instructional evaluation system...school district of palm beach county page 4 instructional...

School District of Palm Beach County

Dr. Robert Avossa, Superintendent

Keith Oswald, District Contact Person

InstructionalEvaluationSystem

Updated 10/24/17

2017-2018

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SchoolDistrictofPalmBeachCounty Page1InstructionalEvaluationSystem

Table of Contents

1. Performance of Students

2. Instructional Practice

3. Other Indicators of Performance

4. Summative Evaluation Score

5. Additional Requirements

6. District Evaluation Procedures

7. District Self-Monitoring

8. Appendix A – Classroom Teachers Observation Tool

9. Appendix B – Non-Classroom Teachers Observation Tool - School Counselors

10. Appendix C – Non-Classroom Teachers Observation Tool - Media Specialists

11. Appendix D- Non-Classroom Teachers Observation Tool - Therapists

12. Appendix E – Non-Classroom Teachers Observations Tool - Psychologist

13. Appendix F – Professional Growth Plan Instructions

14. Appendix G – PGP Time Line Reference Sheet

15. Appendix H – Checklist for Approval

**Modifications to an approved evaluation system may be made by the district at any time. A revised evaluation system shall be submitted for approval, in accordance with Rule 6A-5.030(3), F.A.C. The entire template shall be sent for the approval process.


1. Performance of Students

Directions:

The district shall provide:

o For all instructional personnel, the percentage of the evaluation that is based on theperformance of students criterion as outlined in s. 1012.34(3)(a)1., F.S., along with anexplanation of the scoring method, including how it is calculated and combined [Rule6A-5.030(2)(a)1., F.A.C.].

o For classroom teachers newly hired by the district, the student performancemeasure and scoring method for each evaluation, including how it is calculated andcombined [Rule 6A-5.030(2)(a)2., F.A.C.].

o For all instructional personnel, confirmation of including student performance data forat least three years, including the current year and the two years immediately precedingthe current year, when available. If less than the three most recent years of data areavailable, those years for which data are available must be used. If more than threeyears of student performance data are used, specify the years that will be used [Rule6A-5.030(2)(a)3., F.A.C.].

o For classroom teachers of students for courses assessed by statewide, standardizedassessments under s. 1008.22, F.S., documentation that VAM results comprise at leastone-third of the evaluation [Rule 6A-5.030(2)(a)4., F.A.C.].

o For classroom teachers of students for courses not assessed by statewide, standardizedassessments, the district-determined student performance measure(s) [Rule 6A-5.030(2)(a)5., F.A.C.].

o For instructional personnel who are not classroom teachers, the district-determinedstudent performance measure(s) [Rule 6A-5.030(2)(a)6., F.A.C.].


Student Performance Measures

There are three components of the teacher evaluation system; 57% of the School District of Palm Beach County (SDPBC) teacher evaluation will be derived from an Instructional Practice Score, 10% from the Deliberate Practice Score, and 33% of the SDPBC teacher evaluation will be based upon Student Performance data.

Component Weighting Instructional Practice 57% Deliberate Practice 10% Student Practice 33%

Student performance is an important component of the evaluation of employees in Palm Beach County. For 2017-2018 school year, the Student Performance component will be weighted as 33% of the overall teacher evaluation. The evaluation rating for the Student Performance component will include Highly Effective (4.0), Effective (3.0), Needs Improvement/Developing (2.0), and Unsatisfactory (1.0). District/State Provided cut scores will be utilized to establish the value of each rating criteria and applied to the Student Performance data collected for each teacher roster. See page 20 for the scoring rubric breakdown possibilities based off of the evaluation components, rating scales and weighting percentages per component.

SDPBC will use solely the state required Value-added Model (VAM) for the statewide assessments identified by the Florida Department of Education (FDOE). Currently, this includes Florida Standard Assessment (FSA) English Language Arts (ELA) Mathematics, and Algebra 1. SDPBC will apply additional models as they are approved by the State. SDPBC will develop a local model to determine the Student Performance component for teachers assigned to courses aligned to other statewide assessments:

o Grade 5, 8 FCAT 2.0 Scienceo Civics EOCo Algebra 2o Geometryo Biologyo US History

For teacher’s assigned non-statewide tested courses, SDPBC will apply locally developed measures including but not limited to:

o Statewide assessmentso Locally developed testso Other standardized assessments (SAT, ACT, AP, IB, AICE, etc.)o Industry Certifications

District/State Provided cut scores will be utilized to establish the value of each rating criteria and applied to the Student Performance data collected for each teacher roster. See


page 20 for the scoring rubric breakdown possibilities based off of the evaluation components, rating scales and weighting percentages per component.

For teachers’ assigned courses where the state provides a VAM score, the District will apply the State required classification scores provided through State Board of Education Rule 6A-5.0411 to determine the evaluation rating for the Student Performance component (Highly Effective, Effective, Needs Improvement/Developing, and Unsatisfactory). Data for at least three years, including the current year and the two years immediately preceding the current year, will be used when available. If less than the three most recent years are available, those years for which the data are available will be used. If more than the three years are available, the SDPBC will use the current year and the two years immediately preceding the current year.

For teachers assigned courses that do not have State provided VAM scores, the District will apply a locally developed model (Pre/Post-Test Cohort Model) that identifies similar distributions of teachers in each of the evaluation rating categories (Highly Effective, Effective, Needs Improvement/Developing, Unsatisfactory).

Calculations for the Pre/Post-Test (Cohort) Model will utilize the following guidelines: Students assigned to Teachers:

Based on Teacher Schedules in Student Information Services – FTE Roster Audits

Student must be assigned in Student Information Services Assigned to teacher both Survey 2 (October) and Survey 3 (February)

Have scores for Pre-Test and Post-Test

PRE-TEST Teachers bracketed into “COHORTS” based on average priorperformance of students

o Avg. FCAT Reading Level

Ex: Teacher’s students on average are Level 1

POST-TEST Teachers compared to District average based on average currentperformance.

If other State approved measures as defined in FS 1012.34 Section (7) are utilized, rating information will be determined, negotiated and distributed by the SDPBC. For instructional personnel who are not classroom teachers, the district-determined student performance measure will be the District VAM score provided by the State.


The graphic below list the evaluation assessments along with the pre-test grouping measures and the post-test outcome measures by grade/subject level.

Florida Statute 1012.34 requires each school district to include student performance as a component of teacher evaluations. In a recent meeting of the Joint Evaluation Negotiating Committee the assessments that will be used for the Student Performance Rating of the FY17 Teacher Evaluation were approved. As in prior years, three of these models will be generated by Florida Department of Education (FDOE) and the remaining models will be computed locally. For more information, please visit (growth.palmbeachschools.org)


The SDPBC will evaluate the newly hired teachers (Category 1A Teachers) according to the guidelines below:

o Category 1A Teachers – All teachers employed during the mid-year evaluation period will receive a mid-year evaluation. All teachers employed during the academic year will receive a final evaluation.

As per teacher contract, notice of the final Instructional Practice portion of their evaluation will be provided at least ten (10) work days prior to the employee’s last regular duty day of the school year.

The scoring rubric for newly hired teachers (Category 1A) is described in the graphic below:

The Student Performance score for the Mid-Year Evaluation period will be based on the teacher assignment and the specific measure will be determined by the teacher and school administrator at the beginning of school year.

Category 1A Teachers will receive the Final Evaluation Student Performance Measure score based on the VAM score designated for the subject/grade level of their student rosters.

If a teacher is not at their 99th day of employment by the 1st day of the following school year, then they will remain a Category 1A teacher and receive at least 2 evaluations before moving to a Category 1B teacher.

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2. Instructional Practice

Directions:


o For all instructional personnel, the percentage of the evaluation that is based on theinstructional practice criterion as outlined in s. 1012.34(3)(a)2., F.S., along with anexplanation of the scoring method, including how it is calculated and combined [Rule6A-5.030(2)(b)1., F.A.C.].

Description of the district evaluation framework for instructional personnel and thecontemporary research basis in effective educational practices [Rule 6A-5.030(2)(b)2.,F.A.C.].

For all instructional personnel, a crosswalk from the district's evaluation framework tothe Educator Accomplished Practices demonstrating that the district’s evaluationsystem contains indicators based upon each of the Educator Accomplished Practices[Rule 6A-5.030(2)(b)3., F.A.C.].

For classroom teachers, observation instrument(s) that include indicators based on eachof the Educator Accomplished Practices [Rule 6A-5.030(2)(b)4., F.A.C.].

For non-classroom instructional personnel, evaluation instrument(s) that includeindicators based on each of the Educator Accomplished Practices [Rule 6A-5.030(2)(b)5., F.A.C.].

For all instructional personnel, procedures for conducting observations and collectingdata and other evidence of instructional practice [Rule 6A-5.030(2)(b)6., F.A.C.].


Teacher Evaluation Components: There are three components of the teacher evaluation system; 57% of the School District of Palm Beach County (SDPBC) teacher evaluation will be derived from an Instructional Practice Score, 10% from the Deliberate Practice Score, and 33% of the SDPBC teacher evaluation will be based upon Student Performance data.

Component Weighting Instructional Practice 57% Deliberate Practice 10% Student Performance 33%

The Instructional Practice Component of the Evaluation process includes performance indicators that focus on four domains. The Four Domains of the Marzano Teacher Evaluation Model contains 60 total elements and build on each other to support teacher growth, development and performance.

The Instructional Practices Component is utilized to assess all K-12 School District of Palm Beach County instructional personnel as defined in 1012.01(2)(a-d) excluding substitutes. The Instructional Practice observation tool for all 60 elements is attached as Appendix A.

Instructional Practice Rating Scale and Score- Elements from all observations (walkthroughs, informals, and formals) are sorted to show how many times and the percentages for each scale score of Innovating (Level 4), Applying (Level 3), Developing (Level 2), Beginning (Level 1), and Not Using (Level 0). Please note there is not any weighting to a Formal, an Informal or the Walkthrough, they are equal. Use the rubric below to identify the Instructional Practice Score based on the percentages from the teacher observations. Note the Instructional Practice score is always presented in the following:

o 4.0 Highly Effectiveo 3.0 Effectiveo 2.0 Developing (Category 1A and 1B Teachers Only)/

2.0 Needs Improvement (Category 2 Teachers Only)o 1.0 Unsatisfactory

See page 20 for the scoring rubric breakdown possibilities based off of the evaluation components, rating scales and weighting percentages per component.


FY18 Rubric for Determining Instructional Practice Rating Category IA 0-1 years on

current teaching

contract or new to district

Highly Effective (4)

Effective (3) Developing (2) Unsatisfactory (1)

≥51% of Ratings are at Level 4 (Innovating)

≥51% of Ratings are at Level 3 (Applying) or

higher

≥51% of Ratings are at Level 2

(Developing) or higher


(Beginning) or 0 (Not Using)

Category IB 1-3 years on

current teaching contract


Effective (3) Developing (2) Unsatisfactory (1)


≥51% of Ratings are at Level 3 (Applying) or

higher




(Beginning) or 0 (Not Using)

Category 2 4 or more years of service


Effective (3) Needs

Improvement (2) Unsatisfactory (1)




≥60% of Ratings are at Level 1 (Beginning) or

higher

≥60% of Ratings are at Level 0 (Not

Using)

Marzano’s Teacher Evaluation Model is based on The Art and Science of Teaching framework and the meta-analytic research he has conducted over the past several decades. The first of its kind, this teacher evaluation model is not only based on studies that correlate instructional strategies to student achievement, but is also grounded on experimental/control studies that establish a direct causal link between elements of the model and student results. The Marzano Teacher Evaluation Model identifies a complete set of practices directly related to improved student performance, organized into four domains that develop teacher expertise. Each domain builds on the previous one with direct links to create a causal chain that results in increased learning and achievement for all students. Unlike other evaluation models, the Marzano Model is a coaching model that shines the spotlight on Domain 1: Classroom Strategies and Behaviors, which contains not only the largest number of elements but also those that have been shown in causal studies to have the most direct effect on student performance. The additional domains include: Domain 2: Preparing and Planning, Domain 3: Reflecting on Teaching and Domain 4: Collegiality and Professionalism.


The following chart is provided to display the crosswalk of the district’s evaluation framework to the Educator Accomplished Practices.

Alignment to the Florida Educator Accomplished Practices (FEAP) Practice Evaluation Indicators

1. Instructional Design and Lesson PlanningApplying concepts from human development and learning theories, the effective educator consistently:

a. Aligns instruction with state-adopted standards at the appropriatelevel of rigor;

Marzano Domain 2

b. Sequences lessons and concepts to ensure coherence andrequired prior knowledge;

Marzano Domain 2

c. Designs instruction for students to achieve mastery; Marzano Domain 2 d. Selects appropriate formative assessments to monitor learning; Marzano Domain 2 e. Uses diagnostic student data to plan lessons; and, Marzano Domain 2 f. Develops learning experiences that require students to

demonstrate a variety of applicable skills and competencies.Marzano Domain 2

2. The Learning EnvironmentTo maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and

collaborative, the effective educator consistently:a. Organizes, allocates, and manages the resources of time, space,

and attention; Marzano Domain 1- DQ6

b. Manages individual and class behaviors through a well-plannedmanagement system; Marzano Domain 1- DQ6

c. Conveys high expectations to all students; Marzano Domain 1- DQ9 d. Respects students’ cultural linguistic and family background; Marzano Domain 1- DQ8 e. Models clear, acceptable oral and written communication skills; Marzano Domain 1- DQ6f. Maintains a climate of openness, inquiry, fairness and support; Marzano Domain 1- DQ8 g. Integrates current information and communication technologies; Marzano Domain 2h. Adapts the learning environment to accommodate the differing

needs and diversity of students; and Marzano Domain 1- DQ1 & DQ6 & Domain 2

i. Utilizes current and emerging assistive technologies that enablestudents to participate in high-quality communication interactionsand achieve their educational goals.

Marzano Domain 2

3. Instructional Delivery and FacilitationThe effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:

a. Deliver engaging and challenging lessons;Marzano Domain 1- DQ1, DQ2, DQ3 & DQ4

b. Deepen and enrich students’ understanding through content arealiteracy strategies, verbalization of thought, and application of thesubject matter;

Marzano Domain 1- DQ3 & DQ4

c. Identify gaps in students’ subject matter knowledge; Marzano Domain 1- DQ9 d. Modify instruction to respond to preconceptions or

misconceptions; Marzano Domain 1- DQ9

e. Relate and integrate the subject matter with other disciplines andlife experiences;

Marzano Domain 1- DQ1 & DQ6 Domain 2

f. Employ higher-order questioning techniques;Marzano Domain 1- DQ2 & DQ3 & Domain 2


g. Apply varied instructional strategies and resources, includingappropriate technology, to provide comprehensible instruction,and to teach for student understanding;

Marzano Domain 1- DQ1, DQ2 & DQ5 & Domain 2

h. Differentiate instruction based on an assessment of studentlearning needs and recognition of individual differences instudents;

Marzano Domain 1-DQ8 & Domain 2

i. Support, encourage, and provide immediate and specific feedbackto students to promote student achievement;

Marzano Domain 1- DQ1, DQ2 & DQ5 & Domain 2

j. Utilize student feedback to monitor instructional needs and toadjust instruction.

Marzano Domain 1- DQ5 & DQ8 & Domain 2

4. AssessmentThe effective educator consistently:

a. Analyzes and applies data from multiple assessments andmeasures to diagnose students’ learning needs, informsinstruction based on those needs, and drives the learning process;

Marzano Domain 1 - DQ1-DQ6, DQ8-9 & Domain 2

b. Designs and aligns formative and summative assessments thatmatch learning objectives and lead to mastery;

Marzano Domain 1- DQ1 & Domain 2

c. Uses a variety of assessment tools to monitor student progress,achievement and learning gains; Marzano Domain 1- DQ5 & DQ8

d. Modifies assessments and testing conditions to accommodatelearning styles and varying levels of knowledge;

Marzano Domain 1- DQ1 & Domain 2

e. Shares the importance and outcomes of student assessment datawith the student and the student’s parent/caregiver(s); and, Marzano Domain 1- DQ1 & DQ5

f. Applies technology to organize and integrate assessmentinformation. Marzano Domain 2

5. Continuous Professional ImprovementThe effective educator consistently:

a. Designs purposeful professional goals to strengthen theeffectiveness of instruction based on students’ needs;

Marzano Domain 1-DQ1, DQ2, & DQ8 & Domains2, 3, & 4

b. Examines and uses data-informed research to improve instructionand student achievement; Marzano Domain 2

c. Uses a variety of data, independently, and in collaboration withcolleagues, to evaluate learning outcomes, adjust planning andcontinuously improve the effectiveness of the lessons;

Marzano Domain 2 & 3

d. Collaborates with the home, school and larger communities tofoster communication and to support student learning andcontinuous improvement;

Marzano Domain 4

e. Engages in targeted professional growth opportunities andreflective practices; and, Marzano Domain 3

f. Implements knowledge and skills learned in professionaldevelopment in the teaching and learning process. Marzano Domain 2&3

6. Professional Responsibility and Ethical ConductUnderstanding that educators are held to a high moral standard in a community, the effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida, pursuant to Rules 6A-10.080 and 6A-10.081, F.A.C., and fulfills the expected obligations to students, the public and the education profession.

Marzano Domain 1-DQ9 & Domain 4


Four categories of Non-Classroom Teachers will be observed utilizing job specific observation instruments aligned with the Marzano Domain 1 Elements. These Non-Classroom Teachers are as follows:

a. School Counselors (Appendix B)b. Media Specialists (Appendix C)c. Therapists (Appendix D)d. Psychologists (Appendix E)

All other Non-Classroom Teachers will be observed utilizing the standard classroom based observation Marzano - Domain 1 form. All teachers will be observed for Marzano - Domains 2, 3, & 4 using the standard Domain 2, 3, & 4 forms. The Palm Beach County’s Teacher Instructional Practices component of the evaluation system is comprised of both announced and unannounced observations. The following chart is a brief description of these processes:

Implementation: Types of Observations

Formal

• 30-55 minutes (or until the completion of a lesson)• Each employee must be notified of the week of the formal observation. Notification

will be made no later than the last work day of the preceding week.• Pre-Conference (may be a face-to-face meeting, an electronic meeting or may be the

submission of the employee’s lesson plan )• Post-Conference (either electronic or face to face, to provide feedback and coaching.)• Observations should be scheduled at a time when Design Questions 2, 3, or 4 in

Domain 1 can be observed• Written feedback** is provided to the teacher

Informal • 10-29 minutes• May be announced or unannounced

Walkthroughs* • 5-9 minutes• Does not count towards the evaluation score.

*Only walkthroughs may be conducted during the employee’s first 15 work days.**Written feedback may be provided in an electronic format.

It is an expectation that for Category 1A the final Instructional Practices Portion of the evaluation must contain a minimum of 15 data-marks. For all other employees, the final Instructional Practices Portion of the evaluation shall contain a minimum of

10 data-marks.

**The observation/evaluation protocols for instructional employees is set forth in the CTA Contract (Article 2, Section G). Any teacher hired within the last 45 days of school will not be subject to an annual evaluation due to insufficient data.

Domain 1 Information All 41 elements are NOT required to be observed in one academic year.

Only dominant elements should be coded during an observation.


The graphic below addresses specific rules and practices to be used in Palm Beach County when conducting observations within each of the four Marzano Domains.


Teacher Observation Schedules These schedules reflect the minimum number of observations required. Additional observations may be conducted.


3. Other Indicators of Performance

Directions:


The additional performance indicators, if the district chooses to include such additionalindicators pursuant to s. 1012.34(3)(a)4., F.S.;

The percentage of the final evaluation that is based upon the additional indicators; and The scoring method, including how it is calculated and combined [Rule 6A-5.030(2)(d),

F.A.C.].


Teacher Evaluation Components: There are three components of the teacher evaluation system; 57% of the School District of Palm Beach County (SDPBC) teacher evaluation will be derived from an Instructional Practice Score, 10% from the Deliberate Practice Score, and 33% of the SDPBC teacher evaluation will be based upon Student Performance data. The evaluation rating for the Deliberate Practice component will include Highly Effective, Effective, Needs Improvement/Developing, and Unsatisfactory.

Component Weighting Instructional Practice 57% Deliberate Practice 10% Student Performance 33%

Steps to creating a Deliberate Practice Plan: Step 1 Take Self-Assessment (optional) Step 2 Select One Target Element of Focus Step 3 Identify Action Steps Step 4 Activate Plan

Complete directions on this process can be found in Appendix F The screenshot below demonstrates the format that the Deliberate Practice Plan is

monitored throughout the school year. The teacher will be able to monitor the plan iniObservation for the selected element and update the action steps throughout the year.


The teacher’s final evaluation rating will include the new Professional Growth component, which will be 10% of the total final rating. The process will be completed by all teachers through iObservation by means of the Professional Growth Plan (PGP) and will be a measurement of growth from the beginning to the end of the observation period. Once a plan is activated the teachers’ supervisor(s) will begin observing the selected Element when they are in the teacher’s classroom for observations. The highest element score received on this element throughout the year will be used to determine the Deliberate Practice rating. If a teacher grows two levels from the level indicated when the plan was activated or receives a 4.0 Innovating Scale Score then the 10% Deliberate Practice Score will be 4.0 Highly Effective. Likewise, if the observed growth is at one level from time the plan was activated the teacher will receive a 3.0 Effective for the Deliberate Practice Score. If No Growth is indicated then teacher will receive a 2. 0 Needs Improvement/Developing and if the element is not observed during any observation the teacher will receive a 1.0 Unsatisfactory. Please refer to the rubric below for an illustration of this process:

See page 20 for the scoring rubric breakdown possibilities based off of the evaluation components, rating scales and weighting percentages per component.


4. Summative Evaluation Score

Directions:


The summative evaluation form(s); and The scoring method, including how it is calculated and combined; and The performance standards used to determine the summative evaluation rating.

Districts shall use the four performance levels provided in s. 1012.34(2)(e), F.S.[Rule 6A-5.030(2)(e), F.A.C.].


The SDPBC will use record the evaluations for all teachers in the Human Capital Management System, PeopleSoft. All Category 1A teachers will receive a Mid-Year Evaluation and all teachers will receive an Annual Evaluation. The summative evaluation form are in the screenshots below:


The Teacher Evaluation System is made up of three scoring components, Instructional Practice (IP), Student Performance (SP) and Professional Practice (PP), the weighting system, along with the rating scale are depicted in the chart below which indicates the final evaluation ratings possibilities.

The chart below identifies the weights of the three components along with the component rating scale and all possible scoring scenarios. To better understand the combined scores please refer to the sample possible scenario: If a teacher scored: 3.0 Effective for the Instructional Practice (IP) Score (57%), 2.0 Needs Improvement/Developing for the Student Performance (SP) VAM score

(33%) 4.0 Highly Effective for the Professional Practice (PP)(Deliberate Practice) (10%)

o The Final Rating would be a 2.8 which falls into the Overall Final Rating ofEffective according to the Teacher Evaluation Component Rating Scalebelow.

All other possible scoring scenarios are depicted in the chart below.


5. Additional Requirements

Directions:


Confirmation that the district provides instructional personnel the opportunity toreview their class rosters for accuracy and to correct any mistakes [Rule 6A-5.030(2)(f)1., F.A.C.]

Documentation that the evaluator is the individual who is responsible for supervisingthe employee. An evaluator may consider input from other personnel trained inevaluation practices. If input is provided by other personnel, identify the additionalpositions or persons. Examples include assistant principals, peers, district staff,department heads, grade level chairpersons, or team leaders [Rule 6A-5.030(2)(f)2.,F.A.C.].

Description of training programs and processes to ensure that all employees subject toan evaluation system are informed on evaluation criteria, data sources,methodologies, and procedures associated with the evaluation before the evaluationtakes place, and that all individuals with evaluation responsibilities and those whoprovide input toward evaluation understand the proper use of the evaluation criteriaand procedures [Rule 6A-5.030(2)(f)3., F.A.C.].

Description of processes for providing timely feedback to the individual beingevaluated [Rule 6A-5.030(2)(f)4., F.A.C.].

Description of how results from the evaluation system will be used for professionaldevelopment [Rule 6A-5.030(2)(f)5., F.A.C.].

Confirmation that the district will require participation in specific professionaldevelopment programs by those who have been evaluated as less than effective asrequired by s. 1012.98(10), F.S. [Rule 6A-5.030(2)(f)6., F.A.C.].

Documentation that all instructional personnel must be evaluated at least once a year[Rule 6A-5.030(2)(f)7., F.A.C.].

Documentation that classroom teachers are observed and evaluated at least once a year[Rule 6A-5.030(2)(f)8., F.A.C.].

Documentation that classroom teachers newly hired by the district are observedand evaluated at least twice in the first year of teaching in the district pursuant tos. 1012.34(3)(a), F.S. [Rule 6A-5.030(2)(f)8., F.A.C.].

Documentation that the evaluation system for instructional personnel includesopportunities for parents to provide input into performance evaluations when thedistrict determines such input is appropriate, and a description of the criteria forinclusion, and the manner of inclusion of parental input [Rule 6A-5.030(2)(f)9.,F.A.C.].

Identification of teaching fields, if any, for which special evaluation procedures andcriteria are necessary [Rule 6A-5.030(2)(f)10., F.A.C.].

Description of the district’s peer assistance process, if any. Peer assistance may be partof the regular evaluation system, or used to assist personnel who are placed onperformance probation, or who request assistance, or newly hired classroom teachers[Rule 6A-5.030(2)(f)11., F.A.C.].


SDPBC has a specific process relating to the FTE weeks to ensure the accuracy of class rosters, all schools are required to complete the steps for FTE Documentation and verify using Palm Beach School District in house form #2217 depicted below. This form is on record at each school, provided to the area office and submitted to the districts FTE Manager.

All school based instructional employees will be evaluated by the school principal. The assistant principal will conduct observations and assist in the evaluation process. All non-classroom teachers will be evaluated by the employee’s direct supervisor.

All new instructional employees will be provided an opportunity to participate in professional learning opportunities pertaining to this new observation/evaluation system through school-based professional development, online book studies, and/or job-embedded professional development through Palm Beach County’s New Educator Induction Program (Educator Support Program).

All instructional employees, including new to the district and veteran instructional employees have access to coursework on the Palm Beach Model of Instruction through eLearning Management, Palm Beach Counties Learning Management System. In addition the Professional Development website has multiple resources available to all employees. The


Professional Development Days content is developed based off of the needs of each school, the School-Based Administrators use the Student Achievement Data, the Teacher Observation Data and the School Improvement Plan to organize their training needs, the training is delivered in whole group, Personal Learning Communities and district provided trainings that address the needs assessment completed each year.

The SDPBC requires that all observers have Level 1 Marzano Certification prior to being given access to observe teachers for evaluative purposes. This certification has a combination of both content based assessment and practical application assessment. This certification is renewed every three years.

The Marzano Observation Evaluation System is designed to support the professional growth of teacher’s daily instructional practices.

The SDPBC will utilize the iObservation System and Resource Library as well as student growth measures to provide timely and relevant feedback and professional learning opportunities to instructional employees. Other professional learning opportunities will be developed and provided to support instructional practices. Teacher performance will be observed multiple times by trained administrators that provide timely feedback (within 10 working days). The observation tool (iObservation) allows for efficient feedback that encourages dialogue between administrator and teacher as well as relevant professional development targeted to individual needs.

The following plan will be used to identify any teacher who is in need of specific professional development programs based off of classroom observations:


The flowchart below depicts the School‐Based Plan Process.


Teacher Observation Schedules All Instructional employees Must be evaluated at least one time a year, the Category 1A Teachers (newly hired, working less than 99 days) will be evaluated twice each year, they will receive a Mid-Year Evaluation and a Final Evaluation. The schedules below reflect the minimum number of observations required for each Evaluation period by teacher category. Additional observations may be conducted.

At this time, the SDPBC does not include parental input for teacher evaluations. SDPBC does include a climate survey for all schools available to parents and the Marzano Demo schools conduct student surveys, but neither of these methods of parental/student input are evaluative. In addition, at this time no additional positions or persons provide input towards the teacher evaluation.

The SDPBC has identified the following four employee groups that have job-specific observation instruments. The Non-Classroom Teacher groups these apply to are as follows:

School Counselors Media Specialists Therapists Psychologists

Peer Assistant & Review (PAR) - PAR is based on the philosophy that teachers who request and/or are referred for professional growth can receive support by their peers. Through


conferencing, observing and coaching, teachers can learn different methodologies and strategies to help them achieve more success in the classroom and provide quality educational experiences for their students. In a time when accountability is essential this innovative program empowers educators to seek professional growth opportunities which will assist them to grow professionally and ultimately positively impact student achievement. PAR is not part of the evaluation process, but serves as a support for individual teachers through either a self-referral, administrator referral or a Classroom Teach Association referral.


6. District Evaluation Procedures

Directions:

The district shall provide evidence that its evaluation policies and procedures comply with the following statutory requirements:

In accordance with s. 1012.34(3)(c), F.S., the evaluator must: Submit a written report of the evaluation to the district school superintendent

for the purpose of reviewing the employee’s contract [Rule 6A-5.030(2)(g)1.,F.A.C.].

Submit the written report to the employee no later than 10 days after theevaluation takes place [Rule 6A-5.030(2)(g)2., F.A.C.].

Discuss the written evaluation report with the employee [Rule 6A-5.030(2)(g)3., F.A.C.].

The employee shall have the right to initiate a written response to theevaluation and the response shall become a permanent attachment to his orher personnel file [Rule 6A-5.030(2)(g)4., F.A.C.].

The district shall provide evidence that its evaluation procedures for notification ofunsatisfactory performance comply with the requirements outlined in s. 1012.34(4),F.S. [Rule 6A-5.030(2)(h), F.A.C.].

Documentation the district has complied with the requirement that the district schoolsuperintendent shall annually notify the Department of any instructional personnelwho receive two consecutive unsatisfactory evaluations and shall notify theDepartment of any instructional personnel who are given written notice by the districtof intent to terminate or not renew their employment, as outlined in s. 1012.34(5), F.S.[Rule 6A-5.030(2)(i), F.A.C.].


Evidence of all SDPBC evaluations can be found in our Human Capital Management System, PeopleSoft. This system maintains records for individual contract status. All contracts are signed by both the district school superintendent and the chairman of the school board. This system provides 24 hour access to all evaluations and contracts status electronically, this system also automatically send an email to the employee once the evaluation has been released by the supervisor.

Upon receipt of the student learning growth data, said data shall be combined with the Instructional Practice and Deliberate Practice portion of each employee’s evaluation in PeopleSoft and the Principal/Director shall notify the employee that his/her evaluation is ready for review and signature. A conference may be initiated by the employee or the Principal/Director to review the overall Final Evaluation. A conference must occur if the overall Final Evaluation rating is Needs Improvement/Developing or Unsatisfactory.

Evaluators provide necessary and timely feedback to employees being evaluated, the following guidelines are adhered to regarding feedback:

o Within ten (10) working days of completing an evaluation, the principal shall give theemployee a copy of the form (copies may be provided in an electronic format) anddiscuss its contents with the employee.

o As a result of an observation, if an observer rates any employee “Beginning” or “NotUsing” in any element, the observer will make available to the employee written orelectronic feedback with specific recommendation(s) for improvement within 10work days.

o Additionally, all elements marked as “Beginning” or “Not Using” must be observedon at least one additional occasion (after improvement strategies were provided) in agiven school year to observe if there was improvement. The second observationshould occur no sooner than two weeks after the improvement strategies were madeavailable. If the ratings in the preceding paragraph occur after all requiredobservations have been completed for any school year, the observer will make everyeffort to conduct one additional announced targeted observation after the specificrecommendation(s) have been provided to the employee.

All SDPBC employees shall have the right to initiate a written response to his/her Final Annual Evaluation that shall be made a part of the employee’s official personnel file.

The SDPBC will comply with statute requirements concerning notification of two consecutive unsatisfactory evaluations as outlined in s. 1012.34(5), F.S.


7. District Self-Monitoring

Directions:

The district shall provide a description of its process for annually monitoring its evaluation system. The district self-monitoring shall determine the following:

Evaluators’ understanding of the proper use of evaluation criteria and procedures,including evaluator accuracy and inter-rater reliability; [Rule 6A-5.030(2)(j)1.,F.A.C.]

Evaluators provide necessary and timely feedback to employees being evaluated;[Rule 6A-5.030(2)(j)2., F.A.C.]

Evaluators follow district policies and procedures in the implementation of evaluationsystem(s); [Rule 6A-5.030(2)(j)3., F.A.C.]

Use of evaluation data to identify individual professional development; [Rule 6A-5.030(2)(j)4., F.A.C.]

Use of evaluation data to inform school and district improvement plans [Rule 6A-5.030(2)(j)5., F.A.C.].


The SDPBC requires that all observers have Level 1 Marzano Certification prior to being given access to observe teachers for evaluative purposes. This certification has a combination of both content based assessment and practical application assessment. This certification is renewed every three years.

