marzano focused teacher evaluation model · formation within lessons 43 – lessons with units 44...
TRANSCRIPT
1.877.411.7114 | LearningSciences.com © 2017 Learning Sciences International
• Using Formative Assessment to Track Progress• Providing Feedback and Celebrating Progress• Organizing Students to Interact with Content• Establishing and Acknowledging Adherence to
Rules and Procedures• Using Engagement Strategies• Establishing and Maintaining Effective
Relationships in a Student-Centered Classroom• Communicating High Expectations for Each
Student to Close the Achievement Gap
Standards-Based Planning
Conditions for Learning
• Planning Standards-Based Lessons/Units• Aligning Resources to Standard(s)• Planning to Close the Achievement Gap Using Data
• Adhering to School and District Policies and Procedures
Professional Responsibilities
• Identifying Critical Content from the Standards• Previewing New Content• Helping Students Process New Content• Using Questions to Help Students Elaborate on Content• Reviewing Content• Helping Students Practice Skills, Strategies, and Processes• Helping Students Examine Similarities and Differences• Helping Students Examine Their Reasoning• Helping Students Revise Knowledge• Helping Students Engage in Cognitively Complex Tasks
Standards-Based Instruction
Marzano Focused Teacher Evaluation ModelStandards-Based Classroom with Rigor
• Maintaining Expertise in Content and Pedagogy
• Promoting Teacher Leadership and Collaboration
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Marzano Focused Teacher Evaluation
Model-U
niversal STA
ND
AR
DS-B
ASED
PLAN
NIN
G
0 1
2 3
4
Planning Standards-Based Lessons/Units
Aligning Resources to Standard(s)
Planning to Close the Achievem
ent Gap U
sing Data
STA
ND
AR
DS-B
ASED
INSTR
UC
TION
0
1 2
3 4
Identifying Critical C
ontent from the Standards
(Required evidence in every lesson)
Previewing N
ew C
ontent
Helping Students Process N
ew C
ontent
Using Q
uestions to Help Students Elaborate on C
ontent
Review
ing Content
H
elping Students Practice Skills, Strategies, and Processes
Helping Students Exam
ine Similarities and D
ifferences
Helping Students Exam
ine Their Reasoning
H
elping Students Revise Know
ledge
Helping Students Engage in C
ognitively Com
plex Tasks
CO
ND
ITION
S FOR
LEAR
NIN
G
0 1
2 3
4 U
sing Formative Assessm
ent to Track Progress
Providing Feedback and Celebrating Progress
Organizing Students to Interact w
ith Content
Establishing and Acknow
ledging Adherence to Rules and
Procedures
Using Engagem
ent Strategies
Establishing and Maintaining Effective R
elationships in a Student-C
entered Classroom
Com
municating H
igh Expectations for Each Student to Close the
Achievement G
ap
PRO
FESSION
AL R
ESPON
SIBILTIES
0 1
2 3
4
Adhering to School and District Policies and Procedures
Maintaining Expertise in C
ontent and Pedagogy
Promoting Teacher Leadership and C
ollaboration
© 2017 Learning Sciences International.
LearningSciences.com
Crossw
alk: M
arzano Focused Teacher Evaluation Model &
2014 Marzano Teacher Evaluation M
odel M
arzano Focused Teacher Evaluation Model
2014 Marzano Teacher Evaluation M
odel
Standards-Based Planning Planning Standards-Based Lessons/U
nits 1 – Providing Rigorous Learning G
oals and Performance Scales
(Rubrics) 9 – Chunking Content into “Digestible Bites” 42 – Effective Scaffolding of Inform
ation within Lessons
43 – Lessons with U
nits 44 – Attention to Established Content Standards
Aligning Resources to Standard(s) 45 – U
se of Available Traditional Resources 46 – U
se of Available Technology Planning to Close the Achievem
ent Gap U
sing Data
47 – Needs of English Language Learners
48 – Needs of Students Receiving Special Education
49 – Needs of Students W
ho Lack Support for Schooling Standards-Based Instruction Identifying Critical Content from
the Standards 6 – Identifying Critical Content 9 – Chunking Content into “Digestible Bites”
Previewing N
ew Content
8 – Previewing Content
Helping Students Process New
Content 10 – Helping Students Process N
ew Content
12 – Helping Students Record and Represent Knowledge
Using Q
uestions to Help Students Elaborate on Content
11 – Helping Students Elaborate on New
Content
Reviewing Content
14 – Reviewing Content
Helping Students Practice Skills, Strategies, and Processes
16 – Using Hom
ework
19 – Helping Students Practice Skills, Strategies, and Processes Helping Students Exam
ine Similarities and
Differences 17 – Helping Students Exam
ine Similarities and Differences
Helping Students Examine Their Reasoning
18 – Helping Students Examine Their Reasoning
Helping Students Revise Knowledge
13 – Helping Students Reflect on Learning 20 – Helping Students Revise Know
ledge Helping Students Engage in Cognitively Com
plex Tasks
22 – Engaging in Cognitively Complex Tasks Involving Hypothesis
Generation and Testing Conditions for Learning U
sing Formative Assessm
ent to Track Progress 2 – Tracking Student Progress
Providing Feedback and Celebrating Success 2 – Tracking Student Progress 3 – Celebrating Success
Organizing Students to Interact w
ith Content 7 – O
rganizing Students to Interact with N
ew Content
15 – Organizing Students to Practice and Deepen Know
ledge 21 – O
rganizing Students for Cognitively Complex Tasks
23 – Providing Resources and Guidance for Cognitively Com
plex Tasks
Establishing and Acknowledging Adherence to
Rules and Procedures 4 – Establishing Classroom
Routines 5 – O
rganizing the Physical Layout of the Classroom
33 – Demonstrating “W
ithitness” 34 – Applying Consequences for Lack of Adherence to Rules and Procedures 35 – Acknow
ledging Adherence to Rules and Procedures
© 2017 Learning Sciences International.
LearningSciences.com
Using Engagem
ent Strategies 24 – N
oticing When Students are N
ote Engaged 25 – U
sing Academic Gam
es 26 – M
anaging Response Rates 27 – U
sing Physical Movem
ent 28 – M
aintaining a Lively Pace 29 – Dem
onstrating Intensity and Enthusiasm 30 – U
sing Friendly Controversy 31 – Providing O
pportunities for Students to Talk About Themselves
32 – Presenting Unusual of Intriguing Inform
ation Establishing and M
aintaining Effective Relationships in a Student -Centered Classroom
36 – U
nderstanding Students’ Interests and Backgrounds 37 – U
sing Verbal and Nonverbal Behaviors that Indicate Affection
for Students 38 – Displaying O
bjectivity and Control Com
municating High Expectations for Each
Student to Close the Achievement G
ap 39 – Dem
onstrating Value and Respect for Low Expectancy Students
40 – Asking Questions of Low
Expectancy Students 41 – Probing Incorrect Answ
ers with Low
Expectancy Students Professional Responsibilities Adhering to School/District Policies and Procedures
59 – Adhering to District and School Rules and Procedures 60 – Participating in District and School Initiatives
Maintaining Expertise in Content and Pedagogy
50 – Identifying Areas of Pedagogical Strength and Weakness
51 – Evaluating the Effectiveness of Individual Lessons and Units
52 – Evaluating the Effectiveness of Specific Pedagogical Strategies and Behaviors 53 – Developing a W
ritten Grow
th and Development Plan
54 – Monitoring Progress Relative to the Professional G
rowth and
Development Plan
Promoting Teacher Leadership and
Collaboration 55 – Prom
oting Positive Interactions with Colleagues
56 – Promoting Positive Interactions about Students and Parents
57 – Seeking Mentorship for Areas of N
eed or Interest 58 – M
entoring Other Teachers and Sharing Ideas and Strategies
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Planning Standards-Based Lessons/U
nits Focus Statem
ent:Using established content standards, the teacher plans rigorous units w
ith learning targets embedded
within a perform
ance scale that demonstrates a progression of learning.
Desired Effect: Teacher provides evidence of im
plementing lessons/units plans aligned to grade level standard(s) using
learning targets embedded in a perform
ance scale. Planning Evidence �
Plans exhibit a focus on the essential standards �
Plans include a scale that builds a progression of knowledge from
simple to com
plex �
Plans identify learning targets aligned to the rigor of required standards �
Plans identify specific instructional strategies appropriate for the learning target �
Plans illustrate how learning w
ill scaffold from an understanding of foundational content to application of inform
ation in authentic w
ays �
Lessons are planned with teachable chunks of content
� W
hen appropriate, lessons/units are integrated with other content areas
� W
hen appropriate, learning targets and unit plans include district scope and sequence �
Plans illustrate how equity is addressed in the classroom
�
When appropriate, plans illustrate how
Individualized Education Plans (IEPs)/personal learning plans are addressed in the classroom
�
When appropriate, plans illustrate how
EL strategies are addressed in the classroom
� W
hen appropriate, plans integrate cultural competencies and/or standards
Example Im
plementation Evidence
�
Lesson plans align to grade level standard(s) with targets and use a perform
ance scale �
Planned and completed student assignm
ents/work dem
onstrate that lessons are aligned to grade level standards/targets at the appropriate taxonom
y level �
Planned and completed student assignm
ents/work require practice w
ith complex text and its academ
ic language �
Planned and completed student assignm
ents/work dem
onstrate development of applicable m
athematical practices
� Planned and com
pleted student assignments/w
ork demonstrate grounding in real-w
orld application �
Planned and completed student assignm
ents/work dem
onstrate how equity has been addressed in the lesson/unit
� Planned and com
pleted student assignments/w
ork demonstrate how
Individualized Education Plans (IEPs)/personal learning plans have been addressed in the lesson/unit
� Planned and com
pleted student assignments/w
ork demonstrate how
EL strategies have been addressed in the lesson/unit
� Planned and com
pleted student assignments/w
ork indicate opportunities for students to insert content specific to their cultures
� Artifacts dem
onstrate the teacher helps others by sharing evidence of planning and implem
enting lesson/unit plans aligned to grade level standards (e.g. PLC
notes, emails, blogs, sam
ple units, discussion group)
Not U
sing (0) B
eginning (1) D
eveloping (2) A
pplying (3) Innovating (4)
Teacher makes no
attempt to plan
rigorous units with
learning targets em
bedded within a
performance scale that
demonstrates a
progression of learning.
