SANTA ROSA DISTRICT SCHOOLS
PROFESSIONAL ORIENTATION PROGRAM
OPERATING PROCEDURES MANUAL
REVISED JUNE 2015
1
TABLE OF CONTENTS
Introduction
page 3
The Initial Teacher Team
page 4
General Instructions
page 6
The Portfolio
page 7
Florida Educator Accomplished Practices
page 8
Final Assessment Form Scoring Instructions
page 10
Alternative Certification Document
page 11
Appeal Process
page 12
Professional orientation program Flow Chart
page 13
Pre-Observation Conference Instrument
page 14
SRCSD Observation Instrument (Short Version)
page 15
SRCSD Observation Instrument (Long Version)
page 16-30
Post-Observation Conference Instrument
page 31
Attachment “A”: Marzano’s The Art and Science of Teaching
page 32-34
Attachment “B”: FEAPs Crosswalk to Marzano’s the
Art and Science of Teaching
page 35 -63
Final Assessment Form
page 67-69
Mentor Team’s Final Recommendation Form
page 70-71
2
INTRODUCTION
This OPERATING PROCEDURES MANUAL for the Professional Orientation Program has been written to
help schools increase the effectiveness and efficiency of their services to initial teachers in Santa Rosa.
It is based on the guidelines established by Florida law and state board rules, and it incorporates the
best practices that have been developed regarding program operations over the past few years.
All individuals affiliated with or interested in the Professional Orientation Program are encouraged to
read this manual in its entirety. They are also encouraged to call the Human Resource Office or the
Professional Development Center upon encountering any problem or concern not addressed in the
manual.
-----------
For further information about the Santa Rosa Professional Orientation Program or for additional copies
of this manual, contact -The Assistant Superintendent for Human Resources
Santa Rosa County School System
5086 Canal Street
Milton, FL 32570
(850) 983-5030 or Suncom 689-5030
3
THE INITIAL TEACHER TEAM
Each initial teacher is, in actuality, part of a team whose purpose is to help him/her become the best teacher
possible. The team members, other than the initial teacher, are called the initial teacher team.
The initial teacher team for each initial teacher consists of three mentors: A building level administrator, a peer
teacher, and another professional educator will serve as mentors for the initial teacher.
Each step of the Professional Orientation Program is documented in the electronic Professional Growth System
(PGS). All assignments, team documentations, evidence, observations and signature sign offs will be completed in
the PGS as the method of completing and storing all documentation for the POP program. The paper documents
referenced in this manual are for sample purposes only, the authorized and accepted copy is the series of steps
documenting the POP process located in the PGS system.
Professional Orientation Program Team Mentors - Definitions and Responsibilities
INITIAL TEACHER (Full Year Program) - A teacher who holds a bachelor's degree, temporary certificate or
equivalent vocational level temporary certificate and who has not completed the Professional Orientation Program.
In order to participate in the program, the initial teacher must be employed a minimum of four hours per day and
must complete a minimum of 160 days.
Responsibilities:
1.
2.
3.
4.
5.
To participate in observation and evaluation procedures, including pre- and post-observation
conferences.
To assist in the formulation of his/her professional development plan.
To participate in individual and group in service activities as needed.
To participate in the development of an electronic portfolio.
To demonstrate the Florida Educator’s Accomplished Practices.
MENTOR: BUILDING LEVEL ADMINISTRATOR - A certified, school-based administrator.
Responsibilities:
1.
2.
3.
4.
5.
6
7.
8.
First formal observation occurs during the first 45 class days of the initial teacher’s program year.
To select an initial teacher team and notify the members of their responsibilities.
To assemble the initial teacher team of mentors in order to outline strategy and to resolve conflicts
that may develop.
To request and participate in in service training of the initial teacher team as needed.
To participate in the formulation of each initial teacher's professional development plan.
To conduct the final evaluation of each initial teacher and verify whether the satisfactory
demonstration of Florida Educator’s Accomplished Practices has been accomplished.
To conduct the final assessment of each initial teacher and verify their satisfactory demonstration
of Florida Educator Accomplished Practices. . (Principal must sign off on final assessment.)
To maintain portfolios for the period of time required by MIS Records Management (five years).
4
MENTOR: PEER TEACHER - An experienced teacher who holds a valid professional certificate and teaches at
the same level, in the same subject area, or the same service area as the initial teacher. This teacher shall
possess the special knowledge and competencies needed to provide adequate support for the development of the
initial teacher.
Responsibilities:
1.
2.
3.
4.
5.
To participate in in service training activities as needed.
To participate in the formulation of the initial teacher's professional development plan.
To assist the initial teacher in preparing daily, weekly, and long range lesson plans when needed.
To make a minimum of two formal and periodic informal visits of the initial teacher during the
program year.
To provide feedback, instruction, and counseling to the initial teacher.
MENTOR: OTHER PROFESSIONAL EDUCATOR - A professionally trained and experienced educator.
Responsibilities:
1.
To participate in in service training activities as needed.
2.
To make a minimum of two formal observations of the initial teacher during the program year.
3.
To participate in the formulation of the initial teacher's professional development plan.
4.
To provide resources and support to the initial teacher.
Selection
The principal should select the mentors of a peer teacher and another professional educator for
service on a initial teacher's team within two weeks of the initial teacher’s hiring. This notification
should be in writing, either in the form of a letter or memorandum.
Team Meetings
As soon as possible after the mentors are selected, the team (initial teacher, building level administrator, peer
teacher, and other educator) should meet as a group to review the expectations of each person's role, timelines,
the Initial teacher’s professional development plan, and other important matters.
Although much of the planning and follow-up for the program activities may be done between the Initial Teacher
(IT) and one of the mentors, it is important that the entire team meet with the IT several times throughout the
year as needed. It is essential that meetings begin early in the Initial Teacher's program.
More about Responsibilities
Although each mentor of an initial teacher team has specific responsibilities, it should be noted that schools have
flexibility in how their teams function as long as they fall within the guidelines of the district plan and applicable
state laws and rules. Because many decisions are made by the IT team, an excellent reason for convening the
team early in an initial teacher’s program year is to decide on these issues.
Other examples of responsibilities that can vary from school to school but must be covered by someone (and are
ultimately the responsibility of the school principal to ensure that they are completed) are ---Calling team meetings
--Keeping the team on schedule with observations, conferences, and other requirements
--Entering items into the initial teacher’s professional development plan and portfolio
--Checking/initialing the Florida Educator’s Accomplished Practices
--Suggesting in service activities for the Initial Teacher to strengthen areas needing improvement
5
GENERAL INSTRUCTIONS
Data Collection Process:
Feedback and assistance from mentors are important resources that can contribute significantly to the
individual teacher’s success. Data collected by observations, conferences, or student progress should be used
to document teacher performance in any assessed area.
Complete the observations prior to completing the “Team Completion of FEAPS” in the Professional Growth
System (PGS).
Scoring Procedures:
Initial Teacher Team consensus should be reached when scoring each of the 6 Florida Educator’s
Accomplished Practices Assessments using the Santa Rosa County District Schools FEAPS Observation Tool in
PGS. The data collected in the observations will support and provide the foundation for scoring the Florida
Educator’s Accomplished Practices Assessments.
Final Assessment Checklist:
The final score on the “Team Completion of FEAPS” in the PGS system will be a collaborative score of the IT’s
Mentor Team (excluding the IT). Each IT Team member will make a recommendation of “Highly Effective”,
“Effective”, Developing”, or “Needs Improvement”.
THE OBSERVATION PROCESS
Every initial teacher in the Professional Orientation Program will have a minimum of six formal observations and
four informal observations conducted during the program year. Each formal observation will be preceded by a
conference between the initial teacher and the initial teacher team mentor who will observe. Following each
observation, another conference will be held between the two to discuss the observation findings. It is during the
post-conference that entries will likely be made into the professional development plan, targeting an area that
should be improved and outlining strategies.
An observation instrument has been developed for use in Santa Rosa District Schools. The instrument is used to
help the observer record data that is used to document the Florida Educator’s Accomplished Practices and to
assist the initial teacher in areas needing improvement. The instrument also provides opportunities for feedback
on areas in which the initial teacher excels.
The data collected from the building level administrator’s observations will also be used as part of the initial
teacher’s annual evaluation. Data collected by the other team members will be used in the POP but not in the
annual evaluation.
The Flow of the Observation Process
In addition to the "how's" and "why's" of the observation process discussed above, another important element is
"when.”
The first formal observation must be completed by the peer mentor within 20 class days of the initial teacher's
employment The building level administrator’s first formal observation should follow the peer mentor’s
observation but be completed within the first 45 days.
During the second and third quarters of the school year, the initial teacher team will conduct informal and formal
observations as required by the POP. The peer mentor will conduct a second formal observation prior to the
administrator’s final observation which will occur during the last 45 days of the year.
6
THE PORTFOLIO
Each initial teacher is required to develop a portfolio containing items that document the successful completion of
program activities. Some items must be included in the portfolio and others are optional, to be added at the initial
teacher’s discretion or upon recommendation by any mentor of the initial teacher team. The portfolio will be
house electronically in Professional Growth System and available to all members of the team.
All physical
evidence is required to be uploaded into PGS.
Below is a list of the items required in the Santa Rosa District Professional Orientation Program along with a brief
description of each.
1. Recommendations - Two types of recommendations are needed for the portfolio: The initial teacher team
recommendation and the principal final recommendation both are completed in the Professional Growth System.
2. Copy of Educator’s Certificate – An electronic copy of the initial teacher’s certificate provides important
information in one handy source. Among other things, it shows the person's name, DOE certification number, and
area(s) of coverage. This will be uploaded as an attachment in the PGS.