Evaluators provide necessary and timely feedback to employees being evaluated, the following guidelines are adhered to regarding feedback: o Within ten (10) working days of completing an evaluation, the principal shall give the

employee a copy of the form (copies may be provided in an electronic format) anddiscuss its contents with the employee.

o As a result of an observation, if an observer rates any employee “Beginning” or “NotUsing” in any element, the observer will make available to the employee written orelectronic feedback with specific recommendation(s) for improvement within 10work days.

o Additionally, all elements marked as “Beginning” or “Not Using” must be observedon at least one additional occasion (after improvement strategies were provided) in agiven school year to observe if there was improvement. The second observationshould occur no sooner than two weeks after the improvement strategies were madeavailable. If the ratings in the preceding paragraph occur after all requiredobservations have been completed for any school year, the observer will make everyeffort to conduct one additional announced targeted observation after the specificrecommendation(s) have been provided to the employee.

The SDPBC monitors the implementation of the evaluation process in a multi-level process: specific guidelines are in place for compliance to observation schedules and support for all teachers. The school based administrators monitor this process for their school. Each school belongs to an area office that monitors the compliance, in addition the Department of Professional Growth also utilizes report in iObservation, the electronic toll for recording observational data, to oversee fidelity of implementation.

The School Advisory Council (SAC) convenes to create a School Improvement Plan, which contains the professional learning focus for the school year. Schools articulate a plan for professional development as part of their School Improvement Plan (SIP). State statute and school board policy require specific stakeholder groups to be represented on the School Advisory Council such as the principal, parents, teachers, district personnel, School Advisory Council Chairperson, school leadership team, department chairs, school stakeholders, and community/business representatives. The Department of Professional Development guides schools as they organize the targeted content and conduct professional learning communities that are aligned to the goals of their SIP. A focus on results is essential to professional development effectiveness. Schools achieve this through: A School Improvement Plan (SIP) based on Student Data: Student achievement Data:

o School discipline datao Student attendance datao School graduation rateso VAM (Value Added Model)/Student growth data

Teacher Data:o Professional Growth Plans (PGP)


o School climate surveyso Observation trend datao Instructional Practice Scoreso Inservice records/professional learning transcripts

A school-based Professional Development (PD) Team monitors teacher implementation and evaluates the schools’ professional development impact on teacher practice and student achievement as identified in the School Improvement Plan. The PD Team support works with administration, coaches, and mentors at the school site to provide support and resources necessary to ensure there is transfer and implementation of new knowledge and skills in the classroom. Customized activities are sustained throughout the year during allotted time during school PD Days, professional learning communities, and full inservice days which allows faculty to engage in professional learning. These activities primarily focus on [FS 1012.98 (4) (b) (3)]:

o Analysis of student achievement data;o Ongoing formal and informal assessments of student achievement;o Identification and use of enhanced and differentiated instructional strategies

that emphasize rigor, relevance, and reading in the content areas;o Enhancement of subject content expertise;o Integrated use of classroom technology that enhances teaching and learning;o Classroom management;o Parent involvement; ando School safety

As a District, the teacher data is monitored to identify trends, those observational trends are addressed within the development of the District Improvement Plan, additional resources are provided on the Professional Growth and Development website for schools and individuals as needed to implement the District Improvement Plan. At the end of each school year the Upper Leadership reviews the observation data reports to identify specific training needs by school, region and district. These trainings are developed by the Professional Growth Department and rolled out to principals, assistant principals and teacher leads during the summer. The specific training is also available for schools to present during their Professional Development Days during the school year.


Appendix A- Classroom Teachers Observation Tool

Appendix B- Non-Classroom Teachers Observation Tool School Counselors

Appendix C- Non-Classroom Teachers Observation Tool Media Specialists

Appendix D- Non-Classroom Teachers Observation Tool Therapists

Appendix E- Non-Classroom Teachers Observation Tool Psychologists

Appendix F – Professional Growth Plan Instructions

Appendix G – Checklist for Approval

©2014 Robert J. Marzano. Can only be digitized in iObservation. iObservation is a registered trademark of Learning Sciences International®

Marzano Protocol: Lesson Segment Involving Routine Events Design Question #1: What will I do to establish and communicate learning goals, track student progress, and celebrate success?

1. Providing Rigorous Learning Goals and Performance Scales (Rubrics)The teacher provides rigorous learning goals and/or targets, both of which are embedded in a performance scale that includes application of knowledge.

Example Teacher Evidence r Teacher has a learning goal and/or target posted for student reference r The learning goal or target clearly identifies knowledge or processes aligned to the rigor of required standards r Teacher makes reference to the learning goal or target throughout the lesson r Teacher has a scale that builds a progression of knowledge from simple to complex r Teacher relates classroom activities to the scale throughout the lesson r Teacher has goals or targets at the appropriate level of rigor r Performance scales include application of knowledge

Example Student Evidence r Students can explain the learning goal or target for the lesson r Students can explain how their current activities relate to the learning goal or target r Students can explain the levels of performance, from simple to complex, in the scale r Student artifacts demonstrate students know the learning goal or target r Student artifacts demonstrate students can identify a progression of knowledge

Scale Not Using Beginning Developing Applying Innovating

Providing rigorous learning goals and performance scales (rubrics)

Strategy was called for but not exhibited.

Uses strategy incorrectly or with parts missing.

Provides rigorous learning goals and performance scales or rubrics that describe levels of performance.

Provides rigorous learning goals and performance scales or rubrics and monitors the extent to which students understand the learning goal and/or targets and levels of performance.

Adapts and creates new strategies for unique student needs and situations.

Reflection Questions Not Using Beginning Developing Applying Innovating

Providing rigorous learning goals and performance scales (rubrics)

How can you begin to incorporate some aspects of this strategy into your instruction?

How can you provide a rigorous learning goal accompanied by a performance scale or rubric that describes levels of performance?

In addition to providing a rigorous learning goal accompanied by a performance scale or rubric that describes levels of performance, how can you monitor the extent to which students understand the learning goal and/or targets and the levels of performance?

How might you adapt and create new strategies for providing rigorous learning goals and/or targets and performance scales or rubrics that address unique student needs and situations?

What are you learning about your students as you adapt and create new strategies?

Appendix A: Classroom Teachers Observation Tool


2. Tracking Student ProgressThe teacher facilitates tracking of student progress on one or more learning goals and/or targets using a formative approach to assessment.

Example Teacher Evidence r Teacher helps students track their individual progress on the learning goal or target r Teacher uses formal and informal means to assign scores to students on the scale or rubric depicting student status on the

learning goal r Teacher uses formative data to chart progress of individual and entire class progress on the learning goal

Example Student Evidence r Students can describe their status relative to the learning goal using the scale or rubric r Students systematically update their status on the learning goal r Students take some responsibility for providing evidence in reference to their progress on the scale r Artifacts and data support that students are making progress toward a learning goal


Tracking student progress



Facilitates tracking of student progress towards learning goals and/or targets using a formative approach to assessment.

Facilitates tracking of student progress towards learning goals and/or targets using a formative approach to assessment and monitors the extent to which students understand their level of performance.



Tracking student progress


How can you facilitate tracking of student progress using a formative approach to assessment?

In addition to facilitating tracking of student progress using a formative approach to assessment, how can you monitor the extent to which students understand their level of performance?

How might you adapt and create new strategies for facilitating tracking of student progress using a formative approach to assessment that address unique student needs and situations?



3. Celebrating SuccessThe teacher provides students with recognition of their current status and their knowledge gain relative to the learning goal or target.

Example Teacher Evidence r Teacher acknowledges students who have achieved a certain score on the scale or rubric r Teacher acknowledges students who have made gains in their knowledge and skill relative to the learning goal r Teacher acknowledges and celebrates the final status and progress of the entire class r Teacher uses a variety of ways to celebrate success

• Show of hands• Certification of success• Parent notification• Round of applause• Academic praise

Example Student Evidence r Students show signs of pride regarding their accomplishments in the class r Students take some responsibility for celebrating their individual status and that of the whole class r Student surveys indicate they want to continue making progress


Celebrating success



Provides students with recognition of their current status and their knowledge gain relative to the learning goal.

Provides students with recognition of their current status and their knowledge gain relative to the learning goal and monitors the extent to which students are motivated to enhance their status.



Celebrating success


How can you provide students with recognition of their current status and their knowledge gain relative to the learning goal?

In addition to providing students with recognition of their current status and their knowledge gain relative to the learning goal, how can you monitor the extent to which students are motivated to enhance their status?

How might you adapt and create new strategies for providing students with recognition of their current status and their knowledge gain relative to the learning goal that address unique student needs and situations?


Student Interviews

Student Questions: • What learning goal did today’s lesson focus on?• How well are you doing on that learning goal?• Describe the different levels you can be at on the learning goal or target.


Design Question #6: What will I do to establish and maintain classroom rules and procedures?

4. Establishing Classroom RoutinesThe teacher establishes expectations regarding rules and procedures that facilitate students working individually, in groups, and as a whole class.

Example Teacher Evidence r Teacher involves students in designing classroom routines and procedures r Teacher actively teaches student self-regulation strategies r Teacher uses classroom meetings to review and process rules and procedures r Teacher reminds students of rules and procedures r Teacher asks students to restate or explain rules and procedures r Teacher provides cues or signals when a rule or procedure should be used r Teacher focuses on procedures for students working individually or in small groups

Example Student Evidence r Students follow clear routines during class r Students describe established rules and procedures r Students describe the classroom as an orderly place r Students recognize cues and signals by the teacher r Students regulate their behavior while working individually r Students regulate their behavior while working in groups


Establishing classroom routines



Establishes expectations regarding rules and procedures.

Establishes expectations regarding rules and procedures and monitors the extent to which students understand rules and procedures.



Establishing classroom routines


How can you establish expectations regarding rules and procedures?

In addition to establishing expectations regarding rules and procedures, how can you monitor the extent to which students understand the rules and procedures?

How might you adapt and create strategies for establishing expectations, rules, and procedures that address unique student needs and situations?



5. Organizing the Physical Layout of the ClassroomThe teacher organizes the physical layout of the classroom to facilitate movement and support learning.

Example Teacher Evidence r The physical layout of the classroom has clear traffic patterns r The physical layout of the classroom is designed to support long-term projects by individual students or groups of students r The physical layout of the classroom provides easy access to materials and centers r The classroom is decorated in a way that enhances student learning

• Bulletin boards relate to current content (e.g., word walls)• Student work is displayed

Example Student Evidence r Students move easily about the classroom r Individual students or groups of students have easy access to materials that make use of long-term projects r Students make use of materials and learning centers r Students can easily focus on instruction r Students can easily access technology r Transition time is minimized due to layout of classroom


Organizing the physical layout of the classroom



Organizes the physical layout of the classroom to facilitate movement and support learning.

Organizes the physical layout of the classroom to facilitate movement and support learning and monitors the extent to which students have easy access to materials in an environment that supports learning.



Organizing the physical layout of the classroom


How can you organize the physical layout of the classroom to facilitate movement and support learning?

In addition to organizing the physical layout of the classroom to facilitate movement and support learning, how can you monitor that students have easy access to materials in an environment that supports learning?

How might you adapt and create new strategies for organizing the physical layout of the classroom to facilitate movement and support learning that address unique student needs and situations?


Student Interviews

Student Questions: • What are the regular rules and procedures you are expected to follow in class?• How well do you do at following the rules and procedures and why?


Marzano Protocol: Lesson Segment Addressing Content Design Question #2: What will I do to help students effectively interact with new knowledge?

6. Identifying Critical ContentThe teacher continuously identifies accurate critical content during a lesson or part of a lesson that portrays a clear progression of information that leads to deeper understanding of the content.

Example Teacher Evidence r Teacher highlights critical content that portrays a clear progression of information related to standards or goals r Teacher identifies differences between the critical and non-critical content r Teacher continuously calls students’ attention to accurate critical content r Teacher integrates cross-curricular connections to critical content

Example Student Evidence r Students can describe the level of importance of the critical content addressed in class r Students can identify the critical content addressed in class r Students can explain the difference between critical and non-critical content r Formative data show students attend to the critical content (e.g., questioning, artifacts) r Students can explain the progression of critical content


Identifying critical content



Signals to students critical versus non-critical content and portrays a clear progression of information.

Signals to students critical versus non-critical content and portrays a clear progression of information and monitors the extent to which students are attending to critical versus non-critical content.



Identifying critical content


How can you signal to students critical versus non-critical content and portray a clear progression of information?

In addition to signaling to students critical versus non-critical content and portraying a clear progression of information, how might you monitor the extent to which students attend to critical content?

How might you adapt and create new strategies for identifying critical content that address unique student needs and situations?



7. Organizing Students to Interact with New ContentThe teacher organizes students into appropriate groups to facilitate the processing of new content.

Example Teacher Evidence r Teacher has established routines for student grouping and student interaction for the expressed purpose of processing new

content r Teacher provides guidance on one or more conative skills

• Becoming aware of the power of interpretations• Avoiding negative thinking• Taking various perspectives• Interacting responsibly• Handling controversy and conflict resolution

r Teacher organizes students into ad hoc groups for the lesson r Teacher provides guidance on one or more cognitive skills appropriate for the lesson

Example Student Evidence r Students move and work within groups with an organized purpose r Students have an awareness of the power of interpretations r Students avoid negative thinking r Students take various perspectives r Students interact responsibly r Students appear to know how to handle controversy and conflict resolution r Students actively ask and answer questions about the content r Students add their perspectives to discussions r Students attend to the cognitive skill(s)


Organizing students to interact with new content



Organizes students into appropriate groups to facilitate the processing of new content.

Organizes students into appropriate groups to facilitate the processing of new content and monitors the extent to which groups process.



Organizing students to interact with new content


How can you organize students into small groups to facilitate the processing of new content?

In addition to organizing students into small groups to facilitate the processing of new content, how can you monitor the extent to which groups process?

How might you adapt and create new strategies for organizing students to interact with new content that address unique student needs and situations?



8. Previewing New ContentThe teacher engages students in previewing activities that require students to access prior knowledge and analyze new content.

Example Teacher Evidence r Teacher facilitates identification of the basic relationship between prior ideas and new content r Teacher uses preview questions before reading r Teacher uses K-W-L strategy or variation of it r Teacher provides an advanced organizer

• Outline• Graphic organizer

r Teacher has students brainstorm r Teacher uses anticipation guide r Teacher uses motivational hook/launching activity

• Anecdote• Short multimedia selection• Simulation/demonstration• Manipulatives

r Teacher uses digital resources to help students make linkages r Teacher uses strategies associated with a flipped classroom

Example Student Evidence r Students can identify basic relationships between prior content and upcoming content r Students can explain linkages with prior knowledge r Students make predictions about upcoming content r Students can provide a purpose for what they are about to learn r Students cognitively engage in previewing activities r Students can explain how prior standards or goals link to the new content


Previewing new content



Engages students in previewing activities that require students to access prior knowledge and analyze new content.

Engages students in previewing activities that require students to access prior knowledge and analyze new content and monitors the extent to which students access prior knowledge and analyze new content.



Previewing new content


How can you engage students in previewing activities that require them to access prior knowledge and analyze new content?

In addition to engaging students in previewing activities that require students to access prior knowledge and analyze new content, how can you also monitor the extent to which students are accessing prior knowledge and analyze new content?

How might you adapt and create new strategies for previewing new content that address unique student needs and situations?



9. Chunking Content into “Digestible Bites”Based on student evidence, the teacher breaks the content into small chunks (i.e., digestible bites) of information that can be easily processed by students to generate a clear conclusion.

Example Teacher Evidence r During a verbal presentation, the teacher stops at strategic points r While utilizing multi-media, the teacher stops at strategic points r While providing a demonstration, the teacher stops at strategic points r While students are reading information or stories orally as a class, the teacher stops at strategic points r Teacher uses appropriate questioning to determine if content chunks are appropriate r Teacher uses formative data to break content into appropriate chunks

Example Student Evidence r Students can explain why the teacher is stopping at various points r Students appear to know what is expected of them when the teacher stops at strategic points r Students can explain clear conclusions about chunks of content


Chunking content into “digestible bites”



Breaks input experiences into small chunks based on student needs.

Breaks input experiences into small chunks based on student needs and monitors the extent to which chunks are appropriate.



Chunking content into “digestible bites”


How can you break input experiences into small chunks based on student needs?

In addition to breaking input experiences into small chunks based on student needs, how can you also monitor the extent to which chunks are appropriate?

How might you adapt and create new strategies for chunking content into digestible bites that address unique student needs and situations?



10. Helping Students Process New ContentThe teacher systematically engages student groups in processing and generating conclusions about new content.

Example Teacher Evidence r Teacher employs formal group processing strategies

• Jigsaw• Reciprocal teaching• Concept attainment

r Teacher uses informal strategies to engage group members in actively processing • Predictions• Associations• Paraphrasing• Verbal summarizing• Questioning

r Teacher facilitates group members in generating conclusions

Example Student Evidence r Students can explain what they have just learned r Students volunteer predictions r Students voluntarily ask clarification questions r Groups are actively discussing the content

• Group members ask each other and answer questions about the information• Group members make predictions about what they expect next

r Students generate conclusions about the new content r Students can verbally summarize or restate the new information


Helping students process new content



Engages student groups in processing new content to generate conclusions.

Engages student groups in processing new content to generate conclusions and monitors the extent to which the processing enhances student understanding.



Helping students process new content


How can you engage student groups in processing new content?

In addition to engaging student groups in processing new content, how can you monitor the extent to which the processing enhances student understanding?

How might you adapt and create new strategies for processing new content that address unique student needs and situations?



11. Helping Students Elaborate on New ContentThe teacher asks questions that require inferences about the new content but also requires students to provide evidence for their inferences.

Example Teacher Evidence r Teacher asks questions that require students to make elaborative inferences about the content r Teacher asks students to provide evidences for their inferences r Teacher presents situations or problems that involve students analyzing how one idea relates to ideas that were not

explicitly taught

Example Student Evidence r Students volunteer answers to inferential questions r Students provide evidence for their inferences r Student artifacts demonstrate students can make elaborative inferences r Students can identify basic relationships between ideas and how one idea relates to others


Helping students elaborate on new content



Engages students in answering inferential questions and providing evidence for their inferences.

Engages students in answering inferential questions and providing evidence for their inferences and monitors the extent to which students elaborate and provide evidence on what was explicitly taught.



Helping students elaborate on new content


How can you engage students in answering inferential questions and providing evidence for their inferences?

In addition to engaging students in answering inferential questions and providing evidence for their inferences, how can you monitor the extent to which students elaborate and provide evidence on what was explicitly taught?

How might you adapt and create new strategies for elaborating on new content that address unique student needs and situations?



12. Helping Students Record and Represent KnowledgeThe teacher engages students in activities that require recording and representing knowledge emphasizing creation of a variety of types of models that organize and summarize the important content.

Example Teacher Evidence r Teacher asks students to summarize the information they have learned r Teacher asks students to generate notes that identify critical information in the content r Teacher asks students to create nonlinguistic representations for new content

• Graphic organizers• Pictures• Pictographs• Flow charts

r Teacher asks students to represent new knowledge through various types of models • Mathematical• Visual• Linguistic (e.g., mnemonics)

r Teacher facilitates generating and manipulating images of new content

Example Student Evidence r Student summaries and notes include critical content r Student nonlinguistic representations include critical content r Student models and other artifacts represent critical content r Students can explain main points of the lesson r Student explanations of mental images represent critical content


Helping students record and represent knowledge



Engages students in activities that help them record and represent their knowledge in understanding of important content using a variety of models.

Engages students in activities that help them record and represent their knowledge in understanding of important content using a variety of models and monitors the extent to which students organize and summarize the important content.



Helping students record and represent knowledge


How can you engage students in activities that help them record and represent their knowledge in understanding of important content using a variety of models?

In addition to engaging students in activities that help them record and represent their knowledge in understanding of important content using a variety of models, how can you monitor the extent to which students organize and summarize important content?

How might you adapt and create new strategies for recording and representing knowledge that address unique student needs and situations?



13. Helping Students Reflect on LearningThe teacher engages students in activities that help them reflect on their learning and the learning process.

Example Teacher Evidence r Teacher asks students to state or record what they are clear about and what they are confused about r Teacher asks students to state or record how hard they tried r Teacher asks students to state or record what they might have done to enhance their learning r Teacher utilizes reflection activities to cultivate a growth mindset r Teacher utilizes reflection activities to cultivate resiliency r Teacher utilizes reflection activities to avoid negative thinking r Teacher utilizes reflection activities to examine logic of learning and the learning process

Example Student Evidence r Students can explain what they are clear about and what they are confused about r Students can describe how hard they tried r Students can explain what they could have done to enhance their learning r Student actions and reflections display a growth mindset r Student actions and reflections display resiliency r Student actions and reflections avoid negative thinking r Student reflections involve examining logic of learning and the learning process


Helping students reflect on learning



Engages students in reflecting on their own learning and the learning process.

Engages students in reflecting on their own learning and the learning process and monitors the extent to which students self-assess their understanding and effort.



Helping students reflect on learning


How can you engage students in reflecting on their own learning and the learning process?

In addition to engaging students in reflecting on their own learning and the learning process, how can you monitor the extent to which students self-assess their understanding and effort?

How might you adapt and create new strategies for reflecting on learning that address unique student needs and situations?


Student Interviews

Student Questions: • Why is the information that you are learning today important?• How do you know what things are most important to pay attention to?• What are the main points of this lesson?


Design Question #3: What will I do to help students practice and deepen new knowledge?

14. Reviewing ContentThe teacher engages students in a brief review of content that highlights the cumulative nature of the content.

Example Teacher Evidence r Teacher begins the lesson with a brief review of content r Teacher systematically emphasizes the cumulative nature of the content r Teacher uses specific strategies to help students identify basic relationships between ideas and consciously analyze how

one idea relates to another • Summary• Problem that must be solved using previous information• Questions that require a review of content• Demonstration• Brief practice test or exercise• Warm-up activity

Example Student Evidence r Students identify basic relationships between current and prior ideas and consciously analyze how one idea relates to

another r Students can articulate the cumulative nature of the content r Student responses to class activities indicate that they recall previous content

• Artifacts• Pretests• Warm-up activities


Reviewing content



Engages students in a brief review that highlights the cumulative nature of the content.

Engages students in a brief review that highlights the cumulative nature of the content and monitors the extent to which students can recall critical content.



Reviewing content


How can you engage students in a brief review of content that highlights the cumulative nature of the content?

In addition to engaging students in a brief review that highlights the cumulative nature of the content, how can you monitor the extent to which students can recall critical content?

How might you adapt and create new strategies for reviewing content that address unique student needs and situations?



15. Organizing Students to Practice and Deepen KnowledgeThe teacher organizes and guides grouping in ways that appropriately facilitate practicing and deepening knowledge.

Example Teacher Evidence r Teacher organizes students into groups with the expressed idea of deepening their knowledge of content r Teacher organizes students into groups with the expressed idea of practicing a skill, strategy, or process r Teacher provides guidance regarding group interactions r Teacher provides guidance on one or more conative skills


r Teacher provides guidance on one or more cognitive skills appropriate for the lesson

Example Student Evidence r Students explain how the group work supports their learning r While in groups, students interact in explicit ways to deepen their knowledge of informational content or practice a skill,

strategy, or process • Students actively ask and answer questions about the content• Students add their perspective to discussions

r Students move and work within groups with an organized purpose r Students have an awareness of the power of interpretations r Students avoid negative thinking r Students take various perspectives r Students interact responsibly r Students appear to know how to handle controversy and conflict resolution r Students attend to the cognitive skill(s)


Organizing students to practice and deepen knowledge



Organizes students into groups that appropriately facilitate practicing and deepening knowledge.

Organizes students into groups that appropriately facilitate practicing and deepening knowledge and monitors the extent to which the group work extends their learning.



Organizing students to practice and deepen knowledge


How can you organize students into groups to practice and deepen knowledge?

In addition to organizing students into groups to practice and deepen knowledge, how can you also monitor the extent to which the group work extends their learning?

How might you adapt and create new strategies for organizing students to practice and deepen knowledge that address unique student needs and situations?



16. Using HomeworkThe teacher designs homework activities that allow students to access and analyze content to deepen knowledge or practice a skill, strategy, or process.

Example Teacher Evidence r Teacher utilizes strategies associated with a flipped classroom r Teacher communicates a clear purpose and gives directions for homework r Teacher extends an activity that was begun in class to provide students with more time r Teacher utilizes homework assignments that allow students to practice skills, strategies, and processes and/or deepen

knowledge independently r Teacher utilizes homework assignments that allow students to access and analyze content independently

Example Student Evidence r Students can describe how the homework assignment will deepen their understanding of informational content or help

them practice a skill, strategy, or process r Students ask clarifying questions about homework that help them understand its purpose


Using homework



Assigns homework that is designed to deepen knowledge of content or practice a skill, strategy, or process.

When appropriate (as opposed to routinely), assigns homework that is designed to deepen knowledge of content or practice a skill, strategy, or process and monitors the extent to which homework extends student learning.



Using homework


How can you assign homework that is designed to deepen knowledge of content or practice a skill, strategy, or process?

In addition to assigning homework that is designed to deepen knowledge of content or practice a skill, strategy, or process, how can you also monitor the extent to which the homework extends student learning?

How might you adapt and create new strategies for assigning homework that address unique student needs and situations?



17. Helping Students Examine Similarities and DifferencesWhen presenting content, the teacher helps students deepen their knowledge by examining similarities and differences.

Example Teacher Evidence r Teacher engages students in activities that require students to examine similarities and differences

• Comparison activities• Classifying activities• Analogy activities• Metaphor activities• Identifying basic relationships between ideas that deepen knowledge• Generating and manipulating mental images that deepen knowledge

r Teacher asks students to summarize what they have learned from the activity r Teacher asks students to linguistically and non-linguistically represent similarities and differences r Teacher asks students to explain how the activity has added to their understanding r Teacher asks students to draw conclusions after the examination of similarities and differences r Teacher facilitates the use of digital resources to find credible and relevant information to support examination of

similarities and differences

Example Student Evidence r Students can create analogies and/or metaphors that reflect their depth of understanding r Student comparison and classification activities reflect their depth of understanding r Student artifacts indicate that student knowledge has been extended as a result of the activity r Student responses indicate that they have deepened their understanding r Students can present evidence to support their explanation of similarities and differences r Students navigate digital resources to find credible and relevant information to support similarities and differences


Helping students examine similarities and differences



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

Engages students in activities that require them to examine similarities and differences related to content and monitors the extent to which it deepens student understanding.



Helping students examine similarities and differences


How can you engage students in activities that require them to examine similarities and differences related to content?

In addition to engaging students in examining similarities and differences related to content, how can you monitor the extent to which students are deepening their knowledge?

How might you adapt and create new strategies for examining similarities and differences that address unique student needs and situations?



18. Helping Students Examine Their ReasoningThe teacher helps students produce and defend claims by examining their own reasoning or the logic of presented information, processes, and procedures.

Example Teacher Evidence r Teacher asks students to examine and analyze information for errors or informal fallacies in content or in their own

reasoning • Faulty logic• Attacks• Weak reference• Misinformation

r Teacher asks students to examine and analyze the strength of support presented for a claim in content or in their own reasoning • Statement of a clear claim• Evidence for the claim presented• Qualifiers presented showing exceptions to the claim

r Teacher asks students to examine logic of errors in procedural knowledge r Teacher asks students to analyze errors to identify more efficient ways to execute processes r Teacher facilitates the use of digital sources to find credible and relevant information to support examination of errors in

reasoning r Teacher involves students in taking various perspectives by identifying the reasoning behind multiple perspectives

Example Student Evidence r Students can describe errors or informal fallacies in content r Students can explain the overall structure of an argument presented to support a claim r Student artifacts indicate students can identify errors in reasoning or make and support a claim r Students navigate digital resources to find credible and relevant information to support examination of errors in reasoning r Student artifacts indicate students take various perspectives by identifying the reasoning behind multiple perspectives


Helping students examine their reasoning



Engages students in activities that require them to examine and defend their own reasoning or the logic of information as presented to them.

Engages students in activities that require them to examine and defend their own reasoning or the logic of information as presented to them and monitors the extent to which it deepens student understanding.



Helping students examine their reasoning


How can you engage students in activities that require them to examine and defend their own reasoning or the logic of information as presented to them?

In addition to engaging students in examining and defending their own reasoning or the logic of information as presented to them, how can you monitor the extent to which students are deepening their knowledge?

How might you adapt and create new strategies for helping students examine their own reasoning or the logic of information presented to them that address unique student needs and situations?



19. Helping Students Practice Skills, Strategies, and ProcessesWhen the content involves a skill, strategy, or process, the teacher engages students in practice activities that help them develop fluency and alternative ways of executing procedures.

Example Teacher Evidence r Teacher engages students in massed and distributed practice activities that are appropriate to their current ability to

execute a skill, strategy, or process • Guided practice if students cannot perform the skill, strategy, or process independently• Independent practice if students can perform the skill, strategy, or process independently

r Teacher guides students to generate and manipulate mental models for skills, strategies, and processes r Teacher employs “worked examples” r Teacher provides opportunity for practice immediately prior to assessing skills, strategies, and processes r Teacher models the skill, strategy, or process

Example Student Evidence r Students perform the skill, strategy, or process with increased confidence r Students perform the skill, strategy, or process with increased competence r Student artifacts or formative data show fluency and accuracy is increasing r Students can explain mental models


Helping students practice skills, strategies, and processes



When content involves a skill, strategy, or process, engages students in practice activities.

When content involves a skill, strategy, or process, engages students in practice activities and monitors the extent to which it increases fluency or deepens understanding.



Helping students practice skills, strategies, and processes


How can you engage students in practice activities when content involves a skill, strategy, or process?

In addition to engaging students in practice activities, how can you monitor the extent to which the practice is increasing student fluency or deepening understanding?

How might you adapt and create new strategies for helping students practice that increase fluency and address unique student needs and situations?



20. Helping Students Revise KnowledgeThe teacher engages students in revision of previous knowledge by correcting errors and misconceptions as well as adding new information.

Example Teacher Evidence r Teacher asks students to examine previous entries in their digital or traditional academic notebooks or notes to correct

errors and misconceptions as well as add new information r Teacher engages the whole class in an examination of how the current lesson changed perceptions and understandings of

previous content r Teacher has students explain how their understanding has changed r Teacher guides students to identify alternative ways to execute procedures

Example Student Evidence r Students make corrections and/or additions to information previously recorded about content r Students can explain previous errors or misconceptions they had about content r Students demonstrate a growth mindset by self-correcting errors as knowledge is revised r Student revisions demonstrate alternative ways to execute procedures


Helping students revise knowledge



Engages students in revising their knowledge of previous content by correcting errors and misconceptions.

Engages students in revising their knowledge of previous content by correcting errors and misconceptions and monitors the extent to which these revisions deepen their understanding.



Helping students revise knowledge


How can you engage students in the revision of previous content by correcting errors and misconceptions?

In addition to engaging students in revising previous content by correcting errors and misconceptions, how can you monitor the extent to which these revisions deepen student understanding?

How might you adapt and create new strategies for revising knowledge of content that address unique student needs and situations?


Student Interviews

Student Questions: • How did this lesson add to your understanding of the content?• What changes did you make in your understanding of the content as a result of the lesson?• What do you still need to understand better?


Design Question #4: What will I do to help students generate and test hypotheses about new knowledge?

21. Organizing Students for Cognitively Complex TasksThe teacher appropriately organizes and guides groups to work on short- and long-term complex tasks that require them to generate and test hypotheses.

Example Teacher Evidence r Teacher establishes the need to generate and test hypotheses for short- or long-term tasks r Teacher organizes students into groups for the expressed purpose of problem solving, decision making, experimenting, or

investigating r Teacher provides guidance on one or more conative skills


r Teacher provides guidance on one or more cognitive skills appropriate for the lesson

Example Student Evidence r Students describe the importance of generating and testing hypotheses about content r Students explain how groups support their learning r Students use group activities to help them generate and test hypotheses r While in groups, students interact in explicit ways to generate and test hypotheses

• Students actively ask and answer questions about the content• Students add their perspectives to discussions

r Students move and work within groups with an organized purpose r Students have an awareness of the power of interpretations r Students avoid negative thinking r Students take various perspectives r Students interact responsibly r Students appear to know how to handle controversy and conflict resolution r Students attend to the cognitive skill(s)


Organizing students for cognitively complex tasks



Organizes students into groups to facilitate working on cognitively complex tasks.

Organizes students into groups to facilitate working on cognitively complex tasks and monitors the extent to which group work results in students engaging in cognitively complex tasks.



Organizing students for cognitively complex tasks


How can you organize students in groups to facilitate working on cognitively complex tasks?

In addition to organizing students in groups for cognitively complex tasks, how can you monitor the extent to which group work results in students engaging in cognitively complex tasks?

How might you adapt and create new strategies for organizing students to engage in cognitively complex tasks that address unique student needs and situations?



22. Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation andTesting

The teacher engages students in short- and long-term complex tasks that require them to generate and test hypotheses and analyze their own thinking.

Example Teacher Evidence r Teacher engages students with an explicit decision making, problem solving, experimental inquiry, or investigation task that

requires them to • Generate conclusions• Identify common logical errors• Present and support claims• Navigate digital resources

r Teacher facilitates students in generating their own individual or group tasks that require them to generate and test hypotheses • Generate conclusions• Identify common logical errors• Present and support claims• Navigate digital resources

Example Student Evidence r Students participate in tasks that require them to generate and test hypotheses r Students can explain the hypothesis they are testing r Students can explain whether their hypothesis was confirmed or disconfirmed and support their explanation r Student artifacts indicate that while engaged in decision making, problem solving, experimental inquiry, or investigation,

students can • Generate conclusions• Identify common logical errors• Present and support claims• Navigate digital resources• Identify how one idea relates to others


Engaging students in cognitively complex tasks involving hypothesis generation and testing



Engages students in cognitively complex tasks requiring hypothesis generation and testing and analysis of their own thinking.