Using established
content standards, the teacher attem
pts to plan rigorous units w
ith learning targets em
bedded within a
performance scale that
demonstrates a
progression of learning.
Using established
content standards, the teacher plans rigorous units w
ith learning targets em
bedded w
ithin a performance
scale that dem
onstrates a progression of learning.
Using established
content standards, the teacher plans rigorous units w
ith learning targets em
bedded w
ithin a performance
scale that dem
onstrates a progression of learning and provides evidence of im
plementing
lessons/units plans aligned to grade level standard(s) using learning targets em
bedded in a perform
ance scale.
Teacher helps others by sharing evidence of im
plementing
lessons/units plans aligned to grade level standard(s) using learning targets em
bedded in a perform
ance scale and the im
pacts on student learning.
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Aligning R
esources to Standard(s) Focus Statem
ent:Teacher planincludes
traditional and/or digital resources for use in standards-based units and lessons.D
esired Effect: Teacher implem
ents traditional and/or digital resources to support teaching standards-based units and lessons. Planning Evidence �
Plans identify how to use traditional resources such as text books, m
anipulatives, primary source m
aterials, etc. at the appropriate level of text com
plexity to implem
ent the unit or lesson plan �
Plans integrate a variety of text types (structures) �
Plans incorporate nonfiction text �
Plans identify Standards for Mathem
atical Practice to be applied �
Plans identify how available technology w
ill be used •
Interactive whiteboards
• R
esponse systems
• Voting technologies
• O
ne-to-one computers
• Social netw
orking sites •
Blogs •
Wikis
• D
iscussion boards �
When appropriate, plans identify resources w
ithin the comm
unity that will be used to enhance students’ understanding of
the content (i.e. cultural and ethnic resources) �
When appropriate, plans identify how
to use human resources, such as a co-teacher, paraprofessional, one-on-one tutor,
mentor, etc. to im
plement the unit or lesson plan
Example Im
plementation Evidence
� Traditional resources are appropriately aligned to grade level standards •
Text books •
Manipulatives
• Prim
ary source materials
� D
igital resources are appropriately aligned to grade level standards •
Interactive whiteboards
• R
esponse systems
• Voting technologies
• O
ne-to-one computers
• Social netw
orking sites •
Blogs •
Wikis
• D
iscussion boards �
Planned student assignments/w
ork incorporate the use of traditional and/or digital resources, and facilitate learning of the standards
� Planned student assignm
ents/work incorporate the use of a variety of text types (including structures and nonfiction) and
resources at the appropriate level of text complexity
� Planned student assignm
ents/work require reasoning and explaining, m
odeling and using tools, seeing structure and generalizing of m
athematics
� Planned resources include those specific to students’ culture
� Artifacts dem
onstrate the teacher helps others by sharing evidence of planning and implem
enting supporting resources aligned to grade level standards (e.g. PLC
notes, emails, blogs, sam
ple units, discussion group)
Not U
sing (0) B
eginning (1) D
eveloping (2) A
pplying (3) Innovating (4)
Teacher plan does not include traditional and/or digital resources for use in standards-based units and lessons.
Teacher plan includes traditional and/or digital resources for use in standards-based units and lessons that do not support the lesson.
Teacher plan includes traditional and/or digital resources for use in standards-based units and lessons.
Teacher plan includes traditional and/or digital resources for use in standards-based units and lessons and provides evidence of im
plementing traditional
and/or digital resources to support teaching standards-based units and lessons.
Teacher helps others by sharing evidence of including and im
plementing
traditional and/or digital resources to support teaching standards-based units and lessons.
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Planning to Close the A
chievement G
ap Using D
ata Focus Statem
ent:Teacher uses data to identify and plan to meet the needs of each student in order to close the
achievement gap.
Desired Effect: Teacher provides data show
ing that each student (including English learners [EL], exceptional education students, gifted and talented, socio-econom
ic status, ethnicity) makes progress tow
ards closing the achievement gap.
Planning Evidence �
Plans include a process for helping students track their individual progress on learning targets �
Plans specify accomm
odations and/or adaptations for individual EL or groups of students, and cite the data and rationale used to select that accom
modation
� Plans specify accom
modations and/or adaptations for individual or groups of students receiving special education
according to the Individualized Education Plan (IEP) �
Plans specify accomm
odations and/or adaptations for students who appear to have little support for schooling
� Plans include potential instructional adjustm
ents that could be made based on student evidence/data
� Plans take into consideration equity issues (i.e. fam
ily resources for assisting with hom
ework and/or providing other
resources required for class) �
Plans take into consideration how to com
municate w
ith families w
ith diverse needs (i.e. English is a second language, cultural considerations, deaf and hearing im
paired, visually impaired, etc.)
� Productive changes are m
ade to lesson plans in response to formative assessm
ent (monitoring)
� A coherent record-keeping system
is developed and maintained on student learning
Example Im
plementation Evidence
�
Planned student assignments/w
ork reflect accomm
odations and/or adaptations used for individual students or sub-groups (e.g. EL, gifted, etc.) at the appropriate grade level targets
� Planned student assignm
ents/work reflect accom
modations and/or adaptations for individual or groups of students
receiving special education according to the Individualized Education Plan (IEP) at the appropriate grade level targets �
Planned student assignments/w
ork reflect accomm
odations and/or adaptations for students who appear to have little
support for schooling �
Planned student assignments/w
ork show students track their individual progress on learning targets
� Form
ative and summ
ative measures indicate individual and class progress tow
ards learning targets and modifications
made as needed
� Artifacts dem
onstrate the teacher helps others by sharing evidence of how to use data to plan and im
plement
lessons/units that result in closing the achievement gap (e.g. PLC
notes, emails, blogs, sam
ple units, discussion group) �
Information about student progress is regularly sent hom
e
Not U
sing (0) B
eginning (1) D
eveloping (2) A
pplying (3) Innovating (4)
Teacher makes no
attempt to use data to
identify and plan to m
eet the needs of each student in order to close the achievem
ent gap.
Teacher attempts to
use data to identify and plan to m
eet the needs of each student in order to close the achievem
ent gap.
Teacher uses data to identify and plan to m
eet the needs of each student in order to close the achievem
ent gap.
Teacher uses data to identify and plan to m
eet the needs of each student in order to close the achievem
ent gap and provides evidence of data show
ing that each student (including English learners [EL], exceptional education students, gifted and talented, socio-econom
ic status, ethnicity) m
akes progress tow
ards closing the achievem
ent gap.
Teacher helps others by sharing evidence of using data show
ing that each student (including English learners [EL], exceptional education students, gifted and talented, socio-econom
ic status, ethnicity) m
akes progress tow
ards closing the achievem
ent gap.
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��������������������'� ��:��� Identifying C
ritical Content from
the Standards (Required evidence in every lesson)
Focus Statement:Teacher uses the progression of standards-based learning targets (em
bedded within a perform
ance scale) to identify accurate critical content during a lesson or part of a lesson. D
esired Effect: Evidence (formative data) dem
onstrates students know w
hat content is important and w
hat is not important as
it relates to the learning target(s). Exam
ple Teacher Instructional Techniques (Check any technique used in the lesson)
�
Identify a learning target aligned to the grade level standard(s) �
Begin and end the lesson with focus on the learning target to indicate the critical content of the lesson
� Provide a learning target em
bedded in a scale specifying critical content from the standard(s)
� R
elate classroom activities to the target and/or scale throughout the lesson
� Identify differences betw
een the critical content from the standard(s) and non-critical content
� U
se a scaffolding process to identify critical content for each ‘chunk’ of the learning progression �
Use verbal/visual cueing
� U
se storytelling and/or dramatic instruction
� M
odel how to identify m
eaning and purpose in a text �
Ensure text complexity aligns to the critical content
� W
hen appropriate, use cultural examples to connect learning activities to the learning target/critical content
Example Teacher Techniques for M
onitoring for Learning (Check any category used in the lesson)
�
Use a G
roup Activity to monitor that students know
what content is im
portant �
Use Student W
ork (Recording and R
epresenting) to monitor that students know
what content is im
portant �
Use All R
esponse Methods to m
onitor that students know w
hat content is important
� U
se Questioning Sequences to m
onitor that students know w
hat content is important
Example Student Evidence of D
esired Effect (Percent of students who dem
onstrate achievement of the desired effect that
students know w
hat content is important. Student evidence is obtained as the teacher uses a m
onitoring technique.)
