Putnam EDGE High School Instructional Personnel Evaluation System

Transcription

1 Putnam EDGE High School Instructional Personnel Evaluation System Please note. This is the draft of a living document, which is subject to change as needed. 1

2 Putnam EDGE High School Core Values Trust Respect Responsibility Mission We believe that all people, regardless of social or economic condition, must be provided the capacity to take charge of their lives. Through new models of teaching and learning, they will be enabled and empowered to make critical decisions for their futures. We believe that we must treat others in our school and community with respect, tolerance, a kind heart, and genuine concern for their well-being. We believe our flexible business/education environment teaches and encourages student responsibility, independence, and resilience while building life skills in collaboration, project management and leadership. We believe that we must continue to develop and preserve the Community of Trust that defines our Putnam EDGE High School learning environment. We believe in sharing our knowledge and experience with other educators and institutions in order to foster and enhance educational reform. We believe that technology provides the opportunity to make significant positive changes in today s education process. We believe that the model created at Putnam EDGE High School is the future of High School education and must be nurtured in order to continue implementation of its innovative, creative approach to education reform. 2

3 Putnam EDGE High School Instructional Evaluation System Handbook Purpose The purpose of this handbook is to outline Putnam EDGE High School s (PEHS) teacher evaluation process. This handbook is designed to provide a reference tool to help teachers, administrators and other trained evaluators understand the school s process for observing, documenting and evaluating instruction in classrooms and other school settings. It should be used to better understand the components of the instructional personnel evaluation process and the State of Florida (Marzano) Evaluation Model. *This is a living document, which is subject to change as needed. Putnam EDGE High School Instructional Evaluation System Topic Page Numbers Introduction 4 Evaluation System 5 Marzano Evaluation Model 5 8 Evaluation Components 8-9 Evaluation Process Professional Development 11 Items Not Covered in State-Model Template Appendix A: Glossary Appendix B: Marzano Learning Maps Appendix C: Observation Links Web-based Links 22 Putnam EDGE Protocols Appendix D: Florida Educator Accomplished Practices (FEAPS) Appendix E: Deliberate Practice Plan and Protocol Putnam EDGE Charter High School Instructional Evaluation System Art & Science of Teaching Protocols Forms Page Numbers Planning Conference: Form A 2-3 Planning Conference: Form B 4-5 Reflection Conference 6-7 Long Form: Domain 1 Lesson Segments Involving Routine Events 8-12 Long Form: Domain 1 Lesson Segments Addressing Content Long Form: Domain 1 Lesson Segments Enacted on the Spot Long Form: Domain 2 Planning and Preparation Long Form: Domain 3 Reflecting on Teaching Long Form: Domain 4 Collegiality and Professionalism Formative Evaluation Form Summative Category I Summative Category II

4 Introduction In August 2010, the U.S. Department of Education* announced Florida as one of ten state winners of the Race to the Top (RTTT) Phase 2 Competition. This competitive grant brought $700 million to the state to implement a broad range of strategies designed to improve the lowest performing schools, reward teachers, and increase the academic achievement of our students. Included in Florida s RTTT Grant: Florida s new teacher evaluation system. Florida s student growth measure the Value-Added Model (VAM). development of a State test item bank and assistance with district-developed assessments for content areas that do not currently have standardized tests. improvements to Florida s Principal Leadership Standards. development of STEM programs (Science, Technology, Energy, Mathematics). professional development opportunities. technological improvements. improved access to data. The Florida Department of Education (DOE) has developed a series of videos that provide important information concerning reform efforts currently underway in the state. These can be found at the following location: Updates from Implementation Committees, *The Race to the Top grant (RTTT) was authorized under the American Recovery and Reinvestment Act of 2009 (ARRA). Putnam EDGE High School Instructional Evaluation System The focus of this instructional evaluation system is to improve the quality of instruction in order to advance student growth and academic achievement. This will be accomplished by establishing an evaluation system comprised of components which include gathering data, sharing information, and providing opportunities for professional growth. The success of this system will rely on collaborative conversations and professional development. The evaluation system chosen by Putnam EDGE High School is based on the research compiled by Dr. Robert Marzano in The Art and Science of Teaching. Putnam EDGE High School believes that by empowering instructional personnel to excel as educators, we will ensure that our students excel socially, emotionally and academically. Research demonstrates that teacher effectiveness is the most influential factor affecting student achievement. Our goal is to promote and support highly effective teaching in every classroom. Florida Statute (1)(a) states, For the purpose of increasing student learning growth by improving the quality of instructional, administrative, and supervisory services in the public schools of the state, the district school superintendent shall establish procedures for evaluating the performance of duties and responsibilities of all instructional, administrative and supervisory personnel employed by the school district. Senate Bill