3. Completed Florida Educators Accomplished Practices Final Assessment (Team Completion of
FEAPS)
4. Completed Observations in the PGS system by building level administrator (2 formal and 4 informal), peer
mentor educator (2 formal) and other mentor educator (2 formal)
5. Completed Professional Development Plan 6. Appeal Process - A form that outlines the appeal process to be followed in case of an adverse decision
relative to a initial teacher's completion of the Professional Orientation Program. It must be signed and dated by
the initial teacher early in his/her program year, then included in the portfolio as the last item of required
documentation.
Other exhibits of successful performance may be included in the portfolio. Unlike the previous items, any other
materials (pictures, lesson plans, bulletin board ideas, work sheets, art projects, etc.) entered into the portfolio are
optional. Everything included in the portfolio becomes part of an official record and must be maintained in the
school for a period of five years. For this reason, the IT should consider placing items into the portfolio for
support documentation throughout the year. Then, upon being notified by the principal that the program has
been successfully completed, the initial teacher may remove the “optional” items for his/her own future use.
Hired for Part-time Employment
When a teacher is hired for less than four hours per day as stated in state board rules as the minimum for
program completion, the teacher will be offered the opportunity to remain at school for the additional time, not to
exceed one-half hour per day, in order to fulfill the four hour minimum requirement.
In the case of an unusual schedule when a teacher is employed for less than four hours on some days but more
than four on others, if the average is four hours or more per day every week, remaining at school for extra time
will not be necessary. The teacher will be allowed to complete the program just as if each day were four or more
hours long.
If either option is chosen by the initial teacher, it is to be understood that it will be without additional pay or other
benefits and that it carries no promises or guarantee of successful program completion. It is simply an
opportunity extended to the teacher in order to assist him/her in meeting the program requirements.
7
INSERVICE ACTIVITIES AND OTHER MEETINGS
Everyone involved with the Professional Orientation Program will need to participate in in-service training activities
and other meetings from time to time. Most will be voluntary, but some may be required for the teacher’s
Professional Development Plan, either as a result of program procedures or because of special assignments.
Early in the school year a tentative master calendar of events for the year will be available for team members.
Every effort should be made to attend all appropriate meetings and training activities pertaining to one's role
as a mentor. Some training opportunities will be repeated each year. However, a person would not
necessarily take them more than once unless he/she felt a need to do so.
Florida Educator Accomplished Practices (FEAPs)
(1) Purpose and Foundational Principles.
(a) Purpose. The Educator Accomplished Practices are set forth in rule as Florida’s core standards for effective
educators. The Accomplished Practices form the foundation for the state’s teacher preparation programs,
educator certification requirements and school district instructional personnel appraisal systems.
(b) Foundational Principles. The Accomplished Practices are based upon and further describe three essential
principles:
1. The effective educator creates a culture of high expectations for all students by promoting the importance
of education and each student’s capacity for academic achievement.
2. The effective educator demonstrates deep and comprehensive knowledge of the subject taught.
3. The effective educator exemplifies the standards of the profession.
(2) The Educator Accomplished Practices. Each effective educator applies the foundational principles through
six (6) Educator Accomplished Practices. Each of the practices is clearly defined to promote a common
language and statewide understanding of the expectations for the quality of instruction and professional
responsibility.
(a) Quality of Instruction.
1. Instructional Design and Lesson Planning. Applying concepts from human development and learning
theories, the effective educator consistently:
a. Aligns instruction with state-adopted standards at the appropriate level of rigor;
b. Sequences lessons and concepts to ensure coherence and required prior knowledge.
c. Designs instruction for students to achieve mastery;
d. Selects appropriate formative assessments to monitor learning;
e. Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning
outcomes, adjust planning and continuously improve the effectiveness of the lessons; and
f. Develops learning experiences that require students to demonstrate a variety of applicable skills and
competencies.
2. The Learning Environment. To maintain a student-centered learning environment that is safe, organized,
equitable, flexible, inclusive, and collaborative, the effective educator consistently:
a. Organizes, allocates, and manages the resources of time, space, and attention;
b. Manages individual and class behaviors through a well-planned management system;
c. Conveys high expectations to all students;
d. Respects students’ cultural, linguistic and family background;
8
e.
f.
g.
h.
i.
Models clear, acceptable oral and written communication skills;
Maintains a climate of openness, inquiry, fairness and support;
Integrates current information and communication technologies;
Adapts the learning environment to accommodate the differing needs and diversity of students; and
Utilizes current and emerging assistive technologies that enable students to participate in high-quality
communication interactions and achieve their educational goals.
3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive
knowledge of the subject taught to:
a. Deliver engaging and challenging lessons;
b. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of
thought, and application of the subject matter;
c. Identify gaps in students’ subject matter knowledge;
d. Modify instruction to respond to preconceptions or misconceptions;
e. Relate and integrate the subject matter with other disciplines and life experiences;
f. Employ higher-order questioning techniques;
g. Apply varied instructional strategies and resources, including appropriate technology, to provide
comprehensible instruction, and to teach for student understanding;
h. Differentiate instruction based on an assessment of student learning needs and recognition of individual
differences in students;
i. Support, encourage, and provide immediate and specific feedback to students to promote student
achievement; and
j. Utilize student feedback to monitor instructional needs and to adjust instruction.
4. Assessment. The effective educator consistently:
a. Analyzes and applies data from multiple assessments and measures to diagnose students’ learning
needs, informs instruction based on those needs, and drives the learning process;
b. Designs and aligns formative and summative assessments that match learning objectives and lead to
mastery;
c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains;
d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of
knowledge;
e. Shares the importance and outcomes of student assessment data with the student and the student’s
parent/caregiver(s); and
f. Applies technology to organize and integrate assessment information.
(b) Continuous Improvement, Responsibility and Ethics.
1. Continuous Professional Improvement. The effective educator consistently:
a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’
needs;
b. Examines and uses data-informed research to improve instruction and student achievement;
c. Collaborates with the home, school and larger communities to foster communication and to support
student learning and continuous improvement;
d. Engages in targeted professional growth opportunities and reflective practices, both independently and
in collaboration with colleagues; and
e. Implements knowledge and skills learned in professional development in the teaching and learning
process.
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2. 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 State Board of Education Rules 6B1.001 and 6B1.006, F.A.C, and fulfills the expected obligations to students, the public and the education
profession.
Rulemaking Authority 1004.04, 1004.85, 1012.225, 1012.34, 1012.56 FS. Law Implemented 1004.04, 1004.85,
1012.225, 1012.34, 1012.56 FS. History–New 7-2-98; Amended 12-17-10
Documentation of FEAPS
Santa Rosa District Schools uses the Marzano model to document the FEAPS for our POP. This approach best
fits the philosophy of the Santa Rosa District School system because of its focus on classroom instructional
strategies and behavior. In this model more than 60% of the section of the evaluation the administrator
completes on the teacher focuses on what happens in the classroom. Dr. Marzano’s model divides the art of
teaching into four domains: Domain (1) – Classroom Strategies, Domain (2) – Planning and Preparing,
Domain (3) – Reflecting on Teaching, and Domain (4) – Collegiality and Professionalism. This model is
summarized in Attachment A. The legislative requirements of the Student Success Act require the new
evaluation system to measure the Florida Educator Accomplished Practices (FEAPs) adopted in January 2011.
A copy of the FEAPs is included as Attachment B. To document that Dr. Marzano’s model measures the
FEAPs, a crosswalk has been developed which is included in this document as Attachment C.
FINAL ASSESSMENT FORM SCORING INSTRUCTIONS
Mentor team consensus should be reached when scoring each of the 6 Florida Educator’s Accomplished
Practices utilizing the Santa Rosa County District Schools FEAPS Observation Tool developed using Marzano’s
model. The data collected in the observations will support and provide the foundation for scoring the 6 Florida
Educator’s Accomplished Practices Assessments. Additional data should be gathered through conferences or
the teacher’s portfolio.
The IT team reviews the individual observations completed and reach a consensus that is then recorded in the
“Team Completion of FEAPS” in PGS.
The final combined observation score for all IT team members must equal 50% Effective or Greater for the
overall result to be considered Effective for the purposes of completing the POP program.
Each IT Team member is required to sign off a “Complete” or “Not Complete” based upon the consensus
observation score. A copy of the Observation Form used for each of the observations is found in this document
entitles “Santa Rosa County District Schools FEAPS Observation Tool (Marzano Crosswalk Version)”
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TO WHOM IT MAY CONCERN:
Having been offered the opportunity to complete the Alternative Certification/Professional Orientation
Program, I hereby affirm that I am willing to, totally voluntarily and without additional compensation or
benefits, be officially on duty for an additional amount of time each day until my participation in the
program has been successfully completed. I am willing to do this because under my current part-time
salaried contract I am teaching less than four hours per day, and the State Board Rule defines a "day"
for Professional Orientation Program purposes as being four hours minimum. I am willing to stay on
duty for that period of time each day in order to be eligible for the program.
I understand that my signing this statement is, in effect, a request on my part for special consideration
and that other people will become involved as a result. Therefore, I understand that I will be obligated
to continue putting in a four hour day for the duration of my Alternative Certification/Professional
Orientation Program participation, which length of time will be determined by the evaluations conducted
under program guidelines.
Signed:
Date: ______________________________
--------------------------As Building Level Administrator for the above signed individual, I hereby indicate that I am willing
to allow and to document his/her being on duty for an additional period of time daily to make a total of
at least four hours each day, until he/she has successfully completed the Alternative
Certification/Professional Orientation Program.