� Student conversation in groups focus on critical content
� G
enerate short written response (i.e. sum
mary, entrance/exit ticket)
� C
reate nonlinguistic representations (i.e. diagram, m
odel, scale) �
Student-generated notes focus on critical content �
Responses to questions focus on critical content
� Explain purpose and unique characteristics of key concepts/critical content
� Explain applicable m
athematical practices in critical content
� W
hen appropriate, responses involve explanatory content specific to their culture Exam
ple Adaptations a teacher can m
ake after monitoring student evidence and determ
ining how m
any students dem
onstrate the desired learning �
Reteach or use a new
teacher technique �
Reorganize groups
� U
tilize peer resources
�
Modify the task
� Provide additional resources
Not U
sing (0) B
eginning (1) D
eveloping (2) A
pplying (3) Innovating (4)
Strategy was
called for but not exhibited.
Uses strategy
incorrectly or w
ith parts m
issing.
Teacher uses the progression of standards-based learning targets em
bedded within a
performance scale to identify
accurate critical content during a lesson or part of a lesson, but less than the m
ajority of students are displaying the desired effect in student evidence at the taxonom
y level of the critical content.
Teacher uses the progression of standards-based learning targets em
bedded within a perform
ance scale to identify accurate critical content during a lesson or part of a lesson. The desired effect is displayed in the m
ajority of student evidence at the taxonom
y level of the critical content. ��������������������������������������������������������������������
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��������������������'� ��;��� Preview
ing New
Content
Focus Statem
ent:Teacher engages students in previewing activities that require students to access prior know
ledge as it relates to the new
content. D
esired Effect: Evidence (formative data) dem
onstrates students make a link from
what they know
to what is about to be
learned. Exam
ple Teacher Instructional Techniques (Check any technique used in the lesson)
�
Facilitate identification of the basic relationship between prior ideas and new
content (purpose for the new content)
� U
se preview questions before instruction or a teacher-directed activity
� U
se K-W-L strategy or variation
� Provide advanced organizer (e.g. outline, graphic organizer)
� Facilitate a student brainstorm
�
Use anticipation guide or other pre-assessm
ent activity �
Use m
otivational hook/launching activity (e.g. anecdote, short multim
edia selection, simulation/dem
onstration, m
anipulatives) �
Use digital resources and/or other m
edia to help students make linkages to new
content �
Use cultural resources to facilitate students m
aking a link from w
hat they know to the new
content �
Facilitate identification of previously seen mathem
atical patterns or structures Exam
ple Teacher Techniques for Monitoring for Learning (C
heck any category used in the lesson) �
Use a G
roup Activity to monitor that students can m
ake a link from prior learning to the new
content �
Use Student W
ork (Recording and R
epresenting) to monitor that students can m
ake a link from prior learning to the new
content
� U
se All Response M
ethods to monitor that students can m
ake a link from prior learning to the new
content �
Use Q
uestioning Sequences to monitor that students can m
ake a link from prior learning to the new
content Exam
ple Student Evidence of Desired Effect (Percent of students w
ho demonstrate achievem
ent of the desired effect that students can m
ake a link from prior learning to the new
content. Student evidence is obtained as the teacher uses a m
onitoring technique.) �
Identify basic relationship between prior content and new
content �
Explain linkages with prior know
ledge in individual or group work
� M
ake predictions about new content
� Sum
marize the purpose for new
content �
Explain how prior standards or learning targets link to the new
content �
Explain linkages between m
athematical patterns and structure from
previous grades/lessons and current content Exam
ple Adaptations a teacher can m
ake after monitoring student evidence and determ
ining how m
any students dem
onstrate the desired learning �
Reteach or use a new
teacher technique �
Reorganize groups
� U
tilize peer resources
�
Modify the task
� Provide additional resources
N
ot Using (0)
Beginning (1)
Developing (2)
Applying (3)
Innovating (4) Strategy w
as called for but not exhibited.
Uses strategy
incorrectly or with
parts missing.
Teacher engages students in preview
ing activities that require students to access prior know
ledge as it relates to the new
content, but less than the m
ajority of students are displaying the desired effect in student evidence at the taxonom
y level of the critical content.
Teacher engages students in preview
ing activities that require students to access prior know
ledge as it relates to the new
content. The desired effect is displayed in the m
ajority of student evidence at the taxonom
y level of the �������������������������������critical content. �����������������������������������������
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!����"����� ���������#������������#
����������������� �����������$��%��&������ ����������������������
��������������������'� ������ H
elping Students Process New
Content
Focus Statem
ent:Teacher systematically engages student groups in processing and generating conclusions about new
content. D
esired Effect: Evidence (formative data) dem
onstrates students can summ
arize and generate conclusions about the new
content during interactions with other students.
Example Teacher Instructional Techniques (C
heck any technique used in the lesson) �
Break content into appropriate chunks �
Employ form
al group processing strategies •
Jigsaw
• R
eciprocal teaching •
Concept attainm
ent �
Use inform
al strategies to engage group mem
bers in active processing •
Predictions •
Associations •
Paraphrasing •
Verbal summ
arizing •
Questioning
� Facilitate group m
embers in sum
marizing and/or generating conclusions
� Facilitate the conceptual understanding of critical concepts
� Facilitate quantitative and qualitative reasoning of key m
athematical concepts
� Stop at strategic points to appropriately chunk content based on student evidence and feedback
Example Teacher Techniques for M
onitoring for Learning (Check any category used in the lesson)
� U
se a Group Activity to m
onitor that students can summ
arize and generate conclusions about the content �
Use Student W
ork (Recording and R
epresenting) to monitor that students can sum
marize and generate conclusions
about the content �
Use All R
esponse Methods to m
onitor that students can summ
arize and generate conclusions about the content �
Use Q
uestioning Sequences to monitor that students can sum
marize and generate conclusions about the content
Example Student Evidence of D
esired Effect (Percent of students who dem
onstrate achievement of the desired effect that
students can summ
arize and generate conclusions about the content. Student evidence is obtained as the teacher uses a m
onitoring technique.) �
Discuss and answ
er questions about the new content in groups
� G
enerate conclusions about the new content in group or w
ritten work
� Actively discuss the new
content in groups �
Summ
arize or paraphrase the just learned content �
Make predictions about w
hat they expect to learn next �
Summ
arize or draw conclusions from
complex text and its academ
ic language �
Use repeated reasoning and abstract, quantitative, or qualitative reasoning
Example A
daptations a teacher can make after m
onitoring student evidence and determining how
many students
demonstrate the desired learning
� R
eteach or use a new teacher technique
� R
eorganize groups �
Utilize peer resources
� M
odify task to appropriate chunk of content �
Provide additional resources
Not U
sing (0) B
eginning (1) D
eveloping (2) A
pplying (3) Innovating (4)
Strategy was
called for but not exhibited.
Uses strategy
incorrectly or w
ith parts m
issing.
Teacher systematically
engages student groups in processing and generating conclusions about new
content, but less than the m
ajority of students are displaying the desired effect in student evidence at the taxonom
y level of the critical content.
Teacher systematically
engages student groups in processing and generating conclusions about new
content. The desired effect is displayed in the m
ajority of student ����������������������������������������evidence at the taxonom
y level �����������������������������of the critical content. ��������������������������������������
����������������������
������������������� ����������������������������
�������������� ���������������������
�� ��������
��������������� ���������������
������
� ��������������� ���������������������
�������������������������� ���������������������
!����"����� ���������#������������#
����������������� �����������$��%��&������ ����������������������
��������������������'� ��<��� U
sing Questions to H
elp Students Elaborate on Content
Focus Statement:Teacher uses a linear sequence of increasingly com
plex questions that require students to critically think about the content. D
esired Effect: Evidence (formative data) dem
onstrates students accurately elaborate on content. Exam
ple Teacher Instructional Techniques (Check any technique used in the lesson)
�
Use a linear sequence of increasingly com
plex questions as it relates to the content (text) �
Ask detail questions �
Ask category questions �
Ask elaboration questions (i.e. inferences, predictions, projections, definitions, generalizations, etc.) �
Ask students to provide evidence (i.e. prior knowledge, textual evidence, etc.) for their elaborations
� Present situations or problem
s that involve students analyzing how one idea relates to ideas that w
ere not explicitly taught �
Model the process of using evidence to support elaboration
� M
odel processes and proficiencies to support mathem
atical elaboration Exam
ple Teacher Techniques for Monitoring for Learning (C
heck any category used in the lesson) �
Use a G
roup Activity to monitor that students accurately elaborate on content
� U
se Student Work (R
ecording and Representing) to m
onitor that students accurately elaborate on content �
Use All R
esponse Methods to m
onitor that students accurately elaborate on content �
Use Q
uestioning Sequences to monitor that students accurately elaborate on content
Example Student Evidence of D
esired Effect (Percent of students who dem
onstrate achievement of the desired effect that
students accurately elaborate on content. Student evidence is obtained as the teacher uses a monitoring technique.)
