Pasco County Schools. Instructional Evaluation System. Kurt Browning, Superintendent Phil Kupczyk, Supervisor.

Transcription

1 Pasco County Schools Instructional Evaluation System Pasco County Schools Kurt Browning, Superintendent Phil Kupczyk, Supervisor Rule 6A Form IEST-2015 Effective Date: August, 2015 (813)

2 Table of Contents 1. Performance of Students 2. Instructional Practice 3. Other Indicators of Performance 4. Summative Evaluation Score 5. Additional Requirements 6. District Evaluation Procedures 7. District Self-Monitoring 8. Appendix A Checklist for Approval Directions: This document has been provided in Microsoft Word format for the convenience of the district. The order of the template shall not be rearranged. Each section offers specific directions, but does not limit the amount of space or information that can be added to fit the needs of the district. All submitted documents shall be titled and paginated. Where documentation or evidence is required, copies of the source document(s) (for example, rubrics, policies and procedures, observation instruments) shall be provided. Upon completion, the district shall the template and required supporting documentation for submission to the address DistrictEvalSysEQ@fldoe.org. **Modifications to an approved evaluation system may be made by the district at any time. A revised evaluation system shall be submitted for approval, in accordance with Rule 6A-5.030(3), F.A.C. The entire template shall be sent for the approval process. Pasco County Schools Page 1

3 1. Performance of Students Directions: The district shall provide: For all instructional personnel, the percentage of the evaluation that is based on the performance of students criterion as outlined in s (3)(a)1., F.S., along with an explanation of the scoring method, including how it is calculated and combined [Rule 6A-5.030(2)(a)1., F.A.C.]. For classroom teachers newly hired by the district, the student performance measure and scoring method for each evaluation, including how it is calculated and combined [Rule 6A-5.030(2)(a)2., F.A.C.]. For all instructional personnel, confirmation of including student performance data for at least three years, including the current year and the two years immediately preceding the current year, when available. If less than the three most recent years of data are available, those years for which data are available must be used. If more than three years of student performance data are used, specify the years that will be used [Rule 6A-5.030(2)(a)3., F.A.C.]. For classroom teachers of students for courses assessed by statewide, standardized assessments under s , F.S., documentation that VAM results comprise at least one-third of the evaluation [Rule 6A-5.030(2)(a)4., F.A.C.]. For classroom teachers of students for courses not assessed by statewide, standardized assessments, the district-determined student performance measure(s) [Rule 6A (2)(a)5., F.A.C.]. For instructional personnel who are not classroom teachers, the district-determined student performance measure(s) [Rule 6A-5.030(2)(a)6., F.A.C.]. The Student Performance Measure (SPM) will be calculated for each measure weighted by the courses taught for that measure by the teacher and reported as a score of 1, 2, 3, or 4. This value will be averaged with the SPM for the prior year and the prior, prior year. This averaged SPM will be weighted as 35% of the teacher s summative score including teachers new to Pasco. Pasco will use the state-approved VAM scores for teachers who teach courses assessed by the Florida Standards Assessment (FSA) English Language Arts (ELA) in grades 4-10, the FSA Mathematics grades 4-8, or Algebra 1 (for grade 9 with grade 8 available). The state s score of 1, 2, 3, or 4 matches the calculation for the SPM calculation for other measures in Pasco. For other measures, Pasco will set cut scores using a proportional distribution across content and grade levels. Pasco County will accept the state determined VAM score of each teacher. This score will be a 1-4 score, indicated by U to HE. The chart below demonstrates how this score will be converted to points for the summative evaluation score: Pasco County Schools Page 2

4 VAM Score Conversion Categorical Score = Points 4 Highly Effective 4 3 Effective 3 2 Needs Improvement/Developing 2 1 Unsatisfactory 1 This chart will be used for assessments that don t have a conversion chart listed within the document. Roster-Based VAM Score Conversion (local Pasco VAM not state VAM) Categorical Score = Points % students meeting or exceeding expectation 40-74% students meeting or exceeding expectation Highly Effective 4 Effective % students meeting or exceeding expectation Needs Improvement/Developing % students meeting or exceeding expectation Unsatisfactory 1 Pasco County Schools Page 3

5 Student Performance Measures Student Performance Measure: All instructional personnel will include student performance data for at least three years, including the current year and the two years immediately preceding the current year, when available. If less than the three most recent years of data are available, those years for which data are available must be used. Teaching Assignment Performance Measure(s) for Evaluation Purposes Pre-Kindergarten (PK) School-wide 35% Kindergarten (K) District Final ELA; District Final 35% Math First Grade (1) District Final ELA; District Final 35% Math Second Grade (2) District Final ELA; District Final 35% Math Third Grade (3) FSA ELA; FSA Math 35% Fourth Grade (4) VAM ELA; VAM Math 35% Fifth Grade (5) VAM ELA; VAM Math 35% Other (K-5), including nonclassroom instructional personnel % meeting or exceeding expectation based on VAM ELA Guidance: School-wide Percentage Associated with Final Summative Evaluation 35% Access Points: FSAA; ABLLS; Brigance Math Courses (6-8) VAM Math 35% Science Courses (8) FCAT Science 35% English/Language 35% VAM ELA Arts/Reading Courses (6-8) Other (6-8), including nonclassroom instructional personnel % meeting or exceeding expectation based on VAM ELA Guidance: School-wide 35% Access Points: FSAA Civics Civics EOC 35% English 1 VAM ELA 35% English 2 VAM ELA 35% English 3 College Readiness R 35% English 4 PERT R 35% AP English Comp AP English Comp 35% Pasco County Schools Page 4

6 Algebra 1; Algebra 1 Algebra VAM (grade 8,9); 35% Honors; Algebra 1B Algebra EOC Pre-AICE Mathematics 1 VAM Math 35% Geometry; Geometry 35% Geometry EOC Honors Pre-AICE Mathematics 2 VAM 35% Biology 1; Biology 1 35% Honors; Biology Technology; Biology 1 Pre-IB; Integrated Science 3; Integrated Science 3 Honors Biology EOC Pre-AICE Biology Biology EOC 35% United States History US History EOC 35% % meeting or exceeding 35% ROTC expectation based on VAM R or College Readiness % meeting or exceeding 35% Other (9-12), including non-classroom instructional expectation based on VAM R or College Readiness personnel District Non-Classroom Instructional Personnel Access Points: FSAA; LCE District-wide VAM Pasco County will allow the site based principal to determine the student performance measure for the newly hired for the first evaluation and use non-vam calculation for scoring. Newly hired will have two evaluations per year that consists of a student performance measure and an instructional practice score. Each evaluation is a separate score and not averaged for the summative. 35% Pasco County Schools Page 5

7 2. Instructional Practice Directions: The district shall provide: For all instructional personnel, the percentage of the evaluation that is based on the instructional practice criterion as outlined in s (3)(a)2., F.S., along with an explanation of the scoring method, including how it is calculated and combined [Rule 6A-5.030(2)(b)1., F.A.C.]. Description of the district evaluation framework for instructional personnel and the contemporary research basis in effective educational practices [Rule 6A-5.030(2)(b)2., F.A.C.]. For all instructional personnel, a crosswalk from the district's evaluation framework to the Educator Accomplished Practices demonstrating that the district s evaluation system contains indicators based upon each of the Educator Accomplished Practices [Rule 6A-5.030(2)(b)3., F.A.C.]. For classroom teachers, observation instrument(s) that include indicators based on each of the Educator Accomplished Practices [Rule 6A-5.030(2)(b)4., F.A.C.]. For non-classroom instructional personnel, evaluation instrument(s) that include indicators based on each of the Educator Accomplished Practices [Rule 6A (2)(b)5., F.A.C.]. For all instructional personnel, procedures for conducting observations and collecting data and other evidence of instructional practice [Rule 6A-5.030(2)(b)6., F.A.C.]. Framework: Pasco County School s utilizes the Marzano Teacher Evaluation Model (MTEM). The MTEM is currently approved by the Florida Department of Education (DOE,) as a model that districts can use or adapt as their evaluation model. That Marzano Evaluation Model is based on a number of previous, related works that include: What Works in Schools (Marzano, 2003), Classroom Instruction that Works (Marzano, Pickering, & Pollock, 2001), Classroom Management that Works (Marzano, Pickering, & Marzano, 2003), Classroom Assessment and Grading that Work (Marzano, 2006), The Art and Science of Teaching (Marzano, 2007), Effective Supervision: Supporting the Art and Science of Teaching (Marzano, Frontier, & Livingston, 2011). Each of these works was generated from a synthesis of the research and theory. Thus the mode can be considered an aggregation of the research on those elements that have traditionally been shown to correlate with student academic achievement. The model includes four domains: Domain 2: Preparing and Planning Domain 3: Reflecting on Teaching Domain 4: Collegiality and Professionalism Pasco County Schools Page 6

8 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. The specifics of each domain are listed in Figure 1. For a detailed discussion of these elements see Effective Supervision: Supporting the Art and Science of Teaching (Marzano, Frontier, & Livingston, 2011). Observations: All teachers will receive at least 1 Formal/Announced Observation in the first semester o Follows the formal observation cycle: pre-conference (at teacher s request-not required), observation, post-conference. o Observation must be conducted within a one-week window from notification. o Observation is the length of a lesson-not to exceed 50 minutes All teachers will receive at least 1 Informal/Unannounced Observation in the Second semester o The teacher does have a one-time option of requesting the administrator to conduct the Informal/Unannounced observation at another time unless there is a scheduling conflict. o Observation is the length of a lesson-not to exceed 50 minutes All observation data, including Administrator Feedback needs to be entered into mypgs no later than ten (10) work days from the observation. Domain 2-4 Observations will receive a mid year rating Scoring for Domain 1 Observations: Each Domain 1 observation will be scored separately using the metric below and then averaged together to make up the overall Domain 1 score. o Highly Effective (4): Meets all requirements for Effective and at least 15% of scorable elements in the Domain 1 observation at Level 4 (Innovating). o Effective (3): At least 60% of scorable elements at Level 3 (Applying) or higher o Developing/Needs Improvement (2): Less than 60% of scorable elements at Level 3 (Applying) or higher and less than 50% of scorable elements at Levels 0 and/or 1 (Not Using and/or Beginning) o Unsatisfactory (1): At least 50% of scorable elements at Levels 0 and/or 1 (Not Using and/or Beginning) Scoring for Domains 2 & 4: o Highly Effective (4): At least 65% of scorable elements at Level 3 (Applying) or higher and no scorable elements at Levels 0 and/or 1 (Not Using and/or Beginning) o Effective (3): At least 60% of scorable elements at Level 3 (Applying) or higher o Developing/Needs Improvement (2): Less than 60% of scorable elements at Level 3 (Applying) or higher and less than 50% of scorable elements at Levels 0 and/or 1 (Not Using and/or Beginning) o Unsatisfactory (1): At least 50% of scorable elements at Levels 0 and/or 1 (Not Using and/or Beginning) Pasco County Schools Page 7