I have explained to this part-time salaried employee that this is an optional opportunity and can
be done only voluntarily and without additional compensation or benefits, but that once this agreement
is executed, he/she will be obligated to carry through until such time as he/she has completed the
Alternative Certification/Professional Orientation Program.
Signed:
Date:
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SANTA ROSA PROFESSIONAL ORIENTATION PROGRAM
Appeal process
If the principal notifies a program participant that he/she has failed to successfully complete the
Professional Orientation Program, and if the teacher feels the negative recommendation is unjust,
he/she may file an appeal within ten work days of the notification to that effect using the following
procedures.
1. The teacher may appeal in writing to the school principal asking for a reconsideration of the
decision. The principal will review the information at hand, meet with the initial teacher team,
and make a recommendation within five work days of receiving the request. The principal's
recommendation must be in writing and sent to the teacher by certified mail with a copy put into
the teacher's portfolio.
2. If the principal's recommendation remains negative, the teacher may, within five work days of
receiving the negative recommendation, appeal in writing to the superintendent.
The
superintendent or his/her designee will review the portfolio, interview the teacher and members
of the initial teacher team, if necessary, and make a recommendation, all within ten work days of
the receipt of the appeal request. The teacher will be notified in writing by certified mail, and a
copy of the decision will be placed in the teacher's portfolio.
3. If the superintendent's or his/her designee's recommendation is negative, the Certification
Section of the state department will be notified of the district's decision not to verify the
successful completion of the program, providing proof of notification to the teacher. Within 90
days, the Commissioner will notify the teacher that his/her application for a professional
certificate has been denied, and that he/she may appeal to the Education Practices Commission
under Section 1012.795, Florida Statues and Rule 6B-11.005, FAC.
It shall be the burden of the teacher to show that he/she has met the criteria for successful completion.
The Education Practices Commission shall issue a final order granting or denying the certificate after an
informal hearing before that commission or a formal hearing before the Division of Administrative
Hearings.
-----------------------------------------------------------I have read and understand this appeal process.
Teacher: _____________________________________________________________
(Signature)
School:
Date: _______________________
12
13
Santa Rosa District Schools
Pre Observation Conference Instrument
This instrument will be used by all classroom and non classroom based teachers for all formal observations.
Name of Teacher
Planning Conference Date
Name of Administrator
Observation Date
Post Conference Date
Please attach any appropriate lesson plans, activity schedules, assessments, scoring guides, and/or rubrics to this
document. Please be prepared to discuss the following questions in preparation for the planning conference.
Classroom Demographics
1. Briefly describe the students in your classroom or workspace (e.g. number of students, gender, special needs, reading
levels, etc.)
Answer:
Routine Events
2. What are your learning goals for this lesson or activity?
Answer:
3. What will you do to establish or maintain an orderly learning environment?
Answer:
Content
4. What will you do to help students effectively interact with new knowledge?
Answer:
Enacted on the Spot
5. What will you do to engage students in the lesson or activity?
Answer:
6. How will this lesson or activity be organized as part of a cohesive unit?
Answer:
14
Santa Rosa District Schools
Observation Instrument
Name of Teacher __________________________________ Name of Administrator ___________________________
Informal Observation _______________________________ Formal Observation _____________________________
Domain 1- Classroom Strategies and Behaviors (21 elements)
Routine Events (5 elements)
What does the teacher do to establish and communicate learning goals, track student progress, celebrate success,
procedures, and organize the physical layout of the classroom?
1. Providing clear learning goals and scales to measure those goals (e.g.
I (4)
the teacher provides or reminds students about a specific learning goal)
2. Tracking student progress (e.g. using formative assessment, the teacher helps students chart their I (4)
individual and group progress on a learning goal)
3. Celebrating Success (e.g. the teacher helps students acknowledge and celebrate their current status
I (4)
on a learning goal as well as acknowledge gain)
4. Establishing and Maintaining Classroom Rules and Procedures (e.g. the teacher reviews
I (4)
expectations regarding rules and procedures to ensure effective execution)
5. Organizing the Physical Layout of the Classroom (e.g. the teacher organizes the classroom to
I (4)
facilitate movement and focus on learning)
Addressing Content (7 elements)
What will the teacher do to help students to effectively interact with new knowledge?
6. Identifying Critical Information (e.g. the teacher indicates the importance of upcoming
I (4)
information)
7. Organizing Students to Interact with New Knowledge (e.g. the teacher organizes student into
I (4)
small groups to facilitate the processing of new information)
What will the teacher do to help students deepen and practice their understanding of new knowledge?
14. Reviewing Content (e.g. the teacher begins with a brief review of content and reteaches when
I (4)
necessary)
15. Organizing students to practice and deepen knowledge (e.g. the teacher organizes students into
I (4)
small groups to deepen knowledge of content)
17. Helping Students Examine Similarities and Differences (e.g. the teacher facilitates activities
I (4)
that students to examine similarities and differences to help deepen their understanding)
18. Helping Students Examine Errors in Reasoning (e.g. the teacher helps students examine their
I (4)
own reasoning with logic and evidence to support their claims)
19. Helping Students practice Skills, Strategies, Process (e.g. the teacher engages students in
I (4)
activities to practices skills, strategies, or processes independently or with guided practice)
Enacted on the Spot (9 elements)
What will the teacher do to engage students?
24. Noticing When Students are not Engaged (e.g. the teacher scans the rooms, noticing when
I (4)
students are not engaged and takes action to re-engage students)
26. Managing Response Rates (e.g. the teacher uses response-rate techniques to maintain student
I (4)
engagement in questions)
27. Uses Physical Movement (e.g. the teacher use physical movement to maintain student
I (4)
engagement)
28. Maintaining a Lively Pace (e.g. the teacher uses pacing techniques to maintain students’
I (4)
engagement)
What will the teacher do to recognize and acknowledge adherence or lack of adherence to rules and procedures?
33. Demonstrating “Withitness” (e.g. the teacher uses behaviors associated with “Withitness to
I (4)
maintain adherence to rules and procedures)
34. Applying Consequences for Lack of Adherence to Rules and Procedures (e.g. the teacher
I (4)
consistently and fairly applies consequences for now following rules and procedures.)
35. Acknowledging Adherence to Rules and Procedures (e.g. the teacher consistently and fairly
I (4)
acknowledges adherence to rules and procedures)
What does the teacher do to communicate high expectations for all students?
36. Demonstrating value and respect for all students (e.g. the teacher demonstrates the same
I
positive effective tone with low –expectancy students as with high-expectancy students)
(4)
40. Asking Questions of all Students Requiring Higher Order Thinking Skills (e.g. the teacher
engages all students with questions of the same frequency and depth)
15
establish rules and
A (3)
D (2)
N (1)
A (3)
D (2)
N (1)
A (3)
D (2)
N (1)
A (3)
D (2)
N (1)
A (3)
D (2)
N (1)
A (3)
D (2)
N (1)
A (3)
D (2)
N (1)
A (3)
D (2)
N (1)
A (3)
D (2)
N (1)
A (3)
D (2)
N (1)
A (3)
D (2)
N (1)
A (3)
D (2)
N (1)
A (3)
D (2)
N (1)
A (3)
D (2)
N (1)
A (3)
D (2)
N (1)
A (3)
D (2)
N (1)
A (3)
D (2)
N (1)
A (3)
D (2)
N (1)
A (3)
D (2)
N (1)
A
(3)
D
(3)
N
(1)
Santa Rosa District Schools
Observation Instrument
Domain II – Planning and Preparing (3 elements)
Planning and preparing for lessons
What does the teacher do to plan and prepare lessons with a deep understanding of content?
I (4)
A (3)
D (3)
N (1)
Organizes lessons within a unit so
Organizes lessons within a unit so that
Attempts to perform this activity
Makes no
that students move from an
students move from a surface to deeper but does not actually complete or
attempt to
understanding to applying the
understanding but does not require
follow through with these
perform this
content through consistent authentic
students to apply the content in
attempts.
activity.
tasks.
authentic tasks.
Planning and preparing for use of materials and technology.
What does the teacher do to plan and prepare for the use of traditional resources and /or technologies such as interactive
whiteboards, digital devices, etc.?
I (4)
Identifies the available resources and
/or technologies that can enhance
student understanding and the
manner in which they will be used.
A (3)
Identifies the available resources and
/or technologies that can enhance
student understanding but does not
identify the manner in which they will
be used.
Planning and preparing for special needs of students.
What does the teacher do to plan and prepare for the special needs of students?
I (4)
A (3)
Identifies the special needs of
Identifies the special needs of students
students and the adaptions that will
but does not articulate the adaptations
be made to meet those needs.
that will be made to meet these needs.
D (3)
Attempts to perform this activity
but does not actually complete or
follow through with these
attempts.
N (1)
Makes no
attempt to
perform this
activity.
D (3)
Attempts to perform this activity
but does not actually complete or
follow through with these
attempts.
N (1)
Makes no
attempt to
perform this
activity.
Domain III – Planning and Preparing (3 elements)
Evaluating personal performance
What does the teacher do to evaluate the effectiveness of individual lessons and units?
I (4)
A (3)
D (3)
Determines how effective a lesson or
Determines how effective a lesson or
Attempts to perform this activity
unit was in terms of enhancing
unit was in terms of enhancing student
but does not actually complete or
student achievement and consistently achievement but does not accurately
follow through with these attempts.
identifies causes of successes and
identify causes of success and failure on
failures.
a consistent basis.
Domain IV – Collegiality and Professionalism (3 elements)
Promoting a positive environment
What does the teacher do to promote positive interactions with colleagues?