�
Answer detail questions about the content
� Identify characteristics of content-related categories
� M
ake general elaborations about the content �
Provide evidence and support for elaborations �
Identify basic relationships between ideas and how
one idea relates to another �
Artifacts/student work dem
onstrate students can make w
ell-supported elaborative inferences �
Discussions dem
onstrate students can make w
ell-supported elaborative inferences �
Discussions are grounded in evidence from
text, both literary and informational
� D
iscussions and student work provide evidence of m
athematical elaboration
Example A
daptations a teacher can make after m
onitoring student evidence and determining how
many students
demonstrate the desired learning
�
Rephrase questions/scaffold questions
� M
odify task �
Provide additional resources N
ot Using (0)
Beginning (1)
Developing (2)
Applying (3)
Innovating (4) Strategy w
as called for but not exhibited.
Uses strategy
incorrectly or w
ith parts m
issing.
Teacher uses a linear sequence of increasingly com
plex questions that require students to critically think about the content, but less than the m
ajority of students are displaying the desired effect in student evidence at the taxonom
y level of the critical content.
Teacher uses a linear sequence of increasingly com
plex questions that require students to critically think about the content. The desired effect is displayed in the m
ajority of student evidence at the taxonom
y level �����������������������������of the critical content. �����������������������������������������������
����������������������
������������������� ������������������� ���������
�������������� or ���������������� ������������
��������� te���������������� �����the �����������������
� ��������������� ���������������������
�������������������������� ���������������������
!����"����� ���������#������������#
����������������� �����������$��%��&������ ����������������������
��������������������'� ��=��� R
eviewing C
ontent
Focus Statement: Teacher engages students in brief review
of content that highlights the cumulative nature of the content.
Desired Effect: Evidence (form
ative data) demonstrates students know
the previously taught critical content. Exam
ple Teacher Instructional Techniques (Check any technique used in the lesson)
�
Begin lesson with a brief review
of previously taught content �
Use a scaffolding process to system
atically show the cum
ulative nature of the content �
Use specific strategies to help students identify basic relationships betw
een ideas and consciously analyze how one idea
relates to another •
Brief summ
ary •
Problem that m
ust be solved using previous information
• Q
uestions that require a review of content
• D
emonstration
• Brief practice test or exercise
• W
arm-up activity
� Ask students to dem
onstrate increased fluency and/or accuracy of previously taught processes Exam
ple Teacher Techniques for Monitoring for Learning (C
heck any category used in the lesson) �
Use a G
roup Activity to monitor that students know
the previously taught critical content �
Use Student W
ork (Recording and R
epresenting) to monitor that students know
the previously taught critical content �
Use R
esponse Methods to m
onitor that students know the previously taught critical content
� U
se Questioning Sequences to m
onitor that students know the previously taught critical content
Example Student Evidence of D
esired Effect (Percent of students who dem
onstrate achievement of the desired effect that
students know the previously taught critical content. Student evidence is obtained as the teacher uses a m
onitoring technique.) �
Identify basic relationships between current and prior ideas and consciously analyze how
one idea relates to another �
Summ
arize the cumulative nature of the content
� R
esponse to class activities demonstrates students recall previous content (e.g. artifacts, pretests, w
arm-up activities)
� Explain previously taught concepts
� D
emonstrate increased fluency and/or accuracy of previously taught processes
Example A
daptations a teacher can make after m
onitoring student evidence and determining how
many students
demonstrate the desired learning
� R
eteach or use a new teacher technique
� R
eorganize groups �
Utilize peer resources
�
Modify task
� Provide additional resources
Not U
sing (0) B
eginning (1) D
eveloping (2) A
pplying (3) Innovating (4)
Strategy was called
for but not exhibited. U
ses strategy incorrectly or w
ith parts m
issing.
Teacher engages students in a brief review
of content that highlights the cum
ulative nature of the content, but less than the m
ajority of students are displaying the desired effect in student evidence at the taxonom
y level of the critical content.
Teacher engages students in a brief review
of content that highlights the cum
ulative nature of the content. The desired effect is displayed in the m
ajority of student evidence at ������������������������������the taxonom
y level of the ������������������������critical content. ���������������������������������������
�����������������t�����
������������������� ������������������� ���������
�������������� ������������������� ��������e���
���������� t�a����������������� ���
��������������������
� ��������������� ���������������������
�������������������������� ���������������������
!����"����� ���������#������������#
����������������� �����������$��%��&������ ����������������������
��������������������'� ������� H
elping Students Practice Skills, Strategies, and Processes
Focus Statement:W
hen 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.
Desired Effect: Evidence (form
ative data) demonstrates students develop autom
aticity with skills, strategies, or processes.
Example Teacher Instructional Techniques (C
heck any technique used in the lesson) �
Model how
to execute the skill, strategy, or process �
Model m
athematical practices
� M
odel how to reason, problem
solve, use tools, and generalize �
Engage 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
� G
uide students to generate and manipulate m
ental models for skills, strategies, and processes
� Em
ploy “worked exam
ples” or exemplars
� Provide opportunity for practice im
mediately prior to assessing skills, strategies, and processes
� Provide opportunity for students to refine and shape know
ledge by encountering a task or problem in a different context
� Provide opportunity for students to increase fluency and accuracy
Example Teacher Techniques for M
onitoring for Learning (Check any category used in the lesson)
�
Use a G
roup Activity to monitor that students develop autom
aticity with skills, strategies, or processes
� U
se Student Work (R
ecording and Representing) to m
onitor that students develop automaticity w
ith skills, strategies, or processes
� U
se Response M
ethods to monitor that students develop autom
aticity with skills, strategies, or processes
� U
se Questioning Sequences to m
onitor that students develop automaticity w
ith skills, strategies, or processes Exam
ple Student Evidence of Desired Effect (Percent of students w
ho demonstrate achievem
ent of the desired effect that students develop autom
aticity with skills, strategies, or processes. Student evidence is obtained as the teacher uses a
monitoring technique.)
�
Execute or perform the skill, strategy, or process w
ith increased confidence �
Execute or perform the skill, strategy, or process w
ith increased competence
� Artifacts (i.e. w
orksheets, written responses, form
ative data) show fluency and accuracy are increasing
� Explanation of m
ental models reveals understanding of the strategy or process
� U
se problem-solving strategies based on their purpose and unique characteristics
� D
emonstrate deepening of know
ledge and/or increasing accuracy through group interactions �
Explain how the use of a problem
-solving strategy increased fluency and/or accuracy Exam
ple Adaptations a teacher can m
ake after monitoring student evidence
and determining how
many students
demonstrate the desired learning
�
Reteach or use a new
teacher technique �
Reorganize groups
� U
tilize peer resources
�
Modify task
� Provide additional resources
N
ot Using (0)
Beginning (1)
Developing (2)
Applying (3)
Innovating (4) Strategy w
as called for but not exhibited.
Uses strategy
incorrectly or w
ith parts m
issing.
When the content involves a
skill, strategy, or process, the teacher engages students in practice activities that help them
develop fluency and alternative w
ays of executing procedures, but less than the m
ajority of students are displaying the desired effect in student evidence at the taxonom
y level of the critical content.
When the content involves a skill,
strategy, or process, the teacher engages students in practice activities that help them
develop fluency and alternative w
ays of executing procedures. The desired effect is displayed in the m
ajority of student evidence at the taxonom
y level of the critical content. �����������������������������������������������������
����������������������
���������,��������� i����������������� ���������
������������������������� �������������������
��������� ��������������������
�������������������� of �������������������������������
� ��������������� ���������������������
�������������������������� ���������������������
!����"����� ���������#������������#
����������������� �����������$��%��&������ ����������������������
��������������������'� ������� H
elping Students Examine Sim
ilarities and Differences
Focus Statement:W
hen presenting content, the teacher helps students deepen their knowledge
of the critical contentby exam
ining similarities and differences.
Desired Effect: Evidence (form
ative data) demonstrates student know
ledge of critical content is deepened by examining
similarities and differences.
Example Teacher Instructional Techniques (C
heck any technique used in the lesson) �
Use com
parison activities to examine sim
ilarities and differences �
Use classifying activities to exam
ine similarities and differences
� U
se analogy activities to examine sim
ilarities and differences �
Use m
etaphor activities to examine sim
ilarities and differences �
Use culturally relevant activities to help students exam
ine similarities and differences
� U
se activities to identify basic relationships between ideas that deepen know
ledge to examine sim
ilarities and differences �
Use activities to generate and m
anipulate mental im
ages that deepen knowledge to exam
ine similarities and differences
� Ask students to sum
marize w
hat they have learned from the activity
� Ask students to linguistically and nonlinguistically represent sim
ilarities and differences �
Ask students to explain how the activity has added to their understanding
� Ask students to m
ake conclusions after the examination of sim
ilarities and differences �
Ask students to look for and make use of m
athematical structure to recognize sim
ilarities and differences �
Facilitate the use of digital and traditional resources to find credible and relevant information to support exam
ination of sim
ilarities and differences Exam
ple Teacher Techniques for Monitoring for Learning (C
heck any category used in the lesson) �
Use a G
roup Activity to monitor that student know
ledge of content is deepened by examining sim
ilarities and differences �
Use Student W
ork (Recording and R
epresenting) to monitor that student know
ledge of content is deepened by examining
similarities and differences
� U
se All Response M
ethods to monitor that student know
ledge of content is deepened by examining sim
ilarities and differences
� U
se Questioning Sequences to m
onitor that student knowledge of content is deepened by exam
ining similarities and
differences Exam
ple Student Evidence of Desired Effect (Percent of students w
ho demonstrate achievem
ent of the desired effect that student know
ledge of content is deepened by examining sim
ilarities and differences. Student evidence is obtained as the teacher uses a m
onitoring technique.) �
Com
parison and classification artifacts indicate deeper understanding of content �
Analogy and/or metaphor artifacts indicate deeper understanding of content
� R
esponse to questions indicate examining sim
ilarities and differences has deepened understanding of content �
Make conclusions after exam
ining evidence about similarities and differences
� Present evidence to support their explanation of sim
ilarities and differences �
Artifacts/student work exam
ining similarities and differences involve culturally relevant content, w
hen appropriate �
Artifacts/student work indicate students have used digital and traditional resources to support exam
ination of similarities
and differences Exam
ple Adaptations a teacher can m
ake after monitoring student evidence and determ
ining how m
any students dem
onstrate the desired learning �
Reteach or use a new
teacher technique �
Reorganize groups
� U
tilize peer resources
�
Modify task
� Provide additional resources
Not U
sing (0) B
eginning (1) D
eveloping (2) A
pplying (3) Innovating (4)
Strategy was
called for but not exhibited.