9 Scoring for Domain 3 (Deliberate Practice): This year, domain 3 will be scored and included as a 15% additive to the Status Score (Domains 1, 2, & 4). There will be an additional element added to Domain 3 that scores the level at which the teacher attains his/her goal on the targeted element in their Deliberate Practice Plan using the metric below: o Highly Effective (4): When a teacher improves three (3) levels on his/her targeted element, or when a teacher improves from Applying to Innovating on his/her targeted element. o Effective (3): When a teacher improves two (2) levels on his/her targeted element, or when a teacher improves from Developing to Applying on his/her targeted element. o Developing/Needs Improvement (2): When a teacher improves one (1) level on his/her targeted element. o Unsatisfactory (1): When a teacher does not improves on his/her targeted element. All elements in Domain will be given a score from 0(Not Using)-4 (Innovating). All elements, including the new element, will be averaged together to come up with the overall Domain 3 Score The overall Domain 3 score will be multiplied by 15% and this amount will be added to the Status Score (Domains 1, 2 & 4 observations) Status Score: The status score is calculated by multiplying the overall Domain 1 score by 60%, overall Domain 2 score by 30%, and overall Domain 4 score by 10% and then adding all three scores together. Instructional Practice Score: The Instructional Practice Score will be the Status Score (see above) plus the Domain 3 15% additive. The Instructional Practice Score will make up 65% of the teacher s Summative Evaluation Pasco County Schools Page 8

10 Crosswalk: Alignment to the Florida Educator Accomplished Practices (FEAP) Practice Evaluation Indicators 1. Instructional Design and Lesson Planning Applying concepts from human development and learning theories, the effective educator consistently: Domain 1: Classroom Strategies and Behaviors RE 1 Providing clear learning goals and scales C 1 Identifying critical information Domain 2: Planning & Preparing a. Aligns instruction with state-adopted standards at the appropriate level of rigor; Planning and preparing for effective scaffolding within lessons Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content Planning and preparing for appropriate attention to established content standards Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, video tapes) Planning for the use of available technology such as interactive white boards, voting technologies and one-toone computer Domain 1: Classroom Strategies and Behaviors RE 1 Providing clear learning goals and Scales RE 2 Tracking student progress RE 3 Celebrating success b. Sequences lessons and concepts to ensure coherence and required prior knowledge; c. Designs instruction for students to achieve mastery; Domain 2: Planning & Preparing Planning and preparing for effective scaffolding within lessons Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content Planning and preparing for appropriate attention to established content standards Domain 1: Classroom Strategies and Behaviors Pasco County Schools Page 9

11 C 10 Organizing students to practice and deepen knowledge C 16 Organizing students for cognitively complex tasks Domain 2: Planning & Preparing Planning and preparing for effective scaffolding within lessons Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content Planning and preparing for appropriate attention to established content standards Planning and preparing for the needs of English language learners Planning and preparing for the needs of students receiving special education Planning and preparing for the needs of students who come from home environments that offer little support for schooling Domain 1: Classroom Strategies and Behaviors d. Selects appropriate formative assessments to monitor learning; RE 1 Providing clear learning goals and Scales RE 2 Tracking student progress Domain 1: Classroom Strategies and Behaviors e. Uses diagnostic student data to plan lessons; and, RE 1 Providing clear learning goals and Scales RE 2 Tracking student progress RE 3 Celebrating success C 11 Homework EOS 16 Demonstrating value and respect for low expectancy students EOS 17 Asking questions of low expectancy students Domain 2: Planning & Preparing Planning and preparing for the needs of English language learners Planning and preparing for the needs of students receiving special education Planning and preparing for the needs of students who come from home environments that offer little support for schooling Domain 1: Classroom Strategies and Behaviors f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies. C 2 Organizing students to interact with new knowledge C 10 Organizing students to practice and deepen knowledge C 12 Examining similarities and differences C 13 Examining errors in reasoning C 14 Practicing skills, strategies, and processes C 15 Revising knowledge C 16 Organizing students for cognitively complex tasks Domain 2: Planning & Preparing Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, video tapes) Planning for the use of available technology such as interactive white boards, voting technologies and one-toone computer Planning and preparing for the needs of English Pasco County Schools Page 10

12 language learners Planning and preparing for the needs of students receiving special education Planning and preparing for the needs of students who come from home environments that offer little support for schooling 2. The Learning Environment To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently: Domain 1: Classroom Strategies and Behaviors a. Organizes, allocates, and manages the resources of time, space, and attention; RE 4 Establishing classroom rules and procedures RE 5 Organizing the physical layout of the classroom EOS 10 Demonstrating "withitness" EOS 12 Acknowledging adherence to rules and procedures EOS 13 Understanding students' interests and backgrounds EOS 15 Displaying objectivity and control Domain 4: Collegiality and Professionalism Promoting positive interactions with students and parents Domain 1: Classroom Strategies and Behaviors b. Manages individual and class behaviors through a well-planned management system; RE 4 Establishing classroom rules and procedures RE 5 Organizing the physical layout of the classroom EOS 1 Noticing when students are not engaged EOS 10 Demonstrating "withitness" EOS 11 Applying consequences for lack of adherence to rules and procedures EOS 12 Acknowledging adherence to rules and procedures EOS 15 Displaying objectivity and control Domain 1: Classroom Strategies and Behaviors c. Conveys high expectations to all students; RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 3 Celebrating success C 1 Identifying critical information C 2 Organizing students to interact with new knowledge EOS 16 Demonstrating value and respect for low expectancy students Domain 1: Classroom Strategies and Behaviors d. Respects students cultural linguistic and family background; RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 3 Celebrating success C 1 Identifying critical information C 2 Organizing students to interact with new knowledge EOS 14 Using verbal and nonverbal behaviors that indicate affection for students EOS 16 Demonstrating value and respect for low expectancy students Demonstrating value and respect for low expectancy students EOS 17 Asking questions of low expectancy students EOS 18 Probing incorrect answers with low expectancy students EOS 6 Demonstrating intensity and enthusiasm Pasco County Schools Page 11

13 Domain 1: Classroom Strategies and Behaviors e. Models clear, acceptable oral and written communication skills; RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 4 Establishing classroom rules and procedures EOS 10 Demonstrating "withitness" EOS 11 Applying consequences for lack of adherence to rules and procedures EOS 12 Acknowledging adherence to rules and procedures C 1 Identifying critical information C 2 Organizing students to interact with new knowledge C 3 Previewing new content C 4 Chunking content into digestible bites" Domain 1: Classroom Strategies and Behaviors f. Maintains a climate of openness, inquiry, fairness and support; RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 3 Celebrating success EOS 14 Using verbal and nonverbal behaviors that indicate affection for students EOS 16 Demonstrating value and respect for low expectancy students EOS 17 Asking questions of low expectancy students EOS 18 Probing incorrect answers with low expectancy students C 1 Identifying critical information C 2 Organizing students to interact with new knowledge Domain 4: Collegiality and Professionalism Promoting positive interactions with students and parents Domain 2: Planning & Preparing g. Integrates current information and communication technologies; Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, video tapes) Planning for the use of available technology such as interactive white boards, voting technologies and one-toone computer Domain 1: Classroom Strategies and Behaviors h. Adapts the learning environment to accommodate the differing needs and diversity of students; and RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 3 Celebrating success RE 4 Establishing classroom rules and procedures RE 5 Organizing the physical layout of the classroom C 1 Identifying critical information C 2 Organizing students to interact with new knowledge C 10 Organizing students to practice and deepen new knowledge C 16 Organizing students for cognitively complex tasks EOS 1 Noticing when students are not engaged EOS 5 Maintaining a lively pace EOS 6 Demonstrating intensity and enthusiasm EOS 10 Demonstrating "withitness" EOS 11 Applying consequences for lack of adherence and adherence to rules and procedures EOS 12 Acknowledging adherence to rules and procedures EOS 13 Understanding students' interests and backgrounds EOS 14 Using verbal and nonverbal behaviors that Pasco County Schools Page 12

14 indicate affection for students E0S 15 Displaying objectivity and control EOS 16 Demonstrating value and respect for low expectancy students EOS 17 Asking questions of low expectancy students EOS 18 Probing incorrect answers with low expectancy students Domain 2: Planning & Preparing Planning and preparing for effective scaffolding within lessons Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content Planning and preparing for appropriate attention to established content standards Planning and preparing for the needs of English language learners Planning and preparing for the needs of students receiving special education Planning and preparing for the needs of students who come from home environments that offer little support for schooling i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals. Domain 2: Planning & Preparing Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, video tapes) Planning for the use of available technology such as interactive white boards, voting technologies and one-toone computer 3. Instructional Delivery and Facilitation The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to: Domain 1: Classroom Strategies and Behaviors EOS 10 Demonstrating "withitness" EOS 11 Applying consequences for lack of adherence to rules and procedures EOS 12 Acknowledging adherence to rules and procedures C 2 Organizing students to interact with new knowledge C 10 Organizing students to practice and deepen knowledge C 16 Organizing students for cognitively complex tasks EOS 5 Maintaining a lively pace Domain 2: Planning & Preparing a. Deliver engaging and challenging lessons; Planning and preparing for effective scaffolding within lessons Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, video tapes) Planning for the use of available technology such as interactive white boards, voting technologies and one-toone computer Planning and preparing for the needs of English language learners Planning and preparing for the needs of students receiving special education Planning and preparing for the needs of students who Pasco County Schools Page 13