5 Evaluation Model The State (Marzano) Evaluation Model was approved by the Florida Department of Education (DOE) as a model that schools/districts can use or adapt as their evaluation model. The evaluation model includes four domains: Domain 1: Classroom Strategies and Behaviors Domain 2: Preparing and Planning Domain 3: Reflecting on Teaching Domain 4: Collegiality and Professionalism The Research Base from Which the Model Was Developed Each of the works from which the model was developed report substantial research on the elements they address. For example, The Art and Science of Teaching includes over 25 tables reporting the research on the various elements of Domain 1. These tables report the findings from meta-analytic studies and the average effect sizes computed in these studies. In all, over 5,000 studies (i.e., effect sizes) are covered in the tables representing research over the last five decades. The same can be said for the other titles listed above. Thus, one can say that the model was initially based on thousands of studies that span multiple decades and these studies were chronicled and catalogued in books that have been widely disseminated in the United States. The four domains include 60 elements: 41 in Domain 1, 8 elements in Domain 2, 5 elements in Domain 3 and 6 elements in Domain 4. Elements of the Marzano Evaluation Model Domain 1: Classroom Strategies and Behaviors Routine Segments Design Question #1: What will I do to establish and communicate learning goals, track student progress, and celebrate success? 1. Providing clear learning goals and scales (rubrics) 2. Tracking student progress 3. Celebrating success Design Question #6: What will I do to establish and maintain classroom rules and procedures? 4. Establishing classroom rules and procedures 5. Organizing the physical layout of the classroom Content Segments Design Question #2: What will I do to help students effectively interact with new knowledge? 6. Identifying critical information 7. Organizing students to interact with new knowledge 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 5

6 Design Question #3: What will I do to help student practice and deepen their understanding of new knowledge? 14. Reviewing content 15. Organizing students to practice and deepen knowledge 16. Using homework 17. Examining similarities and differences 18. Examining errors in reasoning 19. Practicing skills, strategies, and processes 20. Revising knowledge Design Question #4: What will I do to help students generate and test hypotheses about new knowledge? 21. Organizing students for cognitively complex tasks 22. Engaging students in cognitively complex tasks involving hypothesis generation and testing 23. Providing resources and guidance Segments Enacted on the Spot Design Question #5: What will I do to engage students? 24. Noticing when students are not engaged 25. Using academic games 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 talk about themselves 32. Presenting unusual or intriguing information Design Question #7: What will I do to recognize and acknowledge adherence or lack of adherence to rules and procedures? 33. Demonstrating withitness 34. Applying consequences for lack of adherence to rules and procedures 35. Acknowledging adherence to rules and procedures Design Question #8: What will I do to establish and maintain effective relationships with students? 36. Understanding students interests and background 37. Using verbal and nonverbal behaviors that indicate affection for students 38. Displaying objectivity and control Design Question #9: What will I do to communicate high expectations for all students? 39. Demonstrating value and respect for low expectancy students 40. Asking questions of low expectancy students 41. Probing incorrect answers with low expectancy students 6

7 Domain 2: Planning and Preparing Planning and Preparing for Lessons and Units 42. Planning and preparing for effective scaffolding of information within lessons 43. Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content 44. Planning and preparing for appropriate attention to established content standards Planning and Preparing for Use of Materials and Technology 45. Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, video tapes) 46. Planning for the use of available technology such as interactive white boards, voting technologies and one-to-one computer Planning and Preparing for Special Needs of Students 47. Planning and preparing for the needs of English language learners 48. Planning and preparing for the needs of special education students 49. Planning and preparing for the needs of students who come from home environments that offer little support for schooling Domain 3: Reflecting on Teaching Evaluating Personal Performance 50. Identifying specific 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 across different categories of students (i.e., different socio-economic groups, different ethnic groups) Developing and Implementing a Professional Growth Plan 53. Developing a written growth and development plan 54. Monitoring progress relative to the professional growth plan Domain 4: Collegiality and Professionalism Promoting a Positive Environment 55. Promoting positive interactions about colleagues 56. Promoting positive interactions about students and parents Promoting Exchange of Ideas and Strategies 57. Seeking mentorship for areas of need or interest 58. Mentoring other teachers and sharing ideas and strategies Promoting District and School Development 59. Adhering to district and school rules and procedures 60. Participating in district and school initiatives Domain 1 contains 41 elements ( ); Domain 2 contains 8 elements ( ); Domain 3 contains 5 elements (3 +2) and Domain 4 contains 6 elements ( ). Given that 41 of the 60 elements in the model are from Domain 1, the clear emphasis in the Marzano model is what occurs in the classroom the strategies and behaviors teachers use to enhance student achievement. 7