Uses strategy
incorrectly or w
ith parts m
issing.
When presenting content, the
teacher helps students deepen their know
ledge of critical content by exam
ining sim
ilarities and differences, but less than the m
ajority of students are displaying the desired effect in student evidence at the taxonom
y level of the critical content.
When presenting content, the
teacher helps students deepen their know
ledge of critical content by exam
ining sim
ilarities and differences. The desired effect is displayed in the m
ajority of student evidence at the taxonom
y level �����������������������������of the critical content. ���������������������������������������������
����������������������
������������������� ������������������� ���������
��������������or��eha������������� ������s e�e�
��������� te������������������� ����the �����������������
� ��������������� ���������������������
�������������������������� ���������������������
!����"����� ���������#������������#
����������������� �����������$��%��&������ ����������������������
��������������������'� ������� H
elping Students Examine Their R
easoning
Focus Statement: Teacher helps students produce and defend a claim
(assertion of truth or factual statement) by exam
ining their ow
n reasoning or the logic of presented information, processes, and procedures.
Desired Effect: Evidence (form
ative data) demonstrates students identify and articulate errors in logic or reasoning and/or provide
clear support for a claim (assertion of truth or factual statem
ent). Exam
ple Teacher Instructional Techniques (Check any technique used in the lesson)
� M
odel the process of making and supporting a claim
�
Model constructing viable argum
ents and critiquing the mathem
atical reasoning of others �
Ask students to examine logic of their errors in procedural know
ledge when problem
solving �
Ask students to provide evidence (i.e. textual evidence) to support their claim and exam
ine the evidence for errors in logic or reasoning
� U
se specific strategies (e.g. faulty logic, attacks, weak reference, m
isinformation) to help students exam
ine and analyze inform
ation for errors in content or their own reasoning
� G
uide students to understand how their culture im
pacts their thinking �
Ask students to summ
arize new insights resulting from
analysis of multiple texts/resources
� Ask students to exam
ine and analyze the strength of support presented for a claim in content or in their ow
n reasoning •
Statement of a clear claim
•
Evidence for the claim presented
• Q
ualifiers presented showing exceptions to the claim
�
Analyze errors to identify more efficient w
ays to execute processes or procedures �
Facilitate use of resources at the appropriate level of text complexity to find credible and relevant inform
ation to support analysis of logic or reasoning
� Involve students in taking various perspectives by identifying the reasoning behind m
ultiple perspectives �
Ask students to examine logic of a response (e.g. group talk, peer revisions, debates, inferences, etc.)
Example Teacher Techniques for M
onitoring for Learning (Check any category used in the lesson)
� U
se a Group Activity to m
onitor that students identify and articulate errors in logic or reasoning and/or provide clear support for a claim
�
Use Student W
ork (Recording and R
epresenting) to monitor that students identify and articulate errors in logic or reasoning
and/or provide clear support for a claim
� U
se Questioning Sequences to m
onitor that students identify and articulate errors in logic or reasoning and/or provide clear support for a claim
Exam
ple Student Evidence of Desired Effect (Percent of students w
ho demonstrate achievem
ent of the desired effect to identify and articulate errors in logic or reasoning and/or provide clear support for a claim
. Student evidence is obtained as the teacher uses a m
onitoring technique.) �
Analyze errors or informal fallacies (i.e. in individual thinking, text, processing, procedures)
� Explain the overall structure of an argum
ent presented to support a claim
� Articulate support for a claim
and/or errors in reasoning within group interactions
� Explanations involve cultural content
� Sum
marize new
insights resulting from analysis
� Artifacts/student w
ork indicate students can identify errors in reasoning or make and support a claim
�
Artifacts/student work indicate students take various perspectives by identifying the reasoning behind m
ultiple perspectives �
Artifacts/student work indicate students have used textual evidence to support their claim
�
Mathem
atical arguments and critiques of reasoning are viable and valid
� Artifacts/student w
ork indicate identification of comm
on logical errors, how to support claim
s, use of resources, and/or how
multiple ideas are related
Example A
daptations a teacher can make after m
onitoring student evidence and determining how
many students
demonstrate the desired learning
� R
eorganize groups �
Utilize peer resources
� M
odify task �
Provide additional resources N
ot Using (0)
Beginning (1)
Developing (2)
Applying (3)
Innovating (4) Strategy w
as called for but not exhibited.
Uses strategy
incorrectly or w
ith parts m
issing.
Teacher helps students produce and defend a claim
(assertion of truth or factual statem
ent) by exam
ining their own reasoning or
the logic of presented inform
ation, processes, and procedures, but less than the m
ajority of students are displaying the desired effect in student evidence at the taxonom
y level of the critical content.
Teacher helps students produce and defend a claim
(assertion of truth or factual statem
ent) by exam
ining their own reasoning
or the logic of presented inform
ation, processes, and procedures. The desired effect is displayed in the m
ajority of student evidence at the taxonom
y level ������������������������of the critical content. ����������������������������������������
���a���s�� o� ���������
������������������� i������������������ ���������
������������������������������������
�����������
������������� �������������� ���������������������
�������������������
� ��������������� ���������������������
�������������������������� ���������������������
!����"����� ���������#������������#
����������������� �����������$��%��&������ ����������������������
��������������������'� ���*��� H
elping Students Revise K
nowledge
Focus Statem
ent:Teacher engages students in revision of previous knowledge by correcting errors and m
isconceptions as w
ell as adding new inform
ation. D
esired Effect: Evidence (formative data) dem
onstrates students make additions, deletions, clarifications, or revisions to
previous knowledge that deepen their understanding.
Example Teacher Instructional Techniques (C
heck any technique used in the lesson) �
Engage groups or the entire class in an examination of how
deeper understanding changed perceptions of previous content
� Prom
pt students to summ
arize and defend how their understanding has changed
� G
uide students to identify alternative ways to execute procedures
� G
uide students to use repeated reasoning and make generalizations about patterns seen in the content
� Prom
pt students to update previous entries in their notes or digital resources to correct errors after activities such as exam
ining their reasoning or examining sim
ilarities and differences Exam
ple Teacher Techniques for Monitoring for Learning (C
heck any category used in the lesson) �
Use a G
roup Activity to monitor that students deepen understanding by revising their know
ledge �
Use Student W
ork (Recording and R
epresenting) to monitor that students deepen understanding by revising their
knowledge
� U
se All Response M
ethods to monitor that students deepen understanding by revising their know
ledge �
Use Q
uestioning Sequences to monitor that students deepen understanding by revising their know
ledge Exam
ple Student Evidence of Desired Effect (Percent of students w
ho demonstrate achievem
ent of the desired effect that students deepen understanding by revising their know
ledge. Student evidence is obtained as the teacher uses a monitoring
technique.) �
Corrections are m
ade to written w
ork (e.g. reports, essay, notes, position papers, graphic organizers) �
Groups m
ake corrections and/or additions to information previously recorded about content
� Explain previous errors or m
isconceptions about content �
Revisions dem
onstrate alternative ways to execute procedures
� R
evisions demonstrate repeated reasoning and generalizations about patterns seen in the content
Example A
daptations a teacher can make after m
onitoring student evidence and determining how
many students
demonstrate the desired learning
�
Reteach or use a new
teacher technique �
Utilize peer resources
�
Modify task
� Provide additional resources
N
ot Using (0)
Beginning (1)
Developing (2)
Applying (3)
Innovating (4) Strategy w
as called for but not exhibited.
Uses strategy
incorrectly or with
parts missing.
Teacher engages students in revision of previous know
ledge by correcting errors and m
isconceptions as w
ell as adding new
information, but less than
the majority of students are
displaying the desired effect in student evidence at the taxonom
y level of the critical content.
Teacher engages students in revision of previous know
ledge by correcting errors and m
isconceptions as well
as adding new
information.
The desired effect is displayed in the m
ajority of student evidence at ����������������������������the taxonom
y level of ���������������������������� the critical content.
����������������������
������������������� ������������������� ���������
������� ������������������� ���������
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����������t� �������
� ��������������� ���������������������
�������������������������� ���������������������
!����"����� ���������#������������#
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��������������������'� ���+��� H
elping Students Engage in Cognitively C
omplex Tasks
Focus Statement:Teacher coaches and supports
students in complex tasks that require experim
enting with the use of their
knowledge by generating and testing a proposition, a theory, and/or a hypothesis.