Engages students in cognitively complex tasks requiring hypothesis generation and testing and analysis of their own thinking and monitors the extent to which students are generating and testing hypotheses and analyzing their own thinking.



Engaging students in cognitively complex tasks involving hypothesis generation and testing


How can you engage students in cognitively complex tasks involving hypothesis generation and testing and analysis of their own thinking?

In addition to engaging students in cognitively complex tasks involving hypothesis generation and testing and analysis of their own thinking, how can you monitor the extent to which students are generating and testing hypotheses and analyzing their own thinking?

How might you adapt and create new strategies for engaging students in cognitively complex tasks involving hypothesis generation and testing that address unique student needs and situations?



23. Providing Resources and Guidance for Cognitively Complex TasksThe teacher acts as resource provider and guide as students engage in short- and long-term complex tasks.

Example Teacher Evidence r Teacher makes himself/herself available to students who need guidance or resources

• Circulates around the room• Provides easy access to himself/herself

r Teacher interacts with students during the class to determine their needs for hypothesis generation and testing tasks r Teacher volunteers resources and guidance as needed by the entire class, groups of students, or individual students

• Digital• Technical• Human• Material

Example Student Evidence r Students seek out the teacher for advice and guidance regarding hypothesis generation and testing tasks r Students can explain how the teacher provides assistance and guidance in hypothesis generation and testing tasks r Students can give specific examples of how their teacher provides assistance and resources that helped them in

cognitively complex tasks


Providing resources and guidance for cognitively complex tasks



Acts as a guide and resource provider as students engage in cognitively complex tasks.

Acts as a guide and resource provider as students engage in cognitively complex tasks and monitors the extent to which students request and use guidance and resources.



Providing resources and guidance for cognitively complex tasks


How can you act as a guide and resource provider as students engage in cognitively complex tasks?

In addition to acting as a guide and resource provider as students engage in cognitively complex tasks, how can you monitor the extent to which students request and use guidance and resources?

How might you adapt and create new strategies for providing resources and guidance for cognitively complex tasks that address unique student needs and situations?


Student Interviews

Student Questions: • How did this lesson help you apply or use what you have learned?• What change has this lesson made in your understanding of the content?


Marzano Protocol: Lesson Segment Enacted on the Spot Design Question #5: What will I do to engage students?

24. Noticing When Students are Not EngagedThe teacher scans the room and notices when students are not paying attention or not cognitively engaged and takes overt action.

Example Teacher Evidence r Teacher notices when specific students or groups of students are not paying attention or not cognitively engaged r Teacher notices when the energy level in the room is low or students are not participating r Teacher takes action or uses specific strategies to re-engage students

Example Student Evidence r Students appear aware of the fact that the teacher is noticing their level of engagement r Students increase their level of engagement when the teacher uses engagement strategies r Students explain that the teacher expects high levels of engagement r Students report that the teacher notices when students are not engaged


Noticing when students are not engaged



Scans the room and notices when students are not engaged and takes action.

Scans the room and notices when students are not engaged and takes action and monitors the extent to which students re-engage.



Noticing when students are not engaged


How can you scan the room, notice when students are not engaged, and then take action to engage students?

In addition to scanning the room, noticing when students are not engaged, and taking action, how can you monitor the extent to which students re-engage?

How might you adapt and create new strategies for noticing when students are not engaged that address unique student needs and situations?



25. Using Academic GamesThe teacher uses academic games to cognitively engage or re-engage students.

Example Teacher Evidence r Teacher uses academic games that focus on or reinforce important concepts r Teacher uses academic games that create generalizations or test principles r Teacher uses structured, inconsequential competition games such as Jeopardy and Family Feud r Teacher develops impromptu games such as making a game out of which answer might be correct for a given question r Teacher uses friendly competition along with classroom games r Teacher develops conative skills during academic games

• Taking various perspectives• Interacting responsibly• Handling controversy and conflict

Example Student Evidence r Students engage in the games with some enthusiasm r Students can explain how the games keep their interest and help them learn or remember content r Students appear to take various perspectives when engaged in academic games r Students interact responsibly during academic games r Students handle controversy and conflict during academic games


Using academic games



Uses academic games to maintain student engagement.

Uses academic games to maintain student engagement and monitors the extent to which these activities enhance student engagement.



Using academic games


How can you use academic games to maintain student engagement?

In addition to using academic games to maintain student engagement, how can you monitor the extent to which these activities enhance student engagement?

How might you adapt and create new strategies for using academic games to maintain student engagement that address unique student needs and situations?



26. Managing Response RatesThe teacher uses response rate techniques to maintain student engagement through questioning processes.

Example Teacher Evidence r Teacher uses appropriate wait time r Teacher uses a variety of activities that require all students to respond

• Response cards• Students use hand signals to respond to questions• Choral response

r Teacher uses technology to keep track of student responses r Teacher uses response chaining r Teacher increases response rates by requiring students to back up responses with evidence

Example Student Evidence r Multiple students, or the entire class, respond to questions posed by the teacher r Students can describe their thinking about specific questions posed by the teacher r Students engage or re-engage in response to teacher’s use of questioning techniques


Managing response rates



Uses response rate techniques to maintain student engagement through questioning processes.

Uses response rate techniques to maintain student engagement through questioning processes and monitors the extent to which these activities enhance student engagement.



Managing response rates


How can you use response rate techniques to maintain student engagement through questioning processes?

In addition to using response rate techniques to maintain student engagement in questions, how can you monitor the extent to which these activities enhance student engagement?

How might you adapt and create new strategies for managing response rates to maintain student engagement in questions that address unique student needs and situations?



27. Using Physical MovementThe teacher uses physical movement to maintain student engagement in content.

Example Teacher Evidence r Teacher facilitates movement to learning stations or to work with other students r Teacher has students move after brief chunks of content engagement r Teacher has students stand up and stretch or do related activities when their energy is low r Teacher uses activities that require students to physically move to respond to questions

• Vote with your feet• Go to the part of the room that represents the answer you agree with

r Teacher has students physically act out or model content to increase energy and engagement r Teacher uses give-one-get-one activities that require students to move about the room

Example Student Evidence r Student behavior shows physical movement strategies increase cognitive engagement r Students engage in the physical activities designed by the teacher r Students can explain how the physical movement keeps their interest and helps them learn


Using physical movement



Uses physical movement to maintain student engagement.

Uses physical movement to maintain student engagement and monitors the extent to which these activities enhance student engagement.



Using physical movement


How can you use physical movement to maintain student engagement?

In addition to using physical movement to maintain student engagement, how can you monitor the extent to which these activities enhance student engagement?

How might you adapt and create new strategies using physical movement to maintain student engagement that address unique student needs and situations?



28. Maintaining a Lively PaceThe teacher uses pacing techniques to maintain student engagement in content.

Example Teacher Evidence r Teacher balances a lively pace with the need for adequate time to respond to specific activities and assignments r Teacher employs crisp transitions from one activity to another r Teacher alters pace appropriately (i.e., speeds up and slows down)

Example Student Evidence r Students stay engaged when the pace of the class is not too fast or too slow r Students quickly adapt to transitions and re-engage when a new activity is begun r Students describe the pace of the class as not too fast or not too slow


Maintaining a lively pace



Uses pacing techniques to maintain student engagement.

Uses pacing techniques to maintain student engagement and monitors the extent to which these activities enhance student engagement.



Maintaining a lively pace


How can you use pacing techniques to maintain student engagement?

In addition to pacing techniques to maintain student engagement, how can you monitor the extent to which these activities enhance student engagement?

How might you adapt and create new strategies for maintaining a lively pace that address unique student needs and situations?



29. Demonstrating Intensity and EnthusiasmThe teacher demonstrates intensity and enthusiasm for content by sharing a deep level of content knowledge in a variety of ways.

Example Teacher Evidence r Teacher enthusiastically demonstrates depth of content knowledge r Teacher demonstrates importance of content by relating it to authentic, real-world situations r Teacher describes personal experiences that relate to the content r Teacher signals excitement for content by

• Physical gestures• Voice tone• Dramatization of information

r Teacher strategically adjusts his/her energy level in response to student engagement

Example Student Evidence r Students say that the teacher “likes the content” and “likes teaching” r Student attention levels or cognitive engagement increase when the teacher demonstrates enthusiasm and intensity for the

content


Demonstrating intensity and enthusiasm



Demonstrates intensity and enthusiasm by sharing a deep level of content knowledge in a variety of ways.

Demonstrates intensity and enthusiasm by sharing a deep level of content knowledge in a variety of ways and monitors the extent to which these activities enhance student engagement.



Demonstrating intensity and enthusiasm


How can you demonstrate intensity and enthusiasm by sharing a deep level of content in a variety of ways?

In addition to demonstrating intensity and enthusiasm by sharing a deep level of content knowledge in a variety of ways, how can you monitor the extent to which these activities enhance student engagement?

How might you adapt and create new strategies for demonstrating intensity and enthusiasm for the content that address unique student needs and situations?



30. Using Friendly ControversyThe teacher uses friendly controversy techniques to maintain student engagement in content.

Example Teacher Evidence r Teacher structures mini-debates about the content r Teacher structures activities that require students to provide evidence for their positions in a friendly controversy r Teacher has students reveal sources of evidence to support their positions r Teacher has students examine multiple perspectives and opinions about the content r Teacher elicits different opinions on content from members of the class r Teacher develops conative skills during friendly controversy

• Taking various perspectives• Interacting responsibly• Handling controversy and conflict

Example Student Evidence r Students engage or re-engage in friendly controversy activities with enhanced engagement r Students describe friendly controversy activities as “stimulating,” “fun,” and “engaging” r Students explain how a friendly controversy activity helped them better understand the content r Students appear to take various perspectives while engaged in friendly controversy r Students interact responsibly during friendly controversy r Students appropriately handle controversy and conflict while engaged in friendly controversy


Using friendly controversy



Uses friendly controversy techniques to maintain student engagement.

Uses friendly controversy techniques to maintain student engagement and monitors the extent to which these activities enhance student engagement.



Using friendly controversy


How can you use friendly controversy techniques to maintain student engagement?

In addition to using friendly controversy techniques to maintain student engagement, how can you monitor the extent to which these activities enhance student engagement?

How might you adapt and create new strategies for using friendly controversy to maintain student engagement that address unique student needs and situations?



31. Providing Opportunities for Students to Talk about ThemselvesThe teacher provides students with opportunities to relate content being presented in class to their personal interests.

Example Teacher Evidence r Teacher is aware of student interests and makes connections between these interests and class content r Teacher structures activities that ask students to make connections between the content and their personal interests r Teacher appears encouraging and interested when students are explaining how content relates to their personal interests r Teacher highlights student use of specific cognitive skills (e.g., identifying basic relationships, generating conclusions, and

identifying common logical errors) and conative skills (e.g., becoming aware of the power of interpretations) when students are explaining how content relates to their personal interests

Example Student Evidence r Students engage in activities that require them to make connections between their personal interests and the content r Students explain how making connections between content and their personal interests engages them and helps them

better understand the content


Providing opportunities for students to talk about themselves



Provides students with opportunities to relate what is being addressed in class to their personal interests.

Provides students with opportunities to relate what is being addressed in class to their personal interests and monitors the extent to which these activities enhance student engagement.



Providing opportunities for students to talk about themselves


How can you provide students with opportunities to relate what is being addressed in class to their personal interests?

In addition to providing students with opportunities to relate what is being addressed in class to their personal interests, how can you monitor the extent to which these activities enhance student engagement?

How might you adapt and create new strategies for providing students with opportunities to relate what is being addressed in class to their personal interests that address unique student needs and situations?



32. Presenting Unusual or Intriguing InformationThe teacher uses unusual or intriguing and relevant information about the content to enhance cognitive engagement.

Example Teacher Evidence r Teacher systematically provides interesting facts and details about the content r Teacher encourages students to identify interesting information about the content r Teacher engages students in activities like “Believe it or not” about the content r Teacher uses guest speakers and various digital resources (e.g., media clips) to provide unusual information about the

content

Example Student Evidence r Student attention increases when unusual information is presented about the content r Students explain how the unusual information makes them more interested in the content r Students explain how the unusual information deepens their understanding of the content


Presenting unusual or intriguing information



Uses unusual or intriguing and relevant information about the content.

Uses unusual or intriguing and relevant information about the content and monitors the extent to which these activities enhance student engagement.



Presenting unusual or intriguing information


How can you use unusual or intriguing and relevant information about the content?

In addition to using unusual or intriguing and relevant information about the content, how can you monitor the extent to which these activities enhance student engagement?

How might you adapt and create new strategies for using unusual or intriguing and relevant information about the content that address unique student needs and situations?


Student Interviews

Student Questions: • How engaged were you in this lesson?• What are some things that keep your attention?• What are some things that make you bored?


Design Question #7: What will I do to recognize and acknowledge adherence or lack of adherence to rules and procedures?

33. Demonstrating “Withitness”The teacher uses behaviors associated with “withitness” to maintain adherence to rules and procedures.

Example Teacher Evidence r Teacher physically occupies all quadrants of the room r Teacher scans the entire room, making eye contact with all students r Teacher recognizes potential sources of disruption and deals with them immediately r Teacher proactively addresses inflammatory situations

Example Student Evidence r Students recognize that the teacher is aware of their behavior r Students interact responsibly r Students describe the teacher as “aware of what is going on” or “has eyes on the back of his/her head”


Demonstrating “withitness”



Uses behaviors associated with “withitness.”

Uses behaviors associated with “withitness” and monitors the extent to which it affects student behavior.



Demonstrating “withitness”


How can you use behaviors associated with “withitness”?

In addition to using behaviors associated with “withitness,” how can you monitor the extent to which it affects student behavior?

How might you adapt and create new strategies for using behaviors associated with “withitness” that address unique student needs and situations?



34. Applying Consequences for Lack of Adherence to Rules and ProceduresThe teacher consistently and fairly applies consequences for not following rules and procedures.

Example Teacher Evidence r Teacher reminds students of self-regulation strategies r Teacher provides nonverbal signals when student behavior is not appropriate

• Eye contact• Proximity• Tap on the desk• Shaking head “no”

r Teacher provides verbal signals when student behavior is not appropriate • Tells students to stop• Tells students that their behavior is in violation of a rule or procedure

r Teacher uses group contingency consequences when appropriate (i.e., whole group must demonstrate a specific behavior) r Teacher involves the home when appropriate (i.e., makes a call home to parents to help extinguish inappropriate behavior) r Teacher uses direct cost consequences when appropriate (e.g., student must fix something he/she has broken)

Example Student Evidence r Students demonstrate use of self-regulation strategies r Students cease inappropriate behavior when signaled by the teacher r Students accept consequences as part of the way class is conducted r Students describe the teacher as fair in application of rules


Applying consequences for lack of adherence to rules and procedures



Consistently and fairly applies consequences for not following rules and procedures.

Consistently and fairly applies consequences for not following rules and procedures and monitors the extent to which rules and procedures are followed.



Applying consequences for lack of adherence to rules and procedures


How can you consistently and fairly apply consequences for not following rules and procedures?

In addition to consistently and fairly applying consequences for not following rules and procedures, how can you monitor the extent to which rules and procedures are followed?

How might you adapt and create new strategies for consistently and fairly applying consequences for not following rules and procedures that address unique student needs and situations?



35. Acknowledging Adherence to Rules and ProceduresThe teacher consistently and fairly acknowledges adherence to rules and procedures.

Example Teacher Evidence r Teacher acknowledges when students use self-regulation strategies r Teacher provides nonverbal signals that a rule or procedure has been followed

• Smile• Nod of head• “High five”

r Teacher gives verbal cues that a rule or procedure has been followed • Thanks students for following a rule or procedure• Describes student behaviors that adhere to a rule or procedure

r Teacher notifies the home when a rule or procedure has been followed r Teacher uses tangible recognition when a rule or procedure has been followed

• Certificate of merit• Token economies

Example Student Evidence r Students self-monitor and cease inappropriate behavior after receiving acknowledgement from the teacher r Student verbal and nonverbal behaviors indicate appreciation of the teacher acknowledging their positive behavior r Students describe the teacher as appreciative of their good behavior r Students say that the teacher fairly and consistently acknowledges adherence to rules and procedures r The number of students adhering to rules and procedures increases


Acknowledging adherence to rules and procedures



Consistently and fairly acknowledges adherence to rules and procedures.

Consistently and fairly acknowledges adherence to rules and procedures and monitors the extent to which actions affect student behavior.



Acknowledging adherence to rules and procedures


How can you consistently and fairly acknowledge adherence to rules and procedures?

In addition to consistently and fairly acknowledging adherence to rules and procedures, how can you monitor the extent to which actions affect student behavior?

How might you adapt and create new strategies for consistently and fairly acknowledging adherence to rules and procedures that address unique student needs and situations?


Student Interviews

Student Questions: • How well did you follow classroom rules and procedures during this lesson?• What are some things that helped you follow the rules and procedures?• What are some things that didn’t help you follow the rules and procedures?


Design Question #8: What will I do to establish and maintain effective relationships with students?

36. Understanding Students’ Interests and BackgroundsThe teacher uses students’ interests and backgrounds to produce a climate of acceptance and community.

Example Teacher Evidence r Teacher relates content-specific knowledge to personal aspects of students’ lives r Teacher has side discussions with students about events in their lives r Teacher has discussions with students about topics in which they are interested r Teacher builds student interests into lessons r Teacher uses discussion of students’ personal interests to highlight or reinforce conative skills (e.g., cultivating a growth

mindset)

Example Student Evidence r Students describe the teacher as someone who knows them and/or is interested in them r Students respond when the teacher demonstrates understanding of their interests and backgrounds r Student verbal and nonverbal behaviors indicate they feel accepted by their teacher r Students can describe how their personal interests connect to specific conative skills (e.g., cultivating a growth mindset)


Understanding students’ interests and backgrounds



Uses students’ interests and backgrounds during interactions with students.

Uses students’ interests and backgrounds during interactions with students and monitors the climate of acceptance and community in the classroom.



Understanding students’ interests and backgrounds


How can you use students’ interests and backgrounds during interactions with students?

In addition to using students’ interests and backgrounds during interactions with students, how can you monitor the climate of acceptance and community in the classroom?

How might you adapt and create new strategies and techniques for using students’ interests and backgrounds during interactions with students that address unique student needs and situations?



37. Using Verbal and Nonverbal Behaviors that Indicate Affection for StudentsThe teacher uses verbal and nonverbal behaviors that demonstrate and foster respect for student thinking and initiative.

Example Teacher Evidence r Teacher compliments students regarding academic and personal accomplishments r Teacher compliments students regarding academic and personal accomplishments relative to their initiative r Teacher engages in informal conversations with students that are not related to academics r Teacher uses humor with students when appropriate r Teacher smiles and nods to students when appropriate r Teacher uses “high five”-type signals when appropriate

• Pat on shoulder• Thumbs up• “High five”• Fist bump• Silent applause

r Teacher encourages students to share their thinking and perspectives

Example Student Evidence r Students describe the teacher as someone who cares for them r Students respond positively to verbal interactions with the teacher r Students respond positively to nonverbal interactions with the teacher r Students readily share their perspectives and thinking with the teacher


Using verbal and nonverbal behaviors that indicate affection for students



Uses verbal and nonverbal behaviors that demonstrate and foster respect for student thinking and initiative.

Uses verbal and nonverbal behaviors that demonstrate and foster respect for student thinking and initiative and monitors the quality of relationships in the classroom.



Using verbal and nonverbal behaviors that indicate affection for students


How can you use verbal and nonverbal behaviors that demonstrate and foster respect for student thinking and initiative?

In addition to using verbal and nonverbal behaviors that demonstrate and foster respect for student thinking and initiative, how can you monitor the quality of relationships in the classroom?

How might you adapt and create new strategies for using verbal and nonverbal behaviors that demonstrate and foster respect for student thinking and initiative that address unique student needs and situations?



38. Displaying Objectivity and ControlThe teacher behaves in an objective and controlled manner to demonstrate a commitment to students and academic rigor.

Example Teacher Evidence r Teacher does not exhibit extremes in positive or negative emotions r Teacher does not allow distractions to change the focus on academic rigor r Teacher addresses inflammatory issues and events in a calm and controlled manner r Teacher interacts with all students in the same calm and controlled fashion r Teacher does not demonstrate personal offense at student misbehavior

Example Student Evidence r Students describe the teacher as not becoming distracted by interruptions in the class r Students are settled by the teacher’s calm demeanor r Students describe the teacher as in control of himself/herself and in control of the class r Students say that the teacher does not hold grudges or take things personally


Displaying objectivity and control



Behaves in an objective and controlled manner.

Behaves in an objective and controlled manner and monitors the effect on the classroom climate.



Displaying objectivity and control


How can you behave in an objective and controlled manner?

In addition to behaving in an objective and controlled manner, how can you monitor the effects on the classroom climate?

How might you adapt and create new strategies for behaving in an objective and controlled manner that address unique student needs and situations?


Student Interviews

Student Questions: • How accepted and welcomed did you feel in class today?• What are some things that made you feel accepted and welcomed?• What are some things that did not make you feel accepted and welcomed?


Design Question #9: What will I do to communicate high expectations for all students?

39. Demonstrating Value and Respect for Low Expectancy StudentsThe teacher exhibits behaviors that demonstrate value and respect for low expectancy students’ thinking regarding the content.

Example Teacher Evidence r The teacher provides low expectancy students with nonverbal indications that they are valued and respected

• Makes eye contact• Smiles• Makes appropriate physical contact

r The teacher provides low expectancy students with verbal indications that they are valued and respected • Playful dialogue• Addressing students in a manner they view as respectful

r Teacher does not allow negative comments about low expectancy students r When asked, the teacher can identify students for whom there have been low expectations and the various ways in which

these students have been treated differently from high expectancy students r The teacher provides students with strategies to avoid negative thinking about one’s thoughts and actions

Example Student Evidence r Students say that the teacher cares for all students r Students treat each other with respect r Students avoid negative thinking about their thoughts and actions


Demonstrating value and respect for low expectancy students



Exhibits behaviors that demonstrate value and respect for low expectancy students’ thinking regarding the content.

Exhibits behaviors that demonstrate value and respect for low expectancy students’ thinking regarding the content and monitors the impact on low expectancy students.



Demonstrating value and respect for low expectancy students


How can you exhibit behaviors that demonstrate value and respect for low expectancy students’ thinking regarding the content?

In addition to exhibiting behaviors that demonstrate value and respect for low expectancy students’ thinking regarding the content, how can you monitor the impact?

How might you adapt and create new strategies for behaviors that demonstrate value and respect for low expectancy students that address unique student needs and situations?



40. Asking Questions of Low Expectancy StudentsThe teacher asks questions of low expectancy students with the same frequency and depth as with high expectancy students.

Example Teacher Evidence r Teacher makes sure low expectancy students are asked questions at the same rate as high expectancy students r Teacher makes sure low expectancy students are asked complex questions that require conclusions at the same rate as

high expectancy students

Example Student Evidence r Students say that the teacher expects everyone to participate r Students say that the teacher asks difficult questions of every student


Asking questions of low expectancy students



Asks questions of low expectancy students with the same frequency and depth as with high expectancy students.

Asks questions of low expectancy students with the same frequency and depth as with high expectancy students and monitors the quality of participation of low expectancy students.



Asking questions of low expectancy students


How can you ask questions of low expectancy students with the same frequency and depth as with high expectancy students?

In addition to asking questions of low expectancy students with the same frequency and depth as with high expectancy students, how can you monitor the quality of participation?

How might you adapt and create new strategies for asking questions of low expectancy students that address unique student needs and situations?



41. Probing Incorrect Answers with Low Expectancy StudentsThe teacher probes incorrect answers of low expectancy students by requiring them to provide evidence for their conclusions and examine the sources of their evidence.

Example Teacher Evidence r Teacher rephrases questions for low expectancy students when they provide an incorrect answer r Teacher probes low expectancy students to provide evidence of their conclusions r Teacher asks low expectancy students to examine the sources of their evidence r When low expectancy students demonstrate frustration, the teacher allows them to collect their thoughts but goes back to

them at a later point in time r Teacher asks low expectancy students to further explain their answers when they are incorrect

Example Student Evidence r Students say that the teacher won’t “let you off the hook” r Students say that the teacher “won’t give up on you” r Students say that the teacher helps them think about and analyze their incorrect answers r Student artifacts show the teacher holds all students to the same level of expectancy for drawing conclusions and providing

sources of evidence


Probing incorrect answers with low expectancy students



Probes incorrect answers of low expectancy students in the same manner as high expectancy students.

Probes incorrect answers of low expectancy students in the same manner as high expectancy students and monitors the level and quality of responses of low expectancy students.



Probing incorrect answers with low expectancy students


How can you probe incorrect answers of low expectancy students in the same manner as high expectancy students?

In addition to probing incorrect answers of low expectancy students in the same manner as high expectancy students, how can you monitor the level and quality of responses?

How might you adapt and create new strategies for probing incorrect answers of low expectancy students that address unique student needs and situations?


Student Interviews

Student Questions: • How does your teacher demonstrate that he/she cares about and respects you?• How does your teacher communicate that everyone is expected to participate and answer difficult questions?• What are some ways that your teacher helps you answer questions successfully?

© 2012 Robert J. Marzano. Can only be digitized in iObservation.

iObservation is a registered trademark of Learning Sciences International®

Domain 2: Planning and Preparing

The teacher plans for clear goals and identifies them in the plan; he or she describes methods for tracking student progress and measuring success.

Planning and Preparing for Lessons and Units

42. Effective Scaffolding of Information within Lessons

Within lessons, the teacher prepares and plans the organization of content in such a way that each new piece of information

builds on the previous piece.

Planning Evidence

Content is organized to build upon previous information

Presentation of content is logical and progresses from simple to complex

Where appropriate, presentation of content is integrated with other content areas, other lessons and/or units

The plan anticipates potential confusions that students may experience

Teacher Evidence

When asked, the teacher can describe the rationale for how the content is organized

When asked, the teacher can describe the rationale for the sequence of instruction

When asked, the teacher can describe how content is related to previous lessons, units or other content

When asked, the teacher can describe possible confusions that may impact the lesson or unit

Scale

Innovating Applying Developing Beginning Not Using

Effective Scaffolding of Information within Lessons

The teacher is recognized leader in helping others with this activity

Within lessons the teacher organizes content in such a way that each new piece of information clearly builds on the previous piece

The teacher scaffolds the information but the relationship between the content is not clear

The teacher attempts to perform this activity but does not actually complete or follow through with these attempts

The teacher makes no attempt to perform this activity



43. Lessons within Units

The teacher organizes lessons within units to progress toward a deep understanding of content.

Planning Evidence

Plans illustrate how learning will move from an understanding of foundational content to application of information in

authentic ways

Plans incorporate student choice and initiative

Plans provide for extension of learning

Teacher Evidence

When asked, the teacher can describe how lessons within the unit progress toward deep understanding

and transfer of content

When asked, the teacher can describe how students will make choices and take initiative

When asked, the teacher can describe how learning will be extended

Scale


Lessons within Units

The teacher is a recognized leader in helping others with this activity

The teacher organizes lessons within a unit so that students move from an understanding to applying the content through authentic tasks

The teacher organizes lessons within a unit so that students move from surface level to deeper understanding of content but does not require students to apply the content in authentic ways





44. Attention to Established Content Standards

The teacher ensures that lesson and unit plans are aligned with established content standards identified by the district and

the manner in which that content should be sequenced.

Planning Evidence

Lesson and unit plans include important content identified by the district (scope)

Lesson and unit plans include the appropriate manner in which materials should be taught (sequence) as identified by the

district

Teacher Evidence

When asked, the teacher can identify or reference the important content (scope) identified by the district

When asked, the teacher can describe the sequence of the content to be taught as identified by the district

Scale


Attention to Established Content Standards


The teacher ensures that lessons and units include the important content identified by the district and the manner in which that content should be sequenced

The teacher ensures that lessons and units include the important content identified by the district but does not address the appropriate sequencing of content





Planning and Preparing for Use of Resources and Technology

45. Use of Available Traditional Resources

The teacher identifies the available traditional resources (materials and human) for upcoming units and lessons.

Planning Evidence

The plan outlines resources within the classroom that will be used to enhance students’ understanding of the content

The plan outlines resources within the school that will be used enhance students’ understanding of the content

The plan outlines resources within the community that will be used to enhance students’ understanding of the content

Teacher Evidence

When asked, the teacher can describe the resources within the classroom that will be used to enhance students’

understanding of the content

When asked, the teacher can describe resources within the school that will be used to enhance students’ understanding of

the content

When asked, the teacher can describe resources within the community that will be used to enhance students’

understanding of the content

Scale


Use of Available Traditional Resources


The teacher identifies the available traditional resources that can enhance student understanding and the manner in which they will be used

The teacher identifies the available traditional resources that can enhance student understanding but does not identify the manner in which they will be used



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46. Use of Available Technology

The teacher identifies the use of available technology that can enhance students’ understanding of content in a lesson or unit.

Planning Evidence

The plan identifies available technology that will be used:

Interactive whiteboards

Response systems

Voting technologies

One-to-one computers

Social networking sites

Blogs

Wikis

Discussion Boards

The plan identifies how the technology will be used to enhance student learning

Teacher Evidence

When asked, the teacher can describe the technology that will be used

When asked, the teacher can articulate how the technology will be used to enhance student learning

Scale


Use of Available Technology


The teacher identifies the available technologies that can enhance student understanding and the manner in which they will be used

The teacher identifies the available technologies that can enhance student understanding but does not identify the manner in which they will be used



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Planning and Preparing for the Needs of English Language Learners

47. Needs of English Language Learners

The teacher provides for the needs of English Language Learners (ELL) by identifying the adaptations that must be made within a lesson or unit.

Planning Evidence

The plan identifies the accommodations that must be made for individual ELL students or groups within a lesson

The plan identifies the adaptations that must be made for individual ELL students or groups within a unit of instruction

Teacher Evidence

When asked, the teacher can describe the accommodations that must be made for individual ELL students or groups of

students within a lesson

When asked, the teacher can describe the adaptations that must be made for individual ELL students or groups of

students within a unit of instruction

Scale


Needs of English Language Learners


The teacher identifies the needs of English Language Learners and the adaptations that will be made to meet these needs

The teacher identifies the needs of English Language Learners but does not articulate the adaptations that will be made to meet these needs





Planning and Preparing for Needs of Students Receiving Special Education

48. Needs of Students Receiving Special Education

The teacher identifies the needs of students receiving special education by providing accommodations and modifications that must be made for specific students receiving special education.

Planning Evidence

The plan describes accommodations and modifications that must be made for individual students receiving special

education or groups of students according to the Individualized Education Program (IEP)for a lesson

The plan describes the accommodations and modifications that must be made for individual students receiving special

education or groups of students according to the IEP for a unit of instruction

Teacher Evidence

When asked, the teacher can describe the specific accommodations that must be made for individual students receiving

special education or groups of students according to their IEP for a lesson

When asked, the teacher can describe the specific accommodations and modifications that must be made for individual

students receiving special education or groups of students according to their IEP for a unit of instruction

Scale


Needs of Students Receiving Special Education


The teacher identifies the needs of students receiving special education and the accommodations and modifications that will be made to meet these needs

The teacher identifies the needs of students receiving special education but does not articulate the accommodations or modifications that will be made to meet these needs





Planning and Preparing for Needs of Students Who Lack Support for Schooling

49. Needs of Students Who Lack Support for Schooling

The teacher identifies the needs of students who come from home environments that offer little support for schooling.

Planning Evidence

The plan provides for the needs of students who come from home environments that offer little support for schooling

When assigning homework, the teacher takes into consideration the students’ family resources

When communicating with the home, the teacher takes into consideration family and language resources

Teacher Evidence

When asked, the teacher can articulate how the needs of students who come from home environments that offer little

support for schooling will be addressed

When asked, the teacher can articulate the ways in which the students’ family resources will be addressed when assigning

homework

When asked, the teacher can articulate the ways in which communication with the home will take into consideration family

and language resources

Scale


Needs of Students Who Lack Support for Schooling


The teacher identifies the needs of students who lack support for schooling and the adaptations that will be made to meet these needs

The teacher identifies the needs of students who lack support for schooling but does not articulate the adaptations that will be made to meet these needs





Domain 3: Reflecting on Teaching

Evaluating Personal Performance

50. Identifying Areas of Pedagogical Strength and Weakness

The teacher identifies specific strategies and behaviors on which to improve from Domain 1 (routine lesson segments, content lesson segments and segments that are enacted on the spot).

Teacher Evidence

The teacher identifies specific areas of strengths and weaknesses within Domain 1

The teacher keeps track of specifically identified focus areas for improvement within Domain 1

The teacher identifies and keeps track of specific areas identified based on teacher interest within Domain 1

When asked, the teacher can describe how specific areas for improvement are identified within Domain 1

Scale


Identifying Areas of Pedagogical Strength and Weakness


The teacher identifies specific strategies and behaviors on which to improve from routine lesson segments, content lesson segments and segments that are enacted on the spot

The teacher identifies specific strategies and behaviors on which to improve but does not select the strategies and behaviors that are most useful for his or her development



51. Evaluating the Effectiveness of Individual Lessons and Units

The teacher determines how effective a lesson or unit of instruction was in terms of enhancing student achievement and identifies causes of success or difficulty.