8 Teacher status and growth can be assessed in each component of the model in a manner that is consistent with the Florida DOE guide-lines and the requirements of Race to the Top Grant. *Classroom-based instructional personnel are assessed on all 60 elements of the framework. The Marzano Learning Map for classroom-based instructional personnel can be found in Appendix B (pages 19 through 21). Summary In summary, the Marzano Evaluation Model was designed using thousands of studies conducted over the past five or more decades and published in books that have been widely used by K-12 educators. In addition, experimental/control studies have been conducted that establish more direct causal linkages with enhanced student achievement than can be made with other types of data analysis. Correlation studies (the more typical approach to examining the viability of a model) have also been conducted indicating positive correlations between the elements of the model and student mathematics and reading achievement. Finally, the model has been studied as to its effects on the use of technology (i.e., interactive whiteboards) and found it to be highly correlated with the effectiveness of that technology. Evaluation Components The components of the instructional personnel evaluation system are: Teacher Performance (as determined by Marzano Evaluation Model) 50% Student Achievement (as determined by a Value-Added Measure) * 50% *Teachers with FCAT student data for less than three years will receive a summative calculation of 40% student achievement and 60% teacher performance. Teacher Performance Evaluations (50%) School Administrator Evaluation School administrators and other trained evaluators evaluate Category 1 and Category 2 teachers on their classroom and professional practices based on information gathered from formal and informal classroom observations as well as supporting elements which could include artifacts such as lesson plans and evidence of professionalism and collegiality. Student Achievement (Value-Added Measure) (50%) As established in the Student Success Act and the Race to the Top Grant, teacher evaluations are designed to support effective instruction and student learning growth. To support these objectives, the law requires that teacher evaluations be based on sound educational principles and 8

9 contemporary research in effective practices in three major areas: 1) student performance, 2) instructional practice and 3) professional and job responsibilities. A significant portion of the performance evaluation must be based on data and indicators of student learning growth assessed annually and measured by statewide assessments or, for subjects and grade levels not measured by statewide assessments, by district assessments as provided in s ,F.S. 99/1008/Sections/ html Based on Florida statutory requirements, the value added portion of the evaluation model may require annual modifications or revisions based on implementation of state and/or district EOCs or other factors identified by the legislature. To meet this requirement, a fair and transparent measure of student growth was developed. This measure is based on a value-added model which measures the impact a teacher has on student learning and takes into account other factors that may influence the learning process. The value-added model attempts to level the playing field by accounting for differences in the proficiency and characteristics of students assigned to teachers. The model developed by the Florida Department of Education accounts for student characteristics, classroom characteristics and school characteristics. Three factors which cannot, by law, be factored into the measure are gender, race or socio-economic status of students. Putnam EDGE High School District Value-Added Model Teaching Assignment Reading, Grades 4 through 8 Math, Grades 4 through 8 Non-FCAT Non-End of Course (EOC) Subjects Grades 6 through 10 Advance Placement (AP) Courses Courses with an EOC Examination 11 th and 12 th Grade Non-AP Non-EOC ILCs, Deans, Guidance Counselors Growth Calculation State-calculated VAM (growth) State-calculated VAM (growth State-generated VAM based on assigned students (growth) VAM Score based on percentage proficient (state average pass rate) combined with VAM score from assigned students (growth) School average VAM (growth) School average VAM (growth) Deliberate Practice Growth Plan Deliberate Practice is a way for teachers to grow their expertise through a series of planned activities, as well as through reflection and collaboration. These planned activities include setting personal goals, focused practice, observing and discussing teaching and monitoring personal practice. Teachers identify their personal goals based on student growth and achievement and collaborate with their principals on these goals. Principals, in turn, monitor and support teachers in their growth through focused feedback. A score will be derived annually based on each teacher s growth on 9

10 identified goals. For the Deliberate Practice Growth Plan during the school year, scores from this growth plan will be embedded in Domain 3 of the observable score in the calculations for the Final Summative Score in the school year. The Deliberate Practice Growth Plan explanation and form can be found in Appendix E. Deliberate Practice may be based on each of the Florida Educator Accomplished Practices as found in Rule 6A-5.065, F.A.C., job expectations related to student support, and indicators that assess progress on deliberate practice priorities for professional improvement. Putnam EDGE High School system may also include the following indicators: a. Learning Goal with Scales: The teacher provides students with clearly stated learning goals accompanied by a scale or rubric that describes levels of performance relative to the learning goal; b. Tracking Progress: The teacher facilitates the tracking of student progress on learning goals using a formative approach to assessment; c. Established Content Standards: The teacher ensures that lesson and unit plans are aligned with established state content standards identified by the school and the manner in which that content should be sequenced; and d. Multi-tiered System of Supports: The teacher provides a learning environment with multiple tiers of support to meet individual needs and affect positive change. Final Summative Calculation School Year The final summative calculation for instructional personnel will be determined as follows: 1. Instructional personnel with FCAT student results for three or more years a. 50% of the overall summative score will be based on three years of data (student achievement). b. 50% of the final overall summative score will be based on Marzano Observable Elements (teacher performance). Evaluation Process Teacher Category Placement Teachers are assigned to categories based on their experience. The two categories are: Category I: Teachers who have 0-3 years of total experience Teachers new to PEHS during the current school year, regardless of experience Teachers who broke service with PEHS and have returned during the current school year Category II: Teachers who have at least 3 years of experience and are not new to PEHS during the current school year Classroom Observations Formal Observations Category (Announced) Category 1 2 Each formal observation is 10 Informal Observations (Announced or Unannounced) Walkthroughs 3 8 per year