15 come from home environments that offer little support for schooling Domain 1: Classroom Strategies and Behaviors C 2 Organizing students to interact with new knowledge C 10 Organizing students to practice and deepen knowledge C 16 Organizing students for cognitively complex tasks EOS 10 Demonstrating "withitness" EOS 11 Applying consequences for lack of adherence to rules and procedures EOS 12 Acknowledging adherence to rules and procedures b. Deepen and enrich students understanding through content area literacy strategies, verbalization of thought, and application of the subject matter; Domain 2: Planning & Preparing Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, video tapes) Planning for the use of available technology such as interactive white boards, voting technologies and one-toone computer Planning and preparing for the needs of English language learners Planning and preparing for the needs of students receiving special education Planning and preparing for the needs of students who come from home environments that offer little support for schooling Domain 1: Classroom Strategies and Behaviors c. Identify gaps in students subject matter knowledge; RE 1 Providing clear learning goals and scales RE2 Tracking student progress RE 3 Celebrating success EOS 3 Managing response rates C 7 Recording and representing knowledge Domain 1: Classroom Strategies and Behaviors d. Modify instruction to respond to preconceptions or misconceptions; EOS 1 Noticing when students are not engaged EOS 3 Managing response rates EOS 5 Maintaining a lively pace EOS 8 Providing opportunities for students to talk about themselves EOS 13 Understanding students' interests and backgrounds Domain 2: Planning & Preparing Planning and preparing for the needs of English language learners2.3.2 Planning and preparing for the needs of students receiving special education Planning and preparing for the needs of students who come from home environments that offer little support for schooling Domain 1: Classroom Strategies and Behaviors e. Relate and integrate the subject matter with other disciplines and life experiences; C 2 Organizing students to interact with new knowledge C 10 Organizing students to practice and deepen knowledge C 16 Organizing students for cognitively complex tasks Pasco County Schools Page 14

16 Domain 2: Planning & Preparing Planning and preparing for effective scaffolding within lessons Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content Planning and preparing for appropriate attention to established content standards Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, video tapes) Planning for the use of available technology such as interactive white boards, voting technologies and one-toone computer Planning and preparing for the needs of English language learners Planning and preparing for the needs of students receiving special education Planning and preparing for the needs of students who come from home environments that offer little support for schooling Domain 1: Classroom Strategies and Behaviors f. Employ higher-order questioning techniques; EOS 3 Managing response rates EOS 7 Using friendly controversy C 5 Processing new information C 6 Elaborating on new information C 7 Recording and representing knowledge C 8 Reflecting on learning C 9 Reviewing content C 12 Examining similarities and differences C 13 Examining errors in reasoning C 14 Practicing skills, strategies, and processes C 15 Revising knowledge Domain 1: Classroom Strategies and Behaviors C 2 Organizing students to interact with new knowledge C 10 Organizing students to practice and deepen knowledge C 16 Organizing students for cognitively complex tasks EOS 5 Maintaining a lively pace EOS 10 Demonstrating "withitness" EOS 11 Applying consequences for lack of adherence to rules and procedures EOS 12 Acknowledging adherence to rules and procedures g. Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding; Domain 2: Planning & Preparing Planning and preparing for effective scaffolding within lessons Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, video tapes) Planning for the use of available technology such as interactive white boards, voting technologies and one-toone computer Planning and preparing for the needs of English language learners Planning and preparing for the needs of students receiving special education Planning and preparing for the needs of students who Pasco County Schools Page 15

17 come from home environments that offer little support for schooling Domain 1: Classroom Strategies and Behaviors EOS 13 Understanding students' interests and backgrounds Domain 2: Planning & Preparing h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students; Planning and preparing for effective scaffolding within lessons Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content Planning and preparing for appropriate attention to established content standards Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, video tapes) Planning for the use of available technology such as interactive white boards, voting technologies and one-toone computer Planning and preparing for the needs of English language learners Planning and preparing for the needs of students receiving special education Planning and preparing for the needs of students who come from home environments that offer little support for schooling Domain 1: Classroom Strategies and Behaviors i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement; RE 1Providing clear learning goals and scales/rubrics RE 2 Tracking student progress RE 3 Celebrating success EOS 3 Managing response rates C 7 Recording and representing knowledge Domain 1: Classroom Strategies and Behaviors j. Utilize student feedback to monitor instructional needs and to adjust instruction. RE 1Providing clear learning goals and scales/rubrics RE 2 Tracking student progress RE 3 Celebrating success EOS 3 Managing response rates C 7 Recording and representing knowledge 4. Assessment The effective educator consistently: Domain 1: Classroom Strategies and Behaviors 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; RE 1Providing clear learning goals and scales/rubrics RE 2 Tracking student progress RE 3 Celebrating success RE 4 Establishing classroom rules and procedures C 2 Organizing students to interact with new knowledge C 5 Processing new information C 6 Elaborating on new information C 7 Recording and representing knowledge C 8 Reflecting on learning C 9 Reviewing content C 10 Organizing students to practice and deepen knowledge C12 Examining similarities and differences C 13 Examining errors in reasoning C 14 Practicing skills, strategies, and processes C 15 Revising knowledge EOS 1 Noticing when students are not engaged Pasco County Schools Page 16

18 C 16 Organizing students for cognitively complex tasks C 17 Engaging students in cognitively complex tasks involving hypothesis generation and testing C 18 Providing resources and guidance EOS 2 Using academic games EOS 3 Managing response rates EOS 4 Using physical movement EOS 5 Maintaining a lively pace EOS 7 Using friendly controversy EOS 8 Provide opportunities for students to talk about themselves EOS 9 Presenting unusual or intriguing information EOS 10 Demonstrating "withitness" EOS 13 Understanding students' interests and backgrounds EOS 15 Displaying objectivity and control EOS 16 Demonstrating value and respect for low expectancy students EOS 17 Asking questions of low expectancy students EOS 18 Probing incorrect answers with low expectancy students Domain 2: Planning & Preparing Planning and preparing for effective scaffolding within lessons Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, video tapes) Planning for the use of available technology such as interactive white boards, voting technologies and one-toone computer Planning and preparing for the needs of English language learners Planning and preparing for the needs of students receiving special education Planning and preparing for the needs of students who come from home environments that offer little support for schooling Domain 1: Classroom Strategies and Behaviors RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 3 Celebrating success b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery; Domain 2: Planning & Preparing Planning and preparing for effective scaffolding within lessons Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content Planning and preparing for appropriate attention to established content standards Domain 1: Classroom Strategies and Behaviors c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains; RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 3 Celebrating successc 5 Processing new information C 7 Recording and representing knowledge C12 Examining similarities and differences C 17 Engaging students in cognitively complex tasks involving hypothesis generation and testing Pasco County Schools Page 17

19 EOS 2 Using academic games EOS 3 Managing response rates EOS 18 Probing incorrect answers with low expectancy students EOS 17 Asking questions of low expectancy students Domain 1: Classroom Strategies and Behaviors d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge; EOS 1 Noticing when students are not engaged EOS 3 Managing response rates EOS 4 Using physical movement EOS 5 Maintaining a lively pace EOS 8 Provide opportunities for students to talk about themselves EOS 13 Understanding students' interests and backgrounds Domain 2: Planning & Preparing Planning and preparing for the needs of students who come from home environments that offer little support for schooling Domain 1: Classroom Strategies and Behaviors e. Shares the importance and outcomes of student assessment data with the student and the student s parent/caregiver(s); and, RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 3 Celebrating success EOS 3 Managing response rates Domain 4: Collegiality and Professionalism Promoting positive interactions with students and parents Domain 2: Planning & Preparing f. Applies technology to organize and integrate assessment information Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, video tapes) Planning for the use of available technology such as interactive white boards, voting technologies and one-toone computer 5. Continuous Professional Improvement The effective educator consistently: Domain 3: Reflecting on Teaching a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students needs; Identifying specific areas of pedagogical strength and weakness Evaluating the effectiveness of individual lessons and units Evaluating the effectiveness of specific pedagogical strategies and behaviors across different categories of students (i.e., different socio-economic groups, different ethnic groups) Developing a written growth plan Monitoring progress relative to the professional growth plan 3.2.2b Attainment of Growth Goal Relative to the Professional Growth and Development Plan Domain 3: Reflecting on Teaching b. Examines and uses data-informed research to improve instruction and student achievement; Identifying specific areas of pedagogical strength and weakness Evaluating the effectiveness of individual lessons and Pasco County Schools Page 18

20 units Evaluating the effectiveness of specific pedagogical strategies and behaviors across different categories of students (i.e., different socio-economic groups, different ethnic groups) Developing a written growth plan Monitoring progress relative to the professional growth plan 3.2.2b Attainment of Growth Goal Relative to the Professional Growth and Development Plan Domain 4: Professionalism and Collegiality Promoting positive interactions with colleagues Adhering to district and school rules and procedures Participating in district and school initiatives Domain 3: Reflecting on Teaching 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; Identifying specific areas of pedagogical strength and weakness Evaluating the effectiveness of individual lessons and units Evaluating the effectiveness of specific pedagogical strategies and behaviors across different categories of students (i.e., different socio-economic groups, different ethnic groups) Developing a written growth plan Monitoring progress relative to the professional growth plan 3.2.2b Attainment of Growth Goal Relative to the Professional Growth and Development Plan Domain 4: Professionalism and Collegiality Promoting positive interactions with colleagues Adhering to district and school rules and procedures Participating in district and school initiatives Domain 4: Professionalism and Collegiality d. Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement; Promoting positive interactions with students and parents Adhering to district and school rules and procedures Participating in district and school initiatives Domain 3: Reflecting on Teaching e. Engages in targeted professional growth opportunities and reflective practices; and, Identifying specific areas of pedagogical strength and weakness Evaluating the effectiveness of individual lessons and units Evaluating the effectiveness of specific pedagogical strategies and behaviors across different categories of students (i.e., different socio-economic groups, different ethnic groups) Developing a written growth plan Monitoring progress relative to the professional growth plan 3.2.2b Attainment of Growth Goal Relative to the Professional Growth and Development Plan Domain 4: Professionalism and Collegiality Promoting positive interactions with colleagues Pasco County Schools Page 19