Teacher Evidence

The teacher gathers and keeps records of his or her evaluations of individual lessons and units

When asked, the teacher can explain the strengths and weaknesses of specific lessons and units

When asked, the teacher can explain the alignment of the assessment tasks and the learning goals

When asked, the teacher can explain how the assessment tasks help track student progress toward the learning goals

Scale


Evaluating the Effectiveness of Individual Lessons and Units


The teacher determines how effective a lesson or unit was in terms of enhancing student achievement and identifies specific causes of success or difficulty and uses this analysis when making instructional decisions

The teacher determines how effective a lesson or unit was in terms of enhancing student achievement but does not accurately identify causes of success or difficulty





52. Evaluating the Effectiveness of Specific Pedagogical Strategies and Behaviors

The teacher determines the effectiveness of specific instructional techniques regarding the achievement of subgroups of students and identifies specific reasons for discrepancies.

Teacher Evidence

The teacher gathers and keeps evidence of the effects of specific classroom strategies and behaviors on specific

categories of students (i.e., different socio-economic groups, different ethnic groups)

The teacher provides a written analysis of specific causes of success or difficulty

When asked, the teacher can explain the differential effects of specific classroom strategies and behaviors on specific

categories of students

Scale


Evaluating the Effectiveness of Specific Pedagogical Strategies and Behaviors


The teacher determines the effectiveness of specific strategies and behaviors regarding the achievement of subgroups of students and identifies the reasons for discrepancies

The teacher determines the effectiveness of specific strategies and behaviors regarding the achievement of subgroups of students but does not accurately identify the reasons for discrepancies





Developing and Implementing a Professional Growth Plan

53. Developing a Written Growth and Development Plan

The teacher develops a written professional growth and development plan with specific and measureable goals, action steps, manageable timelines and appropriate resources.

Teacher Evidence

The teacher constructs a growth plan that outlines measurable goals, action steps, manageable timelines and appropriate

resources

When asked, the teacher can describe the professional growth plan using specific and measurable goals, action steps,

manageable timelines and appropriate resources

Scale


Developing a Written Growth and Development Plan


The teacher develops a written professional growth and development plan with clear and measurable goals, actions steps, timelines and resources

The teacher develops a written professional growth and development plan but does not articulate clear and measurable goals, action steps, timelines and appropriate resources



54. Monitoring Progress Relative to the Professional Growth and Development Plan

The teacher charts his or her progress toward goals using established action plans, milestones and timelines.

Teacher Evidence

The teacher constructs a plan that outlines a method for charting progress toward established goals supported by

evidence (e.g., student achievement data, student work, student interviews, peer, self and observer feedback)

When asked, the teacher can describe progress toward meeting the goals outlined in the plan supported by evidence

(e.g., student achievement data, student work, student interviews, peer, self and observer feedback)

Scale


Monitoring Progress Relative to the Professional Growth and Development Plan


The teacher charts his or her progress on the professional growth and development plan using established milestones and timelines and makes modifications or adaptations as needed

The teacher charts his or her progress on the professional growth and development plan using established milestones and timelines but does not make modifications or adaptations as needed





Domain 4: Collegiality and Professionalism

Promoting a Positive Environment

55. Promoting Positive Interactions with Colleagues

The teacher interacts with other teachers in a positive manner to promote and support student learning.

Teacher Evidence

The teacher works cooperatively with appropriate school personnel to address issues that impact student learning

The teacher establishes working relationships that demonstrate integrity, confidentiality, respect, flexibility, fairness and

trust

The teacher accesses available expertise and resources to support students’ learning needs

When asked, the teacher can describe situations in which he or she interacts positively with colleagues to promote and

support student learning

When asked, the teacher can describe situations in which he or she helped extinguish negative conversations about other

teachers

Scale


Promoting Positive Interactions with Colleagues


The teacher interacts with other colleagues in a positive manner to promote and support student learning and helps to extinguish negative conversations about other teachers

The teacher interacts with other colleagues in a positive manner to promote and support student learning but does not help extinguish negative conversations about other teachers





56. Promoting Positive Interactions about Students and Parents

The teacher interacts with students and parents in a positive manner to foster learning and promote positive home/school relationships.

Teacher Evidence

The teacher fosters collaborative partnerships with parents to enhance student success in a manner that demonstrates

integrity, confidentiality, respect, flexibility, fairness and trust

The teacher ensures consistent and timely communication with parents regarding student expectations, progress and/or

concerns

The teacher encourages parent involvement in classroom and school activities

The teacher demonstrates awareness and sensitivity to social, cultural and language backgrounds of families

The teacher uses multiple means and modalities to communicate with families

The teacher responds to requests for support, assistance and/or clarification promptly

The teacher respects and maintains confidentiality of student/family information

When asked, the teacher can describe instances when he or she interacted positively with students and parents

When asked, students and parents can describe how the teacher interacted positively with them

When asked, the teacher can describe situations in which he or she helped extinguish negative conversations about

students and parents

Scale


Promoting Positive Interactions about Students and Parents


The teacher interacts with students and parents in a positive manner to foster learning and promote positive home/school relationships and helps extinguish negative conversations about students and parents

The teacher interacts with students and parents in a positive manner to foster learning and promote positive home/school relationships but does not help extinguish negative conversations about students and parents



Promoting Exchange of Ideas and Strategies



57. Seeking Mentorship for Areas of Need or Interest

The teacher seeks help and input from colleagues regarding specific classroom strategies and behaviors.

Teacher Evidence

The teacher keeps track of specific situations during which he or she has sought mentorship from others

The teacher actively seeks help and input in Professional Learning Community meetings

The teacher actively seeks help and input from appropriate school personnel to address issues that impact instruction

When asked, the teacher can describe how he or she seeks input from colleagues regarding issues that impact instruction

Scale


Seeking Mentorship for Areas of Need or Interest


The teacher seeks help and mentorship from colleagues regarding specific classroom strategies and behaviors

The teacher seeks help and mentorship from colleagues but not at a specific enough level to enhance his or her pedagogical skill



58. Mentoring Other Teachers and Sharing Ideas and Strategies

The teacher provides other teachers with help and input regarding specific classroom strategies and behaviors.

Teacher Evidence

The teacher keeps tracks of specific situations during which he or she mentored other teachers

The teacher contributes and shares expertise and new ideas with colleagues to enhance student learning in formal and

informal ways

The teacher serves as an appropriate role model (mentor, coach, presenter, researcher) regarding specific classroom

strategies and behaviors

When asked, the teacher can describe specific situations in which he or she has mentored colleagues

Scale


Mentoring Other Teachers and Sharing Ideas and Strategies


The teacher provides other teachers with help and input regarding classroom strategies and behaviors

The teacher provides other teachers with help and input regarding classroom strategies and behaviors but not at a specific enough level to enhance their pedagogical skill





Promoting District and School Development

59. Adhering to District and School Rules and Procedures

The teacher is aware of the district’s and school’s rules and procedures and adheres to them.

Teacher Evidence

The teacher performs assigned duties

The teacher follows policies, regulations and procedures

The teacher maintains accurate records (student progress, completion of assignments, non-instructional records)

The teacher fulfills responsibilities in a timely manner

The teacher understands legal issues related to students and families

The teacher demonstrates personal integrity

The teacher keeps track of specific situations in which he or she adheres to rules and procedures

Scale


Adhering to District and School Rules and Procedures


The teacher is aware of district and school rules and procedures and adheres to them

The teacher is aware of district and school rules and procedures but does not adhere to all of these rules and procedures



60. Participating in District and School Initiatives

The teacher is aware of the district’s and school’s initiatives and participates in them in accordance with his or her talents and availability.

Teacher Evidence

The teacher participates in school activities and events as appropriate to support students and families

The teacher serves on school and district committees

The teacher participates in staff development opportunities

The teacher works to achieve school and district improvement goals

The teacher keeps tracks of specific situations in which he or she has participated in school or district initiatives

When asked, the teacher can describe or show evidence of his/her participation in district and school initiatives

Scale


Participating in District and School Initiatives


The teacher is aware of the district’s and school’s initiatives and participates in them in accordance with his or her talents and availability

The teacher is aware of the district’s and school’s initiatives but does not participate in them in accordance with his or her talents and availability



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Element 59 Not Used

2/11/2016 Preview School Counselor Observation / Evaluation Instrument v2

https://swiobservation.mysdpbc.org/form/preview/53d644f6e4b04fc23a7942ae

Lesson SegmentsInvolving Routine EventsDQ1: Communicating LearningGoals and Feedback

DQ6: Establishing Rules andProcedures

Lesson SegmentsAddressing ContentDQ2: Helping Students Interactwith New Knowledge

DQ3: Helping Students Practiceand Deepen New Knowledge

Lesson SegmentsEnacted on the SpotDQ5: Engaging Students

DQ7: Recognizing Adherence toRules and Procedures

DQ8: Establishing and MaintainingEffective Relationships withStudents

School Counselor Observation / Evaluation Instrument v2

1. Providing Clear Learning Goals

2. Tracking Student Progress

3. Celebrating Success

4. Establishing Classroom Routines

5. Organizing the Physical Layout of theClassroom

6. Identifying Critical Information

7. Organizing Students to Interact with NewKnowledge

8. Previewing New Content

9. Chunking Content into "Digestible Bites"

10. Processing New Information

11. Elaborating on New Information

12. Recording and Representing Knowledge

13. Reflecting on Learning

14. Reviewing Content

15. Organizing Students to Practice andDeepen Knowledge

16. Using Homework

17. Examining Similarities and Differences

18. Examining Errors in Reasoning

19. Practicing Skills, Strategies, and Processes

20. Revising Knowledge

24. Noticing when Students are Not Engaged

25. Using Games and Activities

26. Managing Response Rates

27. Using Physical Movement

28. Maintaining a Lively Pace

29. Demonstrating Intensity and Enthusiasm

30. Using Friendly Controversy

31. Providing Opportunities for Students to Talkabout Themselves

32. Presenting Unusual or IntriguingInformation

33. Demonstrating "Withitness"

34. Applying Consequences for Lack ofAdherence to Rules and Procedures

35. Acknowledging Adherence to Rules andProcedures

Appendix B: Non-Classroom Teachers Observation Tool School Counselor



Lesson Segments Involving Routine Events

DQ1: Communicating Learning Goals and Feedback

Providing Clear Learning Goals

Direct Service (school counseling core curriculum, individual student planning, responsive services)

The School Counselor provides a clearly stated counseling/learning goal supportive of the SDPBC Student Development Plan. The goal is accompanied by scale or rubric thatdescribes levels of performance during large group or classroom instruction, group counseling activity, and/or individual student planning.

DQ4: Helping Students Generateand Test Hypotheses

DQ9: Communicating HighExpectations for All Students

21. Organizing Students for CognitivelyComplex Tasks

22. Engaging Students in Cognitively ComplexTasks (e.g. decision making, problemsolving, experimental inquiry, investigation)

23. Providing Resources and Guidance

36. Understanding Students' Interests andBackground

37. Using Verbal and Nonverbal Behaviors thatIndicate Affection for Students

38. Displaying Objectivity and Control

39. Demonstrating Value and Respect for AllStudents

40. Asking Questions of Low ExpectancyStudents

41. Probing Incorrect Answers with LowExpectancy Students



School Counselor Evidence: Student/Parent/Educator Evidence (recipientsmay include: students, teachers, parents, and/orworkshop participants):

Evidence:

Resources:

Scale

Scale:

Tracking Student Progress


The School Counselor tracks student progress on one or more counseling/learning goals monitors student academic, personalsocial, and collegecareer development through useof data.

Indirect Service (social service intervention referral, consultation, collaboration, training/workshop)

A counseling/learning goal has been displayed or articulated to thestudent(s) and/or parent/educator

School Counselor makes reference to the counseling or learning goaland rubric throughout the large group or classroom instruction, groupcounseling activity, and/or individual student planning

School Counselor shares/develops the counseling or learning goals withstudent(s)/parent/educator

Documents student outcomes related to learning goals

When asked, student/parent/educator(s) can explain thecounseling/learning goal for the activity

When asked, student/parent/educator(s) can explain how their currentactivities relate to the counseling/learning goal

When asked, student/parent/educator(s) can explain the meaning of thelevels of performance articulated in the scale or rubric

Not Applicable Not Using Beginning Developing Applying Innovating

https://swiobservation.mysdpbc.org/resource/show/53d644e7e4b04fc23a794124?popup=true&lookforId=53d644e7e4b04fc23a794123&title=Scale




The School Counselor consults with educators and parents on tracking student progress on one or more counseling/learning goals monitors student academic, personalsocial, andcollegecareer development through use of data.

Evidence:

Resources:

Scale

Scale:

Celebrating Success


School Counselor monitors student progress on short term and longterm counseling/learning goals

School Counselor consults with educator(s) on tracking student goals

School Counselor consults with educator(s) in charting the progress ofthe entire class on the counseling/learning goal

School Counselor documents student outcomes and/or maintainsStudent Development Plan

Student/parent/educator(s) can describe their status relative to thecounseling/learning goal using the scale or rubric

Student/parent/educator(s) systematically update their status on thelearning goal


https://swiobservation.mysdpbc.org/resource/show/53d644e7e4b04fc23a79412f?popup=true&lookforId=53d644e7e4b04fc23a79412e&title=Scale




The School Counselor provides verbal and/or nonverbal affirmations recognizing or monitoring the progress of students toward academic, personalsocial, and/or collegecareerdevelopment goal(s).


The School Counselor collaborates with educators, parents, and other stakeholders to provide verbal and/or nonverbal affirmations recognizing or monitoring the progress ofstudents toward academic, personalsocial, and/or collegecareer development goal(s).

Evidence:

Resources:

Scale

Scale:

School Counselor acknowledges gains in the students’ knowledge andskill relative to the counseling/learning goal

School Counselor acknowledges success including verbal, nonverbaland written affirmation

School Counselor uses a variety of ways to celebrate success

Parent/educator acknowledges gains in the student knowledge and skillrelative to the counseling/learning goal

Student/recipient shows signs of pride regarding their accomplishments

When asked, students say they want to continue to make progress

When asked, students can report on their own progress






DQ6: Establishing Rules and Procedures

Establishing Classroom Routines


The School Counselor reviews expectations regarding rules and/or procedures during large group or classroom instruction, group counseling activity, and/or individual studentplanning.


The School Counselor collaborates with teachers on reviewing expectations regarding rules and/or procedures.

Evidence:

Resources:

School Counselor has procedures and routines in place when workingwith students/parents/educators in large group, classroom, small groupand/or individual settings

School Counselor consults with educators regarding rules, routines, andprocedures for working with students

Student/parent/educator(s) can follow clear routines during largegroup/classroom/small group/individual settings

When asked, student/parent/educator (s) can describe established rulesand procedures

When asked, student/parent/educator(s) can describe theclassroom/environment as orderly

Student/parent/educator recognize cues and signals by the SchoolCounselor

Students regulate their own behavior




Scale

Scale:

Organizing the Physical Layout of the Classroom


The School Counselor organizes the physical layout of the classroom/office/facility to facilitate delivery of comprehensive school counseling program (counseling core curriculuminstruction, group activities, advisement, counseling, and/or consultation).

Evidence:

Resources:

Scale

School Counselor organizes the physical layout of theclassroom/office/facility to facilitate a focus on the conversation andestablishment of rapport

Student/Parent/Educator(s) describes the environment as conducive forcounseling/learning/collaboration.







Scale:

Lesson Segments Addressing Content

DQ2: Helping Students Interact with New Knowledge

Identifying Critical Information


The School Counselor identifies critical content pertinent to students/parents/educators.


The School Counselor consults with educators on identifying, critical content pertinent to students/recipients.

Evidence:

School Counselor counsels students with identified needs and concernsindividually or in small groups




School Counselor Evidence: Student/Parent/Educator Evidence (recipients

Resources:

Scale

Scale:

Organizing Students to Interact with New Knowledge


The School Counselor organizes students for classroom, small group or individual student planning to facilitate the processing of new information.


The School Counselor consults with educators to organize students for classroom, small group, or individual student planning to facilitate the processing of new information.

Evidence:

School Counselor utilizes strategies to identify and deliver criticalinformation

School Counselor consults with the educator in the identification ofcritical information of a given lesson

School Counselor articulates the importance of evidencebased practiceand Student Development Plan standards/content/topics tostakeholders

When asked, student/parent/educator(s) can describe the level ofimportance of the information addressed in class

When asked, students/parent/educator(s) can explain why the contentis important





may include: students, teachers, parents, and/orworkshop participants):

Resources:

Scale

Scale:

Previewing New Content


The School Counselor engages students in activities that help them link what they already know to the new content about to be addressed and facilitates these linkages during largegroup or classroom instruction, group counseling activity, and/or individual student planning.


The School Counselor engages or collaborates with educators on engaging students/parents/educators in activities that help them link what they already know to the new contentabout to be addressed and facilitates these linkages.

School Counselor has established routines for using data to groupstudents

School Counselor has established routines for conducting studentgroups

School Counselor organizes students into small groups to help studentsestablish personal goals (develop personal/social, academic, and careercompetencies consistent with Palm Beach School District Student Development Plan)

School Counselor gathers student data from various sources

School Counselor maintains a record of student groupings

Student/parent/educator move to groups in an orderly fashion

Student/parent/educator appear to understand expectations aboutappropriate behavior in groups

Respect opinions of othersAdd their perspective to discussions

Ask and answer questions






Evidence:

Resources:

Scale

Scale:

Chunking Content into "Digestible Bites"


Based on student needs, the School Counselor breaks the instruction, advising and/or counseling content into small chunks (i.e. digestible bites) of information that can be easilyprocessed during large group or classroom instruction, group counseling activity, and/or individual student planning.


School Counselor discusses/models/demonstrates previewing strategies

Preview questions

Motivational hook/launching activity (Anecdotes, Short selectionfrom video, read aloud )

Brainstorming

When asked, student/parent/educator(s) can explain linkages with priorknowledge

When asked, student/parent/educator(s) can provide a purpose forwhat they are about to learn

Student/parent/educator(s) actively engage in previewing activities


https://swiobservation.mysdpbc.org/resource/show/53d644e9e4b04fc23a79416a?popup=true&lookforId=53d644e9e4b04fc23a794169&title=Scale




School Counselor stops at strategic points during instruction, group activities, appraisal, advisement and/or counseling.

Evidence:

Resources:

Scale

Scale:

Processing New Information


During breaks in instruction, group activities, appraisal, advisement and/or counseling, the School Counselor engages students/recipients in actively processing new metacognitiveinformation during large group or classroom instruction, group counseling activity, and/or individual student planning.


School Counselor consults with educators to help students process new information.

School Counselor stops at strategic points during instruction, groupactivities, appraisal, advisement and/or counseling.

Students/parent/educator appear to know what is expected of themwhen the School Counselor stops at strategic points


https://swiobservation.mysdpbc.org/resource/show/53d644eae4b04fc23a794172?popup=true&lookforId=53d644eae4b04fc23a794171&title=Scale




Evidence:

Resources:

Scale

Scale:

Elaborating on New Information


School Counselor has group members summarize new information

School Counselor employs group processing strategies

Pair share

Role play

Turn and Talk

When asked, student/parent/educator(s) can explain what they havejust learned

When asked, student/parent/educator(s) can explain the relevance ofthe information

Student/parent/educator(s) voluntarily ask clarification questions

Groups are actively discussing the content

Group members ask each other and answer questions about theinformation

Group members make predictions about what they expect next


https://swiobservation.mysdpbc.org/resource/show/53d644eae4b04fc23a794178?popup=true&lookforId=53d644eae4b04fc23a794177&title=Scale




The School Counselor asks questions, advises, counsels or engages students/recipients in activities that require elaborative inferences that go beyond what was explicitly discussed ortaught during large group or classroom instruction, group counseling activity, and/or individual student planning.


School Counselor consults with educators on questioning techniques and activities that require elaborative inferences.

Evidence:

Resources:

Scale

Scale:

Recording and Representing Knowledge


School Counselor asks explicit questions that require students/recipientsto make elaborative inferences about the content

School Counselor presents situations or problems that requireinferences

Students/parents/educators volunteer answers to inferential questions

Students/parents/educators provide explanations and “proofs” forinferences


https://swiobservation.mysdpbc.org/resource/show/53d644ebe4b04fc23a794182?popup=true&lookforId=53d644eae4b04fc23a794181&title=Scale




The School Counselor engages students in activities that help them record their understanding of new understanding in a variety of ways (utilizing linguistic and nonlinguisticrepresentation).


The School Counselor collaborates with educators on engaging students in activities that help them record their understanding of new understanding in a variety of ways (utilizinglinguistic and nonlinguistic representation).

Evidence:

Resources:

Scale

Scale:

School Counselor asks students to summarize the information theyhave learned

School Counselor asks students to generate notes that identify criticalinformation

School Counselor asks students to record content in various formats:

Journals

Career planners

Action plans

Graphic organizers

Pictures

Students’ summaries and notes include critical content

When asked, students can explain main points of thelesson/presentation/advisement/counseling session


https://swiobservation.mysdpbc.org/resource/show/53d644ebe4b04fc23a79418a?popup=true&lookforId=53d644ebe4b04fc23a794189&title=Scale




Reflecting on Learning


The School Counselor engages students during large group or classroom instruction, group counseling activity, and/or individual student planning to help them reflect on theiracademic, personalsocial, and/or collegecareer development.


The School Counselor consults with educators on engaging students in activities to help them reflect on their academic, personalsocial, and/or collegecareer development.

Evidence:

Resources:

Scale

School Counselor asks students to state or record what they are clearabout and what they are confused about

School Counselor asks students to reflect on their own academic,personalsocial or collegecareer development

School Counselor asks students to state or record what they might havedone to enhance their learning

School Counselor asks students how their knowledge has grownthrough this learning process

School Counselor consults with students in reflecting on their learning

What went well

What can be done to enhance student learning

When asked, students can explain what they are clear about and whatthey are confused about

When asked, students can describe the effectiveness of their effort

When asked, students can explain what they could have done toenhance their learning

https://swiobservation.mysdpbc.org/resource/show/53d644ebe4b04fc23a794193?popup=true&lookforId=53d644ebe4b04fc23a794192&title=Scale




Scale:

DQ3: Helping Students Practice and Deepen New Knowledge

Reviewing Content


The School Counselor engages students/parents/educators in a brief review of content that highlights the critical information during large group or classroom instruction, groupcounseling activity, and/or individual student planning.


The School Counselor consults with educators on engaging students/parents/educators in a brief review of content that highlights the critical information.

Evidence:

School Counselor begins the instruction, group activities, appraisal,advisement and/or counseling with a brief review of content/information

School Counselor consults with teachers about incorporating reviewingstrategies

When asked, students/parents/educators can describe the previouscontent on which the new instruction, group activity, appraisal,advisement and/or counseling is based

Student/parent/educator responses indicate that they recall previouscontent




Resources:

Scale

Scale:

Organizing Students to Practice and Deepen Knowledge


The School Counselor uses student need or data to organize student grouping that facilitates practicing and deepening knowledge that promotes development of academic,personal/social, and career competencies.


The School Counselor consults with educators on grouping students in ways that facilitate practicing and deepening knowledge that promotes development of academic,personal/social and career competencies.

Evidence:

School Counselor uses specific strategies to review informationincluding, but not limited to the following:

Summary

Problem that must be solved using previous information

Questions that require a review of content

Demonstration/practice

Reflection


https://swiobservation.mysdpbc.org/resource/show/53d644ece4b04fc23a79419f?popup=true&lookforId=53d644ebe4b04fc23a79419e&title=Scale




School Counselor Evidence: Student/Parent/Educator Evidence (recipients

Resources:

Scale

Scale:

Using Homework

The School Counselor designs homework activities that allow students to access and analyze content to deepen knowledge or practice a skill, strategy, or process. Desired Effect:Students’ understanding of content and/or practice of skills, strategies, or processes is deepened with appropriate homework.

Evidence:

School Counselor organizes students into groups with the expressedidea of deepening their knowledge that promotes development ofacademic, personal/social and career competencies.

School Counselor organizes students into groups with the expressedidea of practicing a skill, strategy, or process

Documentation of student grouping maintained by School Counselor

When asked, students can explain how the group work supports theirlearning

While in groups students interact in explicit ways to deepen theirknowledge of informational content or, practice a skill, strategy, orprocess

Asking each other questions

Obtaining feedback from their peers


https://swiobservation.mysdpbc.org/resource/show/53d644ece4b04fc23a7941a8?popup=true&lookforId=53d644ece4b04fc23a7941a7&title=Scale



may include: students, teachers, parents, and/orworkshop participants):

Resources:

Scale | Reflection Questions

Scale:

Examining Similarities and Differences


The School Counselor helps students to deepen their knowledge by examining similarities and differences during large group or classroom instruction, group counseling activity,and/or individual student planning.

Evidence:

Teacher utilizes strategies associated with a flipped classroom

Teacher communicates a clear purpose and gives directions forhomework

Teacher extends an activity that was begun in class to provide studentswith more time

Teacher utilizes homework assignments that allow students to practiceskills, strategies, and processes and/or deepen knowledgeindependently

Teacher utilizes homework assignments that allow students to accessand analyze content independently

Students can describe how the homework assignment will deepen theirunderstanding of informational content or help them practice a skill,strategy, or process

Students ask clarifying questions about homework that help themunderstand its purpose


https://swiobservation.mysdpbc.org/resource/show/540dea54e4b069e3cb48a765?popup=true&lookforId=53d644ece4b04fc23a7941b0&title=Reflection+Questions

https://swiobservation.mysdpbc.org/resource/show/540dea54e4b069e3cb48a763?popup=true&lookforId=53d644ece4b04fc23a7941b0&title=Scale




Resources:

Scale

Scale:

Examining Errors in Reasoning


The School Counselor helps students during large group or classroom instruction, group counseling activity, and/or individual student planning to deepen their knowledge byexamining their own reasoning or logic.

School Counselor engages students in instruction, group activities,appraisal, advisement and/or counseling that requires them to examinesimilarities and differences of content.

School Counselor helps students deepen their understanding ofcontent.

Asks students to summarize what they have learned

Asks students to paraphrase what they have heard

Asks students to explain how the activity has added to theirunderstanding

Students have a deeper understanding of similarities and differences ofcontent and can explain what they know.

Student/parent/educator(s) artifacts indicate that their knowledge hasbeen extended as a result of the activity

When asked about the activity, responses indicate thatstudents/parents/educators have deepened their understanding

When asked, student/parent/educator(s) can explain similarities anddifferences

Student/parent/educator artifacts indicate that they can identifysimilarities and differences


https://swiobservation.mysdpbc.org/resource/show/53d644ede4b04fc23a7941bc?popup=true&lookforId=53d644ede4b04fc23a7941bb&title=Scale





The School Counselor helps parents/recipients to deepen their knowledge by examining their own reasoning or logic.

Evidence:

Resources:

Scale

Scale:

Practicing Skills, Strategies, and Processes


School Counselor engages student/parent/educator(s) in reflectivepractice to assist in examining errors or informal fallacies

Faulty logic

Irrational beliefs

Misinformation

Students will be able to deepen their knowledge by examining errorsusing reasoning skills to support their viewpoint.

When asked, student/parent/educator(s) can describe errors orinformal fallacies in information

When asked, student/parent/educator(s) can explain the overallstructure of an argument presented to support claim


https://swiobservation.mysdpbc.org/resource/show/53d644ede4b04fc23a7941c7?popup=true&lookforId=53d644ede4b04fc23a7941c6&title=Scale




The School Counselor engages students during large group or classroom instruction, group counseling activity, and/or individual student planning in practice activities that help themdevelop procedural knowledge to become selfdirected and independent learners.


The School Counselor consults with educators to engage students in practice activities that help them develop procedural knowledge to become selfdirected and independentlearners.

Evidence:

Resources:

Scale

Scale:

Revising Knowledge

School Counselor engages students in practice activities that areappropriate to their current ability to execute skill, strategy, or process

Guided practice if students cannot perform the skill, strategy, orprocess idependently

Independent practice if students can perform the skill, strategy, orprocess independently

Student/parent/educator(s) implements the strategy and/or performsthe skill, strategy, or process with increased confidence andcompetence

Student/parent/educator(s) applies knowledge and learning skill topositively influence school performance


https://swiobservation.mysdpbc.org/resource/show/53d644ede4b04fc23a7941cf?popup=true&lookforId=53d644ede4b04fc23a7941ce&title=Scale





The School Counselor supports students in the revision of previous knowledge during large group or classroom instruction, group counseling activity, and/or individual studentplanning.


The School Counselor consults with parents/educators on engaging students in the revision of previous knowledge.

Evidence:

Resources:

Scale

Scale:

DQ4: Helping Students Generate and Test Hypotheses

When asked, the student can explain previously learned content

When asked, the student can explain how his/her understanding haschanged Student/parent/educator(s) can explain previously learned content

and/or errors or misconceptions they had about content

Student/parent/educator(s) can explain how their understanding haschanged


https://swiobservation.mysdpbc.org/resource/show/53d644eee4b04fc23a7941d6?popup=true&lookforId=53d644eee4b04fc23a7941d5&title=Scale




Organizing Students for Cognitively Complex Tasks


The School Counselor facilitates students’ problem solving skills in realworld situations during large group or classroom instruction, group counseling activity, and/or individual studentplanning.


The School Counselor consults with parents/educators on student problem solving in realworld situations.

Evidence:

Resources:

Scale

Scale:

School Counselor engages students in problem solving for realworldsituations

When asked, the student/parent/educator(s) describes the importanceof problem solving

When asked, student/parent/educator(s) explains how groups supporttheir learning

Student/parent/educator(s) uses group activities to help them generatesolutions to realworld situations

https://swiobservation.mysdpbc.org/resource/show/53d644eee4b04fc23a7941de?popup=true&lookforId=53d644eee4b04fc23a7941dd&title=Scale




Engaging Students in Cognitively Complex Tasks (e.g. decision making, problem solving,experimental inquiry, investigation)


The School Counselor engages students in complex tasks (e.g. decision making, problem solving, experimental inquiry, investigation) that require them to develop solutions foracademic, personalsocial or collegecareer concerns.

Evidence:

Resources:

Scale

School Counselor engages students with an explicit decision making,problem solving, experimental inquiry or investigation tasks that requirethem to develop solutions for academic, personalsocial or collegecareer concerns

School Counselor assists educators in engaging students with an explicitdecision making, problem solving, experimental inquiry, or investigationtasks that require them to develop solutions for academic, personalsocial or collegecareer concerns.

School Counselor assists educator in facilitating students generatingtheir own individual or group task that requires them to developsolutions for academic, personalsocial, or collegecareer concerns.

Students are clearly working to develop solutions for academic,personalsocial or collegecareer concerns.

When asked, students can explain the solutions being considered.

Student discussion indicates that they can engage in decision making orproblem solving


https://swiobservation.mysdpbc.org/resource/show/53d644eee4b04fc23a7941e6?popup=true&lookforId=53d644eee4b04fc23a7941e5&title=Scale




Scale:

Providing Resources and Guidance


The School Counselor acts as a resource provider and guide for students academic, personalsocial or collegecareer development

Indirect Service (social service intervention referral, consultation, collaboration)

The School Counselor acts as a resource provider and guide for recipients for student academic, personalsocial or collegecareer development

Evidence:

Resources:

School Counselor is available to students who need guidance orresources

Established procedures for students to access school counselor

School Counselor provides student with information and research, suchas:

Informational handouts

Community resources

Websites (e.g. FAFSA, FLVC.net)

Student/parent/educator(s) seeks out the School Counselor forassistance for academic, personalsocial or collegecareer developmont




School Counselor Evidence: Student/Parent/Educator Evidence (recipientsmay include: students, teachers, parents, and/or

Scale

Scale:

Lesson Segments Enacted on the Spot

DQ5: Engaging Students

Noticing when Students are Not Engaged


The School Counselor recognizes and addresses nonengagement during large group or classroom instruction, group counseling activity, and/or individual student planning.


The School Counselor consults with educators on making none of nonengagement taking action.

Evidence:


https://swiobservation.mysdpbc.org/resource/show/53d644efe4b04fc23a7941f0?popup=true&lookforId=53d644efe4b04fc23a7941ef&title=Scale



workshop participants):

Resources:

Scale

Scale:

Using Games and Activities


The School Counselor uses academic, personalsocial or collegecareer development games and inconsequential competition to maintain student engagement during large group orclassroom instruction, group counseling activity, and/or individual student planning.


The School Counselor assists educators to use academic, personalsocial or collegecareer development games and inconsequential competition to maintain student engagement.

Evidence:

School Counselor redirects student when not engaged in instruction,group activities, appraisal, advisement and/or counseling

Students appear aware of the fact that the School Counselor is takingnote of their level or engagement

Student engagement improves when redirected

When asked, students explain that the School Counselor expects highlevels of engagement


https://swiobservation.mysdpbc.org/resource/show/53d644efe4b04fc23a7941f7?popup=true&lookforId=53d644efe4b04fc23a7941f6&title=Scale




Resources:

Scale

Scale:

Managing Response Rates


The School Counselor uses response rat techniques during large group or classroom instruction, group counseling activity, and/or individual student planning to maintainstudent/recipient engagement in questions.