11 followed by an evaluation for 1 st year teachers Category per year Walkthrough A walkthrough can be announced or unannounced and should be a minimum of five minutes long. A walkthrough will be conducted by a trained administrator or other evaluator. A walkthrough is useful for providing feedback to teachers, acknowledging professional growth and collecting evidence to further inform the annual evaluation process. The evidence collected will not be used as a data source for the final summative evaluation. Informal Observation Process An informal observation can be announced or unannounced and should be a minimum of 15 minutes long. This observation will be conducted by a trained administrator or other trained. An informal observation is useful for providing feedback to teachers, acknowledging professional growth and collecting evidence to further inform the annual evaluation process. The evidence collected will be used as a data source for the final summative evaluation. Formal Observation Process A formal observation is designed to collect evidence which will be used as a data source for the final summative evaluation. The recommended time for this observation is a full class period or full lesson. This observation will be conducted by trained administrators or other trained evaluator. The formal observation includes a pre-conference, a classroom observation and a post-conference. This enables teachers and administrators to engage in rich, collaborative dialog. It allows teachers to reflect on practice and also allows teachers and administrators to collaborate in decision-making and clarifying expectations. Professional Development Evaluators Evaluators will be provided ongoing professional development related to research-based best practices. This training will be provided via meetings, school-provided professional development, PLCs and conferences. Instructional Personnel Ongoing professional development will be provided by Putnam EDGE High School to support instructional personnel in implementation of research-based best practices. This professional development will be provided via school-based inservice including PLCs and/or Lesson Study, state meetings and conferences. School-based professional development is provided monthly. Student achievement and teacher performance is analyzed to guide the development and implementation of targeted professional development designed to address the needs of instructional personnel. 11

12 Additional Documentation (Items are labeled according to the Charter School Review and Approval Checklist.) Section I: Performance of Student Elements: A. For classroom teachers of courses associated with state assessments under Section , F.S.: Verification that state assessment data and the associated learning growth model approved pursuant to Section (7), F.S. are used in the evaluation of teachers assigned to teach the courses associated with a state assessment. Putnam EDGE Charter High School will be using the state s Value-Added Model in order to determine the Student Growth Measure. E. Confirmation and procedures for including current year student performance data in each individual s summative rating for that school year. The years of student growth data included in the evaluation must be specified and must include the current year data. Putnam EDGE Charter High School will be using the state s Value-Added Model in order to determine the Student Growth Measure for all instructional personnel. We will include additional assessments as they are approved by the state. For and beyond, we are basing the evaluation on 50% Teacher Evaluation and 50% Student Growth based on VAM. F. The percentage of an evaluation that is based on student performance when there are three years of data present for an individual and when there are less than three years of data present for an individual. For the years Putnam EDGE Charter High School will be using three years of data, the school administrator evaluations will be based on 50% Teacher Evaluation and 50% Student Growth Measures. H. In and thereafter, three years of data are required. Putnam EDGE Charter High School will use three years of data and the evaluation will be based on 50% Leadership Practices and 50% Student Growth Measures. Section VIII: Input Mechanisms: A. Identification of supervisory personnel performing evaluations. Documents must verify that the determination of a performance level is performed by someone with a supervisory relationship to the employee. Teachers will be evaluated by school-based administrators. Within the evaluation document, there will be a place for the evaluatee s signature as well as the evaluators signatures. B. Parent Input: For teachers, a mechanism that provides an opportunity for parents to provide input into an administrator s performance evaluation. Parents will be notified via telephone, electronic communication, the school--newsletter, and/or the school website that they may provide input into an administrator s evaluation. 12