21 4.3.1 Adhering to district and school rules and procedures Participating in district and school initiatives Domain 3: Reflecting on Teaching f. Implements knowledge and skills learned in professional development in the teaching and learning process Identifying specific areas of pedagogical strength and weakness Evaluating the effectiveness of individual lessons and units Evaluating the effectiveness of specific pedagogical strategies and behaviors across different categories of students (i.e., different socio-economic groups, different ethnic groups) Developing a written growth plan Monitoring progress relative to the professional growth plan 3.2.2b Attainment of Growth Goal Relative to the Professional Growth and Development Plan Domain 4: Professionalism and Collegiality Adhering to district and school rules and procedures Participating in district and school initiatives 6. Professional Responsibility and 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 6A and 6A , F.A.C., and fulfills the expected obligations to students, the public and the education profession. Domain 1: Classroom Strategies and Behaviors EOS 15 Displaying objectivity and control EOS 16 Demonstrating value and respect for low expectancy students EOS 17 Asking questions of low expectancy students EOS 18 Probing incorrect answers with low expectancy students Domain 4: Professionalism and Collegiality Promoting positive interactions with colleagues Promoting positive interactions with students and parents Adhering to district and school rules and procedures Participating in district and school initiatives Pasco County Schools Page 20

22 Classroom Teacher Instrument: Domain 1 Observation Form for Teacher100, Training Evaluator: PHILLIP EDWARD KUPCZYK Assessment Date: 09/23/2015 Lesson Segment Involving Routine Events Design Question #1: What will I do to establish and communicate learning goals, track student progress, and celebrate success? Rating Comments Attachment 1. Providing Rigorous Learning Goals and Performance Scales (Rubrics) The teacher provides rigorous learning goals and/or targets, both of which are embedded in a performance scale that includes application of knowledge. 1.1 Teacher Evidence 1.2 Student Evidence 2. Tracking Student Progress The teacher facilitates tracking of student progress on one or more learning goals and/or targets using a formative approach to assessment. 2.1 Teacher Evidence 2.2 Student Evidence 3. Celebrating Success The teacher provides students with recognition of their current status and their knowledge gain relative to the learning goal or target. * 3.1 Teacher Evidence 3.2 Student Evidence Lesson Segment Involving Routine Events Design Question #6: What will I do to establish and maintain classroom rules and procedures? Rating Comments Attachment 4. Establishing Classroom Routines The teacher establishes expectations regarding rules and procedures that facilitate students working individually, in groups, and as a whole class. 4.1 Teacher Evidence Pasco County Schools Page 21

23 4.2 Student Evidence 5. Organizing the Physical Layout of the Classroom The teacher organizes the physical layout of the classroom to facilitate movement and support learning. 5.1 Teacher Evidence 5.2 Student Evidence Lesson Segment Addressing Content Design Question #2: What will I do to help students effectively interact with new knowledge? Rating Comments Attachment 6. Identifying Critical Content The teacher continuously identifies accurate critical content during a lesson or part of a lesson that portrays a clear progression of information that leads to deeper understanding of the content. 6.1 Teacher Evidence 6.2 Student Evidence 7. Organizing Students to Interact with New Content The teacher organizes students into appropriate groups to facilitate the processing of new content. 7.1 Teacher Evidence 7.2 Student Evidence 8. Previewing New Content The teacher engages students in previewing activities that require students to access prior knowledge and analyze new content. 8.1 Teacher Evidence 8.2 Student Evidence 9. Chunking Content into "Digestible Bites" Based on student evidence, the teacher breaks the content into small chunks (i.e., digestible bites) of information that can be easily processed by students to generate a clear conclusion. 9.1 Teacher Evidence 9.2 Student Evidence Pasco County Schools Page 22

24 10. Helping Students Process New Content The teacher systematically engages student groups in processing and generating conclusions about new content Teacher Evidence 10.2 Student Evidence 11. Helping Students Elaborate on New Content The teacher asks questions that require inferences about the new content but also requires students to provide evidence for their inferences Teacher Evidence 11.2 Student Evidence 12. Helping Students Record and Represent Knowledge The teacher engages students in activities that require recording and representing knowledge emphasizing creation of a variety of types of models that organize and summarize the important content Teacher Evidence 12.2 Student Evidence 13. Helping Students Reflect on Learning The teacher engages students in activities that help them reflect on their learning and the learning process Teacher Evidence 13.2 Student Evidence Lesson Segment Addressing Content Design Question #3: What will I do to help students practice and deepen new knowledge? Rating Comments Attachment 14. Reviewing Content The teacher engages students in a brief review of content that highlights the cumulative nature of the content Teacher Evidence 14.2 Student Evidence 15. Organizing Students to Practice and Deepen Pasco County Schools Page 23

25 Knowledge The teacher organizes and guides grouping in ways that appropriately facilitate practicing and deepening knowledge Teacher Evidence 15.2 Student Evidence 16. Using Homework The teacher designs homework activities that allow students to access and analyze content to deepen knowledge or practice a skill, strategy, or process Teacher Evidence 16.2 Student Evidence 17. Helping Students Examine Similarities and Differences When presenting content, the teacher helps students deepen their knowledge by examining similarities and differences Teacher Evidence 17.2 Student Evidence 18. Helping Students Examine Their Reasoning The teacher helps students produce and defend claims by examining their own reasoning or the logic of presented information, processes, and procedures Teacher Evidence 18.2 Student Evidence 19. Helping Students Practice Skills, Strategies, and Processes When the content involves a skill, strategy, or process, the teacher engages students in practice activities that help them develop fluency and alternative ways of executing procedures Teacher Evidence 19.2 Student Evidence 20. Helping Students Revise Knowledge The teacher engages students in revision of previous knowledge by correcting errors Pasco County Schools Page 24

26 and misconceptions as well as adding new information Teacher Evidence 20.2 Student Evidence Lesson Segment Addressing Content Design Question #4: What will I do to help students generate and test hypotheses about new knowledge? Rating Comments Attachment 21. Organizing Students for Cognitively Complex Tasks The teacher appropriately organizes and guides groups to work on short- and long-term complex tasks that require them to generate and test hypotheses Teacher Evidence 21.2 Student Evidence 22. Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing The teacher engages students in short- and long-term complex tasks that require them to generate and test hypotheses and analyze their own thinking Teacher Evidence 22.2 Student Evidence 23. Providing Resources and Guidance for Cognitively Complex Tasks The teacher acts as resource provider and guide as students engage in short- and long-term complex tasks Teacher Evidence 23.2 Student Evidence Lesson Segment Enacted on the Spot Design Question #5: What will I do to engage students? Rating Comments Attachment 24. Noticing When Students are Not Engaged The teacher scans the room and notices when students are not paying attention or not cognitively engaged and takes overt action. Pasco County Schools Page 25

27 24.1 Teacher Evidence 24.2 Student Evidence 25. Using Academic Games The teacher uses academic games to cognitively engage or re-engage students Teacher Evidence 25.2 Student Evidence 26. Managing Response Rates The teacher uses response rate techniques to maintain student engagement through questioning processes. * 26.1 Teacher Evidence 26.2 Student Evidence 27. Using Physical Movement The teacher uses physical movement to maintain student engagement in content Teacher Evidence 27.2 Student Evidence 28. Maintaining a Lively Pace The teacher uses pacing techniques to maintain student engagement in content Teacher Evidence 28.2 Student Evidence 29. Demonstrating Intensity and Enthusiasm The teacher demonstrates intensity and enthusiasm for content by sharing a deep level of content knowledge in a variety of ways Teacher Evidence 29.2 Student Evidence 30. Using Friendly Controversy The teacher uses friendly controversy techniques to maintain student engagement in content Teacher Evidence 30.2 Student Evidence 31. Providing Opportunities for Students to Talk about Pasco County Schools Page 26

28 Themselves The teacher provides students with opportunities to relate content being presented in class to their personal interests Teacher Evidence 31.2 Student Evidence 32. Presenting Unusual or Intriguing Information The teacher uses unusual or intriguing and relevant information about the content to enhance cognitive engagement Teacher Evidence 32.2 Student Evidence Lesson Segment Enacted on the Spot Design Question #7: What will I do to recognize and acknowledge adherence or lack of adherence to rules and procedures? Rating Comments Attachment 33. Demonstrating "Withitness" The teacher uses behaviors associated with "withitness" to maintain adherence to rules and procedures Teacher Evidence 33.2 Student Evidence 34. Applying Consequences for Lack of Adherence to Rules and Procedures The teacher consistently and fairly applies consequences for not following rules and procedures Teacher Evidence 34.2 Student Evidence 35. Acknowledging Adherence to Rules and Procedures The teacher consistently and fairly acknowledges adherence to rules and procedures Teacher Evidence 35.2 Student Evidence Lesson Segment Enacted on the Spot Design Question #8: What will I do to establish and maintain effective relationships with students? Rating Comments Attachment 36. Understanding Students' Pasco County Schools Page 27

29 Interests and Backgrounds The teacher uses students' interests and backgrounds to produce a climate of acceptance and community Teacher Evidence 36.2 Student Evidence 37. Using Verbal and Nonverbal Behaviors that Indicate Affection for Students The teacher uses verbal and nonverbal behaviors that demonstrate and foster respect for student thinking and initiative Teacher Evidence 37.2 Student Evidence 38. Displaying Objectivity and Control The teacher behaves in an objective and controlled manner to demonstrate a commitment to students and academic rigor Teacher Evidence 38.2 Student Evidence Lesson Segment Enacted on the Spot Design Question #9: What will I do to communicate high expectations for all students? Rating Comments Attachment 39. Demonstrating Value and Respect for Low Expectancy Students The teacher exhibits behaviors that demonstrate value and respect for low expectancy students' thinking regarding the content Teacher Evidence 39.2 Student Evidence 40. Asking Questions of Low Expectancy Students The teacher asks questions of low expectancy students with the same frequency and depth as with high expectancy students Teacher Evidence 40.2 Student Evidence 41. Probing Incorrect Answers Pasco County Schools Page 28

30 with Low Expectancy Students The teacher probes incorrect answers of low expectancy students by requiring them to provide evidence for their conclusions and examine the sources of their evidence Teacher Evidence 41.2 Student Evidence Pasco County Schools Page 29