The School Counselor uses response rate techniques during trainings/workshops to maintain parent/educator engagement.

Evidence:

School Counselor uses structured games as appropriate duringinstruction, group activities, appraisal, advisement and/or counseling

School Counselor develops impromptu games such as making a gameout of which answer might be correct for a given question

School Counselor uses friendly competition along with games

Students engage in the games with some enthusiasm

When asked, students can explain how the games keep their interestand help them learn or remember content


https://swiobservation.mysdpbc.org/resource/show/53d644f0e4b04fc23a7941ff?popup=true&lookforId=53d644efe4b04fc23a7941fe&title=Scale




Resources:

Scale

Scale:

Using Physical Movement


The School Counselor uses physical movement to maintain student engagement during large group or classroom instruction, group counseling activity, and/or individual studentplanning.

Evidence:

School Counselor uses wait time

School Counselor uses response cards

School Counselor uses hand signals to respond to questions

School Counselor uses choral response

School Counselor uses response chaining

Parent/educator(s) audiences respond to questions posed by theSchool Counselor

When asked, parent/educator(s) can describe their thinking aboutspecific questions posed by the School Counselor


https://swiobservation.mysdpbc.org/resource/show/53d644f0e4b04fc23a794208?popup=true&lookforId=53d644f0e4b04fc23a794207&title=Scale




Resources:

Scale

Scale:

Maintaining a Lively Pace


The School Counselor uses pacing techniques in instruction, group activities, appraisal, advisement and/or counseling to maintain students/ engagement during large group orclassroom instruction, group counseling activity, and/or individual student planning.

School Counselor uses stand up and stretch or related activities withstudents to manage anxiety/energy level

Brain Gym

Relaxation techniques

School Counselor uses activities that require students to physically moveto respond to questions

Vote with your feet

Go to the part of the room that represents the answer you agreewith

School Counselor uses acting/modeling content with student to increaseenergy and engagement

School Counselor uses giveonegetone activities that require studentsto move about the room

Student/parent/educator(s) engage in the physical activities designed bythe School Counselor

When asked, student/parent/educator(s) can explain how the physicalmovement keeps their interest and helps them learn







The School Counselor uses pacing techniques during trainings/workshops to main parents’/educators’ engagement.

Evidence:

Resources:

Scale

Scale:

Demonstrating Intensity and Enthusiasm


The School Counselor demonstrates intensity and enthusiasm for the content in a variety of ways during large group or classroom instruction, group counseling activity, and/orindividual student planning.

School Counselor uses crisp transitions from one activity to another

School Counselor uses altering pace appropriately (i.e. speeds up andslows down) Student/parent/educator(s) quickly adapt to transitions and reengage

when a new activity is begun

When asked about the pace of the activity, student/parent/educator(s)describe it as not too fast or not too slow


https://swiobservation.mysdpbc.org/resource/show/53d644f1e4b04fc23a79421d?popup=true&lookforId=53d644f1e4b04fc23a79421c&title=Scale





The School Counselor engages parents/educators with intensity and enthusiasm.

Evidence:

Resources:

Scale

Scale:

Using Friendly Controversy


School Counselor appropriately describes personal experiences relatedto content

School Counselor signals excitement for content by:

Physical gestures

Voice tone

Eye contact

Dramatization of information

When asked, student/parent/educator(s) say that the School Counselor“likes the counseling activity”

Students’/parents’/educators’ attention levels increase when the SchoolCounselor demonstrates enthusiasm and intensity for the content






The School Counselor uses friendly controversy to maintain student engagement during large group or classroom instruction, group counseling activity, and/or individual studentplanning.


The School Counselor consults with educator on using friendly controversy techniques to maintain student/recipient engagement.

Evidence:

Resources:

Scale

Scale:

Providing Opportunities for Students to Talk about Themselves

School Counselor structures minidebates about the content

School Counselor has students examine alternative points of view

School Counselor elicits different opinions on content from members ofthe class/audience

Students/recipients engage in friendly controversy activities withenhanced engagement

When asked, students describe friendly controversy activities as“stimulating”, “fun”, and so on.

When asked, student/recipient(s) explain how a friendly controversyactivity helped them better understand the content


https://swiobservation.mysdpbc.org/resource/show/53d644f2e4b04fc23a79422d?popup=true&lookforId=53d644f1e4b04fc23a79422c&title=Scale





The School Counselor provides students with opportunities through instruction, group activities, and/or counseling activities to discuss their personal interests.


The School Counselor consults with educator on providing students with opportunities to relate what is being addressed in class to their personal interests.

Evidence:

Resources:

Scale

Scale:

School Counselor is aware of or assists educator in developingawareness of student interests and makes connections between theseinterests and content

School Counselor structures instruction, group activities, appraisal,advisement, and/or counseling activities that ask students to makeconnections between the content and their personal interests

School Counselor is aware of how content relates to student’s personalinterests

Students/parent/educator(s) engage in activities that require them tomake connections between their personal interests and the content

When asked, student/parent/educator(s) explain how makingconnections between content and their personal interests engagesthem and helps them better understand the content






Presenting Unusual or Intriguing Information


The School Counselor uses unusual or intriguing information about the content in a manner that enhances student engagement during large group or classroom instruction, groupcounseling activity, and/or individual student planning.


The School Counselor uses unusual or intriguing information about the content in a manner that enhances parent/educator engagement during workshop/training.

Evidence:

Resources:

Scale

Scale:

School Counselor systematically provides interesting facts and detailsabout the content during instruction, group activities, appraisal,advisement and/or counseling activities using current technologies (e.g.www.CollegeBoard.com, YouCanGo.CollegeBoard.org,www.ACTstudent.org, www.FLVS.net)

School Counselor encourages students to identify interestinginformation about the content

School Counselor uses or assists educator in obtaining guest speakersto provide unusual information about the content

Students/parent/educator(s) attention increases when unusualinformation is presented about the content

When asked, student/parent/educator(s) explain how the unusualinformation makes them more interested in the content

https://swiobservation.mysdpbc.org/resource/show/53d644f2e4b04fc23a794240?popup=true&lookforId=53d644f2e4b04fc23a79423f&title=Scale




DQ7: Recognizing Adherence to Rules and Procedures

Demonstrating "Withitness"


The School Counselor uses behaviors associated with “withitness” to maintain adherence to rules and procedures during large group or classroom instruction, group counselingactivity, and/or individual student planning.


The School Counselor consults with educator or using behaviors associated with “withitness” to maintain adherence to rules and procedures.

Evidence:

Resources:

Scale

School Counselor uses physical and emotional presence duringinstruction, group activities, appraisal, advisement and/or counselingactivities

School Counselor scans the entire room/setting making eye contact withall students during instruction, group activities, appraisal, advisementand/or counseling activities

Students recognize that the School Counselor is aware of their behavior

When asked, students describe the School Counselor as “aware ofwhat is going on” or “has eyes on the back of his/her head”






Scale:

Applying Consequences for Lack of Adherence to Rules and Procedures

The School Counselor consistently and fairly applies consequences for not following rules and procedures. Desired Effect: Students adhere to rules and procedures as a result of theSchool Counselor applying consequences consistently and fairly.

Evidence:

Teacher reminds students of selfregulation strategies

Teacher provides nonverbal signals when student behavior is notappropriate

Eye contact

Proximity

Tap on the desk

Shaking head “no”

Teacher provides verbal signals when student behavior is notappropriate

Tells students to stop

Tells students that their behavior is in violation of a rule orprocedure

Teacher uses group contingency consequences when appropriate (i.e.,whole group must demonstrate a specific behavior)

Teacher involves the home when appropriate (i.e., makes a call hometo parents to help extinguish inappropriate behavior)

Students demonstrate use of selfregulation strategies

Students cease inappropriate behavior when signaled by the teacher

Students accept consequences as part of the way class is conducted

Students describe the teacher as fair in application of rules





Resources:


Scale:

Acknowledging Adherence to Rules and Procedures


The School Counselor consistently and fairly acknowledges positive behavior during large group or classroom instruction, group counseling activity, and/or individual student planning.

Evidence:

Teacher uses direct cost consequences when appropriate (e.g., studentmust fix something he/she has broken)

School Counselor provides nonverbal signals that a rule or procedurehas been followed:

Smile

Nod of head

High Five

Students appear appreciative of the School Counselor acknowledgingtheir positive behavior

When asked, students describe the School Counselor as supportive oftheir good behavior


https://swiobservation.mysdpbc.org/resource/show/540dea5ee4b069e3cb48a7b8?popup=true&lookforId=53d644f3e4b04fc23a794250&title=Reflection+Questions

https://swiobservation.mysdpbc.org/resource/show/540dea5ee4b069e3cb48a7b4?popup=true&lookforId=53d644f3e4b04fc23a794250&title=Scale



Resources:

Scale

Scale:

DQ8: Establishing and Maintaining Effective Relationships with Students

Understanding Students' Interests and Background


The School Counselor uses students’ interests and background to produce a climate of acceptance and community during large group or classroom instruction, group counselingactivity, and/or individual student planning.

School Counselor provides verbal cues that a rule or procedure hasbeen followed:

Thanks students for following a rule or procedure

Describes student behaviors that support learning and positiveschool climate

School Counselor notifies the parent or guardian when a rule orprocedure has been followed

School Counselor uses tangible recognition when a rule or procedurehas been followed:

Individiual behavior plans

Certificate of merit

Token economies

Behaviors that support learning increase

The number of students adhering to rules and procedures increases


https://swiobservation.mysdpbc.org/resource/show/53d644f4e4b04fc23a79425f?popup=true&lookforId=53d644f3e4b04fc23a79425e&title=Scale





The School Counselor consults with educator on the importance of using students’ interests and background to produce a climate of acceptance and community.

Evidence:

Resources:

Scale

Scale:

Using Verbal and Nonverbal Behaviors that Indicate Affection for Students


School Counselor uses and facilitates educator discussions withstudents about events in their lives

School Counselor uses and facilitates educator discussions withstudents about topics in which they are interested

School Counselor includes and encourages educator to include studentinterests into lessons

School Counselor recognizes and assists educator in recognizing,accepting, and appreciating diversity

When asked, students describe the School Counselor as someone whoknows them and/or is interested in them

Students respond when School Counselor demonstrates understandingof their interests and background

When asked students say they feel accepted


https://swiobservation.mysdpbc.org/resource/show/53d644f4e4b04fc23a79426b?popup=true&lookforId=53d644f4e4b04fc23a79426a&title=Scale




When appropriate, the School Counselor uses verbal and nonverbal behavior that indicates caring for students during large group or classroom instruction, group counseling activity,and/or individual student planning.


When appropriate, the School Counselor models for other educators ways of using verbal and nonverbal behavior that indicates caring for students.

Evidence:

Resources:

Scale

Scale:

School Counselor establishes rapport with students.

School Counselor uses humor with students when appropriate

School Counselor compliments or assists educator in providing positivefeedback to students that are not related to academic and personalaccomplishments

School Counselor engages or assists educator in ways to have informalconversations with students that are not related to academics

School Counselor uses or encourages educators to use verbal andnonverbal behavior that indicates caring.

When asked, students describe School Counselor as someone whocares for them

Students responds to School Counselor verbal interactions

Students responds to School Counselor nonverbal interactions






Displaying Objectivity and Control


The School Counselor demonstrates professional demeanor during large group or classroom instruction, group counseling activity, and/or individual student planning.


The School Counselor consults with educators on strategies to demonstrate professional demeanor.

Evidence:

Resources:

Scale

Scale:

School Counselor does not exhibit extremes in positive or negativeemotions

School Counselor addresses inflammatory issues and events in a calmand controlled manner

School Counselor interacts with all students in the same calm andcontrolled fashion

Student/parent/educator(s) are settled by the School Counselor’s calmdemeanor

When asked, the student/parent/educator(s) describes the SchoolCounselor as someone who demonstrates selfcontrol

When asked, student/parent/educator(s) say that the School Counselordoes not hold grudges or take things personally





School Counselor Evidence: Student/Recipient Evidence (recipients mayinclude: students, teachers, parents, and/orworkshop participants:

DQ9: Communicating High Expectations for All Students

Demonstrating Value and Respect for All Students


The School Counselor exhibits behaviors that demonstrate value and respect for low expectancy students during large group or classroom instruction, group counseling activity,and/or individual student planning.


The School Counselor consults with parents/educators on exhibiting behaviors that demonstrate value and respect for low expectancy students.

Evidence:

The School Counselor provides individual or group counseling tostudents with identified concerns and needs

School Counselor has a system for monitoring low expectancy students

When asked, the School Counselor can identify data elements that mayindicate students for whom there have been low expectations

The School Counselor provides low expectancy students with nonverbalindications that they are valued and respected:

Makes eye contact

Smiles

Makes appropriate physical contact

The School Counselor does not allow negative comments about lowexpectancy students

When asked, student/parent/educator(s) say that the School Counselorcares for all students

Students treat each other with respect

When asked, student/parent/educator(s) can recognize wheninterpersonal issues are interfering with learning/achievement




Resources:

Scale

Scale:

Asking Questions of Low Expectancy Students

The teacher asks questions of low expectancy students with the same frequency and depth as with high expectancy students. Desired Effect: All students are asked questions withthe same frequency and depth.

Evidence:

Resources:

The School Counselor provides low expectancy students with verbalindications that they are valued and respected.

Teacher makes sure low expectancy students are asked questions atthe same rate as high expectancy students

Teacher makes sure low expectancy students are asked complexquestions that require conclusions at the same rate as high expectancystudents

Students say that the teacher expects everyone to participate

Students say that the teacher asks difficult questions of every student


https://swiobservation.mysdpbc.org/resource/show/53d644f5e4b04fc23a79428c?popup=true&lookforId=53d644f5e4b04fc23a79428b&title=Scale





Scale:

Probing Incorrect Answers with Low Expectancy Students


The School Counselor probes incorrect answers of low expectancy students in the same manner as he/she does with high expectancy students during large group of classroominstruction, group counseling activity, and/or individual student planning..

Evidence:

Resources:

School Counselor asks low expectancy students to explain theiranswers

School Counselor rephrases questions for low expectancy studentswhen they provide an incorrect answer

When low expectancy students demonstrate frustration, the SchoolCounselor allows them to collect their thoughts but goes back to them ata later point in time

When asked, students say that the School Counselor won’t “let you offthe hook”

When asked, students say that the School Counselor “won’t give up onyou”

When asked, students say the School Counselor helps them answerquestions successfully


https://swiobservation.mysdpbc.org/resource/show/540dea62e4b069e3cb48a7d2?popup=true&lookforId=53d644f5e4b04fc23a794298&title=Reflection+Questions

https://swiobservation.mysdpbc.org/resource/show/540dea62e4b069e3cb48a7d0?popup=true&lookforId=53d644f5e4b04fc23a794298&title=Scale



Scale

Scale:


https://swiobservation.mysdpbc.org/resource/show/53d644f6e4b04fc23a7942a3?popup=true&lookforId=53d644f6e4b04fc23a7942a2&title=Scale

2/11/2016 Preview Media Specialist Observation/Evaluation Instrument v2

https://swiobservation.mysdpbc.org/form/preview/53d644b7e4b01ea0c5fc046e

Lesson SegmentsInvolving Routine EventsDQ1: Communicating LearningGoals and Feedback

DQ6: Establishing Rules andProcedures

Lesson SegmentsAddressing ContentDQ2: Helping Students Interactwith New Knowledge


Lesson SegmentsEnacted on the SpotDQ5: Engaging Students

DQ7: Recognizing Adherence toRules and Procedures

Media Specialist Observation/Evaluation Instrument v2

1. Presents Clear Learning Goals and Feedback


3. Celebrate Success

4. Establishes Library Routines


6. Identifies Critical Information

7. Organizes Students to Interact with NewKnowledge

8. Previews New Content

9. Chunks Content into "Digestible Bites"

10. Processes New Information

11. Elaborates on New Information

12. Records and Represents New Knowledge

13. Reflects on Learning



16. Using Homework

17. Helping Students Examine Similarities andDifferences

18. Helping Students Examine Their Reasoning

19. Practices Skills, Strategies, and Processes

20. Helping Students Revise Knowledge

24. Notices when Students are Not Engaged

25. Uses Academic Games

26. Manages Response Rates DuringQuestioning


28. Maintains a Lively Pace

29. Demonstrates Intensity and Enthusiasm




33. Demonstrates "Withitness"

34. Applies Consequences for Lack ofAdherence to Rules and Procedures

35. Acknowledges Adherence to Rules andProcedures

Appendix C: Non-Classroom Teachers Observation Tool Media Specialists




DQ1: Communicating Learning Goals and Feedback

Presents Clear Learning Goals and Feedback

The library media specialist provides a clearly stated learning goal.

DQ4: Helping Students Generateand Test Hypotheses DQ8: Establishing and Maintaining

Effective Relationships withStudents

DQ9: Communicating HighExpectations for All Students


22. Engaging Students in Cognitively ComplexTasks Involving Hypothesis Generation andTesting

23. Provides Resources and Guidance

36. Understands Students' Interests andBackground

37. Uses Verbal and Nonverbal Behaviors thatIndicate Caring for Students

38. Displays Objectivity and Control

39. Demonstrates Value and Respect for LowExpectancy Students

40. Asks Questions of Low ExpectancyStudents




Library Media Specialist Evidence: Student Evidence:

Evidence:

Resources:

Element 1: Goals & Feedback

Scale:


The library media specialist facilitates tracking of student progress on one or more learning goals and/or targets using a formative approach to assessment. Desired Effect: Studentsunderstand their current status on the scale and can articulate their progress toward the learning goal.

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

The learning goal is a clear statement of knowledge or information asopposed to an activity or assignment.

Makes reference to the learning goal throughout the lesson.

Has a scale or rubric that relates to the learning goal posted so that allstudents can see it.

Makes reference to the scale or rubric throughout the lesson.

Supports the learning goals of the classroom teacher and/or the schoolbased curriculum.

When asked, students can explain the learning goal for the lesson.

When asked, students can explain how their current activities relate tothe learning goal.


https://swiobservation.mysdpbc.org/resource/show/53d644a5e4b01ea0c5fc0294?popup=true&lookforId=53d644a5e4b01ea0c5fc0293&title=Element+1%3A+Goals+%26+Feedback




Evidence:

Resources:


Scale:

Celebrate Success

The library media specialist recognizes students for academic or program achievement.

Evidence:

The library media specialist helps students track their individual progresson the learning goal or target

The library media specialist uses formal and informal means to assignscores to students on the scale or rubric depicting student status on thelearning goal

The library media specialist uses formative data to chart progress ofindividual and entire class progress on the learning goal

Students can describe their status relative to the learning goal using thescale or rubric

Students can describe their status relative to the learning goal using thescale or rubric

Students take some responsibility for providing evidence in reference totheir progress on the scale

Artifacts and data support that students are making progress toward alearning goal


https://swiobservation.mysdpbc.org/resource/show/540dea4be4b069e3cb48a723?popup=true&lookforId=53d644a5e4b01ea0c5fc029f&title=Reflection+Questions

https://swiobservation.mysdpbc.org/resource/show/540dea4be4b069e3cb48a721?popup=true&lookforId=53d644a5e4b01ea0c5fc029f&title=Scale




Resources:

Scale

Scale:

Acknowledges students who have achieved a certain score on the scaleor rubric.

Acknowledges students who have made gains in their knowledge andskill relative to the learning goal.

Acknowledges and celebrates the final status and progress of the entireclass

Uses a variety of ways to celebrate success

Show of hands

Certification of success

Parent notification

Round of applause

Support and encourage teachers, parents, and students through verbaland written affirmation.

Recognizes and celebrates student success in schoolwide and Districtwide reading incentive programs.

Displays student work in library media center or on library webpage.

Encourages student performances in the library media center.

Students show signs of pride regarding their accomplishments in theclass.

When asked, students say they want to continue to make progress.


https://swiobservation.mysdpbc.org/resource/show/53d644a6e4b01ea0c5fc02ac?popup=true&lookforId=53d644a6e4b01ea0c5fc02ab&title=Scale




DQ6: Establishing Rules and Procedures

Establishes Library Routines

The library media specialist reviews expectations regarding rules and procedures to ensure their effective execution.

Evidence:

Resources:

Scale

Involves students in designing classroom routines.

Uses classroom meetings to review and process rules and procedures.

Reminds students of rules and procedures.

Asks students to restate or explain rules and procedures.

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

Establishes procedures for student use of the resources.

Establishes procedures for instruction in small and large group settings.

Establishes procedures for library media specialist use of resources.

Establishes procedures for parent/community use of resources.

Students follow clear routines during class.

When asked, students can describe established rules and procedures.

When asked, students describe the classroom as an orderly place.

Students recognize cues and signals by the the library media specialist.

Students regulate their own behaviors.

https://swiobservation.mysdpbc.org/resource/show/53d644a6e4b01ea0c5fc02ba?popup=true&lookforId=53d644a6e4b01ea0c5fc02b9&title=Scale




Scale:


The Library Media Specialist organizes the physical layout of the classroom to facilitate movement and focus on learning.

Evidence:

Resources:


Scale:

The physical layout of the classroom has clear traffic patterns

The physical layout of the classroom provides easy access to materialand centers

The classroom is decorated in a way that enhances student learning:

Bulletin boards relate to current content

Students work is displayed

Students move easily about the classroom

Students make use of materials and learning centers

Students attend to examples of their work that are displayed

Students attend to information on the bulletin boards

Students can easily focus on instruction


https://swiobservation.mysdpbc.org/resource/show/540dea4de4b069e3cb48a72d?popup=true&lookforId=53d644a6e4b01ea0c5fc02cb&title=Scale

https://swiobservation.mysdpbc.org/resource/show/540dea4de4b069e3cb48a72f?popup=true&lookforId=53d644a6e4b01ea0c5fc02cb&title=Reflection+Questions





DQ2: Helping Students Interact with New Knowledge

Identifies Critical Information

The library media specialist identifies a lesson or part of a lesson as involving important information to which students should pay particular attention.

Evidence:

Resources:

Begins the lesson by explaining why upcoming content is important.

Tells students to get ready for some important information.

Cues the importance of upcoming information in some indirect fashion:

Tone of voice

Body position

Level of excitement

When asked, students can describe the level of importance of theinformation addressed in class.

When asked, students can explain why the content is important to payattention to.

Students visibly adjust their level of engagement.





Scale

Scale:

Organizes Students to Interact with New Knowledge

The library media specialist organizes students into small groups to facilitate the processing of new information.

Evidence:

Resources:

Has established routines for student grouping and student interaction ingroups.

Organizes students into ad hoc groups for the lesson:

Dyads

Triads

Small groups up to about 5

Consults with classroom teacher for ability grouping for specific projectsor activities

Organizes students into learning groups for instruction whenappropriate..

Students move to groups in an orderly fashion.

Students appear to understand expectations about appropriatebehavior in groups:

Respect opinions of others

Add their perspective to discussions

Ask and answer questions


https://swiobservation.mysdpbc.org/resource/show/53d644a7e4b01ea0c5fc02da?popup=true&lookforId=53d644a7e4b01ea0c5fc02d9&title=Scale




Scale

Scale:

Previews New Content

The library media specialist engages students in activities that help them link what they already know to the new content about to be addressed and facilitates these linkages.

Evidence:

Uses preview questions before reading.

Uses KWL strategy or variation of it.

Asks or reminds students what they already know about the topic.

Provides an advanced organizer:

Outline

Graphic organizer

Has students brainstorm.

Uses anticipation guide.

Uses motivational hook/launching activity:

Anecdotes

Short selection from video

Uses word splash activity to connect vocabulary to upcoming content.

When asked, students can explain linkages with prior knowledge.

When asked, students make predictions about upcoming content.

When asked, students can provide a purpose for what they are about tolearn.

Students actively engage in previewing activities.


https://swiobservation.mysdpbc.org/resource/show/53d644a8e4b01ea0c5fc02e4?popup=true&lookforId=53d644a7e4b01ea0c5fc02e3&title=Scale




Resources:

Scale

Scale:

Chunks Content into "Digestible Bites"

Based on student needs, the library media specialist breaks the content into small chunks (i.e., digestible bites) of information that can be easily processed by students.

Evidence:

Stops at strategic points in a verbal presentation.

While playing multimedia, the educator turns the recording off at keyjunctures.

While providing a demonstration, the educator stops at strategic points.

While students are reading information or stories orally as a class, thelibrary media specialist stops at strategic points.

Facilitates projectbased research models such as FINDS, Big 6, orIndependent Investigation Method (IMM) that break down the researchmodel.

When asked, students can explain why the library media specialist isstopping at various points.

Students appear to know what is expected of them when the librarymedia specialist stops at strategic points.


https://swiobservation.mysdpbc.org/resource/show/53d644a8e4b01ea0c5fc02ee?popup=true&lookforId=53d644a8e4b01ea0c5fc02ed&title=Scale




Resources:

Scale

Scale:

Processes New Information

During breaks in the presentation of content, the library media specialist engages students in actively processing new information.

Evidence:

Resources:

Has group members summarize new information.

Employs formal group processing strategies:

Jigsaw

Reciprocal teaching

Concept attainment

Checks for understanding verbally or interactively at each level of newinformation or skill taught.

Monitors individual application of skills during independentimplementation of skills taught.

When asked, students can explain what they have just learned.

Students volunteer predictions.

Students voluntarily ask clarification questions.

Groups are actively discussing the content:

Group members ask each other and answer questions about theinformation

Group members make predictions about what they expect next


https://swiobservation.mysdpbc.org/resource/show/53d644a8e4b01ea0c5fc02fe?popup=true&lookforId=53d644a8e4b01ea0c5fc02fd&title=Scale




Scale

Scale:

Elaborates on New Information

The library media specialist asks questions or engages students in activities that require elaborative inferences that go beyond what was explicitly taught.

Evidence:

Resources:

Scale

Scale:

Asks explicit questions that require students to make elaborativeinferences about the content.

Asks students to explain and defend their inferences.

Presents situations or problems that require inferences

Students volunteer answers to inferential questions.

Students provide explanations and “proofs” for inferences.



https://swiobservation.mysdpbc.org/resource/show/53d644a9e4b01ea0c5fc0315?popup=true&lookforId=53d644a9e4b01ea0c5fc0314&title=Scale

https://swiobservation.mysdpbc.org/resource/show/53d644a9e4b01ea0c5fc0309?popup=true&lookforId=53d644a9e4b01ea0c5fc0308&title=Scale




Records and Represents New Knowledge

The library media specialist engages students in activities that help them record their understanding of new content in linguistic ways and/or represent the content in nonlinguisticways.

Evidence:

Asks students to summarize the information they have learned.

Asks students to generate notes that identify critical information in thecontent.

Asks students to create nonlinguistic representations for new content:

Graphic organizers

Pictures

Pictographs

Flow charts

Asks students to create mnemonics that organize the content.

Helps students create projects and presentations using digital tools suchas presentation software (Power Point, Key Note) movie editing(iMovie, Adobe Premier), audio presentation tools (Voice Thread), andwebsite creation (Google sites, glogster).

Teaches students strategies for recording notes and citations duringresearch including, but not limited to, digital tools such as Noodletools,Citation Machine) to record their sources, create outlines, create andmanipulate notes to produce their research papers or projects.

Instructs students in how to use applicable recording tools associatedwith databases to save their searches and research, create timelines,email their data or be productive with other applicable databasefeatures.

Students' summaries and notes include critical content.

Students' nonlinguistic representations include critical content.

When asked, students can explain main points of the lesson.




Resources:

Scale

Scale:

Reflects on Learning

The library media specialist engages students in activities that help them reflect on their learning and the learning process.

Evidence:

Resources:

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

Asks students to state or record how hard they tried.

Asks students to state or record what they might have done to enhancetheir learning.

Uses a research process model which includes reflection in its steps,(such as FINDS, Big 6,and IIM).

When asked, students can explain what they are clear about and whatthey are confused about.

When asked, students can describe how hard they tried.

When asked, students can explain what they could have done toenhance their learning.


https://swiobservation.mysdpbc.org/resource/show/53d644a9e4b01ea0c5fc031e?popup=true&lookforId=53d644a9e4b01ea0c5fc031d&title=Scale




Scale

Scale:


Reviewing Content

The library media specialist engages students in a brief review of content that highlights the cumulative nature of the content. Desired Effect: Students produce an accuraterepresentation of previously taught critical content.

Evidences:

Teacher begins the lesson with a brief review of content

Teacher systematically emphasizes the cumulative nature of the content

Teacher uses specific strategies to help students identify basicrelationships between ideas and consciously analyze how one idearelates to another

Summary



Demonstration

Brief practice test or exercise

Warmup activity

Students identify basic relationships between current and prior ideasand consciously analyze how one idea relates to another

Students can articulate the cumulative nature of the content

Student responses to class activities indicate that they recall previouscontent

Artifacts

Pretests

Warmup activities


https://swiobservation.mysdpbc.org/resource/show/53d644aae4b01ea0c5fc032c?popup=true&lookforId=53d644aae4b01ea0c5fc032b&title=Scale




Resources:


Scale:


The library media specialist organizes and guides grouping in ways that appropriately facilitate practicing and deepening knowledge. Desired Effect: Students practice and deepenknowledge by interacting in small groups.

Evidence:

Teacher organizes students into groups with the expressed idea ofdeepening their knowledge of content

Teacher organizes students into groups with the expressed idea ofpracticing a skill, strategy, or process

Teacher provides guidance regarding group interactions

Students explain how the group work supports their learning

While in groups, students interact in explicit ways to deepen theirknowledge of informational content or practice a skill, strategy, orprocess

Students actively ask and answer questions about the content

Students add their perspective to discussions

Students move and work within groups with an organized purpose

Students have an awareness of the power of interpretations

Students avoid negative thinking


https://swiobservation.mysdpbc.org/resource/show/540dea53e4b069e3cb48a759?popup=true&lookforId=53d644aae4b01ea0c5fc0336&title=Scale

https://swiobservation.mysdpbc.org/resource/show/540dea53e4b069e3cb48a75b?popup=true&lookforId=53d644aae4b01ea0c5fc0336&title=Reflection+Questions




Resources:


Scale:

Using Homework

The library media specialist designs homework activities that allow students to access and analyze content to deepen knowledge or practice a skill, strategy, or process. DesiredEffect: Students’ understanding of content and/or practice of skills, strategies, or processes is deepened with appropriate homework.

Evidence:

Teacher provides guidance on one or more conative skills

Becoming aware of the power of interpretations

Avoiding negative thinking

Taking various perspectives

Interacting responsibly

Handling controversy and conflict resolution

Teacher provides guidance on one or more cognitive skills appropriatefor the lesson

Students take various perspectives

Students interact responsibly

Students appear to know how to handle controversy and conflictresolution

Students attend to the cognitive skill(s)

Teacher utilizes strategies associated with a flipped classroom Students can describe how the homework assignment will deepen theirunderstanding of informational content or help them practice a skill,strategy, or process


https://swiobservation.mysdpbc.org/resource/show/540dea53e4b069e3cb48a75f?popup=true&lookforId=53d644abe4b01ea0c5fc0340&title=Scale

https://swiobservation.mysdpbc.org/resource/show/540dea54e4b069e3cb48a761?popup=true&lookforId=53d644abe4b01ea0c5fc0340&title=Reflection+Questions




Resources:


Scale:

Helping Students Examine Similarities and Differences

When presenting content, the library media specialist helps students deepen their knowledge by examining similarities and differences. Desired Effect: Students describe howelements are similar and different and what new information they have learned as a result of their comparisons.

Evidence:






Students can create analogies and/or metaphors that reflect their depthof understanding


https://swiobservation.mysdpbc.org/resource/show/540dea54e4b069e3cb48a763?popup=true&lookforId=53d644abe4b01ea0c5fc034a&title=Scale

https://swiobservation.mysdpbc.org/resource/show/540dea54e4b069e3cb48a765?popup=true&lookforId=53d644abe4b01ea0c5fc034a&title=Reflection+Questions



Resources:


Scale:

Helping Students Examine Their Reasoning

Teacher engages students in activities that require students to examinesimilarities and differences

Comparison activities

Classifying activities

Analogy activities

Metaphor activities

Identifying basic relationships between ideas that deepenknowledge

Generating and manipulating mental images that deepenknowledge

Teacher asks students to summarize what they have learned from theactivity

Teacher asks students to linguistically and nonlinguistically representsimilarities and differences

Teacher asks students to explain how the activity has added to theirunderstanding

Teacher asks students to draw conclusions after the examination ofsimilarities and differences

Teacher facilitates the use of digital resources to find credible andrelevant information to support examination of similarities anddifferences

Student comparison and classification activities reflect their depth ofunderstanding

Student artifacts indicate that student knowledge has been extended asa result of the activity

Student responses indicate that they have deepened theirunderstanding

Students can present evidence to support their explanation ofsimilarities and differences

Students navigate digital resources to find credible and relevantinformation to support similarities and differences


https://swiobservation.mysdpbc.org/resource/show/540dea55e4b069e3cb48a76a?popup=true&lookforId=53d644ace4b01ea0c5fc0355&title=Reflection+Questions

https://swiobservation.mysdpbc.org/resource/show/540dea54e4b069e3cb48a768?popup=true&lookforId=53d644ace4b01ea0c5fc0355&title=Scale




The library media specialist helps students produce and defend claims by examining their own reasoning or the logic of presented information, processes, and procedures. DesiredEffect: Students can identify and articulate errors in logic or reasoning, or the structure of an argument, and explain new insights resulting from this analysis.