I (4)
A (3)
Interacts with other colleagues in appositive
Interacts with other colleagues in a
manner to promote and support students learning positive manner to promote and
and seeks help and mentorship from colleagues
support student learning and seeks help
regarding specific classroom strategies and
and mentorship from colleagues.
behaviors.
What does the teacher do to promote positive interactions with students and parents?
I (4)
A (3)
Interacts with students and parents in a positive
Interacts with students and parents in a
manner to foster learning and promote positive
positive manner to foster learning and
relationships and helps extinguish negative
promote positive relationships, but does
conversations about students and parents.
not help extinguish negative
conversations about students and
parents.
What does the teacher do to adhere to district and school rules and procedures?
I (4)
A (3)
D (3)
Is aware of district and school rules
Adheres to rules and
Adheres to a rule or
and procedures and adheres to them
procedures.
procedure after being
without prompting.
prompted.
16
N (1)
Makes no
attempt to
perform this
activity.
D (3)
Interacts with other
colleagues in a
positive manner.
N (1)
Makes no
attempt to
perform this
activity.
D (3)
Attempts to perform
this activity but does
not actually complete
or follow through with
these attempts.
N (1)
Makes no
attempt to
perform this
activity.
N (1)
Makes no attempt to adhere to a
rule or procedure after being
prompted.
Domain 1: Classroom Strategies and Behaviors
Segments Involving Routine Events (5 elements)
Element 1: Providing Rigorous Learning Goals and Performance Scales (Rubrics)
*The teacher provides a clearly stated learning goal accompanied by scale or rubric that describes levels of
performance relative to the learning goal.
Teacher Evidence
Teacher has a learning goal posted so that all students
can see.
The learning goal is a clear statement of knowledge or
information as opposed to an activity or assignment.
Teacher makes reference to the learning goal throughout
the lesson.
Teacher has a scale or rubric that relates to the learning
goal posted so that all students can see it.
Teacher makes reference to the scale or rubric
throughout the lesson.
Innovating
Adapts and creates new
strategies for unique
student needs and
situations.
Student Evidence
Students can explain the learning goal for the lesson.
Students can explain how their current activities relate to
the learning goal.
Students can explain the meaning of the levels of
performance articulated in the scale or rubric.
Applying
Provides a clearly stated
learning goal accompanied by
a scale or rubric that
describes levels of
performance and monitors
students’ understanding of the
learning goal and the levels of
performance.
Developing
Provides a clearly stated
learning goal accompanied by
a scale or rubric that
describes levels of
performance.
Not Using
Uses strategy
incorrectly or with
parts missing or
strategy was called for
but not exhibited.
Element 2: Tracking Student Progress
*The teacher facilitates tracking of student progress on one or more learning goals using a formative approach to
assessment.
Teacher Evidence
Teacher helps students track their individual progress on
the learning goal.
Teacher assigns scores using a scale or rubric that depicts
student status relative to the learning goal.
Teacher uses formal and informal means to assign scores
to students.
Teacher charts the progress of the entire class on the
learning goal.
Innovating
Adapts and creates new
strategies
for
unique
student
needs
and
situations.
Student Evidence
Students can describe their status relative to the learning
goal using the scale or rubric
Students systematically update their status on the
learning goal.
Applying
Facilitates tracking of student
progress using a formative
approach to assessment and
monitors the extent to which
students understand their level
of performance.
17
Developing
Facilitates tracking of
student progress using
a formative approach to
assessment.
Not Using
Uses strategy incorrectly or
with parts missing or
strategy was called for but
not exhibited.
Element 3: Celebrating Success
*The teacher provides students with recognition of their current status and their knowledge relative to the learning
goal.
Teacher Evidence
Teacher acknowledges students who have achieved a
certain score on the scale or rubric.
Student Evidence
Students show signs of pride regarding their
accomplishments in the class.
Teacher acknowledges students who have made gains in
their knowledge and skill relative to the learning goal.
Teacher acknowledges and celebrates the final status and
progress of the entire class.
When asked, students say they want to continue to make
progress.
Teacher uses a variety of ways to celebrate success, such
as (1) show of hands, (2) certification of success, (3)
parent notification and (4) round of applause.
Innovating
Adapts and creates new
strategies for unique
student needs and
situations.
Applying
Provides students with
recognition of their current
status and their knowledge
gain relative to the learning
goal and monitors the
extent to which students
are motivated to enhance
their status.
Developing
Provides students with
recognition of their current
status and their knowledge
gain relative to the learning
goal.
Not Using
Uses strategy incorrectly or
with parts missing or
strategy was called for but
not exhibited.
Element 4: Establishing and Maintaining Classroom Rules and Procedures
*The teacher reviews expectations regarding rules and procedures to ensure their effective execution.
Teacher Evidence
Student Evidence
Teachers involves students in designing classroom.
Students follow clear routines during class.
Teacher uses classroom meeting to review and process
rules and procedures.
Students can describe established rules and procedures.
Teacher asks students to restate or explain rules and
procedures.
Teacher provides cues or signals when a rule or procedure
should be used.
Students describe the classroom as an orderly place.
Innovating
Adapts and creates new
strategies for unique
student needs and
situations.
Applying
Establishes and reviews
expectations regarding rules
and procedures and
monitors the extent to which
students understand the
rules and procedures.
18
Students regulate their own behavior.
Developing
Establishes and reviews
expectations regarding rules
and procedures.
Not Using
Uses strategy incorrectly or
with parts missing or
strategy was called for but
not exhibited.
Element 5: Organizing the Physical Layout of the classroom
*The teacher organizes the physical layout of the classroom to facilitate movement and focus on learning.
Teacher Evidence
The physical layout of the classroom has clear traffic
patterns.
The physical layout of the classroom provides easy access
to materials and centers.
The classroom is decorated in a way that enhances
student learning, including (1) bulletin boards that relate
to current content and (2) student work on display.
Student Evidence
Students move easily about the classroom.
Students make use of materials and learning centers.
Students attend to examples of their work that are
displayed.
Students attend to information on the bulletin boards.
Students can easily focus on instruction.
Innovating
Adapts and creates new
strategies for unique
student needs and
situations.
Applying
Organizes the physical
layout of the classroom to
facilitate movement and
focus on learning and
monitors the impact of the
environment on student
learning.
Developing
Organizes the physical
layout of the classroom to
facilitate movement and
focus on learning.
19
Not Using
Uses strategy incorrectly or
with parts missing or
strategy was called for but
not exhibited.
Segments Addressing Content: (8 Elements)
Element 6: Identifying Critical Information
*The teacher identifies a lesson or part of a lesson as involving important information to which students should pay
particular attention.
Element 14: Review Content
*The Teacher engages students in a brief review of content that highlights the critical information.
Teacher Evidence
Student Evidence
Teacher begins the lesson by explaining why upcoming
content is important and cues the importance of upcoming
information in some indirect fashion (tone of voice, body
position, or level of excitement.
Students can describe the level of importance of the
information presented in class and can explain why it is
important to pay attention to the content.
Teacher begins the lesson with a brief review of content
and uses specific strategies to review the information
(summary, problem to be solved, questions, demonstration,
brief test or exercise.
Students can describe the previous content on which the
new lesson is based and respond to class activities that
indicate they recall previous content.
When necessary, the teacher reteaches basic information or
skills.
Students visibly adjust their level of engagement.
Students can describe how hard they tried.
Innovating
Applying
Engages students in reflecting on their
own learning process and monitors the
extent to which students assess their
learning.
Signals to students which content is critical
versus noncritical, engages students in a
brief review of content that highlights the
critical information, and monitors the
extent to which students can recall and
describe the previous content.
Engages students in
reflecting on their
own learning process.
Uses strategy
incorrectly or with
parts missing.
Strategy was called for
but was not exhibited.
Signals to students
which content is
critical versus
noncritical and
engages students in a
review of content
that highlights the
critical information.
Uses strategy
incorrectly or with
parts missing.
Strategy was called for
but not exhibited.
Begins lessons by reviewing prior learning
and explaining why upcoming content is
important.
Begins lessons by
reviewing prior
learning.
Strategy was called for
but not exhibited.
IP cues the importance of upcoming
information in some direct and indirect
fashion (tone of voice, body position, level
of excitement).
Students are consistently asked and are
able to explain why the content is
important.
IP announces the
importance of
upcoming.
Begins lessons with an
inadequate or
unrelated review of
prior learning.
Uses strategy
incorrectly or with
parts missing.
Students can
occasionally explain
why the content is
important.
Students are unable to
explain why the content
is important.
Students are able to
state why the content
is important.
20
Developing
Not Using
Strategy was called for
but not exhibited.
Element 7: Organizing Students to Interact with New Knowledge
*The teacher organizes students into small groups to facilitate the processing of new information.
Teacher Evidence
Teacher has established routines for student grouping and
student interaction in groups.
Teacher organizes students into ad hoc groups for the
lesson using (1) dyads, (2) triads, or (3) small groups up
to about 5.
Innovating
The teacher has established
routines for student grouping
and student interaction in
groups and students
demonstrate an understanding
of those routines.
Students demonstrate an
understanding about
expectations for appropriate
behavior in groups (respect
opinions of others, add their
perspective to discussions, ask
and answer questions.
Student Evidence
Students move to groups in an orderly fashion.
Students appear to understand expectations about
appropriate behavior in groups in that they (1) respect
opinions of others, (2) add their perspective to
discussions, and (3) ask and answer questions.
Applying
Teacher has established
routines for student
grouping and student
interaction in groups.
Developing
Teacher has no
established routines for
student grouping and
student interaction in
groups.
Not Using
Strategy was called for but
not exhibited.
Students demonstrate an
understanding about
expectations about
appropriate behavior in
groups.
Students understand
expectations about
appropriate behavior.