13 Section IX: Training A. Systematic process to inform the workforce, using Florida s Common Language of Instruction, on what they are to know and be able to do based on elements in the evaluation system. The Putnam EDGE Charter High School will provide a systematic process to inform the workforce (administrators and teachers), using Florida s Common Language of Instruction, on what they are to know and be able to do based on elements in the evaluation system. B. Systematic process to provide initial training and continuously improve the capacities of the workforce and evaluators, using Florida s Common Language of Instruction, found at to understand and implement the performance expectations in the evaluation system indicators. Florida s Common Language of Instruction will be incorporated in rule by reference, and entitled as follows: Florida s Common Language of Instruction, Form No. EQEVAL The initial training of the workforce, including updates to the Governing Board, will consist of: Sessions to unwrap the prioritized Florida Leadership Standards and construct a Deliberate Practice Plan OR sessions to unwrap prioritized Florida Educator Standards and construct a Deliberate Practice Plan. Ongoing support focused on supporting and expanding the initial learning Assessment Continuous improvement based on formative and summative evaluations C. Charter process for providing training programs to ensure that all individuals with evaluation responsibilities understand the proper use of evaluation criteria and procedures. The Department s guidance on training evaluators is posted at labeled Training Evaluators in District Instructional and Administrator Evaluation Systems. The Putnam EDGE Charter High School will design and deliver all professional learning around the implementation of the state approved school leader and teacher evaluation models. Section X: Continuous Improvement and Professional Development: A. Improvement Plans: The use of performance evaluation results when developing the Putnam EDGE Charter High School improvement plan. Improvement plans. The documentation shall describe how evaluation results are analyzed and used in developing improvement plans. Evaluation results will be collected, compiled, and analyzed. Analysis will be used when developing the school improvement plan. Baseline data will be collected in June of B. Continuous Improvements: Instruments, procedures, and criteria for continuous 13

14 quality improvement of the professional skills of school leaders and instructional personnel. Documents shall include the following: 1. Procedures for providing employees with feedback that supports improvement in performance. Feedback means the timely information, specific to the evaluation system s rubrics and indicators, that is provided about evidence collected in the evaluation system, which serves to improve the quality of future actions or depth of understanding on performance expectations. Feedback will be shared throughout the Teacher Evaluation Process. 1. District forms of Individual Professional Development Plans (IPDP) developed pursuant to Section (4) (b), F.S. Individual Leadership Development Plans (ILDP) developed pursuant to Rule 6A-5.971, F.A.C., and any other instruments used to support continuous improvement of professional learning. Districts employing separate forms for deliberate practice shall indicate if such instruments take the place of the IPDP or ILDP. The Putnam EDGE Charter High School will use the state Deliberate Practice Model in lieu of the IPDP and ILDP. 4. A description of district criteria for assessing the impact of provided professional development on the participating workforce s proficiency on the evaluation indicators. Each professional development opportunity has a set of performance metrics to measure the impact on the participating workforce. The results collected will be used to provide further Professional Development or modify existing Professional Development as needed. Performance metrics will be analyzed to develop individualized professional learning. 2. Professional Development: Use of performance evaluation results to identify the content of individual, collegial, and system-wide professional development documentation will include descriptions of the charter process for levels of professional development (school and educator).and a description of the process(es) for aligning the content of the charter s Master Inservice Plan, Section (4)(b), F.S. and Rule 6A , F.A.C., with performance evaluation results. The 2014/2015 Putnam EDGE Charter High School Professional Development Plan will be developed to include the new school leader and instructional evaluation systems for aligning to the charter s master inservice plan. The revised system will be presented to the Governing Board by September 1, 2014 and submitted to the state/school district by October 1, 2014, as per statute D. Process for the coordination of evaluation, school improvement and professional development planning, data collection and analysis, and impact monitoring. Documentation shall include a process for aligning and sustaining the alignment of data elements in the Local Instructional Improvement System (LIIS), developed pursuant to Section F.S., with the charter s evaluation indicators and the content of district provided professional development. The Putnam EDGE Charter High School will develop and use an integrated data management system. This student information system will track attendance, grades, learning, schedules, and 14

15 student records so Putnam EDGE Charter High School can educate the whole child. When cost-effective, electronic curriculum and lesson planning will be used. When available, online professional development will be used by both administrative and instructional personnel. E. Feedback and continuous improvement processes focused on the purpose of the evaluation system. Documentation will describe processes for specific and actionable feedback on proficiency of performance. Monitoring the effective and consistent use of the evaluation criteria by those with evaluation responsibilities will be continuous. Monitoring of the charter evaluation processes will be on-going to insure effective implementation of the charter evaluation system. Information and updates will be presented annually to the Putnam EDGE Charter High School Governing Board about the school leader and teacher evaluation processes. F. Process for monitoring and evaluating the effectiveness of the evaluation system as required in (2)(h) and subsection (6) of this rule. Regularly scheduled meetings will continue to take place between Putnam EDGE Charter High School administrator(s) and the Governing Board. Section XI: Annual Evaluation Include a statement verifying that a performance evaluation shall be conducted for each employee at least once a year. Annual evaluations are conducted for school leaders and instructional personnel; these evaluations are submitted to the Human Resources Department. Section XII: Reporting Processes: A. Specify the URL where approved evaluation documents will be posted within 30 days of approval by the Department: B. Provide a description of the process that will be implemented to prepare the annual report on the state of evaluation system implementation. Through an annual report on the charter s process towards meeting Florida Learning Instructional Improvement System standards, the school leader and teacher evaluation systems will be evaluated annually. Appendix A: Glossary: Common Language Artifact: A piece of evidence (a product of the teacher and/or student work) that documents successful use of a strategy Common Language of Instruction: Language that drives observation/feedback Content: A progression of learning from a consumer of knowledge to a user of knowledge 15