31 Domain 2-4 Observation Form for Teacher100, Training Evaluator: PHILLIP EDWARD KUPCZYK Assessment Date: 09/23/2015 Domain 2: Planning and Preparing for Lessons and Units Rating Comments 42: Effective Scaffolding of Information within Lessons Within lessons, the teacher prepares and plans the organization of content in such a way that each new piece of information builds on the previous piece. Student Evidence Teacher Evidence 43: Lessons within Units The teacher organizes lessons within units to progress toward a deep understanding of content. Student Evidence Teacher Evidence 44: Attention to Established Content Standards The teacher ensures that lesson and unit plans are aligned with established content standards identified by the district and the manner in which that content should be sequenced. Student Evidence Teacher Evidence Domain 2: Planning and Preparing for Use of Resources and Technology Rating Comments 45: Use of Available Traditional Resources The teacher identifies the available traditional resources (materials and human) for upcoming units and lessons. Student Evidence Teacher Evidence 46. Use of Available Technology The teacher identifies the use of available technology that can Pasco County Schools Page 30

32 enhance students' understanding of content in a lesson or unit. Student Evidence Teacher Evidence When asked, the teacher can describe the technology that will be used. When asked, the teacher can articulate how the technology will be used to enhance student learning. Domain 2: Planning and Preparing for the Needs of English Language Learners Rating Comments 47. Needs of English Language Learners The teacher provides for the needs of English Language Learners (ELL) by identifying the adaptations that must be made within a lesson or unit. Student Evidence Teacher Evidence Domain 2: Planning and Preparing for the Needs to Students Receiving Special Education Rating Comments 48: Needs of Students Receiving Special Education The teacher identifies the needs of students receiving special education by providing accommodations and modifications that must be made for specific students receiving special education. Student Evidence Teacher Evidence When asked, the teacher can describe the specific accommodations that must be made for individual students receiving special education or groups of students according to their IEP for a lesson. When asked, the teacher can describe the specific accommodations and modifications that must be made for individual students receiving special education or groups of students according to their IEP for a unit of instruction. Domain 2: Planning and Preparing for the Needs of Students Who Lack Support for Schooling Rating Comments 49: Needs of Students Who Lack Support for Schooling The teacher identifies the needs of students who come from home environments that offer little support for schooling. Student Evidence Teacher Evidence Pasco County Schools Page 31

33 Domain 3: Reflecting on Teaching - Evaluating Personal Performance Rating Comments 50. Identifying Areas of Pedagogical Strength and Weakness The teacher identifies specific strategies and behaviors on which to improve from Domain 1 (routine lesson segments, content lesson segments and segments that are enacted on the spot). Teacher Evidence 51. Evaluating the Effectiveness of Individual Lessons and Units The teacher determines how effective a lesson or unit of instruction was in terms of enhancing student achievement and identifies causes of success or difficulty. Teacher Evidence 52: Evaluating the Effectiveness of Specific Pedagogical Strategies and Behaviors The teacher determines the effectiveness of specific instructional techniques regarding the achievement of subgroups of students and identifies specific reasons for dis Teacher Evidence Domain 3: Reflecting on Teaching - Developing and Implementing a Professional Growth Plan Rating Comments 53: Developing a Written Growth and Development Plan The teacher develops a written professional growth and development plan with specific and measureable goals, action steps, manageable timelines and appropriate resources. Teacher Evidence 54a: Monitoring Progress Relative to the Professional Growth and Development Plan The teacher charts his or her progress toward goals using established action plans, Pasco County Schools Page 32

34 milestones and timelines. Teacher Evidence 54b: Attainment of Growth Goal Relative to the Professional Growth and Development Plan The teacher's Final Growth Goal score is calculated by the number of levels the Teacher has Demonstrated Improvement on their Targeted Element from the Self-Assessment to the highest scored rating from their observations. Teacher Evidence Domain 4: Collegiality and Professionalism - Promoting a Positive Environment Rating Comments 55: Promoting Positive Interactions with Colleagues The teacher interacts with other teachers in a positive manner to promote and support student learning. Teacher Evidence 56: Promoting Positive Interactions about Students and Parents The teacher interacts with students and parents in a positive manner to foster learning and promote positive home/school relationships. Teacher Evidence Domain 4: Collegiality and Professionalism - Promoting Exchange of Ideas and Strategies Rating Comments 57: Seeking Mentorship for Areas of Need or Interest The teacher seeks help and input from colleagues regarding specific classroom strategies and behaviors. Teacher Evidence 58: Mentoring Other Teachers and Sharing Ideas and Strategies The teacher provides other teachers with help and input regarding specific classroom strategies and behaviors. Pasco County Schools Page 33

35 Teacher Evidence Domain 4: Collegiality and Professionalism - Promoting District and School Development Rating Comments 59. Adhering to District and School Rules and Procedures The teacher is aware of the district's and school's rules and procedures and adheres to them. Teacher Evidence 60: Participating in District and School Initiatives The teacher is aware of the district's and school's initiatives and participates in them in accordance with his or her talents and availability. Teacher Evidence Pasco County Schools Page 34

36 Non-Classroom Teacher Instrument: Domain 1 Observation Form for noninstructional1, testnew Evaluator: PHILLIP EDWARD KUPCZYK Assessment Date: 09/23/2015 Domain 1: Instructional Support Strategies and Behaviors Rating Comments Attachment 1. Providing Clear Goals and Scales (Rubrics) Sample Instructional Support Member Evidence Sample Participant Evidence 2. Tracking Progress Sample Instructional Support Member Evidence Sample Participant Evidence 3. Celebrating Success Sample Instructional Support Member Evidence Sample Participant Evidence 4. Identifying Critical Information Sample Instructional Support Member Evidence Sample Participant Evidence 5. Organizing Participants to Interact with New Knowledge Sample Instructional Support Member Evidence Sample Participant Evidence 6. Previewing New Content Sample Instructional Support Member Evidence Sample Participant Evidence 7. Elaborating on New Information Sample Instructional Support Member Evidence Sample Participant Evidence 8. Recording and Representing Knowledge Sample Instructional Support Member Evidence Sample Participant Evidence 9. Reflecting on Learning Pasco County Schools Page 35

37 Sample Instructional Support Member Evidence Sample Participant Evidence 10. Providing Opportunities for Participants to Talk about Themselves Sample Instructional Support Member Evidence Sample Participant Evidence 11. Demonstrating "Withitness" Sample Instructional Support Member Evidence Sample Participant Evidence 12. Acknowledging Adherence to Rules and Procedures Sample Instructional Support Member Evidence Sample Participant Evidence 13. Understanding Participants' Interests and Background Sample Instructional Support Member Evidence Sample Participant Evidence 14. Using Verbal and Nonverbal Behaviors that Indicate Affection for Participants Sample Instructional Support Member Evidence Sample Participant Evidence 15. Displaying Objectivity and Control Sample Instructional Support Member Evidence Sample Participant Evidence 16. Demonstrating Value and Respect for Low Expectancy Participants Sample Instructional Support Member Evidence Sample Participant Evidence Pasco County Schools Page 36

38 Domain 2-4 Observation Form for noninstructional1, testnew Evaluator: PHILLIP EDWARD KUPCZYK Assessment Date: 09/23/2015 Domain 2: Planning and Preparing Rating Comments Attachment 17. Effective Goal Setting and Scaffolding of Content or Activities Student Evidence Student Evidence 18. Attention to Established Standards or Procedures Student Evidence Student Evidence 19. Use of Available Traditional Resources Student Evidence Student Evidence 20. Use of Available Technology Student Evidence Student Evidence 21. Needs of English Language Learners Student Evidence Student Evidence 22. Needs of Participants Receiving Special Education Student Evidence Student Evidence 23. Needs of Participants Who Lack Support for Schooling Student Evidence Student Evidence Domain 3: Reflecting on Teaching and Supporting Rating Comments Attachment 24. Identifying Areas of Pedagogical Strength and Weakness Student Evidence 25. Evaluating the Effectiveness of Specific Pedagogical Pasco County Schools Page 37

39 Strategies and Behaviors Student Evidence 26. Developing a Written Growth and Development Plan Student Evidence 27a. Monitoring Progress Relative to the Professional Growth and Development Plan Student Evidence 27b. Attainment of Growth Goal Relative to the Professional Growth and Development Plan Domain 4: Collegiality and Professionalism Rating Comments Attachment 28. Promoting Positive Interactions with Colleagues Student Evidence 29. Promoting Positive Interactions with Participants, Parents and the Community Student Evidence Student Evidence 30. Seeking Mentorship for Areas of Need or Interest Student Evidence 31. Mentoring Other Colleagues and Sharing Ideas and Strategies Student Evidence 32. Adhering to School and District Rules and Procedures Student Evidence 33. Participating in School and District Initiatives Student Evidence Pasco County Schools Page 38

40 Florida Department of Education Support for Local Education Agencies FEAPS Crosswalk to Marzano Art and Science of Teaching a) Quality of Instruction 1. Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective educator: INSTRUCTIONAL DESIGN AND LESSON PLANNING 1a Aligns instruction with state-adopted standards at the appropriate level DOMAIN 2: PLANNING AND PREPARING 2.1 Planning and Preparing for Lessons and Units Planning and preparing for effective scaffolding within lessons Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content Planning and preparing for appropriate attention to established content standards DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM 2.2 Planning and Preparing for the Use of Materials and Technology Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, video tapes) Planning for the use of available technology such as interactive white boards, voting technologies and one-to-one computer 1b Sequences lessons and 2.1 Planning and Preparing for Lessons and Units Routine Events

41 concepts to ensure coherence and required prior knowledge 1c Designs instruction for students to achieve mastery Planning and preparing for effective scaffolding within lessons Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content Planning and preparing for appropriate attention to established content standards 2.2 Planning and Preparing for Use of Materials and Technology 2.2.1Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, video tapes) Planning for the use of available technology such as interactive white boards, voting technologies and one-to-one computer RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 3 Celebrating success Content C 2 Organizing students to interact with new knowledge C 10 Organizing students to practice and deepen knowledge C 16 Organizing students for cognitively complex tasks 1d Selects appropriate formative assessments to monitor learning 2.3 Planning and Preparing for Special Needs Students Planning and preparing for the needs of English language learners Planning and preparing for the needs of students receiving special education Planning and preparing for the needs of students who come from home environments that offer little support for schooling Routine Events RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 3 Celebrating success Pasco County Schools Page 42