Students do not
demonstrate an
understanding of
expectations about
appropriate behavior in
groups.
Element 15: Organizing Students to Practice and Deepen Knowledge
*The teacher uses grouping in ways that facilitate practicing and deepening knowledge.
Teacher Evidence
Teacher organizes students into groups with the
expressed idea of deepening their knowledge of
informational content.
Teacher organizes students into groups with the
expressed idea of practicing a skill, strategy, or process.
Student Evidence
Students explain how the group work supports their
learning.
Innovating
Organizes students into
groups to practice and
deepen their knowledge
and monitors the extent to
which the group work
extends their knowledge.
Adapts and creates new
strategies for unique
student needs and
situations.
Applying
Organizes students into
groups to practice and
deepen their knowledge.
Developing
Uses strategy incorrectly or
with parts missing.
Not Using
Strategy was called for but
not exhibited.
Organizes students into
small groups to facilitate
the processing of new
knowledge and monitors
group processing.
Organizes students into
small groups to facilitate
the processing of new
knowledge.
Strategy was called for but
not exhibited.
While in groups, students interact in explicit ways (such as
asking each other questions or obtaining peer feedback)
to deepen their knowledge of informational content or
practice a skill, strategy, or process.
21
Element 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.
Teacher Evidence
Teacher engages students in massed and distributed
practice activities that are appropriate to their current
ability to execute a skill, strategy, or process, utilizing
either (1) guided practice if students cannot perform the
skill, strategy, or process independently, or (2)
independent practice if students can perform the skill
strategy, or process independently.
Student Evidence
Students perform the skill, strategy, or process with
increased confidence.
Students perform the skill, strategy, or process with
increased competence.
Innovating
When content is a skill,
strategy, or process,
engages students in
practice activities and
monitors the extent to
which the practice is
increasing student fluency.
Applying
When content is a skill,
strategy or process,
engages students in
practice activities.
Developing
Uses strategy incorrectly or
with parts missing.
Not Using
Strategy was called for but
not exhibited.
Segments Enacted on the Spot (7 elements)
Element 24: Noticing when students are not engaged.
*The teacher scans the room, making note of when students are not engaged and taking over action.
Teacher Evidence
Teacher notices when specific students or groups of
students are not engaged.
Teacher notices when the energy level in the room is low.
Teacher takes action to re-engage students.
Innovating
Adapts and creates new
strategies for unique
student needs and
situations.
Applying
Scans the room making
note of when students are
not engaged and taking
action and monitors the
extent to which students reengage.
Student Evidence
Students appear aware of the fact that the teacher is
taking note of their level of engagement.
Students try to increase their level of engagement when
prompted.
Students explain that the teacher expects high levels of
engagement.
Developing
Scans the room, making
note of when students are
not engaged and taking
action.
22
Not Using
Strategy was called for but
not exhibited.
Element 26: Managing Response Rates
*The teacher uses response-rate techniques to maintain student engagement in questions.
Teacher Evidence
Teacher uses wait time.
Teacher uses response cards.
Student Evidence
Multiple students or the entire class respond to question
the teacher poses.
Students can describe their thinking about specific
questions the teacher poses.
Teacher has students use hand signals to respond to
questions.
Teacher uses choral response.
Teacher uses technology to keep track of students’
responses.
Teacher use response chaining.
Innovating
Adapts and creates new
strategies for unique
student needs and
situations.
Applying
Uses response-rate
techniques to maintain
student engagement in
questions and monitors the
extent to which the
techniques keep students
engaged.
Developing
Uses response-rate
techniques to maintain
student engagement in
questions.
Not Using
Strategy was called for but
not exhibited.
Element 27: Using Physical Movement
*The teacher uses physical movement to maintain student engagement.
Teacher Evidence
Teacher has students stand up and stretch or do related
activities when their energy is low.
Teacher uses activities that require students to physically
move to respond to questions, such as (1) vote with your
feet or (2) go to the part of the room that represents the
answer you agree.
Teacher has students physically act out or model content
to increase energy and engagement.
Teacher uses give one, get one activities that require
students to move about the room.
Student Evidence
Students engage in the physical activities the teacher
designs.
Students can explain how the physical movement keeps
their interest and helps them learn.
Innovating
Adapts and creates new
strategies for unique
student needs and
situations.
Developing
Uses physical movement to
maintain student
engagement or use strategy
incorrectly or with parts
missing.
Applying
Uses physical movement to
maintain student
engagement and monitors
the extent to which these
activities enhance student
engagement.
23
Not Using
Strategy was called for but
not exhibited.
Element 28: Maintaining a Lively Pace
*The teacher uses pacing techniques to maintain students’ engagement.
Teacher Evidence
Teacher employee crisp transitions from one activity to
another.
Teacher alters pace appropriately (i.e., speeds up and
slows down based on the learners)
Student Evidence
Students quickly adapt to transition and re-engage when a
new activity is begun.
When asked about the pace of the class, students describe
it as neither too fast nor too slow.
Innovating
Uses pacing techniques to
maintain students’
engagement and monitors
the extent to which these
techniques keep students
engage.
Developing
Uses strategy incorrectly or
with parts missing.
Applying
Uses pacing techniques to
maintain students’
engagement.
Not Using
Strategy was called for but
not exhibited.
Element 33: Demonstrating “Withitness”
*The teacher uses behaviors associated with “Withitness” to maintain adherence to rules and procedures.
Teacher Evidence
Teacher physically occupies all quadrants of the room.
Teacher scans the entire room making contact with all
students.
Teacher recognizes potential sources of disruption and
deals with them immediately.
Teacher proactively addresses inflammatory situations.
Innovating
Uses behaviors associated
with “Withitness” and
monitors the effect on
students’ behavior.
Continuously scans the
classroom, recognizing and
proactively addressing
potential disruptions.
Student Evidence
Students recognize that the teacher is aware of their
behavior.
Students describe the teacher as “aware of what is going
on” or “has eyes on the back of his/her head.”
Applying
Uses behaviors associated
with “Withitness”.
Developing
Uses strategy incorrectly or
with parts missing.
Not Using
Strategy was called for but
not exhibited.
Recognizes the potential
sources of disruption, and
deals with them
appropriately.
Recognizes potential
sources of disruption yet
deals with them
inconsistently.
Does not recognize
potential sources of
disruption.
24
Element 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
Teacher provides nonverbal signals when students’
behavior is not appropriate, such as (1) eye contact, (2)
proximity, (3) a tap on the desk, (4) shaking head “no”.
Teacher provides verbal signals when students’ behavior
is not appropriate, such as (1) telling students to stop or
(2) telling students that their behavior is in violation of a
rule or procedure.
Teacher uses group contingency consequences when
appropriate (i. e., whole group must demonstrate a
specific behavior).
Student Evidence
Students cease inappropriate behavior when the teacher
signals.
Students accept consequences as part of the way class is
conducted.
Students describe the teacher as fair in application of
rules.
Teacher involves the home when appropriate (i.e.,
behavior).
Teacher uses direct cost consequences when appropriate
(e.g., student must fix something he or she has broken).
Innovating
Applies consequences for not
following rules and procedures
consistently and fairly and
monitors the extent to which
rules and procedures are
followed.
Applying
Applies consequences for
not following rules and
procedures consistently
and fairly.
Developing
Uses strategy incorrectly
or with parts missing.
Not Using
Strategy was called for but
not exhibited.
Element 35: Acknowledging Adherence to Rules and Procedures
*The teacher consistently and fairly acknowledges adherence to rules and procedures.
Teacher Evidence
Teacher provides nonverbal signals that a rule or
procedure has been followed, such as a (1) smile, (2) nod
of head, or (3) high five.
Teacher gives verbal cues that a rule or procedure has
been followed, such as (1) thanking students for following
a rule or procedure or (2) describing student behaviors
that adhere to rule or procedure.
Teacher notifies the home when a rule or procedure has
been followed (positive home contact).
Teacher uses tangible recognition when a rule or
procedure has been followed, such as (1) a certificate of
merit or (2) token economics.
Student Evidence
Students appear appreciative of the teacher
acknowledging their positive behavior.
Innovating
Acknowledges adherence to
rules and procedures
consistently and fairly and
monitors the extent to
which new actions affect
students’ behavior.
Developing
Uses strategy incorrectly or
with parts missing.
Applying
Acknowledges adherence to
rules and procedures
consistently and fairly.
Students describe teacher as appreciative of their good
behavior.
The number of students adhering to rules and procedure
increases.
25
Not Using
Strategy was call for but not
exhibited.
Element 39: Demonstrating Value and Respect for all Students.
*The teacher exhibits behaviors that demonstrate value and respect for all students.
Teacher Evidence
The teacher provides students with nonverbal indications
that they are valued and respected (1) eye contact, (2)
smiling and (3) appropriate physical contact.
The teacher provides students’ with verbal indicators that
they are valued and respected (playful dialogue,
addressing, students in a manner they view as respectful.)
Teacher does not allow negative comments about other
students.
Student Evidence
Students say that the teacher cares for all students.
Innovating
Exhibits behaviors that
demonstrate value and
respect for all students and
monitors the impact on all
students.
Applying
Exhibits behaviors that
demonstrate value and
respect for all students.
Developing
Uses strategy incorrectly or
with parts missing.
Not Using
Strategy was called for, but
not exhibited.
Provides all students with
positive verbal or nonverbal indications that are
valued and respected and
monitors student impact
(eye contact, smile,
appropriate physical
contact, playful dialogue,
addressing students in a
manner they view as
respectful).
Provides all students with
positive verbal or nonverbal indications that they
are valued and respected.
Inconsistently provides
students with positive
verbal or non-verbal
indications that they are
valued and respected.