16 Deliberate Practice: A way for teachers to grow their expertise through a series of planned action steps, reflection and collaboration. Involved in the Deliberate Practice Plan are: setting goals, focus practice, focus feedback, observing and discussing teaching and monitoring progress. Design Questions: Ten questions teachers ask themselves when planning a lesson or unit of instruction Domain: A body of knowledge defined by research representing a particular aspect of teaching Element: A key strategy within a domain Essential Questions: Broad, important questions that refer to core ideas and inquiries within a discipline. They help students inquire and make sense of important but complicated ideas, knowledge and know-how. They are related to content, seek to prompt genuine inquiry leading to eventual understandings inferences drawn from facts that are provisional but not meant to be final. They hook and hold the attention of students and guide their thinking. Evidence: Observable behaviors (or artifacts) that can be documented FEAPs: Florida Educator Accomplished Practices Focused Feedback: Feedback that is focused on specific classroom strategies and behaviors during a set time interval. The feedback is informative, constructive, objective, and actionable. Focused Practice: Practice that is focused on a limited number of strategies where corrections, modifications, and adaptations are made to improve student learning at an appropriate level of difficulty so that the teacher can experience success. Formal Observation: The formal observation is the primary method for collecting evidence that will be used as a source of data for the summative evaluation and provides a rich source of feedback to teachers regarding their instructional practice and professional growth. Guiding Questions: Questions that lead you to the Essential Question. They often point toward a specific answer or factual knowledge. High Probability Strategies: High Probability Strategies are research-based strategies that have a higher probability of raising student learning when they are used at the appropriate level of implementation and within the appropriate instructional context. Teachers must determine which strategies to use with the right students at the right time. Informal Observation: The informal observation can be announced or unannounced and may or may not include an observation of the full class period. These observations are useful for providing additional feedback to teachers, acknowledging professional growth and collecting additional evidence to further inform the annual evaluation process. Innovative Teaching: An innovative lesson is well-planned, well-executed and is effective as measured by student learning. The lesson may require situational adjustment based on feedback 16

17 from students current learning, with the teacher responding in such a manner to remedy any individual learning disparities. Innovative teaching monitors and adapts strategies in response to student need, whether planned or enacted on-the-spot, and meets the learning as well as the social needs of the student. Instructional Framework: A model structures and guidelines Learning Goals: What students should know, understand or be able to do at the end of a lesson. A learning goal often begins with Students will understand or Students will be able to. Lesson Segments: Parts of a lesson that have unique goals and purposes for teachers and for students. Teachers engage in intentional and specific actions during these times. The Marzano Evaluation Framework consists of three major lesson segments: Involving Routine Events Addressing Content Enacted on the Spot Protocol: The observation and evaluation instrument Post Conference: The reflection or post-conference provides an opportunity for the teacher and the administrator to discuss the observation, clarify expectations and plan forward using the post conference form as a guide for contemplation and feedback. Routine Events: Rules and procedures that should be observed everyday Scale: Scales describe novice to expert performance (level of skills) for each of the strategies included in the four domains of the Marzano Evaluation Framework. The scales provide a means for teachers to gauge their use of particular instructional strategies and for administrators to provide feedback to teachers regarding their use of specific classroom strategies. Status Score: Reflects a teacher s overall implementation of the research- strategies found in The Art and Science of Teaching. Student Evidence: Specific observable behaviors in which the students engage in response to the teacher s use for particular instructional strategies. Summative Evaluation: The annual evaluation that is given to a teacher. Teacher Evidence: Specific observable behaviors that teachers engage in when using particular instructional strategies. Walkthroughs: A brief classroom observation using look fors to focus on specific elements of effective teaching 17