Evidence:

Resources:


Teacher asks students to examine and analyze information for errors orinformal fallacies in content or in their own reasoning

Faulty logic

Attacks

Weak reference

Misinformation

Teacher asks students to examine and analyze the strength of supportpresented for a claim in content or in their own reasoning

Statement of a clear claim

Evidence for the claim presented

Qualifiers presented showing exceptions to the claim

Teacher asks students to examine logic of errors in proceduralknowledge

Teacher asks students to analyze errors to identify more efficient waysto execute processes

Teacher facilitates the use of digital sources to find credible and relevantinformation to support examination of errors in reasoning

Teacher involves students in taking various perspectives by identifyingthe reasoning behind multiple perspectives

Students can describe errors or informal fallacies in content

Students can explain the overall structure of an argument presented tosupport a claim

Student artifacts indicate students can identify errors in reasoning ormake and support a claim

Students navigate digital resources to find credible and relevantinformation to support examination of errors in reasoning

Student artifacts indicate students take various perspectives byidentifying the reasoning behind multiple perspectives

https://swiobservation.mysdpbc.org/resource/show/540dea55e4b069e3cb48a76f?popup=true&lookforId=53d644ace4b01ea0c5fc0361&title=Reflection+Questions

https://swiobservation.mysdpbc.org/resource/show/540dea55e4b069e3cb48a76d?popup=true&lookforId=53d644ace4b01ea0c5fc0361&title=Scale




Scale:

Practices Skills, Strategies, and Processes

When the content involves a skill, strategy, or process, the library media specialist engages students in practice activities that help them develop fluency.

Evidence:

Resources:

Scale

Scale:

Engages students in massed and distributed practice activities that areappropriate to their current ability to execute a skill, strategy, or process:

Guided practice if students cannot perform the skill, strategy, orprocess independently


Students perform the skill, strategy, or process with increasedconfidence.



https://swiobservation.mysdpbc.org/resource/show/53d644ade4b01ea0c5fc036d?popup=true&lookforId=53d644ade4b01ea0c5fc036c&title=Scale




Helping Students Revise Knowledge

The library media specialist engages students in revision of previous knowledge by correcting errors and misconceptions as well as adding new information. Desired Effect: Studentsmake additions and deletions to previous knowledge that deepen their understanding.

Evidence:

Resources:


Scale:

DQ4: Helping Students Generate and Test Hypotheses

Teacher asks students to examine previous entries in their digital ortraditional academic notebooks or notes to correct errors andmisconceptions as well as add new information

Teacher engages the whole class in an examination of how the currentlesson changed perceptions and understandings of previous content

Teacher has students explain how their understanding has changed

Teacher guides students to identify alternative ways to executeprocedures

Students make corrections and/or additions to information previouslyrecorded about content

Students can explain previous errors or misconceptions they had aboutcontent

Students demonstrate a growth mindset by selfcorrecting errors asknowledge is revised

Student revisions demonstrate alternative ways to execute procedures


https://swiobservation.mysdpbc.org/resource/show/540dea56e4b069e3cb48a775?popup=true&lookforId=53d644ade4b01ea0c5fc0372&title=Scale

https://swiobservation.mysdpbc.org/resource/show/540dea56e4b069e3cb48a777?popup=true&lookforId=53d644ade4b01ea0c5fc0372&title=Reflection+Questions





The library media specialist appropriately organizes and guides groups to work on short and longterm complex tasks that require them to generate and test hypotheses. DesiredEffect: Students interact in small groups for the purpose of generating and testing hypotheses to enhance understanding of content.

Evidence:

Teacher establishes the need to generate and test hypotheses forshort or longterm tasks

Teacher organizes students into groups for the expressed purpose ofproblem solving, decision making, experimenting, or investigating








Students describe the importance of generating and testing hypothesesabout content

Students explain how groups support their learning

Students use group activities to help them generate and testhypotheses

While in groups, students interact in explicit ways to generate and testhypotheses


Students add their perspectives to discussions











Resources:


Scale:

Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing

The library media specialist engages students in short and longterm complex tasks that require them to generate and test hypotheses and analyze their own thinking. DesiredEffect: Students generate and test hypotheses to enhance their understanding of content and the inquiry process.

Evidence:

Teacher engages students with an explicit decision making, problemsolving, experimental inquiry, or investigation task that requires them to

Generate conclusions

Identify common logical errors

Present and support claims

Navigate digital resources

Teacher facilitates students in generating their own individual or grouptasks that require them to generate and test hypotheses





Students participate in tasks that require them to generate and testhypotheses

Students can explain the hypothesis they are testing

Students can explain whether their hypothesis was confirmed ordisconfirmed and support their explanation

Student artifacts indicate that while engaged in decision making,problem solving, experimental inquiry, or investigation, students can





Identify how one idea relates to others


https://swiobservation.mysdpbc.org/resource/show/540dea57e4b069e3cb48a779?popup=true&lookforId=53d644aee4b01ea0c5fc037d&title=Scale

https://swiobservation.mysdpbc.org/resource/show/540dea57e4b069e3cb48a77b?popup=true&lookforId=53d644aee4b01ea0c5fc037d&title=Reflection+Questions




Resources:


Scale:

Provides Resources and Guidance

The library media specialist acts as resource provider and guide as students engage in cognitively complex tasks.

Evidence:

Makes himself/herself available to students who need guidance orresources:

Circulates around the room

Provides easy access to himself/herself

Interacts with students during the class to determine their needs forhypothesis generation and testing tasks.

Volunteers resources and guidance as needed by the entire class,groups of students, or individual students.

Provides resource support and guidance to teachers, parents andstudents with specific needs.

Informs students and teachers about diverse resources availablethrough the library’s portal.

Students seek out the teacher for advice and guidance regardinghypothesis generation and testing tasks.

When asked, students can explain how the teacher provides assistanceand guidance in hypothesis generation and testing tasks.


https://swiobservation.mysdpbc.org/resource/show/540dea57e4b069e3cb48a77f?popup=true&lookforId=53d644aee4b01ea0c5fc0388&title=Reflection+Questions

https://swiobservation.mysdpbc.org/resource/show/540dea57e4b069e3cb48a77d?popup=true&lookforId=53d644aee4b01ea0c5fc0388&title=Scale



Resources:

Scale

Scale:


DQ5: Engaging Students

Notices when Students are Not Engaged

The library media specialist scans the room making note of when students are not engaged and takes overt action.

Guides students to opposing viewpoints on cognitively complex issues.

Guides students to digital and print resources that support projectbased learning.

Creates pathfinders or collects actual resources to complementclassroom learning.

Extends resources into the community by referencing public libraries,museums and other community resources.


https://swiobservation.mysdpbc.org/resource/show/53d644afe4b01ea0c5fc0395?popup=true&lookforId=53d644afe4b01ea0c5fc0394&title=Scale





Evidence:

Resources:

Scale

Scale:

Uses Academic Games

The library media specialist uses academic games and inconsequential competition to maintain student engagement.

Evidence:

Notices when specific students or groups of students are not engaged.

Notices when the energy level in the room is low.

Takes action to reengage students.

Students appear aware of the fact that the library media specialist istaking note of their level of engagement.

Students try to increase their level of engagement when prompted.

When asked, students explain that the library media specialist expectshigh levels of engagement.


https://swiobservation.mysdpbc.org/resource/show/53d644afe4b01ea0c5fc03a4?popup=true&lookforId=53d644afe4b01ea0c5fc03a3&title=Scale




Resources:

Scale

Scale:

Manages Response Rates During Questioning

The library media specialist uses response rate techniques to maintain student engagement in questions.

Evidence:

Uses structured games such as Jeopardy, Family Feud, and the like.

Develops impromptu games such as making a game out of whichanswer might be correct for a given question.

Uses friendly competition along with classroom games.

Library Media Specialist uses digital academic games such as responseclickers to review learning.

Library Media Specialist sets up learning stations that include electronicor manual [board] games that stimulate thinking.

Students engage in the games with some enthusiasm.

When asked, students can explain how the games keep their interestand help them learn or remember content.

The library media specialist uses wait time.

The library media specialist uses response cards.

Multiple students or the entire class responds to questions posed by thelibrary media specialist.


https://swiobservation.mysdpbc.org/resource/show/53d644b0e4b01ea0c5fc03ae?popup=true&lookforId=53d644b0e4b01ea0c5fc03ad&title=Scale




Resources:

Scale

Scale:


The library media specialist uses physical movement to maintain student engagement in content. Desired Effect: Students cognitively engage or reengage as a result of usingphysical movement activities.

Evidence:

The library media specialist has students use hand signals to respond toquestions.

The library media specialist uses choral response.

The library media specialist uses technology to keep track of students’responses.

The library media specialist uses response chaining.

When asked, students can describe their thinking about specificquestions posed by the library media specialist.

Teacher facilitates movement to learning stations or to work with otherstudents

Teacher has students move after brief chunks of content engagement

Student behavior shows physical movement strategies increasecognitive engagement

Students engage in the physical activities designed by the library mediaspecialist


https://swiobservation.mysdpbc.org/resource/show/53d644b0e4b01ea0c5fc03b9?popup=true&lookforId=53d644b0e4b01ea0c5fc03b8&title=Scale




Resources:


Scale:

Maintains a Lively Pace

The library media specialist uses response rate techniques to maintain student engagement in questions.

Evidence:

Teacher has students stand up and stretch or do related activities whentheir energy is low

Teacher uses activities that require students to physically move torespond to questions

Vote with your feet


Teacher has students physically act out or model content to increaseenergy and engagement

Teacher uses giveonegetone activities that require students to moveabout the room

Students can explain how the physical movement keeps their interestand helps them learn


https://swiobservation.mysdpbc.org/resource/show/540dea5ae4b069e3cb48a795?popup=true&lookforId=53d644b1e4b01ea0c5fc03c4&title=Reflection+Questions

https://swiobservation.mysdpbc.org/resource/show/540dea5ae4b069e3cb48a793?popup=true&lookforId=53d644b1e4b01ea0c5fc03c4&title=Scale




Resources:

Scale

Scale:

Demonstrates Intensity and Enthusiasm

The library media specialist demonstrates intensity and enthusiasm for the content in a variety of ways.

Evidence:

Employs crisp transitions from one activity to another.

Alters pace appropriately (i.e. speeds up and slows down).

Students quickly adapt to transitions and reengage when a new activityis begun.

When asked about the pace of the class, students describe it as not toofast or not too slow.

Describes personal experiences that relate to the content.

Signals excitement for content by:

Physical gestures

Voice tone

Dramatization ofinformation

Overtly adjusts energy level.

When asked, students say that the library media specialist “likes thecontent” and “likes teaching”.

Students’ attention levels increase when the teacher demonstratesenthusiasm and intensity for the content.


https://swiobservation.mysdpbc.org/resource/show/53d644b1e4b01ea0c5fc03d1?popup=true&lookforId=53d644b1e4b01ea0c5fc03d0&title=Scale




Resources:

Scale

Scale:


The library media specialist uses friendly controversy techniques to maintain student engagement in content. Desired Effect: Students cognitively engage or reengage as a result ofusing friendly controversy.

Evidence:

Teacher structures minidebates about the content

Teacher structures activities that require students to provide evidencefor their positions in a friendly controversy

Teacher has students reveal sources of evidence to support theirpositions

Teacher has students examine multiple perspectives and opinions aboutthe content

Teacher elicits different opinions on content from members of the class

Students engage or reengage in friendly controversy activities withenhanced engagement

Students describe friendly controversy activities as “stimulating,” “fun,”and “engaging”

Students explain how a friendly controversy activity helped them betterunderstand the content

Students appear to take various perspectives while engaged in friendlycontroversy

Students interact responsibly during friendly controversy


https://swiobservation.mysdpbc.org/resource/show/53d644b2e4b01ea0c5fc03d9?popup=true&lookforId=53d644b2e4b01ea0c5fc03d8&title=Scale




Resources:


Scale:


The library media specialist provides students with opportunities to relate content being presented in class to their personal interests. Desired Effect: Students cognitively engage orreengage as a result of having opportunities to talk about themselves.

Evidence:

Teacher develops conative skills during friendly controversy



Handling controversy and conflict

Students appropriately handle controversy and conflict while engaged infriendly controversy

Teacher is aware of student interests and makes connections betweenthese interests and class content

Teacher structures activities that ask students to make connectionsbetween the content and their personal interests

Teacher appears encouraging and interested when students areexplaining how content relates to their personal interests

Students engage in activities that require them to make connectionsbetween their personal interests and the content

Students explain how making connections between content and theirpersonal interests engages them and helps them better understand thecontent


https://swiobservation.mysdpbc.org/resource/show/540dea5ce4b069e3cb48a79f?popup=true&lookforId=53d644b2e4b01ea0c5fc03e1&title=Scale

https://swiobservation.mysdpbc.org/resource/show/540dea5ce4b069e3cb48a7a2?popup=true&lookforId=53d644b2e4b01ea0c5fc03e1&title=Reflection+Questions




Resources:


Scale:


The library media specialist uses unusual or intriguing and relevant information about the content to enhance cognitive engagement. Desired Effect: Students cognitively engage orreengage as a result of presentation of unusual or intriguing information.

Evidence:

Teacher highlights student use of specific cognitive skills (e.g., identifyingbasic relationships, generating conclusions, and identifying commonlogical errors) and conative skills (e.g., becoming aware of the power ofinterpretations) when students are explaining how content relates totheir personal interests

Teacher systematically provides interesting facts and details about thecontent

Teacher encourages students to identify interesting information aboutthe content

Teacher engages students in activities like “Believe it or not” about thecontent

Student attention increases when unusual information is presentedabout the content

Students explain how the unusual information makes them moreinterested in the content

Students explain how the unusual information deepens theirunderstanding of the content


https://swiobservation.mysdpbc.org/resource/show/540dea5ce4b069e3cb48a7a6?popup=true&lookforId=53d644b2e4b01ea0c5fc03ed&title=Reflection+Questions

https://swiobservation.mysdpbc.org/resource/show/540dea5ce4b069e3cb48a7a4?popup=true&lookforId=53d644b2e4b01ea0c5fc03ed&title=Scale




Resources:


Scale:

DQ7: Recognizing Adherence to Rules and Procedures

Demonstrates "Withitness"

The library media specialist uses behaviors associated with “withitness” to maintain adherence to rules and procedures.

Evidence:

Teacher uses guest speakers and various digital resources (e.g., mediaclips) to provide unusual information about the content

Physically occupies all quadrants of the room.

Scans the entire room making eye contact with all students.

Recognizes potential sources of disruption and deals with themimmediately.

Proactively addresses inflammatory situations.

Students recognize that the library media specialist is aware of theirbehavior.

When asked, students describe the library media specialist as “aware ofwhat is going on” or “has eyes on the back of his/her head.


https://swiobservation.mysdpbc.org/resource/show/540dea5de4b069e3cb48a7ab?popup=true&lookforId=53d644b3e4b01ea0c5fc03f8&title=Scale

https://swiobservation.mysdpbc.org/resource/show/540dea5de4b069e3cb48a7ad?popup=true&lookforId=53d644b3e4b01ea0c5fc03f8&title=Reflection+Questions




Resources:

Scale

Scale:

Applies Consequences for Lack of Adherence to Rules and Procedures

The library media specialist applies consequences for not following rules and procedures consistently and fairly.

Evidence:

Provides nonverbal signals when students’ behavior is not appropriate:

Eye contact

Proximity

Tap on the desk

Shaking head, no

Provides verbal signals when students’ behavior is not appropriate:



Uses group contingency consequences when appropriate (i.e. wholegroup must demonstrate a specific behavior).

Students cease inappropriate behavior when signaled by the teacher.

Students accept consequences as part of the way class is conducted.

When asked, students describe the teacher as fair in application ofrules.


https://swiobservation.mysdpbc.org/resource/show/53d644b4e4b01ea0c5fc0405?popup=true&lookforId=53d644b3e4b01ea0c5fc0404&title=Scale




Resources:

Scale

Scale:

Acknowledges Adherence to Rules and Procedures

The library media specialist consistently and fairly acknowledges adherence to rules and procedures.

Evidence:

Involves the home when appropriate (i.e. makes a call home to parentsto help extinguish inappropriate behavior).

Uses direct cost consequences when appropriate (e.g. student must fixsomething he or she has broken).

Provides nonverbal signals that a rule or procedure has been followed:

Smile

Nod of head

High Five

Students appear appreciative of the teacher acknowledging theirpositive behavior.

When asked, students describe teacher as appreciative of their goodbehavior.

The number of students adhering to rules and procedures increases.


https://swiobservation.mysdpbc.org/resource/show/53d644b4e4b01ea0c5fc040f?popup=true&lookforId=53d644b4e4b01ea0c5fc040e&title=Scale




Resources:

Scale

Scale:

DQ8: Establishing and Maintaining Effective Relationships with Students

Understands Students' Interests and Background

The library media specialist uses students’ interests and background to produce a climate of acceptance and community.

Evidence:

Gives verbal cues that a rule or procedure has been followed:


Describes student behaviors that adhere to rule orprocedure

Notifies the home when a rule or procedure has been followed.

Uses tangible recognition when a rule or procedure has been followed:


Token economies


https://swiobservation.mysdpbc.org/resource/show/53d644b5e4b01ea0c5fc041b?popup=true&lookforId=53d644b5e4b01ea0c5fc041a&title=Scale




Resources:

Scale

Scale:

Uses Verbal and Nonverbal Behaviors that Indicate Caring for Students

When appropriate, the library media specialist uses verbal and nonverbal behavior that indicates caring for students.

Evidence:

Has side discussions with students about events in their lives

Has discussions with students about topics in which they are interested .

Builds student interests into lessons.

Regularly seeks input from students to determine reading interests andmotivations.

Includes results from a suggestion box or survey in selection of books.

Builds displays around students’ interests.

When asked, students describe the teacher as someone who knowsthem and/or is interested in them.

Students respond when teacher demonstrates understanding of theirinterests and background.

When asked, students say they feel accepted.

Compliments students regarding academic and personalaccomplishments.

When asked, students describe the library media specialist as someonewho cares for them.






Resources:

Scale

Scale:

Displays Objectivity and Control

The library media specialist behaves in an objective and controlled manner.

Evidence:

Engages in informal conversations with students that are not related toacademics.

Uses humor with students when appropriate.

Smiles, nods, (etc) at students when appropriate.

Puts hand on students’ shoulders when appropriate.

Addresses students’ special requests.

Gives students opportunities to assist and/or volunteer.

Students respond to the library media specialist verbal interactions.

Students respond to the library media specialist nonverbal interactions.

Does not exhibit extremes in positive or negative emotions. Students are settled by the library media specialist’s calm demeanor.






Resources:

Scale

Scale:

DQ9: Communicating High Expectations for All Students

Demonstrates Value and Respect for Low Expectancy Students

The library media specialist exhibits behaviors that demonstrate value and respect for low expectancy students.

Evidence:

Addresses inflammatory issues and events in a calm and controlledmanner.

Interacts with all students in the same calm and controlled fashion.

Does not demonstrate personal offense at student misbehavior.

When asked, the students describe the library media specialist as incontrol of himself/herself and in control of the class.

When asked, students say that the library media specialist does not holdgrudges or take things personally.

When asked, the library media specialist can identify the students forwhom there have been low expectations and the various ways in whichthese students have been treated differently from high expectancystudents.

When asked, students say that the library media specialist cares for allstudents.

Students treat each other with respect.





Resources:

Scale

Scale:

Asks Questions of Low Expectancy Students

The library media specialist asks questions of low expectancy students with the same frequency and depth as with high expectancy students.

Provides low expectancy with nonverbal indications that they are valuedand respected:

Makes eye contact

Smiles


Proves low expectancy students with verbal indications that they arevalued and respected:

Playful dialogue

Addressing students in a manner they view as respectful

Does not allow negative comments about low expectancy students.

Promotes reading programs specifically for low expectancy students.

Assists low expectancy students individually in selecting books thatmatch their interests.

Collaborates with teachers of low expectancy students on activitiesappropriate for their reading levels.

Ensures that reading materials (high/low) are available for all students.


https://swiobservation.mysdpbc.org/resource/show/53d644b6e4b01ea0c5fc044c?popup=true&lookforId=53d644b6e4b01ea0c5fc044b&title=Scale





Evidence:

Resources:

Scale

Scale:


The library media specialist probes incorrect answers of low expectancy students by requiring them to provide evidence for their conclusions and examine the sources of theirevidence. Desired Effect: All students who respond with incorrect answers are probed in the same manner.

Evidence:

Makes sure low expectancy students are asked questions at the samerate as high expectancy students.

Makes sure low expectancy students are asked complex questions atthe same rate as high expectancy students.

When asked, students say the library media specialist expects everyoneto participate.

When asked, students say the library media specialist asks difficultquestions of every student.


https://swiobservation.mysdpbc.org/resource/show/53d644b7e4b01ea0c5fc045a?popup=true&lookforId=53d644b7e4b01ea0c5fc0459&title=Scale



Resources:


Scale:

Teacher rephrases questions for low expectancy students when theyprovide an incorrect answer

Teacher probes low expectancy students to provide evidence of theirconclusions

Teacher asks low expectancy students to examine the sources of theirevidence

When low expectancy students demonstrate frustration, the teacherallows them to collect their thoughts but goes back to them at a laterpoint in time

Teacher asks low expectancy students to further explain their answerswhen they are incorrect

Students say that the teacher won’t “let you off the hook”

Students say that the teacher “won’t give up on you”

Students say that the teacher helps them think about and analyze theirincorrect answers

Student artifacts show the teacher holds all students to the same levelof expectancy for drawing conclusions and providing sources ofevidence


https://swiobservation.mysdpbc.org/resource/show/540dea63e4b069e3cb48a7d6?popup=true&lookforId=53d644b7e4b01ea0c5fc0461&title=Reflection+Questions

https://swiobservation.mysdpbc.org/resource/show/540dea62e4b069e3cb48a7d4?popup=true&lookforId=53d644b7e4b01ea0c5fc0461&title=Scale

2/11/2016 Preview Therapist Observation/Evaluation Instrument v2

https://swiobservation.mysdpbc.org/form/preview/53d64474e4b01ea0c5fc0283

Lesson SegmentsInvolving Routine EventsDQ 1: Communicating LearningGoals and Feedback

DQ 6: Establishing Rules andProcedures

Lesson SegmentsAddressing ContentDQ 2: Helping Students Interactwith New Knowledge


Lesson SegmentsEnacted on the SpotDQ 5: Engaging Students

DQ 7: Recognizing Adherence toRules and Procedures

Therapist Observation/Evaluation Instrument v2Speech Language Pathologists, Occupational Therapist, Physical Therapist, Teachers of the Vision Impaired, Itinerant Teachers, Hospital Homebound Teachers

Limited/No Student Contact

Palm Beach School District

1. Providing Clear LongTerm Learning Goal(s)Commensurate with individual needs.






7. Organizing Students to Interact with NewKnowledge




11. Elaborating on New Information

12. Helping Students Record and RepresentKnowledge

13. Reflecting on Learning



16. Using Homework

17. Helping Students Examine Similarities and

24. Noticing when Students are Not Engaged

25. Using Academic Games











Appendix D: Non-Classroom Teachers Observation Tool Therapists




DQ 1: Communicating Learning Goals and Feedback

Providing Clear LongTerm Learning Goal(s) Commensurate with individual needs.

The Therapist/Teacher provides clearly stated longterm learning goals commensurate with individual needs accompanied by outcomes that describe levels of performance relative tothe learning goal(s).

DQ 4: Helping Students Generateand Test Hypotheses

DQ 8: Establishing andMaintaining EffectiveRelationships with Students

DQ 9: Communicating HighExpectations for All Students

Differences

18. Examining Errors in Processing orProduction

19. Practicing Skills, Strategies, and Processes

20. Revising Knowledge







39. Demonstrating Value and Respect for LowExpectancy Students

40. Asking Questions of all Students

41. Probing Incorrect Answers with All Students



Therapist/Teacher Evidence (Recipients mayinclude: teachers, parents, Child Study Teammembers or School Based Team members):

Possible Student Evidence:

Evidence:

Resources:

Scale

Scale:


The Therapist/Teacher tracks student progress on one or more learning goals.

OR

Learning goals have been articulated to the students/recipients via theIndividual Education Plan (IEP)

Therapist/Teacher makes reference to the learning goals and outcomesthroughout the lesson/ workshop/ meeting/ conference

Therapist/Teacher shares/develops learning goal(s) with students/recipients

The Therapist/Teacher develops clinical management plans, which areeasily followed, comprehensive and consistent with clinical objectives

When asked, student/recipients can explain the longterm learning goals

When asked, students/recipients can explain how their current activitiesrelate to the longterm learning goal(s)

When asked, students/recipients can explain the meaning of the levelsof performance articulated in the IEP


https://swiobservation.mysdpbc.org/resource/show/53d64463e4b01ea0c5fc00f3?popup=true&lookforId=53d64463e4b01ea0c5fc00f2&title=Scale



Therapist/Teacher Evidence: Student/Recipient Evidence:

The Therapist/Teacher when completing an evaluation correctly scores and completes all protocols following appropriate prescribed standardized methods using a variety ofappropriate measures.

Evidence:

Resources:

Scale

Scale:

Celebrating Success

The Therapist/Teacher recognizes the progress of students/recipients toward the learning goal(s).

OR

Therapist/Teacher tracks student progress on the learning goal(s) ofthe IEP on which they are providing service.

Maintains clinical data/evaluation results on all students.

Evaluation protocols are scored appropriately based on the evaluationmanual.

Therapist/Teacher fulfills required FTE and Federal recordkeepingaccurately and punctually.

When asked, students/recipients can describe their status relative to thelearning goal using the scale or rubric.

Students/recipients systematically update their status on the learninggoal.


https://swiobservation.mysdpbc.org/resource/show/53d64464e4b01ea0c5fc00fe?popup=true&lookforId=53d64464e4b01ea0c5fc00fd&title=Scale




The Therapist/Teacher when completing an evaluation provides the student/recipient with verbal affirmation of compliance and attention to the requested tasks and the choice ofinstruments utilized is based upon the needs of the child.

Evidence:

Resources:

Scale

Scale:

DQ 6: Establishing Rules and Procedures


The Therapist/Teacher reviews expectations regarding rules and/or procedures to ensure their effective execution.

Therapist/Teacher/educator acknowledges gains in thestudent/recipient knowledge and skill relative to the learning goal.

Therapist/Teacher utilizes a variety of ways to acknowledge successincluding verbal and written affirmation.

Therapist/Teacher uses a variety of ways to celebrate success.

Student/recipient show signs of pride regarding their accomplishmentsin the class.

When asked, students/recipients say they want to continue to makeprogress.


https://swiobservation.mysdpbc.org/resource/show/53d64464e4b01ea0c5fc0108?popup=true&lookforId=53d64464e4b01ea0c5fc0107&title=Scale




ORThe Therapist/Teacher when completing an evaluation explains procedures in a standardized format relative to the assessment tool and/or expectations of behaviors during theevaluation session and requires the child to follow the recommended protocol.

Evidence:

Resources:

Scale

Scale:


Therapist/Teacher has procedures and routines in place when workingwith students/recipients.

Therapist/Teacher assists educators in developing rules, routines, andprocedures for working with students with special needs.

Students/recipients follow clear routines duringclass/meetings/workshops.

When asked, students/recipients can describe established rules andprocedures.

When asked, students/recipients can describe theclassroom/environment as orderly.

Students/recipients recognize cues and signals by the teacher.

Students/recipients regulate their own behavior.






The Therapist/Teacher organizes the physical layout of the classroom/therapy room to facilitate movement and focus on learning or is conducive to evaluation activities.

Evidence:

Resources:

Scale

Scale:


Therapist/Teacher organizes the physical layout of theclassroom/therapy room to facilitate a focus on the conversation.

Therapist/Teacher arranges the physical layout of the classroom toensure that there are clear traffic patterns and that the classroomarrangement provides easy access to materials and centers.

Students/recipients describe the environment as conducive forlearning/collaboration.

Students/recipients make use of materials and learning centers.

Students/recipients attend to the information provided on boards orcharts.

Students/recipient focus on the therapist/teacher duringtherapy/instruction.


https://swiobservation.mysdpbc.org/resource/show/53d64465e4b01ea0c5fc011d?popup=true&lookforId=53d64465e4b01ea0c5fc011c&title=Scale



Therapist/Teacher Evidence:: Student/Recipient Evidence:

DQ 2: Helping Students Interact with New Knowledge


The Therapist/Teacher identifies, and assists students/recipients in identifying, critical information pertinent to students/recipients.

Evidence:

Resources:

Scale

Scale:

Organizing Students to Interact with New Knowledge

Therapist/Teacher assists the educator in the identification of criticalinformation of a given lesson.

Therapist/Teacher utilizes strategies to assist students/recipients inidentifying and delivering critical information.

Therapist/Teacher articulates the importance ofstandards/content/topics to students/recipients.

When asked, students/recipients can describe the level of importance ofthe information addressed in class/environment.

When asked, students/recipients can explain why the content isimportant.






The Therapist/Teacher organizes students/recipients into small groups to facilitate the processing of new information.

Evidence:

Resources:

Scale

Scale:


The Therapist/Teacher engages students/recipients in activities that help them link what they already know to the new content about to be addressed and facilitates these linkages.

Evidence:

Therapist/Teacher organizes student groups to facilitate therapysessions.

Therapist/Teacher has established routines for groupingstudents/recipients.

Therapist/Teacher organizes students/recipients into small groups tofacilitate the processing of new information.

Students/recipients move to groups in an orderly fashion.

Students/recipients appear to understand expectations aboutappropriate behavior in groups.


https://swiobservation.mysdpbc.org/resource/show/53d64466e4b01ea0c5fc0130?popup=true&lookforId=53d64466e4b01ea0c5fc012f&title=Scale





Resources:

Scale

Scale:


Based on student/recipient needs, the Therapist/Teacher breaks the content or goal into small chunks (i.e. digestible bites) of information that can be easily processed.

Evidence:

Therapist/Teacher discusses/models/demonstrates previewingstrategies

Preview questions

KWL strategy or variation of it

Advanced organizer (outline, graphic organizer)

Brainstorming

Anticipation guide

Motivational hook/launching activity (Anecdotes, Short selectionfrom video, Splash activity)

When asked, students/recipients can explain linkages with priorknowledge.

When asked, students/recipients can provide a purpose for what theyare about to learn.

Students/recipients actively engage in previewing activities.






Resources:

Scale

Scale:


During breaks in the presentation of content, the Therapist/Teacher engages students/recipients in actively processing new information.

Evidence:

Therapist/Teacher stops at strategic points during facilitation,mentoring, coaching, delivery of content, and/or presentation of newinformation.

Therapist/Teacher guides educators in chunking information intodigestible bites.

Students/recipients appear to know what is expected of them when theteacher stops at strategic points.

Therapist/Teacher has group members summarize new information.

Therapist/Teacher employs group processing strategies.

When asked, students/recipients can explain what they have justlearned.

When asked, students/recipients can explain the relevance of theinformation.

Students/recipients voluntarily ask clarification questions.






Resources:

Scale

Scale:

Elaborating on New Information

The Therapist/Teacher asks questions or engages students/ recipients in activities that require elaborative inferences that go beyond what was explicitly taught.

Evidence:

Therapist/Teacher provides educators with strategies to assist studentsin processing new information

Jigsaw

Reciprocal Teaching

Concept attainment

Groups are actively discussing the content

Group members ask each other and answer questions about theinformation.

Group members make predictions about what they expect next.

Therapist/Teacher asks explicit questions that require students/recipients to make elaborative inferences about the content

Therapist/Teacher help educators assist students in explaining anddefending their inferences

Therapist/Teacher presents situations or problems that requireinferences

Students/ recipients volunteer answers to inferential questions

Students/ recipients provide explanations and "proofs" for inferences






Resources:

Scale

Scale:

Helping Students Record and Represent Knowledge

The teacher engages students in activities that require recording and representing knowledge emphasizing creation of a variety of types of models that organize and summarize theimportant content. Desired Effect: Students accurately record and represent their understanding of critical content in linguistic and/or nonlinguistic ways.

Evidence:

Teacher asks students to summarize the information they have learned

Teacher asks students to generate notes that identify critical informationin the content

Teacher asks students to create nonlinguistic representations for newcontent

Graphic organizers

Pictures

Pictographs

Flow charts

Students' summaries and notes include critical content

Students' nonlinguistic representation include critical content

Student models and other artifacts represent critical content

Students can explain main points of the lesson

Student explanations of mental images represent critical content






Resources:


Scale:

Reflecting on Learning

The Therapist/Teacher engages students/ recipients in activities that help them reflect on their learning and the learning process.