Does not provide students
with positive verbal or nonverbal indications that they
are valued and respected.
Students treat each other with respect.
Element 40: Asking Questions of all Students Requiring Higher Order Thinking Skills
*The teacher engages all students with questions of the same frequency and depth.
Teacher Evidence
Teacher makes sure all students questions are answered
at the same rate.
Teacher makes sure all students are asked challenging
questions at the same rate.
Student Evidence
Students say the teacher expects everyone to
participate.
Students say the teacher asks difficult questions of every
student.
Innovating
Engages all levels of
students with questions
requiring higher order
thinking skills and monitors
impact on students.
Developing
Uses strategy incorrectly or
with parts missing.
Applying
Engages all levels of
students with questions
requiring higher order
thinking skills.
26
Not Using
Strategy was called for, but
not exhibited.
Planning and Preparing for Lessons and Units (3 elements)
Element 2: Planning and Preparing for Lessons within a Unit that Progress toward a Deep Understanding
and Transfer of Content
*The teacher organizes lessons within units to progress toward a deep understanding of content.
Planning Evidence
Plans illustrate how learning will move from an
understanding of foundational content to application of
information in authentic ways.
Plans incorporate student choice and initiative.
Plans provide for extension of learning.
Innovating
Organizes lessons within a
unit so that students move
from an understanding to
applying the content
through consistent
authentic tasks.
Applying
Organizes lessons within a
unit to that students move
from surface to deeper
understanding of content
but does not require
students to apply the
content in authentic tasks.
Teacher Evidence
The teacher can describe how lessons within the unit
progress toward deep understanding and transfer of
content.
The teacher can describe how students will make choices
and take initiative.
The teacher can describe how learning will be extended.
Developing
Attempts to perform this
activity but does not
actually complete or follow
through with these
attempts.
Not Using
Makes no attempt to
perform this activity.
(These two elements are combined)
Element 4: Planning and Preparing for the Use of Available Materials for Upcoming Units and Lessons
*The teacher identifies the available material for upcoming units and lessons.
Element 5: Planning and Preparing for the Use of Available Technologies such as Interactive Whiteboards,
Response Systems, and Computers
*The teacher identifies the use of available technology that can enhance students’ understanding of content in a lesson or
unit.
Planning Evidence
The plan outlines resources within the classroom, school,
and community that will be used to enhance students’
understanding of the content.
The plan identifies available technology that will be used
(e.g., interactive whiteboards, response systems, voting
technologies, one to one computers, social networking
sites, blogs, wikis, and discussion boards).
The plan identifies how the technology will be used to
enhance student learning.
Teacher Evidence
The teacher can describe the resources within the
classroom, school, and community that will be used to
enhance students’ understanding of the content.
The teacher can describe the technology that will be used.
Innovating
Identifies the available
resources and /or
technologies that can
enhance student
understanding and the
manner in which they will
be used.
Developing
Attempts to perform this
activity but does not
actually complete or follow
through with these
attempts.
Applying
Identifies the available
Resources and/or
technologies that can
enhance student
understanding.
The teacher can articulate how the technology will be
used to enhance student learning.
27
Not Using
Makes no attempt to
perform this activity.
(This is a combination of 3 Marzano elements)
Element 6: Planning and Preparing for the Special Needs of Students
*What does the teacher do to plan and prepare for the special needs of students?
Planning Evidence
The plan identifies the accommodations and modifications
that are made for ELL students, students with Disabilities,
and students who come from home environments that
offer little support for schooling within a lesson or unit of
instruction.
Teacher Evidence
The teacher can describe the accommodations and
modifications that are made for ELL students, Students
with Disabilities, and students who come from home
environments that offer little support for schooling within a
lesson or unit of instruction.
Innovating
Identifies the special needs
of students and the
adaptations that will be
made to meet these needs.
Developing
Attempts to perform this
activity but does not
actually complete or follow
through with
Applying
Identifies the special needs
of students but does not
articulate the adaptations
that will be made to meet
these needs.
Not Using
Makes no attempt to
perform this activity.
Domain 3: Reflecting on Teaching
Evaluating Personal Performance (1 Element
Element 2: Evaluating the Effectiveness of Individual Lessons and Units
*What does the teacher do to evaluate the effectiveness of individual lessons and units?
Teacher Evidence
The teacher gathers and keeps records of his/her evaluations of individual lessons and units.
The teacher can explain the alignment of the assessment tasks and the learning goals.
The teacher can explain how the assessment tasks help track student progress toward the learning goals.
Innovating
Determines how effective a
lesson or unit was in terms
of enhancing student
achievement and
consistently identifies cases
of successes and failures.
Applying
Determines how effective
a lesson or unit was in
terms of enhancing student
achievement but does not
identify causes of success
and failure on a consistent
basis.
Developing
Attempts to perform this
activity but does not
actually complete or follow
through with these
attempts.
28
Not Using
Makes no attempt to
perform this activity.
Domain 4: Collegiality and Professionalism
Promoting a Positive Environment (2 elements)
Element 1: Promoting Positive Interactions about Colleagues
*The teacher interacts with other teachers in a positive manner to promote student learning.
Element 3: Seeking Mentorship for Areas of Need or Interest
*The teacher seeks help and input from colleagues regarding specific classroom strategies and behaviors.
Teacher Evidence
The teacher works cooperatively with appropriate school personnel to address issues that impact student learning.
The teacher establishes working relationship that demonstrate integrity, confidentiality, respect, flexibility, fairness and
trust.
The teacher can describe situation in which he or she interacts positively with colleagues to promote and support
student learning.
The teacher can describe situations in which he or she helped extinguish negative conversations about other teachers.
The
The
The
The
teacher
teacher
teacher
teacher
keeps track of specific situations during which he or she has sought mentorship from others.
actively seeks help and input in Professional Learning Community meetings.
actively seeks help and input from appropriate school personnel to address issues that impact instruction.
can describe how he or she seeks input from colleagues regarding issues that impact instruction.
Innovating
Interacts with other colleagues in
a positive manner to promote and
support students learning and
help seeks help and mentorship
from colleagues regarding specific
classroom strategies and
behaviors.
Applying
Interacts with other
colleagues in a positive
manner to promote and
support student learning and
seeks help and mentorship
from colleagues.
Developing
Interacts with other
colleagues in a
positive manner.
Not Using
Makes no attempt to
perform this activity.
Promoting a Positive Environment
Element 2: Promoting Positive Interactions about Students and Parents
*The teacher interacts with students and parents in a positive manner to foster learning and promote positive
home/school relationships.
Teacher Evidence
The teacher fosters collaborative partnerships with parents to enhance student success in a manner that demonstrates
integrity, confidentiality, respect, flexibility, fairness, and trust.
The teacher ensures consistent communication with parents regarding expectations, progress, and /or concerns using
multiple means and modalities.
The teacher encourages parent involvement in classroom and school activities.
The teacher demonstrates awareness and sensitivity to social, cultural and language backgrounds of families.
The teacher responds to requests for support, assistance and/or clarification promptly.
The teacher can describe instances when he or she interacted positively with students and parents.
Students and parents can describe how the teacher interacted positively with them.
The teacher respects and maintains confidentiality of student/family information.
Innovating
Interacts with students and
parents in a positive manner
to foster learning and promote
positive relationships and
helps extinguish negative
conversations about students
and parents.
Applying
Interacts with students and
parents in a positive manner
to foster learning and promote
positive relationships, but does
not help extinguish negative
conversations about students
and parents.
29
Developing
Attempts to perform
this activity but does not
actually complete or
follow through with
these attempts.
Not Using
Makes no attempt to
perform this activity.
Promoting District and School Developments (1 element)
Element 5: Adhering to District and School Rules and Procedures
*The teacher is aware of the district and schools rules and procedures and adheres to them.
Teacher Evidence
The
The
The
The
The
The
The
teacher
teacher
teacher
teacher
teacher
teacher
teacher
performs assigned duties.
follows policies, regulations and procedures.
maintains accurate records (student progress, completion of assignments, non-instructional records)
fulfills responsibilities in a timely manner.
understands legal issues related to students and families.
demonstrates personal integrity.
keeps track of specific situations in which he or she adheres to rules and procedures.
Innovating
Is aware of district and
school rules and procedures
and adheres to them
without prompting.
Applying
Adheres to a rule or
procedure.
Developing
Adheres to a rule or
procedure after being
prompted.
30
Not Using
Makes no attempt to
adhere to a rule or
procedure after being
prompted.
Santa Rosa County District Schools
Post Observation/Self-Assessment Conference Instrument
This instrument will be used by all classroom and non-classroom based teachers for all formal observations.
Name of Teacher
Planning Conference Date
Name of Administrator
Observation Date
Post Conference Date
The administrator will give consideration to the teacher’s self assessment of the lesson and provide written feedback. Please bring
student work, assessments, scoring guides, activity schedules, and or rubrics and be prepared to discuss the following questions.
Classroom Demographics
1. Overall, how do you think the lesson or interaction went and why?
Answer:
Routine Events
2. Did students meet or not meet the learning goals or objectives you established for this lesson or activity?
Answer:
3. How effective is the classroom or workspace to maximize student learning or achievement?
Answer:
Content
4. How did the strategies you used to help students to deepen and practice their understanding of new knowledge support student
learning?
Answer:
5. How did the strategies you used help students generate and develop new knowledge to support student learning?
Answer:
6.
Enacted on the Spot
Which techniques for engaging students were most successful? Which techniques were not successful?
