently

Beginning of lesson as well as transitions during lessons

Should be revisited after breaks in the school calendar Benefits Student

Understands what is expected during the class period

Efficient use of class time Improves student focus and timeliness Appreciation for other’s needs Responds positively to directions and respects

others

Teacher Efficient use of class time Minimizes disruption during activities and

transitions Reduces conflict with students Sets short- and long-term goals Purposeful decision making Students respond appropriately without

argument

Examples Yes (examples) Give instructions prior to starting small group

work time Consistent signal to get student attention Organized start to the day or period Students understand room organization and

supply usage and storage Organized transitions from one part of a lesson

to another

No (non-examples) Yelling over student voices Inconsistent classroom procedures creates

student confusion

Observer:

Teacher: Date:


Observer Comments:

Area of Refinement:



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Using Positive and Equitable Behaviors Teacher behaviors which ensure that all students are treated fairly and in a positive manner

Critical Attributes

o Teacher responses are positive when interacting with students o Allows adequate wait time for student responses and is an engaged listener o Feedback affirms performance and gives reason for praise o Affirmation of student feelings, thoughts, and ideas o Demonstrates personal regard for students o Students are treated equitably and in a positive matter o Past perceptions do not determine teacher behavior

When and How to Use

Every class session, every day

“Effective teachers continually demonstrate respect and understanding, along with fairness regarding race, cultural background, and gender.” (Stronge, Qualities of Effective Teachers)

Benefits Student Students feel respected and accepted Fosters positive relationships with adults Achievement increases

Teacher Students are more likely to follow rules and

accept consequences Student learning increases Effective teaching strategies can be

employed Average effect size of teacher: student

relationship is .87 (Hattie)

Examples Yes (examples) Makes eye contact with each student Freely moves around room to all sections Deliberately moves toward and remains close to

each student during a class period Attributes ownership of ideas to the students

who initiate them Allows and encourages all students to be part of

discussion and interaction Considers gender, racial, and ethnic equity

when soliciting student responses Asks powerful questions of all students Maintains equity in personal interest in students Provides positive feedback equally to all

No (non-examples) Calls on the same two students each period Praises a struggling student more often and

for different reasons than others References the personal interests of only a

few students Provides less wait time for advanced

students Remains in one section of the room for

most of a class period

Observer:

Teacher: Date:


Observer Comments:

Area of Refinement:



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RESOURCES FOR TEACHER EVALUATION PROGRAM DEVELOPMENT

The following resources were used in developing this Teacher Evaluation and Support Handbook: o Council of Chief State Officers. (2011, April). Interstate Teacher Assessment and Support Consortium

(InTASC) Model Core Teaching Standards: A Resource for Dialog. Washington, DC. o 2011 Danielson, C. (2011). The Framework for Teaching Evaluation Instrument, 2011 Edition. o 2011 Danielson, C. (2007). Enhancing Professional Practice: A Framework for Teaching, 2nd Edition. o Marzano, R. (2012). Marzano Teacher Evaluation Model by Washington State Criteria

http://ww.tpep-wa.org. o Oregon Department of Education. (2012). Oregon Framework for Teacher and Administrator

Evaluation and Support Systems. o Oregon Department of Education, (2014), Guidance for Setting Student Learning and Growth (SLG) Goals.

McMinnville School District SB290 Educator Evaluation Committee

Amy Fast, Instructional Coach Casey Rich, LA Patton

Paige Lomas, 3rd grade Columbus Kris Olsen, MHS Principal

Maria Drennen, Counselor Duniway Cathy Carnahan, Duniway Principal

Tom Asbill, ELL Newby Carissa DeYoung, Instructional Coach

Kourtney Ferrua-Coach/Kindergarten Rona Aspholm, Art Patton

Stephanie Legard, Buel Principal Colin Mize, ELL Patton

Angela Newport, Instruction Coach Kelly Shipley, Science MHS

Olivia Brown, ELL Duniway Brian Crain, Wascher Principal

Liz Knapp, ELL Buel Erik Svec, 5th Columbus

Audrey Wright, TOSA/Instructional Coach Pat Muller, ELL Memorial

Kathleen Stocks, Alternative ED MHS Sandi Marriott, Elementary RISE

Kyra Donovan, Director of Elementary Programs Pattie Waltz, Director of Human Resources

Revised November 2014

http://ww.tpep-wa.org/

teacher evaluation and - sharpschool

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