42 1e 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 2.3 Planning and Preparing for Special Needs Students Planning and preparing for the needs of English language learners Planning and preparing for the needs of students receiving special education Planning and preparing for the needs of students who come from home environments that offer little support for schooling Routine Events RE 2 Tracking student progress RE 3 Celebrating success Content C 11 Homework 3.1 Evaluating Personal Performance Identifying specific areas of pedagogical strength and weakness Evaluating the effectiveness of individual lessons and units Evaluating the effectiveness of specific pedagogical strategies and behaviors across different categories of students (i.e., different socio-economic groups, different ethnic groups) 4.1 Promoting a Positive Environment Promoting positive interactions with colleagues Promoting positive interactions with students and parents 4.2 Promoting Exchange of Ideas and Strategies Seeking mentorship for areas of need and interest Mentoring other teachers and sharing ideas and strategies Enacted on the Spot EOS 16 Demonstrating value and respect for low expectancy students EOS 17 Asking questions of low expectancy students 3.2 Developing a Professional Growth Plan Developing a written growth plan Monitoring progress relative to the professional growth plan 4.3 Promoting District and School Development Adhering to district and school rules and procedures Participating in district and school initiatives 1f Develops learning experiences that requires 2.2 Planning and Preparing for the Use of Materials and Technology Content Pasco County Schools Page 43

43 students to demonstrate a variety of applicable skills and competencies Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, video tapes) Planning for the use of available technology such as interactive white boards, voting technologies and one-to-one computer C 2 Organizing students to interact with new knowledge C 10 Organizing students to practice and deepen knowledge C 16 Organizing students for cognitively complex tasks 2.3 Planning and Preparing for Special Needs Students Planning and preparing for the needs of English language learners Planning and preparing for the needs of students receiving special education Planning and preparing for the needs of students who come from home environments that offer little support for schooling Pasco County Schools Page 44

44 Florida Department of Education Support for Local Education Agencies FEAPs Crosswalk to Marzano Art and Science of Teaching a) Quality of Instruction 2. The Learning Environment. To maintain a student centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator: THE LEARNING ENVIRONMENT DOMAIN 2: PLANNING AND PREPARING DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM 2a Organizes, allocates, and manages the resources of time, space, and attention 2.1 Planning and Preparing for Lessons and Units Routine Events Planning and preparing for effective scaffolding within lessons Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content Planning and preparing for appropriate attention to established content standards RE 4 Establishing classroom rules and procedures RE 5 Organizing the physical layout of the classroom 2.3 Planning and Preparing for Special Needs Students Planning and preparing for the needs of English language learners Planning and preparing for the needs of students receiving special education Planning and preparing for the needs of students who come from home environments that offer little support for schooling Enacted on the Spot EOS 13 Understanding students' interests and backgrounds EOS 10 Demonstrating "withitness" EOS 15 Displaying objectivity and control 2b Manages individual and Routine Events Pasco County Schools Page 45

45 class behaviors through a well-planned management system RE 4 Establishing classroom rules and procedures RE 5 Organizing the physical layout of the classroom Enacted on the Spot EOS 1 Noticing when students are not engaged EOS 10 Demonstrating "withitness" EOS 11 Applying consequences for lack of adherence to rules and procedures EOS 12 Acknowledging adherence to rules and procedures EOS 15 Revising knowledge 2c Conveys high expectations to all students Routine Events RE 2 Tracking student progress RE 3 Celebrating success Content C 1 Identifying critical information Enacted on the Spot EOS 6 Demonstrating intensity and enthusiasm EOS 16 Demonstrating value and respect for low expectancy students EOS 17 Asking questions of low expectancy students EOS 18 Probing incorrect answers with low expectancy students 2d Respects students' cultural, linguistic and family background Routine Events RE 2 Tracking student progress RE 3 Celebrating success Content C 1 Identifying critical information Enacted on the Spot Pasco County Schools Page 46

46 EOS 6 Demonstrating intensity and enthusiasm EOS 14 Using verbal and nonverbal behaviors that indicate affection for students EOS 16 Demonstrating value and respect for low expectancy students EOS 17 Asking questions of low expectancy students EOS 18 Probing incorrect answers with low expectancy students 2e Models clear, acceptable oral and written communication skills 2.1 Planning and Preparing for Lessons and Units Routine Events Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 4 Establishing classroom rules and procedures Content C 1 Identifying critical information C 3 Previewing new content C 4 Chunking content into digestible bites" Enacted on the Spot EOS 10 Demonstrating "withitness" EOS 11 Applying consequences for lack of adherence to rules and procedures EOS 12 Acknowledging adherence to rules and procedures 2f Maintains a climate of openness, inquiry, fairness and support Routine Events RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 3 Celebrating success Content C 1 Identifying critical information Enacted on the Spot Pasco County Schools Page 47

47 EOS 6 Demonstrating intensity and enthusiasm EOS 14 Using verbal and nonverbal behaviors that indicate affection for students EOS 16 Demonstrating value and respect for low expectancy students EOS 17 Asking questions of low expectancy students EOS 18 Probing incorrect answers with low expectancy students 2g Integrates current information and communication technologies 2h Adapts the learning environment to accommodate the differing needs and diversity of students 2.2 Planning and Preparing for Use of Materials and Technology Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, video tapes) Planning for the use of available technology such as interactive white boards, voting technologies and one-to-one computer 2.1 Planning and Preparing for Lessons and Units Routine Events 4.2 Promoting Exchange of Ideas and Strategies Planning and preparing for effective scaffolding within lessons Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content Planning and preparing for appropriate attention to established content standards RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 3 Celebrating success RE 4 Establishing classroom rules and procedures RE 5 Organizing the physical layout of the classroom Mentoring other teachers and sharing ideas and strategies Content Pasco County Schools Page 48

48 C 1 Identifying critical information C 2 Organizing students to interact with new knowledge C 10 Organizing students to practice and deepen new knowledge C 16 Organizing students for cognitively complex tasks 2.3 Planning and Preparing for Special Needs Students Enacted on the Spot Pasco County Schools Page 49

49 2.3.1 Planning and preparing for the needs of English language learners Planning and preparing for the needs of students receiving special education Planning and preparing for the needs of students who come from home environments that offer little support for schooling EOS 1 Noticing when students are not engaged EOS 5 Maintaining a lively pace EOS 6 Demonstrating intensity and enthusiasm EOS 10 Demonstrating "withitness" EOS 11 Applying consequences for lack of adherence and adherence to rules and procedures EOS 12 Acknowledging adherence to rules and procedures EOS 13 Understanding students' interests and backgrounds EOS 14 Using verbal and nonverbal behaviors that indicate affection for students E0S 15 Displaying objectivity and control EOS 16 Demonstrating value and respect for low expectancy students EOS 17 Asking questions of low expectancy students EOS 18 Probing incorrect answers with low expectancy students 2i Utilizes current and emerging assistive 2.2 Planning and Preparing for Use of Materials and Technology Pasco County Schools Page 50

50 technology that enables students to participate in high quality communication interactions and achieve their educational goals Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, video tapes) Planning for the use of available technology such as interactive white boards, voting technologies and one-to-one computer Pasco County Schools Page 51

51 Florida Department of Education Support for Local Education Agencies FEAPS Crosswalk to Marzano Art and Science of Teaching a) Quality of Instruction 3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to: INSTRUCTIONAL DELIVERY AND FACILITATION DOMAIN 2: PLANNING AND PREPARING DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM 3a Delivers engaging and challenging lessons 2.1 Planning and Preparing for Lessons and Units Routine Events Planning and preparing for effective RE 1 Providing clear learning goals and scales scaffolding within lessons RE 2 Tracking student progress Planning and preparing for lessons within RE 3 Celebrating Success units that progress toward a deep understanding RE 4 Establishing classroom rules and procedures and transfer of content 2.2 Planning and Preparing for the Use of Materials and Technology Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, videos tapes) Planning for the use of available technology such as interactive white boards, voting technologies and one-to-one computer Content C 1 Identifying critical information C 3 Previewing new content C 4 Chunking content into digestible bites" C 5 Processing new information C 7 Recording and representing knowledge C 9 Reviewing content 2.3 Planning and Preparing for Special Needs Students C 10 Organizing students to practice and deepen knowledge C 12 Examining similarities and differences C 13 Examining errors in reasoning C 14 Practicing skills, strategies, and processes C 15 Revising knowledge C 16 Organizing students for cognitively complex tasks

52 2.3.1 Planning and preparing for the needs of English language learners Planning and preparing for the needs of students receiving special education2.3.3 Planning and preparing for the needs of students who come from home environments that offer little support for schooling C 17 Engaging students in cognitively complex tasks involving hypothesis generation and testingc 18 Providing resources and guidance 3b Deepens and enriches students' understanding through content area literacy strategies, verbalization of thought and application of the subject matter Enacted on the Spot EOS 1 Noticing when students are not engaged EOS 2 Using academic games EOS 3 Managing response rates EOS 4 Using physical movement EOS 5 Maintaining a lively pace EOS 7 Using friendly controversy EOS 8 Providing opportunities for students to talk about themselves EOS 9 Presenting unusual or intriguing information EOS 10 Demonstrating "withitness" EOS 11 Applying consequences for lack of adherence to rules and procedures EOS 13 Understanding students' interests and backgrounds EOS 15 Displaying objectivity and control EOS 16 Demonstrating value and respect for low expectancy students EOS 17 Asking questions of low expectancy students Pasco County Schools Page 53

53 3c Identifies gaps in student's subject matter3d Modifies instructions to respond to preconceptions or misconceptions EOS 18 Probing incorrect answers with low expectancy students 3e Relates and integrates the subject matter with other disciplines and life experiences 2.1 Planning and Preparing for Lessons and Units Routine Events 4.2 Promoting Exchange of Ideas and Strategies Planning and preparing for effective scaffolding within lessons Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content Planning and preparing for appropriate attention to established content standards RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 3 Celebrating success RE 4 Establishing classroom rules and procedures RE 5 Organizing the physical layout of the classroom Mentoring other teachers and sharing ideas and strategies 2.2 Planning and Preparing for the Use of Materials and Technology Enacted on the Spot Pasco County Schools Page 54