Desired Effect: Evidence (form
ative data) demonstrates students prove or disprove the proposition, theory, or hypothesis.
Example Teacher Instructional Techniques (C
heck any technique used in the lesson) �
Based on the prior content and learning, model, coach, and support the process of generating and testing
• A proposition
• A proposed theory
• A hypothesis
� Provide prom
pt(s) for students to experiment w
ith their own thinking
� O
bserve, coach, and support productive student struggle �
Ask students to design how they w
ill examine and analyze the strength of support for testing their proposition, theory, or
hypothesis �
Coach students to persevere w
ith the complex task
� Engage students w
ith an explicit decision-making, problem
-solving, experimental inquiry, or investigation task that
requires them to
• G
enerate conclusions •
Identify comm
on logical errors •
Present and support propositions, theories, or hypotheses •
Navigate digital and traditional resources
Example Teacher Techniques for M
onitoring for Learning (Check any category used in the lesson)
� U
se a Group Activity to m
onitor that students prove or disprove the proposition, theory or hypothesis �
Use Student W
ork (Recording and R
epresenting) to monitor that students prove or disprove the proposition, theory, or
hypothesis �
Use Q
uestioning Sequences to monitor that students prove or disprove the proposition, theory, or hypothesis
Example Student Evidence of D
esired Effect (Percent of students who dem
onstrate achievement of the desired effect that
students prove or disprove the proposition, theory, or hypothesis. Student evidence is obtained as the teacher uses a m
onitoring technique.) �
Explain the proposition, theory, or hypothesis they are testing �
Present evidence to explain whether their proposition, theory, or hypothesis w
as confirmed or disconfirm
ed and support their explanation
� Justify the process used to support the proposition, theory, or hypothesis
� Precisely explain perseverance w
ith the task with reasoning and conclusions
� Artifacts/student w
ork indicate that while engaged in generating and testing a proposition, proposed theory, or hypothesis,
students can •
Generate conclusions
• Identify com
mon logical errors
• Present and support the proposition, theory, or hypothesis
• N
avigate digital and traditional resources •
Identify how m
ultiple ideas are related Exam
ple Adaptations a teacher can m
ake after monitoring student evidence and determ
ining how m
any students dem
onstrate the desired learning �
Utilize different coaching/facilitation techniques
� R
eorganize groups �
Utilize peer resources
� M
odify task �
Provide additional resources
Not U
sing (0) B
eginning (1) D
eveloping (2) A
pplying (3) Innovating (4)
Strategy was
called for but not exhibited.
Uses strategy
incorrectly or w
ith parts m
issing.
Teacher coaches and supports students in com
plex tasks that require experim
enting with the use of
their knowledge by generating
and testing a proposition, a theory and/or a hypothesis, but less than the m
ajority of students are displaying the desired effect in student evidence at the taxonom
y level of the critical content.
Teacher coaches and supports students in com
plex tasks that require experim
enting with the
use of their knowledge by
generating and testing a proposition, a theory, and/or a hypothesis. The desired effect is displayed in the m
ajority of student evidence at the taxonom
y level of the ��������������������������������critical content. ���������������������������������������������������
�s��������������������
�������������������������������������� ���������
������� ������������������� ���������
������� ����
����������������������������� ����������������������
������������������
� ��������������� ���������������������
�������������������������� ���������������������
!����"����� ���������#������������#
����������������� �����������$��%��&������ ����������������������
��������������������'� ���:��� U
sing Formative A
ssessment to Track Progress
Focus Statement: Teacher uses form
ative assessment to facilitate tracking of student progress on one or m
ore learning targets. D
esired Effect: Evidence (formative data) dem
onstrates students identify their current level of performance as it relates to
standards-based learning targets embedded in the perform
ance scale. Exam
ple Teacher Instructional Techniques (Check any technique used in the lesson)
�
Help students track their individual progress tow
ard the learning target (i.e. charts, graphs, data notebooks, etc.) �
Ask students to explain their progress toward the learning target
� Ask students to provide evidence of their progress tow
ard the learning target �
Facilitate individual conferences regarding use of data to track progress �
Use form
ative measures to chart individual and/or class progress tow
ards learning targets using a performance scale
� U
se formative assessm
ent that reflects awareness of cultural differences represented in the classroom
Exam
ple Student Evidence of Desired Effect (Percent of students that dem
onstrate achievement of the desired effect that
students identify their current level of performance. Student evidence is obtained during group activities and/or student w
ork.) �
Systematically update their status on the learning targets using a chart, graph, or data notebook
� D
escribe their status relative to learning targets using the scale (e.g. exit ticket, summ
ary, etc.) �
Individual conferences document that students provide artifacts and data regarding their progress tow
ard learning targets �
Dem
onstrate autonomy in providing evidence of progress on learning targets
� R
esponses to formative assessm
ent may involve cultural content
Example A
daptations a teacher can make after m
onitoring student evidence and determining how
many students
demonstrate the desired effect
�
Utilize peer resources
� M
odify task �
Provide additional resources
Not U
sing (0) B
eginning (1) D
eveloping (2) A
pplying (3) Innovating (4)
Strategy was called
for but not exhibited.
Uses strategy
incorrectly or with
parts missing.
Teacher uses formative
assessment to facilitate
tracking of student progress on one or m
ore learning targets, but less than the �������������������������������������������������������������������������
������m
ajority of students are displaying the desired effect.
Teacher uses formative
assessment to facilitate
tracking of student progress on one or m
ore learning targets. The desired effect is �����������������������������������displayed in the m
ajority ������������������������������of students. ������������������������������������������
�������������������������
��������������������������� �����������������
������ ���������������������������������������
���������������
� ��������������� ���������������������
�������������������������� ���������������������
!����"����� ���������#������������#
����������������� �����������$��%��&������ ����������������������
��������������������'� ���;��� Providing Feedback and C
elebrating Progress Focus Statem
ent:Teacher provides feedback to students regarding their formative and sum
mative progress as it relates to
learning targets and/or unit goals. D
esired Effect: Evidence (formative data) dem
onstrates students continue learning and making progress tow
ards learning targets as a result of receiving feedback. Exam
ple Teacher Instructional Techniques (Check any technique used in the lesson)
�
Provide specific feedback to students regarding formative and/or sum
mative data as it relates to learning targets
� C
elebrate individual student progress when form
ative/summ
ative data indicate gains in achieving learning targets �
Celebrate as groups m
ake progress toward learning targets
� Im
plement a system
atic, ongoing process to provide feedback �
Use a variety of w
ays to celebrate progress toward learning targets (not general praise)
• Show of hands
• Certificate of success
• Parent notification • R
ound of applause • Academ
ic praise • D
igital media
� Ensure celebrations involve culturally relevant com
ponents �
Ask students to explain how they use feedback
� Ask students how
celebrations encourage them to continue learning
Example Student Evidence of D
esired Effect (Percent of students that demonstrate achievem
ent of the desired effect that students continue learning and m
ake progress towards learning targets. Student evidence is obtained during group activities
and/or student work.)
�
Show signs of pride regarding their accom
plishments in the class (e.g. body language, w
ork production, quality of work,
etc.) �
Show signs of pride regarding developm
ent of mathem
atical practices �
Initiate celebration of individual success, group success, and that of the whole class
� U
se feedback to revise or update work to help m
eet their learning target �
Surveys indicate students want to continue m
aking progress �
Actions and responses indicate the teacher is equitable in providing feedback and/or celebrating progress Exam
ple Adaptations a teacher can m
ake after monitoring student evidence and determ
ining how m
any students dem
onstrate the desired effect �
Utilize new
methods to celebrate success
� Provide additional opportunities to give feedback
N
ot Using (0)
Beginning (1)
Developing (2)
Applying (3)
Innovating (4) Strategy w
as called for but not exhibited.
Uses strategy
incorrectly or with
parts missing.
Teacher provides feedback to students regarding their form
ative and sum
mative progress
as it relates to learning targets and/or unit goals, but less than the m
ajority �����������������������������������������������������������������������of students are displaying the desired effect.
Teacher provides feedback to students regarding their form
ative and summ
ative progress as it relates to learning targets and/or unit goals. The desired effect is ��������������
������������������������displayed in the m
ajority of �����������������������������students. �����������������������������������������������������������
����������������������
������������������� ������������������ ���������
�������������� ��������������������������������
����������
� ��������������� ���������������������
�������������������������� ���������������������
!����"����� ���������#������������#
����������������� �����������$��%��&������ ����������������������
��������������������'� ������� O
rganizing Students to Interact with C
ontent
Focus Statement: Teacher organizes students into appropriate groups to facilitate the learning of content.