18 Appendix B: Marzano Learning Map Instructional 18

19 Appendix B: Marzano Learning Map Instructional 19

20 Appendix B: Marzano Learning Map Non-Instructional 20

21 Appendix C: Observation Forms Instructional personnel training and evaluations for the school will focus on Design 21

22 Questions 1, 2, and 8 of the Marzano Evaluation Model. 1. Domain 1, Routine Events 2. Domain 1, Lesson Segments Addressing Content pdf 3. Domain 1, Lesson Segments Enacted on the Spot (scroll to Design Question #8) gform_ pdf 4. Domain Domain Domain 4 Putnam EDGE Charter High School: Art & Science of Teaching Protocols Forms Page Numbers Planning Conference: Form A 2-3 Planning Conference: Form B 4-5 Reflection Conference 6-7 Long Form: Domain 1 Lesson Segments Involving Routine Events 8-12 Long Form: Domain 1 Lesson Segments Addressing Content Long Form: Domain 1 Lesson Segments Enacted on the Spot Long Form: Domain 2 Planning and Preparation Long Form: Domain 3 Reflecting on Teaching Long Form: Domain 4 Collegiality and Professionalism Formative Evaluation Form Summative Category I Summative Category II Appendix D: The Florida Educator Accomplished Practices Critical Content Purpose Description/Text Serves as Florida s core standards for effective educators 22

23 Forms the foundation for the states: Teacher preparation programs Educator certification requirements Instructional personnel evaluations Principles 1. Effective educators create a culture of high expectations for all students by promoting the importance of education and each student s achievement 2. Demonstrates deep and comprehensive knowledge of the subject being taught 3. Exemplifies the standards of the profession Practices Each of the 6 practices is clearly defined to promote a common language and statewide understanding of the expectations for the quality of instruction and professional responsibility. Quality of Instruction 1. Instructional Design & Lesson Planning a. Aligns instruction with state adopted standards at the appropriate level of rigor b. Sequences lessons and concepts to ensure coherence and required prior knowledge c. Designs instruction for students to achieve mastery d. Selects appropriate formative assessments to monitor learning e. Uses diagnostic student data to plan lessons f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies 2. The Learning Environment a. Organizes, allocates, and manages the resources of time, space, and attention b. Manages individual and class behaviors through a well-planned management system c. Conveys high expectations to all students d. Respects students cultural linguistic and family background e. Models clear, acceptable oral and written communication skills f. Maintains a climate of openness, inquiry, fairness and support g. Integrates current information and communication technologies h. Adapts the learning environment to accommodate the differing needs and diversity of students i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals Critical Content Description/Text Quality of Instruction 3. Instructional Delivery & Facilitation 23

24 a. Deliver engaging and challenging lessons b. Deepen and enrich students understanding through content area literacy strategies, verbalization of thought, and application of the subject matter c. Identify gaps in students subject matter knowledge d. Modify instruction to respond to preconceptions or misconceptions e. Relate and integrate the subject matter with other disciplines and life experiences f. Employ higher-order questioning techniques g. Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement j. Utilize student feedback to monitor instructional needs and to adjust instruction 4. Assessment a. Analyzes and applies data from multiple assessments and measures to diagnose students learning needs, informs instruction based on those needs, and drives the learning process b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge e. Shares the importance and outcomes of student assessment data with the student and the student s parent/caregiver(s) f. Applies technology to organize and integrate assessment information 24

25 Critical Content Continuous Improvement, Responsibility & Ethics Description/Text 5. Continuous Professional Improvement a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students needs b. Examines and uses data-informed research to improve instruction and student achievement c. Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of the lessons d. Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement e. Engages in targeted professional growth opportunities and reflective practices f. Implements knowledge and skills learned in professional development in the teaching and learning process 6. Professional Responsibility & Ethical Conduct Understanding 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 6B and 6B-1.006, F.A.C., and fulfills the expected obligations to students, the public and the education profession. 25

26 Appendix E: Deliberate Practice Growth Plan Deliberate Practice Process The Deliberate Practice Process ill consist of the following four stages as outlined by Learning Sciences International at the 2013 Building Expertise 2nd Annual International Marzano Conference in Orlando, Florida on June 19, Stage Description Setup The teacher walks through the school s defined steps to create a Deliberate Practice Growth Plan. Self-Assessment The teacher conducts a self-observation (using the AST Observation--Short Form) Target Elements The teacher selects specific elements to target for growth. Action Plan The teacher develops a plan to reach the Deliberate Practice goals. Approval The administrator(s) signs off on the proposed plan. Monitoring Administrator(s) and teacher track progress. Others who may monitor Deliberate Practice Growth Plans are peer evaluators, other evaluators, etc. Based on feedback or need, teachers can update or add action steps to the Deliberate Practice Growth Plan. Finish Administrator(s) provide feedback through comments. Administrator(s) indicate a completed plan via signature. Deliberate Practice score is included in the Summative Teacher Evaluation. Continuous Process The school can use overlapping dates so teachers can self-assess and begin a Deliberate Practice Growth Plan during one school year that continues in the following school year. Deliberate Practice Growth Plan in Putnam EDGE High School The Deliberate Practice Growth Plan is a teacher-specific plan designed to produce individual professional growth. Teachers will begin the process of creating a Deliberate Practice Growth Plan that will be submitted for administrative approval. After the plan has been approved, the teacher will begin the process of putting his/her plan into action throughout the year. This process consists of the following: breaking the overall goal into actionable steps for improvement; seeking professional development on how best to implement those steps; receiving feedback from observers/administrators on the effectiveness of implementation; self-reflecting on the effectiveness of implementation; seeking further professional development if needed based upon feedback and self- reflection; revisiting or progressing to new action steps based upon feedback and self-reflection; repeat the process. 26