54 2.2.1 Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, video tapes) Planning for the use of available technology such as interactive white boards, voting technologies and one-to-one computer EOS 1 Noticing when students are not engaged EOS 5 Maintaining a lively pace EOS 6 Demonstrating intensity and enthusiasm EOS 10 Demonstrating "withitness" EOS 11 Applying consequences for lack of adherence to rules and procedures 2.3 Planning and Preparing for Special Needs Students Planning and preparing for the needs of English language learners Planning and preparing for the needs of students receiving special education Planning and preparing for the needs of students who come from home environments that offer little support for schooling EOS 14 Using verbal and nonverbal behaviors that indicate affection for students EOS 15 Displaying objectivity and control EOS 16 Demonstrating value and respect for low expectancy students EOS 17 Asking questions of low expectancy students EOS 18 Probing incorrect answers with low expectancy students 3f Employs high order questioning techniques Content C 1 Identifying critical information C 5 Processing new information C 6 Elaborating on new information C 7 Recording and representing knowledge C 8 Reflecting on learning C 9 Reviewing content C 12 Examining similarities and differences C 13 Examining errors in reasoning C 14 Practicing skills, strategies, and processes C 15 Revising knowledge Enacted on the Spot Pasco County Schools Page 55

55 3g Applies varied instructional strategies and resources including appropriate technology to provide comprehensible instruction, and to teach for student understanding 2.2 Planning and Preparing for the Use of Materials and Technology Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, video tapes) Planning for the use of available technology such as interactive white boards, voting technologies and one-to-one computer EOS 3 Managing response rates EOS 7 Using friendly controversy Routine Events RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 3 Celebrating success 2.3 Planning and Preparing for Special Needs Students Planning and preparing for the needs of English language learners Planning and preparing for the needs of students receiving special education Planning and preparing for the needs of students who come from home environments that offer little support for schooling Content C 2 Organizing students to interact with new knowledge C 10 Organizing students to practice and deepen knowledge C 16 Organizing students for cognitively complex tasks 3h Adapts the learning environment to 2.1 Planning and Preparing for Lessons and Units Enacted on the Spot

56 accommodate the differing needs and diversity of students Planning and preparing for effective scaffolding within lessons Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content Planning and preparing for appropriate attention to established content standards EOS 13 Understanding students' interests and backgrounds 2.2 Planning and Preparing for the Use of Materials and Technology Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, video tapes) Planning for the use of available technology such as interactive white boards, voting technologies and one-to-one computer 2.3 Planning and Preparing for Special Needs Students Planning and preparing for the needs of English language learners Planning and preparing for the needs of students receiving special education Planning and preparing for the needs of students who come from home environments that offer little support for schooling 3i Supports and encourages immediate feedback 2.1 Planning and Preparing for Lessons and Units Routine Events Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 4 Establishing classroom rules and procedures Content Pasco County Schools Page 57

57 3j Utilizes student feedback to monitor instructional needs and to adjust instruction 2.3 Planning and Preparing for Special Needs Students Planning and preparing for the needs of English language learners Planning and preparing for the needs of students receiving special education Planning and preparing for the needs of students who come from home environments that offer little support for schooling C 1 Identifying critical information C 3 Previewing new content C 4 Chunking content into digestible bites" Enacted on the Spot EOS 10 Demonstrating "withitness" EOS 11 Applying consequences for lack of adherence to rules and procedures EOS 12 Acknowledging adherence to rules and procedures Enacted on the Spot EOS 1 Noticing when students are not engaged EOS 3 Managing response rates EOS 5 Maintaining a lively pace EOS 8 Providing opportunities for students to talk about themselves EOS 13 Understanding students' interests and backgrounds Pasco County Schools Page 58

58 Florida Department of Education Support for Local Education Agencies FEAPS Crosswalk to Marzano Art and Science of Teaching a) Quality of Instruction 4. Assessment. The effective educator consistently: ASSESSMENT DOMAIN 2: PLANNING AND PREPARING DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM 4a Analyzes and applies data from multiple assessments and measures to diagnose students' learning needs, informs instruction based on those 2.1 Planning and Preparing for Lessons and Units Routine Events Planning and preparing for effective scaffolding within lessons Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content 2.2 Planning and Preparing for the Use of Materials and Technology Content RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 3 Celebrating success RE 4 Establishing classroom rules and procedures Pasco County Schools Page 59

59 needs, and drives the learning process Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, videos tapes) Planning for the use of available technology such as interactive white boards, voting technologies and one-to-one computer C 2 Organizing students to interact with new knowledge C 3 Managing response rates C 5 Processing new information C 6 Elaborating on new information C 7 Recording and representing knowledge C 8 Reflecting on learning C 9 Reviewing content C 10 Organizing students to practice and deepen knowledge C 12 Examining similarities and differences C 13 Examining errors in reasoning C 14 Practicing skills, strategies, and processes C 15 Revising knowledge C 16 Organizing students for cognitively complex tasks C 17 Engaging students in cognitively complex tasks involving hypothesis generation and testing C 18 Providing resources and guidance 2.3 Planning and Preparing for Special Needs Students Enacted on the Spot Planning and preparing for the needs of English language learners Planning and preparing for the needs of students receiving special education Planning and preparing for the needs of students who come from home environments that offer little support for schooling EOS 1 Noticing when students are not engaged EOS 2 Using academic games EOS 3 Managing response rates EOS 4 Using physical movement EOS 5 Maintaining a lively pace EOS 7 Using friendly controversy EOS 8 Providing opportunities for students to talk about themselves Pasco County Schools Page 60

60 4b Designs and aligns formative and summative assessments that match learning objectives and lead to mastery 4c Uses a variety of assessment tools to monitor student progress, achievement and learning gains EOS 9 Presenting unusual or intriguing information EOS 10 Demonstrating "withitness" EOS 13 Understanding students' interests and backgrounds EOS 15 Displaying objectivity and control EOS 16 Demonstrating value and respect for low expectancy students EOS 17 Asking questions of low expectancy students EOS 18 Probing incorrect answers with low expectancy students 2.1 Planning and Preparing for Lessons and Units Routine Events Planning and preparing for effective scaffolding within lessons Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content Planning and preparing for appropriate attention to established content standards RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 3 Celebrating success Routine Events 4d Modifies 2.3 Planning and Preparing for Special Needs Students Enacted on the Spot RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 3 Celebrating success Pasco County Schools Page 61

61 assessments and testing conditions to accommodate learning styles and varying levels of knowledge 4e Shares the importance and outcomes of student assessment data with the student and the student's parents/caregiver(s) 4f Applies technology to organize and integrate assessment information Planning and preparing for the needs of students who come from home environments that offer little support for schooling 2.2 Planning and Preparing for the Use of Materials and Technology Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, video tapes) Planning for the use of available technology such as interactive white boards, voting technologies and one-to-one computer EOS 1 Noticing when students are not engaged EOS 3 Managing response rates EOS 5 Maintaining a lively pace EOS 8 Providing opportunities for students to talk about themselves EOS 13 Understanding students' interests and backgrounds Routine Events RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 3 Celebrating success Enacted on the Spot EOS 3 Managing response rates Pasco County Schools Page 62

62 Florida Department of Education Support for Local Education Agencies FEAPS Crosswalk to Marzano Art and Science of Teaching b) Continuous Improvement, Responsibility and Ethics 1. Continuous Improvement. The effective educator consistently: CONTINUOUS IMPROVEMENT, RESPONSIBILITY, AND ETHICS DOMAIN 2: PLANNING AND PREPARING DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM 1a Designs purposeful professional goals to strengthen the effectiveness of instruction based on students' needs 2.3 Planning and Preparing for Special Needs Students Planning and preparing for the needs of English language learners Planning and preparing for the needs of students receiving special education Planning and preparing for the needs of students who come from home environments that offer little support for schooling Routine Events 3.1 Evaluating Personal Performance 4.1 Promoting a Positive Environment RE 2 Tracking student progress RE 3 Celebrating success Content C 11 Homework Identifying specific areas of pedagogical strength and weakness Evaluating the effectiveness of individual lessons and units Evaluating the effectiveness of specific pedagogical strategies and Promoting positive interactions with colleagues Promoting positive interactions with students and parents 4.2 Promoting Exchange of Ideas and Strategies Enacted on the Spot behaviors across different categories Seeking mentorship for areas of need and interest EOS 16 Demonstrating value and respect for low expectancy students EOS 17 Asking questions of low expectancy students of students (i.e., different socioeconomic groups, different ethnic groups) Mentoring other teachers and sharing ideas and strategies 3.2 Developing a Professional Growth Plan 4.3 Promoting District and School Development Pasco County Schools Page 63

63 3.2.1 Developing a written growth plan Monitoring progress relative to the professional growth plan Adhering to district and school rules and procedures Participating in district and school initiatives 1b Examines and uses datainformed research to improve instruction and student achievement 2.1 Planning and Preparing for Lessons and Units Planning and preparing for effective scaffolding within lessons Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content Planning and preparing for appropriate attention to established content standards Routine Events 3.1 Evaluating Personal Performance 4.1 Promoting a Positive Environment RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 3 Celebrating success Identifying specific areas of pedagogical strength and weakness Evaluating the effectiveness of individual lessons and units Evaluating the effectiveness of specific pedagogical strategies and behaviors across different categories of students (i.e., different socio-economic groups, different ethnic groups) Promoting positive interactions with colleagues Promoting positive interactions with students and parents 2.2 Planning and Preparing for the Use of Materials and Technology Content 3.2 Developing a Professional Growth Plan 4.2 Promoting Exchange of Ideas and Strategies Pasco County Schools Page 64

64 2.2.1 Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, video tapes) Planning for the use of available technology such as interactive white boards, voting technologies and oneto-one computer 2.3 Planning and Preparing for Special Needs Students C 18 Providing resources and guidance Enacted on the Spot Developing a written growth plan Monitoring progress relative to the professional growth plan Seeking mentorship for areas of need and interest Mentoring other teachers and sharing ideas and strategies Planning and preparing for the needs of English language learners Planning and preparing for the needs of students receiving special education Planning and preparing for the needs of students who come from home environments that offer little support for schooling EOS 11 Applying consequences for lack of adherence to rules and procedures EOS 12 Acknowledging adherence to rules and procedures 1c Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement 2.1 Planning and Preparing for Lessons and Units Planning and preparing for effective scaffolding within lessons Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content 4.2 Promoting Exchange of Ideas and Strategies Seeking mentorship for areas of need and interest Mentoring other teachers and sharing ideas and strategies Pasco County Schools Page 65