Desired Effect: Evidence (form
ative data) demonstrates students process content (i.e. new
, going deeper, cognitively com
plex) as a result of group organization. Exam
ple Teacher Instructional Techniques (Check any technique used in the lesson)
�
Establish routines for student grouping and interaction for the expressed purpose of processing content �
Provide guidance regarding group interactions and critiquing the reasoning of others �
Provide guidance on one or more cognitive skills appropriate for the lesson
� U
tilize assignments or tasks at the appropriate taxonom
y level of content �
Provide guidance on one or more conative skills
• Becom
ing aware of the pow
er of interpretations •
Avoiding negative thinking •
Taking various perspectives •
Interacting responsibly •
Handling controversy and conflict resolution
� O
rganize students into ad hoc groups during individual lessons (i.e. use techniques to ensure equity) �
Use various group processes and activities to reflect the taxonom
y level of the learning targets Exam
ple Student Evidence of Desired Effect (Percent of students that dem
onstrate achievement of the desired effect that
students process content as a result of group organization. Student evidence is obtained during group activities and/or student w
ork.) �
Work w
ithin groups with an organized purpose
� Exhibit aw
areness of the power of interpretations
� Avoid negative thinking
� Take various perspectives
� Interact responsibly and respectfully critique the reasoning of others
� Appear to know
how to handle controversy and conflict resolution
� Actively ask and answ
er questions about the content (i.e. assignments or tasks)
� Add their perspectives to discussions
� G
enerate clarifying questions about the content �
Explain individual student and/or group thinking about the content �
Take responsibility for the learning of peers Exam
ple Adaptations a teacher can m
ake aftermonitoring student evidence and determ
ining how m
any students dem
onstrate the desired effect �
Reorganize groups
� U
tilize peer resources �
Modify task
� Provide additional resources
N
ot Using (0)
Beginning (1)
Developing (2)
Applying (3)
Innovating (4) Strategy w
as called for but not exhibited.
Uses strategy
incorrectly or with
parts missing.
Teacher organizes students into appropriate groups to facilitate the processing of content, but less than the m
ajority of students are displaying the desired effect.
Teacher organizes students into appropriate groups to facilitate the processing of content. ����������������������������������������������������������������������������������������
������������������������ The desired effect is ��������������������������displayed in the ��������������������������������������m
ajority of students. �������������
�������������������������
���������������������������������������������������������������������
��������������������
���
� ��������������� ���������������������
�������������������������� ���������������������
!����"����� ���������#������������#
����������������� �����������$��%��&������ ����������������������
��������������������'� ���<��� Establishing and A
cknowledging A
dherence to Rules and Procedures
Focus Statement:Teacher establishes classroom
rules and procedures that facilitate students working cooperatively and
acknowledge students w
ho adhere to rules and procedures. D
esired Effect: Evidence (formative data) dem
onstrates students know and follow
classroom rules and procedures (to
facilitate learning) as a result of teacher acknowledgm
ent. Exam
ple Teacher Instructional Techniques (Check any technique used in the lesson)
�
Involve students in designing classroom routines and procedures to develop a culturally responsive classroom
�
Actively teach student self-regulation strategies �
Use classroom
meetings to review
and process rules and procedures to ensure equity �
Rem
ind students of rules and procedures �
Ask students to restate or explain rules and procedures �
Provide cues or signals when a rule or procedure should be used
� Physically occupy all quadrants of the room
�
Scan the entire room, m
aking eye contact with each student
� R
ecognize potential sources of disruption and deal with them
imm
ediately �
Proactively address inflamm
atory situations �
Consistently exhibit “w
ithitness” behaviors �
Recognize and/or acknow
ledge students or groups who follow
rules and procedures �
Organize physical layout of the classroom
to facilitate work in groups and easy access to m
aterials Exam
ple Student Evidence of Desired Effect (Percent of students that dem
onstrate achievement of the desired effect that
students know and follow
classroom rules and procedures. Student evidence is obtained during group activities and/or student
work.)
�
Follow clear routines during class
� Explain classroom
rules and procedures �
Describe the classroom
as an orderly and safe environment
� R
ecognize cues and signals by the teacher �
Self-regulate behavior while w
orking individually �
Self-regulate behavior while w
orking in groups �
Recognize that the teacher is aw
are of their behavior �
Interact responsibly with teacher and other students
� Explain how
the individuality of each student is honored in the classroom
� D
escribe the teacher as fair and responsive to individual students �
Describe the teacher as “aw
are of what is going on” or “has eyes on the back of his/her head”
� R
espond appropriately to teacher direction and/or guidance regarding rules and procedures �
Move purposefully about the classroom
and efficiently access materials
Example A
daptations a teacher can make after m
onitoring student evidence and determining how
many students
demonstrate the desired effect
�
Modify rules and procedures
� Seek additional student input
� R
eorganize physical layout of the classroom
Not U
sing (0) B
eginning (1) D
eveloping (2) A
pplying (3) Innovating (4)
Strategy was
called for but not exhibited.
Uses strategy
incorrectly or w
ith parts m
issing.
Teacher establishes classroom
rules and procedures that facilitate students w
orking cooperatively and acknow
ledge students who
adhere to rules and procedures, but less than the m
ajority of students are������������������������������������������������������������������������������������������������ displaying the desired effect.
Teacher establishes classroom
rules and procedures that facilitate students w
orking cooperatively and acknow
ledge students who
adhere to rules and procedures.��������������������������������������������������
�� The desired effect is displayed �����������������������������in the m
ajority of students. ���������������������������������
����������������������
������������������� ������������������� ���������
�����������������������������������
����������
���������������
� ��������������� ���������������������
�������������������������� ���������������������
!����"����� ���������#������������#
����������������� �����������$��%��&������ ����������������������
��������������������'� ���=��� U
sing Engagement Strategies
Focus Statem
ent: Teacher uses engagement strategies to cognitively engage or re-engage students w
ith the content. D
esired Effect: Evidence (formative data) dem
onstrates students cognitively engage or re-engage as a result of teacher action. Exam
ple Teacher Instructional Techniques (Check any technique used in the lesson)
�
Take action or use specific strategies to re-engage students �
Use academ
ic games
� M
anage response rates �
Use physical m
ovement
� M
aintain a lively pace �
Use crisp transitions from
one activity to another �
Dem
onstrate intensity and enthusiasm for the content
� U
se friendly controversy �
Provide opportunities for students to talk about themselves as it relates to the content (i.e. incorporate cultural
connections) �
Present unusual or intriguing information about the content
Example Student Evidence of D
esired Effect (Percent of students that demonstrate achievem
ent of the desired effect that students cognitively engage or re-engage as a result of teacher action. Student evidence is obtained during group activities and/or student w
ork.) �
Behaviors show aw
areness that the teacher is noticing students’ level of engagement
� Behaviors show
the engagement strategy increases cognitive engagem
ent �
Student-centered tasks and processes produce high levels of cognitive engagement
� Talk w
ith groups or in response to questions is focused on critical content �
Engage in the critical content with enthusiasm
�
Self-regulate engagement and engagem
ent of peers �
Multiple students or the entire class respond to questions posed by the teacher
� Artifacts/student w
ork indicate students are cognitively engaged in the critical content Exam
ple Adaptations a teacher can m
ake after monitoring student evidence
and determining how
many students
demonstrate the desired effect
�
Vary engagement technique
� R
eorganize groups �
Modify task
� U
tilize peer resources �
Vary resources
N
ot Using (0)
Beginning (1)
Developing (2)
Applying (3)
Innovating (4) Strategy w
as called for but not exhibited.
Uses strategy
incorrectly or with
parts missing.
Teacher uses engagem
ent strategies to cognitively engage or re-engage students w
ith the content, but less than the m
ajority of students are displaying the desired effect in student evidence at the �������������������������������������������������������������������������taxonom
y level of the �������������������������������������������������������������������������������critical content. �������������������������������������������������������������������������������
Teacher uses engagement
strategies to cognitively engage or re-engage students w
ith the content. The desired effect is displayed in the m
ajority of ���������������������students. ������������������������������������
��������������������
�������������������������
������������������� ������������������ ���������
��������������������������������� ������������
���������
� ��������������� ���������������������
�������������������������� ���������������������
!����"����� ���������#������������#
����������������� �����������$��%��&������ ����������������������
��������������������'� ������� Establishing and M
aintaining Effective Relationships in a Student-C
entered Classroom
Focus Statem
ent:Teacher behaviors fostera sense of classroom com
munity by acknow
ledgement and respect forthe
diversity of each student. D
esired Effect: Evidence (student action) shows students feel valued and part of the classroom
comm
unity. Exam
ple Teacher Instructional Techniques (Check any technique used in the lesson)
� Encourage students to share their thinking and perspectives
� Seek student input regarding classroom
activities and culture �
Relate content-specific know
ledge to personal aspects of students’ lives �
Discuss w
ith students about topics in which they are interested
� D
iscuss equity and individual needs of students �
Use student input and feedback to m
aintain an academic focus on rigor
� Build student interests into lessons (i.e. incorporate cultural connections)
� U
se students’ personal interests to highlight or reinforce conative skills (e.g. cultivating a growth m
indset) �
Com
pliment students regarding academ
ic and personal accomplishm
ents �
Engage in conversations with students about events in their lives outside of school
� W
hen appropriate, use humor and/or playful dialogue w
ith students �
Use nonverbal signals (e.g. sm
ile, nod, “high five”, pat on shoulder, thumbs up, fist bum
p, silent applause, eye contact, etc.)