27 The Deliberate Practice Growth Plan should be considered the driving focus for individual professional growth throughout the year. Decisions related to professional development should be made based on how the selected professional development activities will assist the teacher with reaching his/her deliberate practice goals. Teachers need to be able to produce evidence that he/she are following through with the steps laid out in his/her individual growth plan throughout the year. This will be reflected in the teachers Domain 3 score. How Deliberate Practice Growth Plans will be Scored Evidence of progress towards the Deliberate Practice Growth Plan will be embedded in Domain 3. This means that teachers will receive feedback on the progress they make on their Deliberate Practice Growth Plan and will have their plan scored within the 5 elements of Domain 3: Reflecting on Teaching. Each of the 5 elements contains a specific descriptor or look-for, examples of Teacher Evidence, and a scale with descriptors ranging from Innovating to Not Using. A teacher is highly encouraged to review these elements prior to completing his/her Deliberate Practice Growth Plan as well as throughout the year as he/she progresses through the individual Deliberate Practice Growth Plan. The effort and fidelity which teachers devote to the process throughout the year will be reflected in their Domain 3: Reflecting on Teaching score. 27

28 Deliberate Practice Growth Target Teacher s Name and Position: Evaluators Name and Position: Target for school year: Date Growth Targets Approved: Teacher s Signature: Evaluator s Signature Deliberate Practice Growth Target #: (Insert target identification number here, the check one category below) Focus issue(s): Why is the target worth pursuing? ( ) School Growth Target ( ) Teacher s Growth Target Growth Target: Describe what you expect to know or be able to do as a result of this professional learning effort. (indicator(s) from the narrowing worksheet) Anticipated Gain(s): What do you hope to learn? Plan of Action: A general description of how you will go about accomplishing the target. Progress Points: List progress points or steps toward fulfilling your goal that enable you to monitor your progress. If you goal Notes: 28

29 Deliberate Practice Frequently Asked Questions Q: What is the purpose of Deliberate Practice? A: Deliberate practice is a way for teachers to grow their expertise through a series of planned activities, reflection and collaboration. Q: How will Deliberate Practice be assessed? A: Deliberate Practice is a five step process that begins with the teacher completing a self-assessment on the 60 elements within 4 Domains of the Learning Map. From this process, the teacher will select two elements to target for professional growth. The teacher will then create an action plan that spells out the steps they will take to deliberately practice and grow in these areas. Finally, the teacher will submit his/her selections to his/her administrator for approval. Q: Do I have to rate myself on all 60 elements in the self-assessment? A: While not required to rate yourself on all 60, it is highly recommended that you provide a rating on at least half, if not all. This will increase the amount of data that will be used to develop recommendations for your deliberate practice. Q: Is it bad to rate myself as Developing or Beginning on the self-assessment? A: Absolutely not! The deliberate practice process is based on the concept of continual growth and development. A self-assessment rating of Developing or lower is not only to be expected but encouraged. As Dr. Marzano states an expectation that all teachers can increase their expertise from year to year, which produces gains in student achievement from year to year with a powerful cumulative effect is the goal of deliberate practice (Marzano, 2007). Q: Can I choose elements from Domains 2, 3 or 4 as target elements for my Deliberate Practice Growth plan? A: Yes. However it is highly recommended that you select elements from Domain 1: Classroom Strategies and Behaviors. The reason for this recommendation is that these elements can be observed in the classroom during instruction. The elements for Domains 2, 3 and 4 cannot and therefore it will be the teachers responsibility to produce evidence of these elements to the administrator or observer throughout the year. Q: What happens if my Deliberate Practice Growth Plan is not approved by my administrator? A: If your plan is not approved and returned, read the comments and suggestions by your administrator and review your plan. You may need to make changes or additions based upon their feedback. When these changes are completed, simply re-submit your plan for approval. Q: Evidence of progress towards my Deliberate Practice Growth Plan will be embedded in Domain 3; what does that mean? A: That means that you will receive feedback on the progress you make on your Deliberate Practice 29