Answer:
31
Attachment A
Marzano’s
The Art and
Science of Teaching
32
33
34
B
C
Attachment B
FEAP’S Crosswalk to
Marzano’s The Art and
Science of Teaching
35
36
Florida Department of Education Support for Local Education Agencies
FEAPS Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s 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
DOMAIN 1: CLASSROOM
STRATEGIES AND
BEHAVIORS
2.1 Planning and Preparing for Lessons
and Units
1.
Planning and preparing for effective
2.
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
appropriate
of Materials and Technology
1.
2.
attention to
Planning and preparing for the use
established content
of available traditional resources
standards
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.
SRDS Observation Instrument
Element 2,4,6
37
DOMAIN 3: REFLECTING
ON TEACHING
DOMAIN 4: COLLEGIALITY AND
PROFESSIONALISM
Florida Department of Education Support for Local Education Agencies
FEAPS Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s 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:
DOMAIN 3:
DOMAIN 4: COLLEGIALITY AND
INSTRUCTIONAL
DOMAIN 2: PLANNING
DOMAIN 1: CLASSROOM
REFLECTING
ON
PROFESSIONALISM
DESIGN AND
AND PREPARING
STRATEGIES AND BEHAVIORS
TEACHING
LESSON
PLANNING
2.1 Planning and Preparing for Lessons
Routine Events
1b Sequences
and Units
lessons and
RE 1 Providing clear learning
2.1.1 Planning and preparing for effective
concepts to
scaffolding within lessons
goals and scales
ensure
2.1.2 Planning and preparing for lessons
coherence and
RE 2 Tracking student progress
within units that progress toward a deep
required prior
understanding and transfer of content
knowledge
RE 3 Celebrating success
2.1.3 Planning and preparing for appropriate
attention to established content standards
SRDS Observation Instrument
SRDS Observation Instrument
Element 2, 4, 6
Element 1, 2, 3
Content
2.2 Planning and Preparing for Use
1c Designs
of Materials and Technology
instruction for
students to
C 2 Organizing students to
2.2.1Planning and preparing for the use of
achieve
available traditional resources for upcoming
interact with new knowledge
mastery
units and lessons (e.g., manipulatives, video C 10 Organizing students to
tapes)
practice and deepen
2.2.2 Planning for the use of available knowledge
technology such as interactive white boards, C 16 Organizing students
voting technologies and one-to- one for cognitively complex
computer.
tasks
SRDS Observation Instrument
SRDS observation
Element 2, 4, 6
Instrument
Element 15, 15A, 17, 18, 19
38
Florida Department of Education Support for Local Education Agencies
FEAPS Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s 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
DOMAIN 2: PLANNING
AND PREPARING
DOMAIN 1: CLASSROOM
STRATEGIES AND BEHAVIORS
2.3 Planning and Preparing for
Special Needs Students
2.3.1 Planning and preparing
for the needs of English
language learners
2.3.2 Planning and preparing
for the needs of special
education students
2.3.3 Planning and preparing for
the needs of students who come
from home environments that
offer little support for schooling
SRDS Observation Instrument
Element 2, 4, 6
1d Selects
appropriate
formative
assessments
to monitor
learning
Routine Events
RE 1 Providing clear learning goals
and scales
RE 2 Tracking student progress
RE 3 Celebrating success
SRDS Observation Instrument
Element 1, 2, 3
39
DOMAIN 3: REFLECTING ON
TEACHING
DOMAIN 4: COLLEGIALITY AND
PROFESSIONALISM
FEAPS Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s 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
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
DOMAIN 2: PLANNING
AND PREPARING
2.3 Planning and
Preparing for Special
Needs Students
2.3.1 Planning and preparing
for the needs of English
language learners
2.3.2 Planning and preparing
for the needs of special
education students
2.3.3 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
Routine Events
RE 2 Tracking student
progress RE 3 Celebrating
success
Content
C 11 Homework
Enacted on the Spot
SRDS Observation
Instrument
Element 6
EOS 16 Demonstrating value
and respect for low
expectancy students
EOS 17 Asking questions of
low expectancy students
SRDS Observation
Instrument
Element 2, 3, 39, 40
40
DOMAIN 3: REFLECTING
ON TEACHING
DOMAIN 4: COLLEGIALITY
AND PROFESSIONALISM
3.1 Evaluating Personal
Performance
4.1 Promoting a Positive
Environment
3.1.1 Identifying specific areas
of pedagogical strength and
weakness
3.1.2 Evaluating the
effectiveness of individual
lessons and units
3.1.3 Evaluating the
effectiveness of specific
pedagogical strategies and
behaviors across different
categories of students (i.e.,
different socio-economic
groups, different ethnic
groups)
3.2 Developing a
Professional Growth Plan
3.2.1 Developing a written
growth plan
3.2.2 Monitoring progress
relative to the professional
growth plan
4.1.1 Promoting positive
interactions with colleagues
4.1.2 Promoting positive
interactions with students and
parents
4.2 Promoting Exchange of
Ideas and Strategies
SRDS Observation
Instrument
Element 2
4.2.1 Seeking mentorship for
areas of need and interest
4.2.2 Mentoring other teachers
and sharing ideas and
strategies
4.3 Promoting District and
School Development
4.3.1 Adhering to district and
school rules and procedures
4.3.2 Participating in district
and school initiatives
SRDS Observation
Instrument
Element 1, 2, 5
Florida Department of Education Support for Local Education Agencies
FEAPS Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s 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:
INSTRUCTIONA
DOMAIN 2: PLANNING
DOMAIN 1: CLASSROOM
DOMAIN 3:
DOMAIN 4:
L DESIGN AND
AND PREPARING
STRATEGIES AND BEHAVIORS
REFLECTING ON
COLLEGIALITY AND
LESSON
TEACHING
PROFESSIONALISM
PLANNING
1f Develops
2.2 Planning and Preparing for the Use of
Content
learning
Materials and Technology
experiences
C 2 Organizing students to
2.2.1 Planning and preparing for the use of
that requires
interact with new knowledge
available traditional resources for upcoming units
students to
C 10 Organizing students to
and lessons (e.g., manipulatives, video tapes)
demonstrate a
2.2.2 Planning for the use of available technology practice and deepen
variety of
such as interactive white boards, voting knowledge
applicable skills technologies and one-to- one computer
C 16 Organizing students for
and
cognitively complex tasks.
competencies
2.3 Planning and Preparing for Special Needs
Students
2.3.1 Planning and preparing for the needs
of English language learners
2.3.2 Planning and preparing for the needs
of special education students
2.3.3 Planning and preparing for the needs of
students who come from home environments that
SRDS Observation Instrument
offer little support for schooling
Element 7, 7A, 15, 15A, 17, 18, 19
SRDS Observation Instrument
Element 6
41
Florida Department of Education Support for Local Education Agencies
FEAPS Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s 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
DOMAIN 2: PLANNING AND PREPARING
DOMAIN 1: CLASSROOM
DOMAIN 3: DOMAIN 4:
ENVIRONMENT
STRATEGIES AND BEHAVIORS
REFLECTIN COLLEGIALITY
G ON
AND
TEACHING PROFESSIONA
LISM
2a Organizes, allocates, 2.1 Planning and Preparing for Lessons and
Routine Events
and manages the
Units
resources of time,
2.1.1 Planning and preparing for effective scaffolding RE 4 Establishing classroom rules and
space, and attention
procedures RE 5 Organizing the physical
within lessons
2.1.2 Planning and preparing for lessons within units layout of the classroom
that progress toward a deep understanding and
transfer of content
2.1.3 Planning and preparing for appropriate
attention to established content standards
2.3 Planning and Preparing for Special Needs
Enacted on the Spot
Students
2.3.1 Planning and preparing for the needs of English EOS 13 Understanding students’ interests
and backgrounds
language learners
2.3.2 Planning and preparing for the needs of special EOS 10 Demonstrating “withitness”
EOS 15 Displaying objectivity and control
education students
2.3.3 Planning and preparing for the needs of
students who come from home environments that
SRDS Observation Instrument
offer little support for schooling
Element 3, 5, 24, 26, 27, 28, 33
SRDS Observation Instrument
Element 2, 4, 6
42
Florida Department of Education Support for Local Education Agencies
FEAPS Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s 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
ENVIRONME
NT
DOMAIN 2: PLANNING AND
PREPARING
DOMAIN 1: CLASSROOM STRATEGIES AND
BEHAVIORS
2b Manages
individual and
class
behaviors
through a
well- planned
management
system
Routine Events
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
SRDS Observation Instrument
Element 4, 5, 33, 33A, 34 (a-b)
2c Conveys
high
expectations
to all
students
Routine Events
RE 2 Tracking student
progress RE 3 Celebrating
success
Content
C 1 Identifying critical information
43
DOMAIN 3:
REFLECTING ON
TEACHING
DOMAIN 4:
COLLEGIALITY AND
PROFESSIONALISM
Florida Department of Education Support for Local Education Agencies
FEAPS Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s 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
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
SRDS Observation Instrument
Element 2, 3, 7, 39, 39A
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
44
DOMAIN 3:
REFLECTING ON
TEACHING
DOMAIN 4:
COLLEGIALITY AND
PROFESSIONALISM
Florida Department of Education Support for Local Education Agencies
FEAPS Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s 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 DOMAIN 2: PLANNING AND
ENVIRONMENT
PREPARING
DOMAIN 1: CLASSROOM STRATEGIES AND
BEHAVIORS
Enacted on the Spot
EOS-31 Provides students with opportunities to relate
what is being addressed in class to their personal
interest.
EOS – 36 Uses students’ interest and back grounds to
produce a climate of acceptance and community.
EOS-39 Exhibits behaviors that demonstrate value and
respect for low expectancy students.