65 2.1.3 Planning and preparing for appropriate attention to established content standards 2.3 Planning and Preparing for Special Needs Students Planning and preparing for the needs of English language learners Planning and preparing for the needs of students receiving special education Planning and preparing for the needs of students who come from home environments that offer little support for schooling 4.3 Promoting District and School Development Adhering to district and school rules and procedures Participating in district and school initiatives 1d Engages in targeted professional growth opportunities and reflective practices 2.1 Planning and Preparing for Lessons and Units Planning and preparing for effective scaffolding within lessons Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content Planning and preparing for appropriate attention to established content standards 3.1 Evaluating Personal Performance 4.2 Promoting Exchange of Ideas and Strategies Identifying specific areas of pedagogical strength and weakness Evaluating the effectiveness of individual lessons and units Evaluating the effectiveness of specific pedagogical strategies and behaviors across different categories of students (i.e., different socio-economic groups, different ethnic groups) Seeking mentorship for areas of need and interest Mentoring other teachers and sharing ideas and strategies 2.2 Planning and Preparing for the Use of Materials and Technology 3.2 Developing a Professional Growth Plan Pasco County Schools Page 66

66 3.2.1 Developing a written growth plan Monitoring progress relative to the professional growth plan Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, video tapes) Planning for the use of available technology such as interactive white boards, voting technologies and oneto-one computer 2.3 Planning and Preparing for Special Needs Students Planning and preparing for the needs of English language learners Planning and preparing for the needs of students receiving special education Planning and preparing for the needs of students who come from home environments that offer little support for schooling 1e Implements knowledge and skills learned in professional 2.1 Planning and Preparing for Lessons and Units 3.2 Developing a Professional Growth Plan 4.2 Promoting Exchange of Ideas and Strategies Pasco County Schools Page 67

67 development in the teaching and learning process Planning and preparing for effective scaffolding within lessons Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content Planning and preparing for appropriate attention to established content standards Developing a written growth plan Monitoring progress relative to the professional growth plan Seeking mentorship for areas of need and interest Mentoring other teachers and sharing ideas and strategies 2.2 Planning and Preparing for the Use of Materials and Technology Content C 18 Providing resources and guidance Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, video tapes) Planning for the use of available technology such as interactive white boards, voting technologies and oneto-one computer 2.3 Planning and Preparing for Special Needs Students Enacted on the Spot Pasco County Schools Page 68

68 2.3.1 Planning and preparing for the needs of English language learners Planning and preparing for the needs of students receiving special education Planning and preparing for the needs of students who come from home environments that offer little support for schooling EOS 18 Probing incorrect answers with low expectancy students Pasco County Schools Page 69

69 Florida Department of Education Support for Local Education Agencies FEAPS Crosswalk to Marzano Art and Science of Teaching b) Continuous Improvement, Responsibility and Ethics 2. Professional Responsibility and Ethical Conduct. Understanding that educators are held to a high moral standard in the community, the effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida, pursuant to State Board of Education Rules 6B , F.A.C. and fulfills the expected obligations to students, the public and the education profession. PROFESSIONAL RESPONSIBILITY AND ETHICAL CONDUCT 2a Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida DOMAIN 2: PLANNING AND PREPARING DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS Enacted on the Spot EOS 16 Demonstrating value and respect for low expectancy students EOS 17 Asking questions of low expectancy students DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM 4.1 Promoting a Positive Environment Promoting positive interactions with colleagues Promoting positive interactions with students and parents 4.3 Promoting District and School Development Adhering to district and school rules and procedures Participating in district and school initiatives Pasco County Schools Page 70

70 3. Other Indicators of Performance Directions: The district shall provide: The additional performance indicators, if the district chooses to include such additional indicators pursuant to s (3)(a)4., F.S.; The percentage of the final evaluation that is based upon the additional indicators; and The scoring method, including how it is calculated and combined [Rule 6A-5.030(2)(d), F.A.C.]. Examples include the following: Deliberate Practice - the selection of indicators or practices, improvement on which is measured during an evaluation period Peer Reviews Objectively reliable survey information from students and parents based on teaching practices that are consistently associated with higher student achievement Individual Professional Development Plan Other indicators, as selected by the district Scoring for Domain 3 (Deliberate Practice): This year, domain 3 will be scored and included as a 15% additive to the Status Score (Domains 1, 2, & 4). There will be an additional element added to Domain 3 that scores the level at which the teacher attains his/her goal on the targeted element in their Deliberate Practice Plan using the metric below: o Highly Effective (4): When a teacher improves three (3) levels on his/her targeted element, or when a teacher improves from Applying to Innovating on his/her targeted element. o Effective (3): When a teacher improves two (2) levels on his/her targeted element, or when a teacher improves from Developing to Applying on his/her targeted element. o Developing/Needs Improvement (2): When a teacher improves one (1) level on his/her targeted element. o Unsatisfactory (1): When a teacher does not improves on his/her targeted element. All elements in Domain will be given a score from 0(Not Using)-4 (Innovating). All elements, including the new element, will be averaged together to come up with the overall Domain 3 Score The overall Domain 3 score will be multiplied by 15% and this amount will be added to the Status Score (Domains 1, 2 & 4 observations)

71 Status Score: The status score is calculated by multiplying the overall Domain 1 score by 60%, overall Domain 2 score by 30%, and overall Domain 4 score by 10% and then adding all three scores together. Instructional Practice Score: The Instructional Practice Score will be the Status Score (see above) plus the Domain 3 15% additive. The Instructional Practice Score will make up 65% of the teacher s Summative Evaluation Deliberate Practice Rubric: Pasco County Schools Page 72

72 4. Summative Evaluation Score Directions: The district shall provide: The summative evaluation form(s); and The scoring method, including how it is calculated and combined; and The performance standards used to determine the summative evaluation rating. Districts shall use the four performance levels provided in s (2)(e), F.S. [Rule 6A-5.030(2)(e), F.A.C.]. Scoring for Domain 1 Observations: Each Domain 1 observation will be scored separately using the metric below and then averaged together to make up the overall Domain 1 score. o Highly Effective (4): Meets all requirements for Effective and at least 15% of scorable elements in the Domain 1 observation at Level 4 (Innovating). o Effective (3): At least 60% of scorable elements at Level 3 (Applying) or higher o Developing/Needs Improvement (2): Less than 60% of scorable elements at Level 3 (Applying) or higher and less than 50% of scorable elements at Levels 0 and/or 1 (Not Using and/or Beginning) o Unsatisfactory (1): At least 50% of scorable elements at Levels 0 and/or 1 (Not Using and/or Beginning) Scoring for Domains 2 & 4: o Highly Effective (4): At least 65% of scorable elements at Level 3 (Applying) or higher and no scorable elements at Levels 0 and/or 1 (Not Using and/or Beginning) o Effective (3): At least 60% of scorable elements at Level 3 (Applying) or higher o Developing/Needs Improvement (2): Less than 60% of scorable elements at Level 3 (Applying) or higher and less than 50% of scorable elements at Levels 0 and/or 1 (Not Using and/or Beginning) o Unsatisfactory (1): At least 50% of scorable elements at Levels 0 and/or 1 (Not Using and/or Beginning) o Summative Evaluation Score: The Final Summative Evaluation Score will be made up of: o Instructional Practice Score multiplied by 65% o Student Performance Measure multiplied by 35% o The two scores above are added together to makeup the Final Summative Evaluation Score o Final Scores between will represent Highly Effective, final scores between will represent Effective, final scores between will Pasco County Schools Page 73

73 represent Developing/Needs Improvement, and final scores less than 1.5 will represent Unsatisfactory Below is a screen shots of the evaluation forms: Pasco County Schools Page 74

74 Pasco County Schools Page 75

75 5. Additional Requirements Directions: The district shall provide: Confirmation that the district provides instructional personnel the opportunity to review their class rosters for accuracy and to correct any mistakes [Rule 6A (2)(f)1., F.A.C.] Documentation that the evaluator is the individual who is responsible for supervising the employee. An evaluator may consider input from other personnel trained in evaluation practices. If input is provided by other personnel, identify the additional positions or persons. Examples include assistant principals, peers, district staff, department heads, grade level chairpersons, or team leaders [Rule 6A-5.030(2)(f)2., F.A.C.]. Description of training programs and processes to ensure that all employees subject to an evaluation system are informed on evaluation criteria, data sources, methodologies, and procedures associated with the evaluation before the evaluation takes place, and that all individuals with evaluation responsibilities and those who provide input toward evaluation understand the proper use of the evaluation criteria and procedures [Rule 6A-5.030(2)(f)3., F.A.C.]. Description of processes for providing timely feedback to the individual being evaluated [Rule 6A-5.030(2)(f)4., F.A.C.]. Description of how results from the evaluation system will be used for professional development [Rule 6A-5.030(2)(f)5., F.A.C.]. Confirmation that the district will require participation in specific professional development programs by those who have been evaluated as less than effective as required by s (10), F.S. [Rule 6A-5.030(2)(f)6., F.A.C.]. Documentation that all instructional personnel must be evaluated at least once a year [Rule 6A-5.030(2)(f)7., F.A.C.]. Documentation that classroom teachers are observed and evaluated at least once a year [Rule 6A-5.030(2)(f)8., F.A.C.]. Documentation that classroom teachers newly hired by the district are observed and evaluated at least twice in the first year of teaching in the district pursuant to s (3)(a), F.S. [Rule 6A-5.030(2)(f)8., F.A.C.]. Documentation that the evaluation system for instructional personnel includes opportunities for parents to provide input into performance evaluations when the district determines such input is appropriate, and a description of the criteria for inclusion, and the manner of inclusion of parental input [Rule 6A-5.030(2)(f)9., F.A.C.]. Identification of teaching fields, if any, for which special evaluation procedures and criteria are necessary [Rule 6A-5.030(2)(f)10., F.A.C.]. Description of the district s peer assistance process, if any. Peer assistance may be part of the regular evaluation system, or used to assist personnel who are placed on performance probation, or who request assistance, or newly hired classroom teachers [Rule 6A-5.030(2)(f)11., F.A.C.]. Pasco County Schools Page 76

76 The memo below is sent out to all school principals, whom send the directions to their staff to verify class rosters. Pasco County Schools Page 77