Evidence:

Teacher asks students to represent new knowledge through varioustypes of models

Mathematical

Visual

Linguistic (e.g., mnemonics

Teacher facilitates generating and manipulating images of new content

Therapist/Teacher asks students/ recipients to state or record what theyare clear about and what they are confused about

Therapist/Teacher asks students/ recipient to reflect on their ownlearning

When asked, students/ recipients can explain what they are clear aboutand what they are confused about

When asked, students/ recipients can describe the effectiveness of theireffort


https://swiobservation.mysdpbc.org/resource/show/540dea52e4b069e3cb48a750?popup=true&lookforId=53d64468e4b01ea0c5fc015b&title=Scale

https://swiobservation.mysdpbc.org/resource/show/540dea52e4b069e3cb48a752?popup=true&lookforId=53d64468e4b01ea0c5fc015b&title=Reflection+Questions




Resources:

Scale

Scale:


Reviewing Content

The Therapist/Teachers engages students/ recipients in a brief review of content that highlights the critical information.

Evidence:

Therapist/Teacher asks students/ recipients to state or record what theymight have done to enhance their learning

Therapist/Teacher asks students/ recipients how their knowledge hasgrown through this learning process

When asked, students/ recipients can explain what they could havedone to enhance their learning

Therapist/Teacher begins the lesson/ meeting/ conference with a briefreview of content/ information

When asked, students/ recipients can describe the previous content onwhich the new lesson/meeting/ training is based

Student/ recipient responses indicate that they recall previouscontent/information






Resources:

Scale

Scale:


The Therapist/Teacher uses grouping students in ways that facilitate practicing and deepening knowledge.

Evidence:

Therapist/Teacher uses specific strategies to review informationincluding, but not limited to the following:

Summary



Demonstration/ practice

Reflection

Therapist/Teacher organizes students/recipients into groups with theexpressed idea of deepening their knowledge of informational content

Therapist/Teacher organizes students/recipients into groups with theexpressed idea of practicing a skill, strategy, or process

When asked, students/recipients can explain how the group worksupports their learning

While in groups students/recipients interact in explicit ways to deepentheir knowledge of informational content or, practice a skill, strategy, orprocess






Resources:

Scale

Scale:

Using Homework

When appropriate (as opposed to routinely) the Therapist/Teacher provides "next steps" or homework to deepen students' knowledge of information, a skill, or provides practice forspecific skills to the family.

Evidence:

Therapist/Teacher communicates a clear purpose for "next steps"and/or homework.

Therapist/Teachers and educators agree upon "next steps" orhomework that allow the student to practice and deepen theirknowledge independently

Teacher/Therapist assigns a wellcrafted homework assignment thatallows students to practice and deepen their knowledge independentlyor with family assistance.

When asked, student/recipient can describe how the "next steps" orhomework will deepen their understanding of content/information orhelp them practice a skill, strategy, or process


https://swiobservation.mysdpbc.org/resource/show/53d64469e4b01ea0c5fc017c?popup=true&lookforId=53d64469e4b01ea0c5fc017b&title=Scale




Resources:

Scale

Scale:


When presenting content, the teacher helps students deepen their knowledge by examining similarities and differences. Desired Effect: Students describe how elements are similarand different and what new information they have learned as a result of their comparisons.

Evidence:




Analogy activities

Metaphor activities















Resources:


Scale:

Examining Errors in Processing or Production

The Therapist/Teacher engages students to deepen their abilities by examining their own production of a specific skill.

Evidence:





Therapist/Teacher assists students in reflective practice to assist inexamining errors in replicating a specific skill.

When asked, students/ recipients can describe correct production of aspecific skill.


https://swiobservation.mysdpbc.org/resource/show/540dea54e4b069e3cb48a768?popup=true&lookforId=53d6446ae4b01ea0c5fc018b&title=Scale

https://swiobservation.mysdpbc.org/resource/show/540dea55e4b069e3cb48a76a?popup=true&lookforId=53d6446ae4b01ea0c5fc018b&title=Reflection+Questions




Resources:

Scale

Scale:

Practicing Skills, Strategies, and Processes

The Therapist/Teacher engages students in practice activities that help them develop proficiency and generalization of skills.

Evidence:

Students can listen or watch when the Therapist/Teacher is completinga skill correctly/incorrectly and comment on the correctness of theTherapist/Teacher.

Student data sheets and work samples.

When asked, students/ recipients can explain the overall structure of anargument presented to support a claim.

Artifacts indicate that students/ recipients can identify errors in their ownwork.

Therapist/Teacher engages students in massed and distributed practiceactivities that are appropriate to their current ability to execute a skill,strategy, or process.



Recipient implements the strategy and/or student performs the skill,strategy, or process with increased confidence and competence andbegins to generalize the skill to other settings.


https://swiobservation.mysdpbc.org/resource/show/53d6446ae4b01ea0c5fc0198?popup=true&lookforId=53d6446ae4b01ea0c5fc0197&title=Scale




Resources:

Scale

Scale:

Revising Knowledge

The Therapist/Teacher supports students/recipients in the revision of knowledge and selfmonitoring of previous knowledge about content.

Evidence:

Resources:

When asked, the student/recipient can explain previous incorrectresponses

When asked, the student/recipient can explain how his/herunderstanding or production of the skill has changed

Students/recipients make corrections to incorrect responses

When asked, students/recipients can explain previous errors ormisconceptions they had about content

Therapist/Teacher asks students to examine previous entries in theiracademic notebooks or notes

Therapist/Teacher has students explain how their understanding haschanged and how the correct response is produced


https://swiobservation.mysdpbc.org/resource/show/53d6446be4b01ea0c5fc01a2?popup=true&lookforId=53d6446ae4b01ea0c5fc01a1&title=Scale




Scale

Scale:

DQ 4: Helping Students Generate and Test Hypotheses


The teacher appropriately organizes and guides groups to work on short and longterm complex tasks that require them to generate and test hypotheses. Desired Effect: Studentsinteract in small groups for the purpose of generating and testing hypotheses to enhance understanding of content.

Evidence:


















https://swiobservation.mysdpbc.org/resource/show/53d6446be4b01ea0c5fc01a8?popup=true&lookforId=53d6446be4b01ea0c5fc01a7&title=Scale




Resources:


Scale:


The teacher engages students in short and longterm complex tasks that require them to generate and test hypotheses and analyze their own thinking. Desired Effect: Studentsgenerate and test hypotheses to enhance their understanding of content and the inquiry process.

Evidence:








https://swiobservation.mysdpbc.org/resource/show/540dea57e4b069e3cb48a77b?popup=true&lookforId=53d6446be4b01ea0c5fc01b1&title=Reflection+Questions

https://swiobservation.mysdpbc.org/resource/show/540dea57e4b069e3cb48a779?popup=true&lookforId=53d6446be4b01ea0c5fc01b1&title=Scale




Resources:


Scale:


The Therapist/Teacher acts as resource provider and guide as students/recipients engage in therapeutic or educational tasks.

Evidence:





















https://swiobservation.mysdpbc.org/resource/show/540dea57e4b069e3cb48a77f?popup=true&lookforId=53d6446ce4b01ea0c5fc01bc&title=Reflection+Questions

https://swiobservation.mysdpbc.org/resource/show/540dea57e4b069e3cb48a77d?popup=true&lookforId=53d6446ce4b01ea0c5fc01bc&title=Scale



Resources:

Scale

Scale:


DQ 5: Engaging Students

Noticing when Students are Not Engaged

Therapist/Teacher assists students/recipients who need guidance orresources

Circulates around the room

Provides easy access to himself/herself

Therapist/Teacher assists students during the class to determine theirneeds for extended practice of therapeutic tasks.

Therapist/Teacher provides written resources to students/recipientsconcerning therapeutic tasks.

Students/recipients seek out the teacher for advice and guidanceregarding therapeutic tasks.

When asked, students/recipients can explain how the teacher providesassistance and guidance in achieving mastery of their therapeutic goals.


https://swiobservation.mysdpbc.org/resource/show/53d6446ce4b01ea0c5fc01c9?popup=true&lookforId=53d6446ce4b01ea0c5fc01c8&title=Scale




The Therapist/Teacher recognizes and addresses nonengagement makes note of non engagement and taking action.

ORThe Therapist/Teacher when evaluating a student redirects inattention or nonengagement with the presented activities.

Evidence:

Resources:

Scale

Scale:

Using Academic Games

The Therapist/Teacher uses academic games and inconsequential competition to maintain student/recipient engagement.

Evidence:

Therapist/Teacher redirects students/ recipients when not engaged.

Assists students/ recipients in implementation of a strategy (ies) forengagement in their own context.

Student/ recipient engagement improves when redirected.


https://swiobservation.mysdpbc.org/resource/show/53d6446de4b01ea0c5fc01d2?popup=true&lookforId=53d6446de4b01ea0c5fc01d1&title=Scale





Resources:

Scale

Scale:


The Therapist/Teacher uses response rate techniques to maintain student/recipient engagement.

Evidence:

Therapist/Teacher uses structured therapeutic games.

Therapist/Teacher develops impromptu games such as making a gameout of which answer might be correct for a given question.

Therapist/Teacher uses friendly competition along with games.

Students/recipients engage in the games with some enthusiasm.

When asked, students/recipients can explain how the games keep theirinterest and help them learn or remember content.

Therapist/Teacher uses using wait time.

Therapist/Teacher uses response cards.

Therapist/Teacher uses hand signals or other visual cues to respond toquestions.

Multiple student/recipient or the entire class/audience responds toquestions posed by the Therapist/Teacher and/or educator.

When asked, student/recipient can describe their thinking about specificquestions posed by the Therapist/Teacher and/or educator.


https://swiobservation.mysdpbc.org/resource/show/53d6446de4b01ea0c5fc01d9?popup=true&lookforId=53d6446de4b01ea0c5fc01d8&title=Scale




Resources:

Scale

Scale:


The Therapist/Teacher uses physical movement to maintain student/recipient engagement.

ORThe Therapist/Teacher during an evaluation session allows the movement in the testing room to continue to engage the student in the evaluation.

Evidence:

Therapist/Teacher collect data on students' responses.

Therapist/Teacher uses response chaining.

During an evaluation session uses correct standardization for responserate when appropriate.

During an evaluation session uses adapted response time whenappropriate.


https://swiobservation.mysdpbc.org/resource/show/53d6446ee4b01ea0c5fc01e2?popup=true&lookforId=53d6446de4b01ea0c5fc01e1&title=Scale




Resources:

Scale

Scale:


The Therapist/Teacher uses using pacing techniques to maintain students'/recipients' engagement.

Evidence:

Therapist/Teacher uses stand up and stretch or related activities withstudents/recipients when their energy is low.

Therapist/Teacher uses activities that require students/recipients tophysically move to respond to questions

Vote with your feet


Therapist/Teacher uses acting/modeling content with student/recipientsto increase energy and engagement.

Therapist/Teacher uses giveonegetone activities that requirestudents/recipients to move about the room.

Students/recipients engage in the physical activities designed by theTherapist/Teacher and/or educator.

When asked, students/recipients can explain how the physicalmovement keeps their interest and helps them learn.


https://swiobservation.mysdpbc.org/resource/show/53d6446ee4b01ea0c5fc01ef?popup=true&lookforId=53d6446ee4b01ea0c5fc01ee&title=Scale




Resources:

Scale

Scale:


The Therapist/Teacher demonstrates intensity and enthusiasm for the content in a variety of ways.

ORDuring and evaluation session the Therapist/Teacher demonstrates intensity and enthusiasm for the activities presented.

Evidence:

Therapist/Teacher uses crisp transitions from one activity to another

Therapist/Teacher uses altering pace appropriately (i.e. speeds up andslows down)

Students/recipients quickly adapt to transitions and reengage when anew activity is begun

When asked about the pace of the class, students/recipients describe itas not too fast or not too slow

Therapist/Teacher describes personal experiences that relate to thecontent

When asked, students say that the teacher "likes the content" and "likesteaching" or evaluating students.

Students'/recipients' attention levels increase when the teacherdemonstrates enthusiasm and intensity for the content


https://swiobservation.mysdpbc.org/resource/show/53d6446ee4b01ea0c5fc01f9?popup=true&lookforId=53d6446ee4b01ea0c5fc01f8&title=Scale




Resources:

Scale

Scale:


The Therapist/Teacher uses friendly controversy techniques to maintain student engagement.

Evidence:

Therapist/Teacher signals excitement for content by:

Physical gestures

Voice tone


Therapist/Teacher overtly adjusts energy level

Therapist/Teacher structures minidebates about the content

Therapist/Teacher has students examine multiple perspectives andopinions about the content

Therapist/Teacher elicits different opinions on content from members ofthe class

Students engage in friendly controversy activities with enhancedengagement

When asked, students describe friendly controversy activities as"stimulating," "fun," and so on

When asked, students explain how a friendly controversy activity helpedthem better understand the content


https://swiobservation.mysdpbc.org/resource/show/53d6446fe4b01ea0c5fc0201?popup=true&lookforId=53d6446ee4b01ea0c5fc0200&title=Scale




Resources:


Scale:


The Therapist/Teacher provides recipients students with opportunities to relate what is being addressed in class/meetings/workshops to their personal interests.

ORThe Therapist/Teacher during evaluation sessions provides opportunities for the student/recipient to talk about themselves in order to establish rapport.

Evidence:

Therapist/Teacher is aware of student/recipient interests and makesconnections between these interests and content or in developingrapport during an evaluation session

Therapist/Teacher structures activities that ask students/recipients tomake connections between the content and their personal interests

Therapist/Teacher is aware of and or explains to students/recipientshow content relates to their personal interests

Students/recipients engage in activities that require them to makeconnections between their personal interests and the content

Students become actively engaged in the evaluation process

When asked, students/recipients explain how making connectionsbetween content and their personal interests engages them and helpsthem better understand the content


https://swiobservation.mysdpbc.org/resource/show/53d6446fe4b01ea0c5fc020a?popup=true&lookforId=53d6446fe4b01ea0c5fc0209&title=Scale

https://swiobservation.mysdpbc.org/resource/show/53d6446fe4b01ea0c5fc020c?popup=true&lookforId=53d6446fe4b01ea0c5fc0209&title=Reflection+Questions




Resources:

Scale

Scale:


The Therapist/Teacher uses unusual or intriguing information about the content in a manner that enhances student/recipient engagement.

Evidence:

Resources:

Scale

Therapist/Teacher systematically provides interesting facts and detailsabout the content

Therapist/Teacher encourages students/recipients to identify interestinginformation about the content

Therapist/Teacher engages students in activities like "Believe it or not"about the content

Students'/recipients' attention increases when unusual information ispresented about the content

When asked, students/recipients explain how the unusual informationmakes them more interested in the content


https://swiobservation.mysdpbc.org/resource/show/53d6446fe4b01ea0c5fc0217?popup=true&lookforId=53d6446fe4b01ea0c5fc0216&title=Scale





Scale:

DQ 7: Recognizing Adherence to Rules and Procedures


The Therapist/Teacher uses behaviors associated with "withitness" to maintain adherence to rules and procedures.

Evidence:

Resources:

Scale

Scale:

Therapist/Teacher physically occupies all quadrants of the room.

Therapist/Teacher scans the entire room/setting making eye contactwith all students/recipients.

Therapist/Teacher recognizes potential sources of disruption.

Students recognize that the Therapist/Teacher is aware of theirbehavior.

When asked, students describe the Therapist/Teacher as "aware ofwhat is going on" or "has eyes on the back on the back of his/her head".


https://swiobservation.mysdpbc.org/resource/show/53d64470e4b01ea0c5fc022a?popup=true&lookforId=53d64470e4b01ea0c5fc0229&title=Scale





The Therapist/Teacher applies consequences for not following rules and procedures consistently and fairly.

Evidence:

Resources:

Scale

Therapist/Teacher provides nonverbal signals when students' behavioris not appropriate

Eye contact

Proximity

Tap on the Desk

Shaking head, no

Therapist/Teacher provides verbal signals when students'/recipients'behavior is not appropriate

Tells students/recipients to stop

Tells students/recipients that their behavior is in violation of a ruleor procedure

Therapist/Teacher utilizes group contingency consequences whenappropriate (i.e. whole group must demonstrate a specific behavior)

Therapist/Teacher involves the home when appropriate (i.e. makes acall home to parents to help extinguish inappropriate behavior)

Students/recipients cease inappropriate behavior when signaled by theteacher

Students/recipients accept consequences as part of the way class isconducted

When asked, students/recipients describe the teacher as fair inapplication of rules






Scale:


The Therapist/Teacher acknowledges adherence to rules and procedures.

Evidence:

Therapist/Teacher provides nonverbal signals that a rule or procedurehas been followed:

Smile

Nod of head

High Five

Therapist/Teacher gives verbal cues that a rule or procedure has beenfollowed:

Thanks students/recipient for following a rule or procedure

Describes student/recipient behaviors that adhere to rule orprocedure

Therapist/Teacher notifies the home when a rule or procedure hasbeen followed

Therapist/Teacher uses tangible recognition when a rule or procedurehas been followed:


Token economies

Students/Recipients appear appreciative of the teacher acknowledgingtheir positive behavior.

When asked, students/recipients describe teacher as appreciative oftheir good behavior.

The number of students/recipients adhering to rules and proceduresincreases.





Resources:

Scale

Scale:

DQ 8: Establishing and Maintaining Effective Relationships with Students


The Therapist/Teacher uses students'/recipients' interests and background to produce a climate of acceptance and community.

Evidence:

Therapist/Teacher uses discussions with students/recipients aboutevents in their lives

Therapist/Teacher uses discussions with students/recipients abouttopics in which they are interested

Therapist/Teacher builds student/recipient interests into lessons

Therapist/Teacher creates an environments that recognizes andsupports diversity

When asked, students/recipients describe the Therapist/Teacher and/oreducator as someone who knows them and/or is interested in them

Students/recipients respond when Therapist/Teacher and/or educatordemonstrates understanding of their interests and background

When asked students/recipients say they feel accepted


https://swiobservation.mysdpbc.org/resource/show/53d64471e4b01ea0c5fc023f?popup=true&lookforId=53d64471e4b01ea0c5fc023e&title=Scale




Resources:

Scale

Scale:


When appropriate, the Therapist/Teacher uses verbal and nonverbal behavior that indicates caring for students/recipients.

Evidence:

Resources:

Scale

Therapist/Teacher compliments students/recipients regarding academicand personal accomplishments

Therapist/Teacher engages informal conversations withstudents/recipients that are not related to academic

Therapist/Teacher uses smiles, nods, (etc.) at students/recipients whenappropriate

When asked, students/recipients describe Therapist/Teacher oreducator as someone who cares for them

Students/recipients respond to Therapist/Teacher or educators verbalinteractions

Students/recipients respond to Therapist/Teacher or educatorsnonverbal interactions







Scale:


The Therapist/Teacher demonstrates professional demeanor when dealing with students/recipients.

Evidence:

Resources:

Scale

Scale:

Therapist/Teacher does not exhibit extremes in positive or negativeemotions.

Therapist/Teacher addresses inflammatory issues and events in a calmand controlled manner.

Therapist/Teacher interacts with all students/recipients in the same calmand controlled fashion.

Students/recipients are settled by the Therapist/Teacher's calmdemeanor.

When asked, the students/recipients describe the Therapist/Teacher'sas in control of himself/herself and in control of the class/setting.

When asked, students/recipients say that the Therapist/Teacher doesnot hold grudges or take things personally.



https://swiobservation.mysdpbc.org/resource/show/53d64472e4b01ea0c5fc025f?popup=true&lookforId=53d64472e4b01ea0c5fc025e&title=Scale




DQ 9: Communicating High Expectations for All Students

Demonstrating Value and Respect for Low Expectancy Students

The Therapist/Teacher exhibits behaviors that demonstrate value and respect for all students and families.

Evidence:

Resources:

Scale

Scale:

The Therapist/Teacher provides students /recipients with nonverbalindications that they are valued and respected:

Makes eye contact

Smiles


The Therapist/Teacher proves students /recipients with verbalindications that they are valued and respected:

Playful dialogue

Addressing students/recipients in a manner they view asrespectful

The Teacher/Therapist does not allow negative comments aboutstudents/recipients.

When asked, students say that the Teacher/Therapist cares for allstudents.

Students/recipients treat each other with respect.





Asking Questions of all Students

The Therapist/Teacher asks questions of all students with the same frequency and depth.

Evidence:

Resources:

Scale

Scale:

Probing Incorrect Answers with All Students

The Therapist/Teacher probes incorrect answers with all students and provides feedback to incorrect responses as well as monitors correct versus incorrect responses.

Therapist/Teacher makes sure all students are asked questions at thesame rate.

Therapist/Teacher makes sure all students are asked complexquestions appropriate to their specific needs.

When asked, students say the teacher expects everyone to participate.

When asked, students say the teacher asks difficult questions of everystudent.







ORDuring an Evaluation session the Therapist/Teacher probes incorrect answers as prescribed in the testing procedures.

Evidence:

Resources:

Scale

Scale:

Therapist/Teacher asks students to further explain their answers whenthey are incorrect

Therapist/Teacher rephrases questions for students when they providean incorrect answer

Therapist/Teacher models the correct response and provides feedbackand practice to the student

When asked, students say that the educator won't "let you off the hook"

When asked, students say that the educator "won't give up on you"

When asked, students say the educator helps them answer questionssuccessfully



2/11/2016 Preview School Psychologist Observation/Evaluation Instrument v2

https://swiobservation.mysdpbc.org/form/preview/53d64540e4b0d226bdfcae99

Lesson SegmentsInvolving Routine EventsDQ 1: Communicating LearningGoals and Feedback

DQ 6: Establishing Rules andProcedures

Lesson SegmentsAddressing ContentDQ 2: Helping Students Interactwith New Knowledge

DQ 3: Helping Students Practiceand Deepen New Knowledge

Lesson SegmentsEnacted on the SpotDQ 5: Engaging Students

DQ 7: Recognizing Adherence toRules and Procedures

School Psychologist Observation/Evaluation Instrument v2Palm Beach School District

1. Plans and designs instruction/interventionbased on data and if appropriate alignsefforts with school and district improvementplans and state and federal mandates basedon individual student need.






7. Organizing Students to Interact with NewContent




11. Helping Students Elaborate on NewContent

12. Helping Students Record and RepresentKnowledge

13. Helping Students Reflect on Learning



16. Using Homework

17. Helping Students Examine Similarities andDifferences

18. Helping Students Examine Their Reasoning

19. Helping Students Practice Skills, Strategies,

24. Noticing When Students are Not Engaged

25. Using Academic Games











Appendix E: Classroom Teachers Observation Tool Psychologists




DQ 1: Communicating Learning Goals and Feedback

Plans and designs instruction/intervention based on data and if appropriate aligns efforts with schooland district improvement plans and state and federal mandates based on individual student need.

DQ 4: Helping Students Generateand Test Hypotheses

DQ 8: Establishing andMaintaining EffectiveRelationships with Students

DQ 9: Communicating HighExpectations for All Students

and Processes

20. Helping Students Revise Knowledge







39. Demonstrating Value and Respect for AllStudents

40. Asking Questions of Low ExpectancyStudents




School Psychologist Evidence (Recipients mayinclude: students, teachers, parents, and/orworkshop participants):

Student/Recipient Evidence:

The School Psychologist plans and designs instruction and/or interventions using information from multiple sources including classroom, district, state assessments and parentalinformation.

Evidence:

Resources:

Scale

Scale:


The School Psychologist collects and uses data to develop and implement interventions within a problemsolving framework.

Learning goal(s) and or intervention(s) have been articulated torecipients.

The School Psychologist makes reference to the learning goal (s) and/or intervention(s) throughout thelesson/workshop/meeting/conference/psychological report.

The School Psychologist shares/develops learning goals withstudents(s)/recipients.

When asked, recipients can explain the learning goal(s)/ orinterventions(s).

When asked, recipients can explain how the current levels ofperformance relate to the learning goal.


https://swiobservation.mysdpbc.org/resource/show/53d6452ae4b0d226bdfcacf0?popup=true&lookforId=53d6452ae4b0d226bdfcacef&title=Scale



School Psychologist Evidence: Student/Recipient Evidence:

Or

The School Psychologist, when completing an evaluation, correctly scores and completes all protocols following appropriate prescribed standardized methods using a variety ofappropriate measures.

Evidence:

Resources:

Scale

Scale:

Celebrating Success

The School Psychologist when completing an evaluation provides the student with verbal affirmation of compliance and attention to the requested tasks and the choice of instruments

Learning goal(s) and or intervention(s) have been Maintains clinicaldata/evaluation results on all students.to recipients.

Evaluation protocols are scored appropriately based on the evaluationmanual.

The School Psychologist is able to inform and interpret the dataprovided in the psychoeducational report to recipients accurately.

The School Psychologist uses a variety of evaluation instruments orprocedures effectively.

When asked, recipient is able to explain information provided by theSchool Psychologist.


https://swiobservation.mysdpbc.org/resource/show/53d6452be4b0d226bdfcacf9?popup=true&lookforId=53d6452be4b0d226bdfcacf8&title=Scale




utilized is based upon the needs of the child.

Evidence:

Resources:

Scale

Scale:

DQ 6: Establishing Rules and Procedures


The School Psychologist, when completing an evaluation, explains procedures in a standardized format relative to the assessment tool and/or expectations of behaviors during theevaluation session and requires the child to follow the recommended protocol.

The School Psychologist utilizes a variety of ways to acknowledgesuccess including verbal and written affirmation during the evaluationprocess.

The School Psychologist uses a variety of ways to celebrate success.

The School Psychologist utilizes standardized methods as prescribed intest manuals to celebrate success.

Student/recipient show signs of pride regarding their work during theevaluation session.

When asked, students/recipients say they want to continue to makeprogress.


https://swiobservation.mysdpbc.org/resource/show/53d6452be4b0d226bdfcad02?popup=true&lookforId=53d6452be4b0d226bdfcad01&title=Scale




Or

The School Psychologist assists educators in developing rules, routines, and procedures for working with students.

Evidence:

Resources:

Scale

Scale:


School Psychologist has procedures and routines in place when workingwith students/recipients

School Psychologist assists educators in developing rules, routines, andprocedures for working with students.

Students/recipients follow clear routines duringclass/meetings/workshops/evaluation sessions

When asked, students/recipients can describe established rules andprocedures

When asked, students/recipients can describe theclassroom/environment as orderly

Students/recipients recognize cues and signals by theeducator/evaluator

Students/recipients regulate their own behavior


https://swiobservation.mysdpbc.org/resource/show/53d6452ce4b0d226bdfcad0b?popup=true&lookforId=53d6452ce4b0d226bdfcad0a&title=Scale




The School Psychologist organizes or assists the educator in organizing the physical layout of the classroom/office/facility to facilitate movement and focus on learning.

Or

The School Psychologist organizes the physical layout of the evaluation area to ensure an environment conducive to optimum performance during the evaluation.

Evidence:

Resources:

Scale

Scale:

School Psychologist organizes the physical layout of themeeting/conference room to facilitate a focus on the conversation

School Psychologist assists the educator in arranging the physical layoutof the classroom to ensure that there are clear traffic patterns and thatthe classroom arrangement provides easy access to materials andcenters

Students/recipients describe the environment as conducive forlearning/collaboration/evaluation


https://swiobservation.mysdpbc.org/resource/show/53d6452ce4b0d226bdfcad16?popup=true&lookforId=53d6452ce4b0d226bdfcad15&title=Scale





DQ 2: Helping Students Interact with New Knowledge


The School Psychologist identifies, critical information pertinent to students/recipients in either the evaluation process or using data to implement interventions within a problemsolvingframework.

Evidence:

Resources:

Scale

Scale:

The School Psychologist assists the recipient in the identification ofcritical information

The School Psychologist utilizes strategies to assist educators inidentifying and delivering critical information

The School Psychologist shares student data in a relevant andunderstandable way with recipients

When asked, students/recipients can describe the level of importance ofthe information addressed

When asked, students/recipients can explain why the content isimportant

https://swiobservation.mysdpbc.org/resource/show/53d6452de4b0d226bdfcad1d?popup=true&lookforId=53d6452de4b0d226bdfcad1c&title=Scale




Organizing Students to Interact with New Content

The teacher organizes students into appropriate groups to facilitate the processing of new content. Desired Effect: Students interact in small groups to process and understand newknowledge.

Evidence:

Resources:


Teacher has established routines for student grouping and studentinteraction for the expressed purpose of processing new content







Teacher organizes students into ad hoc groups for the lesson












https://swiobservation.mysdpbc.org/resource/show/540dea4ee4b069e3cb48a739?popup=true&lookforId=53d6452de4b0d226bdfcad25&title=Reflection+Questions

https://swiobservation.mysdpbc.org/resource/show/540dea4ee4b069e3cb48a737?popup=true&lookforId=53d6452de4b0d226bdfcad25&title=Scale




Scale:


The teacher engages students in previewing activities that require students to access prior knowledge and analyze new content. Desired Effect: Students make a link from what theyknow to what is about to be learned: activating prior knowledge.

Evidence:

Teacher facilitates identification of the basic relationship between priorideas and new content

Teacher uses preview questions before reading

Teacher uses KWL strategy or variation of it

Teacher provides an advanced organizer

Outline

Graphic organizer

Teacher has students brainstorm

Teacher uses anticipation guide

Teacher uses motivational hook/launching activity

Anecdote

Short multimedia selection

Simulation/demonstration

Manipulatives

Students can identify basic relationships between prior content andupcoming content

Students can explain linkages with prior knowledge

Students make predictions about upcoming content

Students can provide a purpose for what they are about to learn

Students cognitively engage in previewing activities

Students can explain how prior standards or goals link to the newcontent





Resources:


Scale:


Based on student/recipient needs, the School Psychologist breaks the content into small chunks (i.e. digestible bites) of information that can be easily processed or assists teachers inchunking information.

Evidence:

Resources:

Teacher uses digital resources to help students make linkages

Teacher uses strategies associated with a flipped classroom

The School Psychologist stops at strategic points during facilitation,mentoring, coaching, delivery of content, and/or presentation of newinformation.

Students/recipients appear to know what is expected of them when theschool psychologist stops at strategic points during evaluation sessionsor delivering of information.


https://swiobservation.mysdpbc.org/resource/show/540dea4fe4b069e3cb48a73d?popup=true&lookforId=53d6452ee4b0d226bdfcad2f&title=Reflection+Questions

https://swiobservation.mysdpbc.org/resource/show/540dea4fe4b069e3cb48a73b?popup=true&lookforId=53d6452ee4b0d226bdfcad2f&title=Scale




Scale

Scale:


During breaks in the presentation of content, the School Psychologist engages students/recipients in actively processing new information or assists educators with strategies forprocessing new information.

Evidence:

Resources:

Scale

Scale:

The School Psychologist summarizes the new information either at aSBT or CST.

The School Psychologist provides information in a user friendly manner.

The School Psychologist probes recipients for understanding ofprovided information

When asked, students/recipients can explain what they have justlearned.

When asked, students/recipients can explain the relevance of theinformation.

Students/recipients voluntarily ask clarification questions.


https://swiobservation.mysdpbc.org/resource/show/53d6452fe4b0d226bdfcad48?popup=true&lookforId=53d6452fe4b0d226bdfcad47&title=Scale

https://swiobservation.mysdpbc.org/resource/show/53d6452fe4b0d226bdfcad42?popup=true&lookforId=53d6452ee4b0d226bdfcad41&title=Scale




Helping Students Elaborate on New Content

The teacher asks questions that require inferences about the new content but also requires students to provide evidence for their inferences. Desired Effect: Students drawconclusions that were not explicitly taught within the chunk.

Evidence:

Resources:


Scale:

Teacher asks questions that require students to make elaborativeinferences about the content

Teacher asks students to provide evidences for their inferences

Teacher presents situations or problems that involve students analyzinghow one idea relates to ideas that were not explicitly taught

Students volunteer answers to inferential questions

Students provide evidence for their inferences

Student artifacts demonstrate students can make elaborative inferences

Students can identify basic relationships between ideas and how oneidea relates to others



https://swiobservation.mysdpbc.org/resource/show/540dea51e4b069e3cb48a74d?popup=true&lookforId=53d6452fe4b0d226bdfcad51&title=Reflection+Questions

https://swiobservation.mysdpbc.org/resource/show/540dea51e4b069e3cb48a74a?popup=true&lookforId=53d6452fe4b0d226bdfcad51&title=Scale




Helping Students Record and Represent Knowledge

The teacher engages students in activities that require recording and representing knowledge emphasizing creation of a variety of types of models that organize and summarize theimportant content. Desired Effect: Students accurately record and represent their understanding of critical content in linguistic and/or nonlinguistic ways.

Evidence:

Resources:


Teacher asks students to summarize the information they have learned

Teacher asks students to generate notes that identify critical informationin the content

Teacher asks students to create nonlinguistic representations for newcontent

Graphic organizers

Pictures

Pictographs

Flow charts

Teacher asks students to represent new knowledge through varioustypes of models

Mathematical

Visual

Linguistic (e.g., mnemonics)

Teacher facilitates generating and manipulating images of new content

Student summaries and notes include critical content

Student nonlinguistic representations include critical content

Student models and other artifacts represent critical content

Students can explain main points of the lesson

Student explanations of mental images represent critical content

https://swiobservation.mysdpbc.org/resource/show/540dea52e4b069e3cb48a750?popup=true&lookforId=53d64530e4b0d226bdfcad5c&title=Scale

https://swiobservation.mysdpbc.org/resource/show/540dea52e4b069e3cb48a752?popup=true&lookforId=53d64530e4b0d226bdfcad5c&title=Reflection+Questions




Scale:

Helping Students Reflect on Learning

The teacher engages students in activities that help them reflect on their learning and the learning process. Desired Effect: Students examine their level of understanding and identifyareas where they are clear and confused.