� R
emain calm
in response to inflamm
atory situations �
Interact with each student in the sam
e calm and controlled fashion
� R
emain objective and in control by not dem
onstrating personal offense at student misconduct
� C
elebrate students’ individual diversity, uniqueness, and cultural traditions Exam
ple Student Evidence of Desired Effect (Percent of students that dem
onstrate achievement of the desired effect that
their actions show they feel valued and part of the classroom
comm
unity. Student evidence is obtained during group activities and/or student w
ork.) �
Change behavior w
hen the teacher demonstrates understanding of their interests and diverse backgrounds
� D
emonstrate verbal and nonverbal behaviors that indicate they feel accepted by their teacher
� R
espond positively to verbal interactions with the teacher
� R
espond positively to nonverbal interactions with the teacher
� R
eadily share their perspectives and thinking with the teacher
� D
escribe their teacher as respectful and responsive to the diverse needs of each student �
Actions show students trust the teacher to advocate for them
�
Contribute to a positive classroom
comm
unity through interactions with peers
Example A
daptations a teacher can make after m
onitoring student evidence and determining how
many students
demonstrate the desired effect
�
Seek additional input from students
� Seek additional resources for self and students
� U
tilize peer resources N
ot Using (0)
Beginning (1)
Developing (2)
Applying (3)
Innovating (4) Strategy w
as called for but not exhibited.
Uses strategy
incorrectly or w
ith parts m
issing.
Teacher behaviors foster a sense of classroom
comm
unity by acknow
ledgement and
respect for the diversity of each student, but less than the m
ajority of students are displaying the desired effect.
Teacher behaviors foster a sense of classroom
comm
unity by acknow
ledgement and
respect for the diversity of each student. �������������������������������������������������������������������
��������������The desired effect is displayed ������������������������������������in the m
ajority of students. ������������������������������������� �
��������������������������
��������������������������������������������
������������������������������������ ��������
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omm
unicating High Expectations for Each Student to C
lose the Achievem
ent Gap
Focus Statement:Teacher exhibits behaviors that dem
onstrate high expectations for each student to achieve academic
success. D
esired Effect: Evidence (student surveys, interviews, w
ork) shows the teacher expects each student to perform
at their highest level of academ
ic success. Exam
ple Teacher Instructional Techniques (Check any technique used in the lesson)
�
Use m
ethods to ensure each student is held responsible for participation in classroom activities
� C
hart questioning patterns to ensure each student is asked questions with the sam
e frequency �
Track grouping patterns to ensure each student has the opportunity to work and interact w
ith other students �
Does not allow
negative or sarcastic comm
ents about any student �
Identify students for whom
expectations are different and the various ways in w
hich these students have been treated differently
� Provide students w
ith strategies to avoid negative thinking about one’s thoughts and actions �
Ask questions of each student at the same rate and frequency
� Ask com
plex questions of each student that require conclusions at the same rate and frequency
� R
ephrase questions for each student when they provide an incorrect answ
er �
Probe each student to provide evidence of their conclusions �
Ask each student to examine the sources of their evidence
� Allow
students who becom
e frustrated during questioning to collect their thoughts and have an opportunity to answer at a
later point in the lesson �
Probe each student to further explain their answers w
hen they are incorrect �
Require perseverance and productive struggle in solving problem
s and overcoming obstacles
Example Student Evidence of D
esired Effect (Percent of students that demonstrate achievem
ent of the desired effect that their teacher expects each student to perform
at their highest level of academic success. Student evidence is obtained during
group activities and/or student work.)
�
Treat each other with respect
� Actions show
students avoid negative thinking about personal thoughts and actions �
Respond to difficult questions
� Take risks by offering incorrect or alternative answ
ers �
Participate in classroom activities and discussions
� Artifacts/student w
ork show the teacher w
on’t “let you off the hook” or “won’t give up on you”
� Artifacts/student w
ork show the teacher holds each student to the sam
e level of expectancy as others for drawing
conclusions and providing sources of evidence �
Model teacher behaviors that show
care and respect for each classmate
� D
emonstrates perseverance and productive struggle in solving problem
s and overcoming obstacles
Example A
daptations a teacher can make after m
onitoring student evidence and determining how
many students
demonstrate the desired effect
�
Modify questioning techniques and patterns
� R
eorganize seating patterns and groups �
Reflect on student interactions and change teacher behaviors
Not U
sing (0) B
eginning (1) D
eveloping (2) A
pplying (3) Innovating (4)
Strategy was
called for but not exhibited.
Uses strategy
incorrectly or w
ith parts m
issing.
Teacher exhibits behaviors that dem
onstrate high expectations for each student to achieve academ
ic success, but less than the m
ajority of students are displaying the desired effect.
Teacher exhibits behaviors that dem
onstrate high expectations for each student to achieve academ
ic success. The desired effect is displayed in the m
ajority of students. ����������������������������������� � � �
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Adhering to School/D
istrict Policies and Procedures Focus Statem
ent: Teacher adheres to school and district policies and procedures. D
esired Effect: Teacher adheres to school and district rules and procedures. Exam
ple Teacher Evidence �
Performs assigned duties
� Fulfills responsibilities in a tim
ely manner
� Follow
s policies, regulations, and procedures (e.g. bullying, HR
plans, sexual harassment, etc.)
� M
aintains accurate records (e.g. student progress, attendance, parent conferences, etc.) �
Understands legal issues related to colleagues, students, and fam
ilies (e.g. cultural, special needs, equal rights, etc.) �
Maintains confidentiality of colleagues, students, and fam
ilies �
Advocates for equality for each student �
Dem
onstrates personal integrity and ethics �
Uses social m
edia appropriately
Not U
sing (0) B
eginning (1) D
eveloping (2) A
pplying (3) Innovating (4)
Teacher makes no
attempt to adhere to
school and district policies and procedures.
Teacher inconsistently adheres to school and district policies and procedures.
Teacher adheres to school and district policies and procedures.
Teacher adheres to school and district policies and procedures and articulates how
they adhere to school and district policies and procedures.
Teacher helps others by sharing evidence of how
to support school and district policies and procedures.
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Maintaining Expertise in C
ontent and Pedagogy
Focus Statement:Teacher continually deepens know
ledge incontent(subject area)and classroom
instructional strategies (pedagogy). D
esired Effect: Teacher provides evidence of developing expertise in content area and classroom instructional strategies.
Example Teacher Evidence
�
Participates in professional development opportunities
� Seeks m
entorship from subject area experts
� Seeks m
entorship from highly effective teachers
� Actively seeks help and input from
appropriate school personnel to address issues that impact instruction
� D
emonstrates a grow
th mindset and/or seeks feedback
� Im
plements a deliberate practice or professional grow
th plan �
Seeks innovative ways to im
prove student achievement
� G
athers 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)
� U
ses a reflection process for analysis of specific strengths and weaknesses of individual lessons and units
� U
ses a reflection process for analysis of specific instructional strengths and weaknesses
� Explains the differential effects of specific classroom
strategies on closing the achievement gap
� Seeks opportunities to develop deeper understanding of cultural responsiveness
� U
ses formative and sum
mative data to m
ake instructional planning decisions �
Teacher observational data is correlated to student achievement data
� Identifies specific areas of strengths and w
eaknesses within instructional strategies or conditions for learning
� Keeps track of identified focus areas for im
provement w
ithin instructional strategies or conditions for learning
Not U
sing (0) B
eginning (1) D
eveloping (2) A
pplying (3) Innovating (4)
Teacher makes no
attempt to deepen
knowledge in content
area and classroom
instructional strategies.
Teacher attempts to
deepen knowledge in
content area and classroom
instructional strategies.
Teacher continually deepens know
ledge in content (subject area) and classroom
instructional strategies (pedagogy).
Teacher continually deepens know
ledge in content and classroom
instructional strategies and provides evidence of developing expertise in content area and classroom
instructional strategies.
Teacher helps others by sharing evidence of how
to develop expertise in content area and classroom
instructional strategies.
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Promoting Teacher Leadership and C
ollaboration Focus Statem
ent: Teacher promotes teacher leadership and a culture of collaboration.
Desired Effect: Teacher provides evidence of teacher leadership and prom
oting a school-wide culture of professional
learning. Exam
ple Teacher Evidence �
Contributes and shares expertise and new
ideas with colleagues to enhance student learning in form
al and informal w
ays �
Serves as an appropriate role model (i.e. m
entor, coach, presenter, researcher) regarding specific classroom strategies
and behaviors �
Docum
ents specific situations of mentoring other teachers
� W
orks cooperatively with appropriate school personnel to address issues that im
pact student learning �
Accesses available expertise and resources to support students’ learning needs �
Promotes positive conversations and interactions w
ith teachers and colleagues �
Fosters collaborative partnerships with parents to enhance student success in a m
anner that demonstrates integrity,
confidentiality, respect, flexibility, fairness, and trust �
Encourages parent involvement in classroom
and school activities �
Dem
onstrates awareness and sensitivity to social, cultural, and diverse needs of fam
ilies �
Uses m
ultiple means and m
odalities to comm
unicate with fam
ilies �
Seeks a role and participates in Professional Learning Com
munity m
eetings �
Serves as a student advocate in the classroom, school, and com
munity
� Participates in school and com
munity activities as appropriate to support students and fam
ilies �
Serves on school and district-level comm
ittees �
Works to achieve school and district im
provement goals
N
ot Using (0)
Beginning (1)
Developing (2)
Applying (3)
Innovating (4) Teacher m
akes no attem
pt to promote
teacher leadership and a culture of collaboration.
Teacher attempts to
promote teacher
leadership and a culture of collaboration.
Teacher promotes
teacher leadership and a culture of collaboration.
Teacher promotes
teacher leadership and a culture of collaboration and provides evidence of prom
oting leadership as a teacher and prom
oting a school-w
ide culture of professional learning.
Teacher helps others by sharing evidence of how
to promote
teacher leadership and a culture of collaboration.