Evidence:

Resources:

Teacher asks students to state or record what they are clear about andwhat they are confused about

Teacher asks students to state or record how hard they tried

Teacher asks students to state or record what they might have done toenhance their learning

Teacher utilizes reflection activities to cultivate a growth mindset

Teacher utilizes reflection activities to cultivate resiliency

Teacher utilizes reflection activities to avoid negative thinking

Teacher utilizes reflection activities to examine logic of learning and thelearning process

Students can explain what they are clear about and what they areconfused about

Students can describe how hard they tried

Students can explain what they could have done to enhance theirlearning

Student actions and reflections display a growth mindset

Student actions and reflections display resiliency

Student actions and reflections avoid negative thinking

Student reflections involve examining logic of learning and the learningprocess






Scale:

DQ 3: Helping Students Practice and Deepen New Knowledge

Reviewing Content

The School Psychologist engages recipients in a brief review of content that highlights the critical information.

Evidence:

The School Psychologist begins the meeting/conference with a briefreview of content/information

The School Psychologist uses specific strategies to review information inconsultation or during a review of an evaluation including, but not limitedto the following:

Summary



Demonstration/practice

Reflection

When asked, recipients can describe the content of meeting.


https://swiobservation.mysdpbc.org/resource/show/540dea52e4b069e3cb48a756?popup=true&lookforId=53d64531e4b0d226bdfcad69&title=Reflection+Questions

https://swiobservation.mysdpbc.org/resource/show/540dea52e4b069e3cb48a754?popup=true&lookforId=53d64531e4b0d226bdfcad69&title=Scale




Resources:

Scale

Scale:


The teacher organizes and guides grouping in ways that appropriately facilitate practicing and deepening knowledge. Desired Effect: Students practice and deepen knowledge byinteracting in small groups.

Evidence:

Teacher organizes students into groups with the expressed idea ofdeepening their knowledge of content

Teacher organizes students into groups with the expressed idea ofpracticing a skill, strategy, or process

Teacher provides guidance regarding group interactions







Students explain how the group work supports their learning

While in groups, students interact in explicit ways to deepen theirknowledge of informational content or practice a skill, strategy, orprocess


Students add their perspective to discussions






https://swiobservation.mysdpbc.org/resource/show/53d64532e4b0d226bdfcad76?popup=true&lookforId=53d64531e4b0d226bdfcad75&title=Scale




Resources:


Scale:

Using Homework

The teacher designs homework activities that allow students to access and analyze content to deepen knowledge or practice a skill, strategy, or process. Desired Effect: Students’understanding of content and/or practice of skills, strategies, or processes is deepened with appropriate homework.

Evidence:





Teacher utilizes strategies associated with a flipped classroom



Students can describe how the homework assignment will deepen theirunderstanding of informational content or help them practice a skill,strategy, or process



https://swiobservation.mysdpbc.org/resource/show/540dea54e4b069e3cb48a761?popup=true&lookforId=53d64532e4b0d226bdfcad7c&title=Reflection+Questions

https://swiobservation.mysdpbc.org/resource/show/540dea53e4b069e3cb48a75f?popup=true&lookforId=53d64532e4b0d226bdfcad7c&title=Scale




Resources:


Scale:


When presenting content, the teacher helps students deepen their knowledge by examining similarities and differences. Desired Effect: Students describe how elements are similarand different and what new information they have learned as a result of their comparisons.

Evidence:








https://swiobservation.mysdpbc.org/resource/show/540dea54e4b069e3cb48a765?popup=true&lookforId=53d64532e4b0d226bdfcad86&title=Reflection+Questions



Resources:


Scale:

Helping Students Examine Their Reasoning




Analogy activities

Metaphor activities













https://swiobservation.mysdpbc.org/resource/show/540dea55e4b069e3cb48a76a?popup=true&lookforId=53d64533e4b0d226bdfcad91&title=Reflection+Questions




The teacher helps students produce and defend claims by examining their own reasoning or the logic of presented information, processes, and procedures. Desired Effect: Studentscan identify and articulate errors in logic or reasoning, or the structure of an argument, and explain new insights resulting from this analysis.

Evidence:

Resources:


Teacher asks students to examine and analyze information for errors orinformal fallacies in content or in their own reasoning

Faulty logic

Attacks

Weak reference

Misinformation

Teacher asks students to examine and analyze the strength of supportpresented for a claim in content or in their own reasoning

Statement of a clear claim

Evidence for the claim presented

Qualifiers presented showing exceptions to the claim

Teacher asks students to examine logic of errors in proceduralknowledge

Teacher asks students to analyze errors to identify more efficient waysto execute processes

Teacher facilitates the use of digital sources to find credible and relevantinformation to support examination of errors in reasoning

Teacher involves students in taking various perspectives by identifyingthe reasoning behind multiple perspectives

Students can describe errors or informal fallacies in content

Students can explain the overall structure of an argument presented tosupport a claim

Student artifacts indicate students can identify errors in reasoning ormake and support a claim

Students navigate digital resources to find credible and relevantinformation to support examination of errors in reasoning

Student artifacts indicate students take various perspectives byidentifying the reasoning behind multiple perspectives

https://swiobservation.mysdpbc.org/resource/show/540dea55e4b069e3cb48a76d?popup=true&lookforId=53d64533e4b0d226bdfcad9d&title=Scale

https://swiobservation.mysdpbc.org/resource/show/540dea55e4b069e3cb48a76f?popup=true&lookforId=53d64533e4b0d226bdfcad9d&title=Reflection+Questions




Scale:

Helping Students Practice Skills, Strategies, and Processes

When the content involves a skill, strategy, or process, the teacher engages students in practice activities that help them develop fluency and alternative ways of executingprocedures. Desired Effect: Students develop automaticity with skills, strategies, or processes by engaging in appropriate practice activities.

Evidence:

Resources:

Teacher engages students in massed and distributed practice activitiesthat are appropriate to their current ability to execute a skill, strategy, orprocess



Teacher guides students to generate and manipulate mental models forskills, strategies, and processes

Teacher employs “worked examples”

Teacher provides opportunity for practice immediately prior to assessingskills, strategies, and processes

Teacher models the skill, strategy, or process

Students perform the skill, strategy, or process with increasedconfidence

Students perform the skill, strategy, or process with increasedcompetence

Student artifacts or formative data show fluency and accuracy isincreasing

Students can explain mental models






Scale:

Helping Students Revise Knowledge

The teacher engages students in revision of previous knowledge by correcting errors and misconceptions as well as adding new information. Desired Effect: Students make additionsand deletions to previous knowledge that deepen their understanding.

Evidence:

Resources:


Teacher asks students to examine previous entries in their digital ortraditional academic notebooks or notes to correct errors andmisconceptions as well as add new information

Teacher engages the whole class in an examination of how the currentlesson changed perceptions and understandings of previous content

Teacher has students explain how their understanding has changed

Teacher guides students to identify alternative ways to executeprocedures

Students make corrections and/or additions to information previouslyrecorded about content

Students can explain previous errors or misconceptions they had aboutcontent

Students demonstrate a growth mindset by selfcorrecting errors asknowledge is revised

Student revisions demonstrate alternative ways to execute procedures


https://swiobservation.mysdpbc.org/resource/show/540dea56e4b069e3cb48a777?popup=true&lookforId=53d64534e4b0d226bdfcadb1&title=Reflection+Questions

https://swiobservation.mysdpbc.org/resource/show/540dea56e4b069e3cb48a771?popup=true&lookforId=53d64534e4b0d226bdfcada8&title=Scale

https://swiobservation.mysdpbc.org/resource/show/540dea56e4b069e3cb48a773?popup=true&lookforId=53d64534e4b0d226bdfcada8&title=Reflection+Questions

https://swiobservation.mysdpbc.org/resource/show/540dea56e4b069e3cb48a775?popup=true&lookforId=53d64534e4b0d226bdfcadb1&title=Scale




Scale:

DQ 4: Helping Students Generate and Test Hypotheses


The teacher appropriately organizes and guides groups to work on short and longterm complex tasks that require them to generate and test hypotheses. Desired Effect: Studentsinteract in small groups for the purpose of generating and testing hypotheses to enhance understanding of content.

Evidence:























Resources:


Scale:


The teacher engages students in short and longterm complex tasks that require them to generate and test hypotheses and analyze their own thinking. Desired Effect: Studentsgenerate and test hypotheses to enhance their understanding of content and the inquiry process.

Evidence:








https://swiobservation.mysdpbc.org/resource/show/540dea57e4b069e3cb48a779?popup=true&lookforId=53d64535e4b0d226bdfcadbd&title=Scale

https://swiobservation.mysdpbc.org/resource/show/540dea57e4b069e3cb48a77b?popup=true&lookforId=53d64535e4b0d226bdfcadbd&title=Reflection+Questions



Resources:


Scale:


The School Psychologist assists students/recipients and provides resources and relevant information regarding child and adolescent development, barriers to learning and student riskfactors.

Evidence:



















https://swiobservation.mysdpbc.org/resource/show/540dea57e4b069e3cb48a77d?popup=true&lookforId=53d64536e4b0d226bdfcadc8&title=Scale

https://swiobservation.mysdpbc.org/resource/show/540dea57e4b069e3cb48a77f?popup=true&lookforId=53d64536e4b0d226bdfcadc8&title=Reflection+Questions




Resources:

Scale

Scale:


DQ 5: Engaging Students

The School Psychologist assists students/recipients by makinghimself/herself available to recipients who need guidance or resourcesincluding parents, teachers, students, and administrators.

During Crisis Intervention provides information and resources toparticipants

The School Psychologist provides students/recipients with informationand research such as:

Informational handouts

Community Resources

Websites

Students/recipients seek out the school psychologist for advice andguidance regarding hypothesis generation and testing tasks.

Students/recipients provide feedback when questioned about the crisisintervention resources provided.


https://swiobservation.mysdpbc.org/resource/show/53d64537e4b0d226bdfcadd5?popup=true&lookforId=53d64536e4b0d226bdfcadd4&title=Scale




Noticing When Students are Not Engaged

The teacher scans the room and notices when students are not paying attention or not cognitively engaged and takes overt action. Desired Effect: Students modify their level ofengagement as a result of teacher action.

Evidence:

Resources:


Scale:

Using Academic Games

Teacher notices when specific students or groups of students are notpaying attention or not cognitively engaged

Teacher notices when the energy level in the room is low or studentsare not participating

Teacher takes action or uses specific strategies to reengage students

Students appear aware of the fact that the teacher is noticing their levelof engagement

Students increase their level of engagement when the teacher usesengagement strategies

Students explain that the teacher expects high levels of engagement

Students report that the teacher notices when students are notengaged


https://swiobservation.mysdpbc.org/resource/show/540dea58e4b069e3cb48a786?popup=true&lookforId=53d64537e4b0d226bdfcaddd&title=Scale

https://swiobservation.mysdpbc.org/resource/show/540dea59e4b069e3cb48a788?popup=true&lookforId=53d64537e4b0d226bdfcaddd&title=Reflection+Questions




The teacher uses academic games to cognitively engage or reengage students. Desired Effect: Students cognitively engage or reengage as a result of using academic games andinconsequential competition.

Evidence:

Resources:


Scale:

Teacher uses academic games that focus on or reinforce importantconcepts

Teacher uses academic games that create generalizations or testprinciples

Teacher uses structured, inconsequential competition games such asJeopardy and Family Feud

Teacher develops impromptu games such as making a game out ofwhich answer might be correct for a given question

Teacher uses friendly competition along with classroom games

Teacher develops conative skills during academic games




Students engage in the games with some enthusiasm

Students can explain how the games keep their interest and help themlearn or remember content

Students appear to take various perspectives when engaged inacademic games

Students interact responsibly during academic games

Students handle controversy and conflict during academic games


https://swiobservation.mysdpbc.org/resource/show/540dea59e4b069e3cb48a78b?popup=true&lookforId=53d64538e4b0d226bdfcade9&title=Scale

https://swiobservation.mysdpbc.org/resource/show/540dea59e4b069e3cb48a78d?popup=true&lookforId=53d64538e4b0d226bdfcade9&title=Reflection+Questions





The School Psychologist maintains student/recipient engagement in the activity.

Evidence:

Resources:

Scale

Scale:


The School Psychologist uses physical movement to maintain student/recipient engagement.

Evidence:

The School Psychologist uses wait time.

The School Psychologist engages all participant(s) in the activity.

The School Psychologist maintains engagement of all participant(s) byusing a lively pace.

Student(s)/recipient(s) are actively engaged in the activity includingtesting and meetings.

Student(s)/recipient(s) respond to questions about the activity.


https://swiobservation.mysdpbc.org/resource/show/53d64538e4b0d226bdfcadf5?popup=true&lookforId=53d64538e4b0d226bdfcadf4&title=Scale





Resources:

Scale

Scale:


The School Psychologist uses pacing techniques to maintain students’/recipients’ engagement.

Evidence:

The School Psychologist uses stand up and stretch or related activitieswith students/recipients when their energy is low.

The School Psychologist uses breaks to assist the recipient to reengageas appropriate.

Students/recipients engage in the physical activities designed by theSchool Psychologist.

When asked, students/recipients can explain how the physicalmovement keeps their interest.

The School Psychologist moves from one activity to another using anappropriate pace.

The School Psychologist assists educator in using altering paceappropriately (i.e. speeds up and slows down).

Students/recipients quickly adapt to transitions and reengage when anew activity is begun.

When asked about the pace of the meeting/evaluation,students/recipients describe it as not too fast or not too slow.


https://swiobservation.mysdpbc.org/resource/show/53d64539e4b0d226bdfcadfe?popup=true&lookforId=53d64539e4b0d226bdfcadfd&title=Scale




Resources:

Scale

Scale:


The School Psychologist demonstrates intensity and enthusiasm for the content in a variety of ways.

Evidence:

Resources:

The School Psychologist describes personal experiences that relate tothe content or activity.

The School Psychologist signals excitement for content by:

Physical gestures

Voice tone


The School Psychologist adjusts energy level.

When asked, students say that the School Psychologist “likes” their job.

Students’/recipients’ attention levels increase when the psychologistdemonstrates enthusiasm and intensity for the content.


https://swiobservation.mysdpbc.org/resource/show/53d64539e4b0d226bdfcae06?popup=true&lookforId=53d64539e4b0d226bdfcae05&title=Scale




Scale

Scale:


The teacher uses friendly controversy techniques to maintain student engagement in content. Desired Effect: Students cognitively engage or reengage as a result of using friendlycontroversy.

Evidence:

Teacher structures minidebates about the content

Teacher structures activities that require students to provide evidencefor their positions in a friendly controversy

Teacher has students reveal sources of evidence to support theirpositions

Teacher has students examine multiple perspectives and opinions aboutthe content

Teacher elicits different opinions on content from members of the class

Teacher develops conative skills during friendly controversy




Students engage or reengage in friendly controversy activities withenhanced engagement

Students describe friendly controversy activities as “stimulating,” “fun,”and “engaging”

Students explain how a friendly controversy activity helped them betterunderstand the content

Students appear to take various perspectives while engaged in friendlycontroversy

Students interact responsibly during friendly controversy

Students appropriately handle controversy and conflict while engaged infriendly controversy


https://swiobservation.mysdpbc.org/resource/show/53d6453ae4b0d226bdfcae0e?popup=true&lookforId=53d64539e4b0d226bdfcae0d&title=Scale




Resources:


Scale:


The School Psychologist provides students/recipients with opportunities to relate to what is being addressed to their personal interests.

Evidence:

Resources:

Scale

The School Psychologist is aware of student/recipient interests andmakes connections between these interests and content.

The School Psychologist structures activities or information that asksstudents/recipients to make connections between the content and theirpersonal interests.

The School Psychologist is aware of how content relates tostudents/recipients personal interests.

Students/recipients engage in activities that require them to makeconnections between their personal interests and the content.

When asked, students/recipients explain how making connectionsbetween content and their personal interests engages them and helpsthem better understand the content.


https://swiobservation.mysdpbc.org/resource/show/540dea5ce4b069e3cb48a7a2?popup=true&lookforId=53d6453ae4b0d226bdfcae16&title=Reflection+Questions

https://swiobservation.mysdpbc.org/resource/show/540dea5ce4b069e3cb48a79f?popup=true&lookforId=53d6453ae4b0d226bdfcae16&title=Scale

https://swiobservation.mysdpbc.org/resource/show/53d6453be4b0d226bdfcae23?popup=true&lookforId=53d6453ae4b0d226bdfcae22&title=Scale




Scale:


The teacher uses unusual or intriguing and relevant information about the content to enhance cognitive engagement. Desired Effect: Students cognitively engage or reengage as aresult of presentation of unusual or intriguing information.

Evidence:

Resources:


Scale:

Teacher systematically provides interesting facts and details about thecontent

Teacher encourages students to identify interesting information aboutthe content

Teacher engages students in activities like “Believe it or not” about thecontent

Teacher uses guest speakers and various digital resources (e.g., mediaclips) to provide unusual information about the content

Student attention increases when unusual information is presentedabout the content

Students explain how the unusual information makes them moreinterested in the content

Students explain how the unusual information deepens theirunderstanding of the content


https://swiobservation.mysdpbc.org/resource/show/540dea5de4b069e3cb48a7ad?popup=true&lookforId=53d6453be4b0d226bdfcae2c&title=Reflection+Questions

https://swiobservation.mysdpbc.org/resource/show/540dea5de4b069e3cb48a7ab?popup=true&lookforId=53d6453be4b0d226bdfcae2c&title=Scale




DQ 7: Recognizing Adherence to Rules and Procedures


The School Psychologist uses "withitness" to maintain adherence to rules and procedures and maintain the integrity of the evaluation session.

Evidence:

Resources:

Scale

Scale:

The School Psychologist demonstrates the ability to ascertain when astudent/recipient is in nonengaged in the activity.

School Psychologist scans the entire room/setting making eye contactwith all students/recipients

Students/recipients recognize that the School Psychologist is aware oftheir behavior

When asked, students describe the School Psychologist as “aware ofwhat is going on” or “has eyes on the back of his/her head”



https://swiobservation.mysdpbc.org/resource/show/53d6453ce4b0d226bdfcae3a?popup=true&lookforId=53d6453ce4b0d226bdfcae39&title=Scale





The teacher consistently and fairly applies consequences for not following rules and procedures. Desired Effect: Students adhere to rules and procedures as a result of the teacherapplying consequences consistently and fairly.

Evidence:

Resources:


Teacher reminds students of selfregulation strategies

Teacher provides nonverbal signals when student behavior is notappropriate

Eye contact

Proximity

Tap on the desk

Shaking head “no”

Teacher provides verbal signals when student behavior is notappropriate



Teacher uses group contingency consequences when appropriate (i.e.,whole group must demonstrate a specific behavior)

Teacher involves the home when appropriate (i.e., makes a call hometo parents to help extinguish inappropriate behavior)

Teacher uses direct cost consequences when appropriate (e.g., studentmust fix something he/she has broken)

Students demonstrate use of selfregulation strategies

Students cease inappropriate behavior when signaled by the teacher

Students accept consequences as part of the way class is conducted

Students describe the teacher as fair in application of rules

https://swiobservation.mysdpbc.org/resource/show/540dea5ee4b069e3cb48a7b8?popup=true&lookforId=53d6453ce4b0d226bdfcae41&title=Reflection+Questions

https://swiobservation.mysdpbc.org/resource/show/540dea5ee4b069e3cb48a7b4?popup=true&lookforId=53d6453ce4b0d226bdfcae41&title=Scale




Scale:


The teacher consistently and fairly acknowledges adherence to rules and procedures. Desired Effect: Students adhere to rules and procedures as a result of the teacheracknowledging adherence to rules and procedures.

Evidence:

Teacher acknowledges when students use selfregulation strategies

Teacher provides nonverbal signals that a rule or procedure has beenfollowed

Smile

Nod of head

“High five”

Teacher gives verbal cues that a rule or procedure has been followed


Describes student behaviors that adhere to a rule or procedure

Teacher notifies the home when a rule or procedure has been followed

Teacher uses tangible recognition when a rule or procedure has beenfollowed


Token economies

Students selfmonitor and cease inappropriate behavior after receivingacknowledgement from the teacher

Student verbal and nonverbal behaviors indicate appreciation of theteacher acknowledging their positive behavior

Students describe the teacher as appreciative of their good behavior

Students say that the teacher fairly and consistently acknowledgesadherence to rules and procedures

The number of students adhering to rules and procedures increases





Resources:


Scale:

DQ 8: Establishing and Maintaining Effective Relationships with Students


The School Psychologist uses students’/recipients’ interests and background to guide intervention and or assessment integrating cultural issues and contexts which impact learning.

Evidence:

The School Psychologist uses discussions with students/recipients aboutevents in their lives.

The School Psychologist uses discussions with students/recipients abouttopics in which they are interested.

The School Psychologist recognizes and supports diversity and culturalcompetence.

When asked, students/recipients describe the School Psychologist assomeone who knows them and/or is interested in them.

Students/recipients respond when the School Psychologistdemonstrates understanding of their interests and background.

When asked students/recipients say they feel accepted.


https://swiobservation.mysdpbc.org/resource/show/540dea5fe4b069e3cb48a7be?popup=true&lookforId=53d6453de4b0d226bdfcae4f&title=Reflection+Questions

https://swiobservation.mysdpbc.org/resource/show/540dea5fe4b069e3cb48a7bc?popup=true&lookforId=53d6453de4b0d226bdfcae4f&title=Scale




Resources:

Scale

Scale:


When appropriate, the School Psychologist uses verbal and nonverbal behavior that indicates caring for students/recipients.

Evidence:

Resources:

Scale

The School Psychologist compliments students/recipients regardingacademic and personal accomplishments

The School Psychologist engages in informal conversations withstudents/recipients that are not related to the content.

The School Psychologist uses smiles, nods, (etc) at students/recipientswhen appropriate.

When asked, students/recipients describe School Psychologist assomeone who cares for them.

Students/recipients respond to the School Psychologist’s verbalinteractions.

Students/recipients respond to the School Psychologist’s nonverbalinteractions.


https://swiobservation.mysdpbc.org/resource/show/53d6453de4b0d226bdfcae5d?popup=true&lookforId=53d6453de4b0d226bdfcae5c&title=Scale

https://swiobservation.mysdpbc.org/resource/show/53d6453ee4b0d226bdfcae67?popup=true&lookforId=53d6453ee4b0d226bdfcae66&title=Scale




Scale:


The School Psychologist demonstrates professional demeanor.

Evidence:

Resources:

Scale

Scale:

The School Psychologist does not exhibit extremes in positive ornegative emotions.

The School Psychologist addresses inflammatory issues and events in acalm and controlled manner.

The School Psychologist interacts with all students/recipients in thesame calm and controlled fashion

Students/participants are settled by the School Psychologist’s calmdemeanor.

When asked, the students/recipients describe the School Psychologistas in control of himself/herself and in control of the setting.

When asked, students/recipients say that the School Psychologist doesnot hold grudges or take things personally.



https://swiobservation.mysdpbc.org/resource/show/53d6453ee4b0d226bdfcae71?popup=true&lookforId=53d6453ee4b0d226bdfcae70&title=Scale




DQ 9: Communicating High Expectations for All Students

Demonstrating Value and Respect for All Students

The School Psychologist exhibits behaviors that demonstrate value and respect for all students/recipients.

Evidence:

Resources:

Scale

Scale:

The School Psychologist provides students/recipients with nonverbalindications that they are valued and respected:

Makes eye contact

Smiles


The School Psychologist does not allow negative comments about anystudents/recipients.

When asked, students/recipients say that the educator cares for allstudents

Students/recipients treat each other with respect


https://swiobservation.mysdpbc.org/resource/show/53d6453ee4b0d226bdfcae7b?popup=true&lookforId=53d6453ee4b0d226bdfcae7a&title=Scale




Asking Questions of Low Expectancy Students

The teacher asks questions of low expectancy students with the same frequency and depth as with high expectancy students. Desired Effect: All students are asked questions withthe same frequency and depth.

Evidence:

Resources:


Scale:


The teacher probes incorrect answers of low expectancy students by requiring them to provide evidence for their conclusions and examine the sources of their evidence. DesiredEffect: All students who respond with incorrect answers are probed in the same manner.

Teacher makes sure low expectancy students are asked questions atthe same rate as high expectancy students

Teacher makes sure low expectancy students are asked complexquestions that require conclusions at the same rate as high expectancystudents

Students say that the teacher expects everyone to participate

Students say that the teacher asks difficult questions of every student


https://swiobservation.mysdpbc.org/resource/show/540dea62e4b069e3cb48a7d0?popup=true&lookforId=53d6453fe4b0d226bdfcae82&title=Scale

https://swiobservation.mysdpbc.org/resource/show/540dea62e4b069e3cb48a7d2?popup=true&lookforId=53d6453fe4b0d226bdfcae82&title=Reflection+Questions




Evidence:

Resources:


Scale:

Teacher rephrases questions for low expectancy students when theyprovide an incorrect answer

Teacher probes low expectancy students to provide evidence of theirconclusions

Teacher asks low expectancy students to examine the sources of theirevidence

When low expectancy students demonstrate frustration, the teacherallows them to collect their thoughts but goes back to them at a laterpoint in time

Teacher asks low expectancy students to further explain their answerswhen they are incorrect

Students say that the teacher won’t “let you off the hook”

Students say that the teacher “won’t give up on you”

Students say that the teacher helps them think about and analyze theirincorrect answers

Student artifacts show the teacher holds all students to the same levelof expectancy for drawing conclusions and providing sources ofevidence


https://swiobservation.mysdpbc.org/resource/show/540dea62e4b069e3cb48a7d4?popup=true&lookforId=53d6453fe4b0d226bdfcae8c&title=Scale

https://swiobservation.mysdpbc.org/resource/show/540dea63e4b069e3cb48a7d6?popup=true&lookforId=53d6453fe4b0d226bdfcae8c&title=Reflection+Questions

School District of Palm Beach County Department of Professional Development

Based on the work of Dr. Robert J. Marzano and/or Learning Sciences International.

Professional Growth PlanINSTRUCTIONS

1. Please log into iObservation and then hover your cursor over the “Growth” tab and select “Plans.”

2. Click on the “Create New Plan” button.

3. You should now see the “Create New Growth Plan” page. Please note that the “Self-Assessment” in Step 1 is

completely OPTIONAL. You are not required to complete this part in order to proceed.

Appendix F Professional Growth Plan Instructions


4. If you opt for taking the Self-Assessment, then please make sure that after completing the Self-Assessment that you

click the “Finish” button at the top right to proceed to the next part of the process.

5. Click the link in Step 2 called, “Select Target Element.”

6. Click on “Configure” for the Element you are targeting for your PGP. Remember, all teachers must choose 1 element.

The Element is teacher selected from Domain 1 (may be selected if not observed in previous school year and/or was

observed but not rated innovating).


7. Set goals for your selected Element.

8. Once you have configured your selected Element, please click the “Back to Plan” button to the bottom right.

9. Click on the link in Step 3 called, “Develop a Plan for Growth” to identify your Action Plan steps.

10. Click on the link called, “Add a Step” to create your Action Plan step.


11. Once your Action Plan step is entered, please click on the “Save Action Step” button at the bottom right.

12. Once you have entered all of your Action Plan steps, please click on the “Save Action Step Order” button at the

bottom right.

13. Please click the “Activate Plan” button at the bottom of the page in order to start your Professional Growth Plan.

Please contact Anthony Dougherty at [email protected] for more information.

School District of Palm Beach County Instructional Evaluation System (IEST – 2015)

Appendix G – Checklist for Approval

Performance of Students

The district has provided and meets the following criteria:

For all instructional personnel:

The percentage of the evaluation that is based on the performance of students

criterion. Pg3

An explanation of the scoring method, including how it is calculated and

combined. Pg3-4

At least one-third of the evaluation is based on performance of students. Pg3

For classroom teachers newly hired by the district:

The student performance measure(s). Pg5-6

Scoring method for each evaluation, including how it is calculated and

combined. Pg6

For all instructional personnel, confirmed the inclusion of student performance:

Data for at least three years, including the current year and the two years

immediately preceding the current year, when available. Pg3-4

If less than the three most recent years of data are available, those years for

which data are available must be used. Pg3-4

If more than three years of student performance data are used, specified the

years that will be used. Pg3-4

For classroom teachers of students for courses assessed by statewide, standardized

assessments:

Documented that VAM results comprise at least one-third of the evaluation.

Pg4

For teachers assigned a combination of courses that are associated with the

statewide, standardized assessments and that are not, the portion of the

evaluation that is comprised of the VAM results is identified, and the VAM

results are given proportional weight according to a methodology selected by

the district. Pg4-5

For all instructional personnel of students for courses not assessed by statewide, standardized

assessments:

For classroom teachers, the district-determined student performance

measure(s) used for personnel evaluations. Pg4-5

For instructional personnel who are not classroom teachers, the district-

determined student performance measure(s) used for personnel evaluations.

Pg3

Instructional Practice




The percentage of the evaluation system that is based on the instructional

practice criterion. Pg8

At least one-third of the evaluation is based on instructional practice. Pg8

An explanation of the scoring method, including how it is calculated and

combined. Pg8-9

The district evaluation framework for instructional personnel is based on

contemporary research in effective educational practices. Pg9


A crosswalk from the district's evaluation framework to the Educator

Accomplished Practices demonstrating that the district’s evaluation system

contains indicators based upon each of the Educator Accomplished Practices.

Pg 10-12

For classroom teachers:

The observation instrument(s) that include indicators based on each of the

Educator Accomplished Practices. Pg 12

For non-classroom instructional personnel:

The evaluation instrument(s) that include indicators based on each of the

Educator Accomplished Practices. Pg 12


Procedures for conducting observations and collecting data and other evidence

of instructional practice. Pg13-15

Other Indicators of Performance


Described the additional performance indicators, if any. Pg16-17

The percentage of the final evaluation that is based upon the additional

indicators. Pg16

The scoring method, including how it is calculated and combined. Pg17

Summative Evaluation Score


Summative evaluation form(s). Pg19

Scoring method, including how it is calculated and combined. Pg20

The performance standards used to determine the summative evaluation rating

(the four performance levels: highly effective, effective, needs

improvement/developing, unsatisfactory). Pg20

Additional Requirements



Confirmation that the district provides instructional personnel the opportunity

to review their class rosters for accuracy and to correct any mistakes. Pg22

Documented that the evaluator is the individual who is responsible for

supervising the employee. Pg22

Identified additional positions or persons who provide input toward the

evaluation, if any. Pg.28

Description of training programs:

Processes to ensure that all employees subject to an evaluation system are

informed on evaluation criteria, data sources, methodologies, and procedures

associated with the evaluation before the evaluation takes place. Pg23

Processes to ensure that all individuals with evaluation responsibilities and

those who provide input toward evaluation understand the proper use of the

evaluation criteria and procedures. Pg23 & 31

Documented:

Processes for providing timely feedback to the individual being evaluated.

Pg23

Description of how results from the evaluation system will be used for

professional development. Pg23

Requirement for participation in specific professional development programs

by those who have been evaluated as less than effective. Pg24

All instructional personnel must be evaluated at least once a year. Pg25

All classroom teachers must be observed and evaluated at least once a

year. Pg25

Newly hired classroom teachers are observed and evaluated at least twice

in the first year of teaching in the district. Pg19

For instructional personnel:

Inclusion of opportunities for parents to provide input into performance

evaluations when the district determines such input is appropriate. Pg26

Description of the district’s criteria for inclusion of parental input. Pg26

Description of manner of inclusion of parental input. Pg26

Identification of the teaching fields, if any, for which special evaluation

procedures and criteria are necessary. Pg26

Description of the district’s peer assistance process, if any. Pg29

District Evaluation Procedures


That its evaluation procedures comply with s. 1012.34(3)(c), F.S., including:

That the evaluator must submit a written report of the evaluation to the

district school superintendent for the purpose of reviewing the employee’s

contract. Pg30

That the evaluator must submit the written report to the employee no later

than 10 days after the evaluation takes place. Pg30


That the evaluator must discuss the written evaluation report with the

employee. Pg30

That the employee shall have the right to initiate a written response to the

evaluation and the response shall become a permanent attachment to his

or her personnel file. Pg30

That the District’s procedures for notification of unsatisfactory performance

meet the requirement of s. 1012.34(4), F.S. Pg30-31

That district evaluation procedures require the district school superintendent to

annually notify the Department of any instructional personnel who receives

two consecutive unsatisfactory evaluations and to notify the Department of

any instructional personnel who are given written notice by the district of

intent to terminate or not renew their employment, as outlined in s. 1012.34,

F.S. Pg29

District Self-Monitoring

The district self-monitoring includes processes to determine the following:

Evaluators’ understanding of the proper use of evaluation criteria and

procedures, including evaluator accuracy and inter-rater reliability. Pg31

Evaluators provide necessary and timely feedback to employees being

evaluated. Pg31

Evaluators follow district policies and procedures in the implementation of

evaluation system(s). Pg31

The use of evaluation data to identify individual professional development.

Pg31/32

The use of evaluation data to inform school and district improvement plans.

Pg31/32