2e Models
clear,
acceptable oral
and written
communication
skills
SRDS Observation Instrument
Element 2, 3, 7, 39, 39A
Routine Events
2.1 Planning and Preparing
for Lessons and Units
2.1.2 Planning and preparing for RE 1 Providing clear learning goals and scales RE 2
lessons within units that progress Tracking student progress
RE 4 Establishing classroom rules and procedures
toward a deep understanding
and transfer of content
45
DOMAIN 3:
REFLECTING ON
TEACHING
DOMAIN 4:
COLLEGIALITY
AND
PROFESSIONALISM
Florida Department of Education Support for Local Education Agencies
FEAPS Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s 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 DOMAIN 2: PLANNING AND DOMAIN 1: CLASSROOM STRATEGIES
ENVIRONMENT
PREPARING
AND BEHAVIORS
SRDS Observation
Instrument
Content
C 1 Identifying critical
information C 3
Previewing new content
C 4 Chunking content into “digestible bites”
Enacted on the Spot
Element 33 Demonstrating “withitness”
Element 34 Applying consequences for lack
of adherence to rules and procedures
Element 35 Acknowledging
adherence to rules and procedures
SRDS Observation Instrument
Elements 1, 2, 4, 7, 7A, 33, 34,
35
Element 2, 4, 6
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
46
DOMAIN 3:
REFLECTING ON
TEACHING
DOMAIN 4:
COLLEGIALITY AND
PROFESSIONALISM
Florida Department of Education Support for Local Education Agencies
FEAPS Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s 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
Content
C 1 Identifying critical information
Enacted on the Spot
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
SRDS Observation Instrument
Element 1, 2, 3, 7, 34, 39, 40
4
DOMAIN 3: REFLECTING ON
TEACHING
Florida Department of Education Support for Local Education Agencies
FEAPS Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s 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 DOMAIN 2: PLANNING AND PREPARING
ENVIRONMENT
2g Integrates 2.2 Planning and Preparing for Use of
current
Materials and Technology
information and 2.2.1 Planning and preparing for the use of
communication available traditional resources for upcoming units
technologies
and lessons (e.g., manipulatives, video tapes)
2.2.2 Planning for the use of available technology
such as interactive white boards, voting
technologies and one-to-one computer
SRDS Observation Instrument
Element 4
THE LEARNING
ENVIRONMENT
DOMAIN 1: CLASSROOM
DOMAIN 3: REFLECTING DOMAIN 4: COLLEGIALITY
STRATEGIES AND BEHAVIORS
ON TEACHING
AND PROFESSIONALISM
DOMAIN 2: PLANNING AND PREPARING
2h Adapts the
2.1 Planning and Preparing for Lessons
learning environment and Units
to accommodate the 2.1.1 Planning and preparing for effective
differing needs and
scaffolding within lessons
diversity of students 2.1.2 Planning and preparing for lessons within
units that progress toward a deep
understanding and transfer of content
2.1.3 Planning and preparing for appropriate
attention to established content standards
DOMAIN 1: CLASSROOM
STRATEGIES AND BEHAVIORS
Routine Events
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
2.1.4
48
DOMAIN 3:
REFLECTING ON
TEACHING
DOMAIN 4: COLLEGIALITY
AND PROFESSIONALISM
4.2 Promoting Exchange of
Ideas and Strategies
4.2.2 Mentoring other teachers
and sharing ideas and
strategies
Florida Department of Education Support for Local Education Agencies
FEAPS Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s 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
Content
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.
49
DOMAIN 3:
REFLECTING ON
TEACHING
DOMAIN 4: COLLEGIALITY AND
PROFESSIONALISM
Florida Department of Education Support for Local Education Agencies
FEAPS Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s 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:
DOMAIN 4:
REFLECTING COLLEGIALITY AND
ON
PROFESSIONALISM
TEACHING
2.3 Planning and Preparing for Special Enacted on the Spot
Needs Students
2.3.1 Planning and preparing for the needs EOS 1 Noticing when students are not engaged EOS 5 Maintaining
of English language learners
2.3.2 Planning and preparing for the needs
of special education students
2.3.3 Planning and preparing for the needs
of students who come from home
environments that offer little support for
schooling
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
SRDS Observation Instrument
Element 4, 5, 7, 15, 24, 26, 27, 28, 33, 33A, 34, 35, 39, 39A, 40
SRDS Observation Instrument
Element 2, 4, 6
50
SRDS Observation
Instrument
Element 1
Florida Department of Education Support for Local Education Agencies
FEAPS Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s 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
2i Utilizes current and emerging
assistive technology that enables
students to participate in high
quality communication interactions
and achieve their educational goals
DOMAIN 2: PLANNING AND PREPARING
2.2 Planning and Preparing for Use of
Materials and Technology
2.2.1 Planning and preparing for the use of
available traditional resources for upcoming
units and lessons (e.g., manipulatives, video
tapes)
2.2.2 Planning for the use of available
technology such as interactive white boards,
voting technologies and one-to-one computer
SRDS Observation Instrument
Element 4
51
DOMAIN 1:
CLASSROOM
STRATEGIES
AND
BEHAVIORS
DOMAIN 3:
REFLECTING
ON TEACHING
DOMAIN 4:
COLLEGIALITY AND
PROFESSIONALISM
Florida Department of Education Support for Local Education Agencies
FEAPS Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s 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
DOMAIN 2: PLANNING AND PREPARING
DOMAIN 1: CLASSROOM STRATEGIES AND
DOMAIN 3:
DOMAIN 4:
DELIVERY AND
BEHAVIORS
REFLECTING COLLEGIALITY AND
FACILITATION
ON TEACHING PROFESSIONALISM
3a Delivers
2.1 Planning and Preparing for Lessons and
Routine Events
engaging and
Units
challenging
2.1.1 Planning and preparing for effective scaffolding RE 1 Providing clear learning goals and scales RE 2
lessons
Tracking student progress
within lessons
2.1.2 Planning and preparing for lessons within units RE 3 Celebrating Success
RE 4 Establishing classroom rules and procedures
that progress toward a deep understanding and
transfer of content
2.2 Planning and Preparing for the Use of
Content
Materials and Technology
2.2.1 Planning and preparing for the use of available C 1 Identifying critical information C 3 Previewing
traditional resources for upcoming units and lessons new content
C 4 Chunking content into “digestible bites” C 5
(e.g., manipulatives, videos tapes)
2.2.2 Planning for the use of available technology Processing new information
such as interactive white boards, voting technologies C 7 Recording and representing knowledge C 9
Reviewing content
and one-to- one computer
2.3 Planning and Preparing for Special Needs C 10 Organizing students to practice and deepen
knowledge C 12 Examining similarities and
Students
SRDS Observation Instrument
differences
Element 2, 4, 6
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
SRDS Observation Instrument
Element 1, 2, 3, 4, 6A, 6B, 6C, 15, 15A, 17, 18, 19
52
Florida Department of Education Support for Local Education Agencies
FEAPS Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s 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
3c Identifies gaps in
student’s subject
matter
3d Modifies
instructions to
respond to
preconceptions or
misconceptions
3e Relates and
integrates the
subject matter with
other disciplines and
life experiences
DOMAIN 2: PLANNING AND PREPARING
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
DOMAIN 3:
REFLECTING ON
TEACHING
DOMAIN 4:
COLLEGIALITY AND
PROFESSIONALISM
EOS 18 Probing incorrect answers with low expectancy
students
SRDS Observation Instrument
Element 40
2.1 Planning and Preparing for Lessons and Units.
2.1.1 Planning and preparing for effective scaffolding
within lessons
2.1.2 Planning and preparing for lessons within units that
progress toward a deep understanding and transfer of
content
2.1.3 Planning and preparing for appropriate attention
to established content standards.
Routine Events
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.
2.2 Planning and Preparing for the Use of Materials and Enacted on the Spot
Technology
2.2.1 Planning and preparing for the use of available EOS 1 Noticing when students are not engaged EOS 5
traditional resources for upcoming units and lessons (e.g., Maintaining a lively pace
EOS 6 Demonstrating intensity and enthusiasm EOS 10
manipulatives, video tapes)
2.2.2 Planning for the use of available technology such as Demonstrating “withitness”
interactive white boards, voting technologies and one-to- EOS 11 Applying consequences for lack of adherence to
rules and procedures.
one computer.
4.2 Promoting
Exchange of Ideas
and Strategies
4.2.2.
Mentoring
other
teachers
and sharing
ideas and
strategies.
INSTRUCTIONAL
DELIVERY AND
FACILITATION
DOMAIN 2: PLANNING AND PREPARING
2.3 Planning and Preparing for Special Needs
Students
2.3.1 Planning and preparing for the needs of English
language learners
2.3.2 Planning and preparing for the needs of special
education students
2.3.3 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
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
SRDS Observation Instrument
Element 1, 2, 3, 4, 5, 24, 26, 27, 28, 33, 33A, 34,
35, 39, 39A, 40
SRDS Observation Instrument
Element 2, 4, 6
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
54
DOMAIN 3:
REFLECTING ON
TEACHING
DOMAIN 4:
COLLEGIALITY AND
PROFESSIONALISM
SRDS
Observation
instrument
Element 1
Florida Department of Education Support for Local Education Agencies
FEAPS Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s 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
Enacted on the Spot
EOS 3 Managing response rates EOS
7 Using friendly controversy
SRDS Observation Instrument
6A, 6C, 6D, 15, 15A, 17, 18, 19, 26
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 Routine Events
Materials and Technology
2.2.1 Planning and preparing for the use of RE 1 Providing clear learning goals
available traditional resources for upcoming and scales RE 2 Tracking student
units and lessons (e.g., manipulatives, video progress
RE 3 Celebrating success
tapes)
2.2.2 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
2.3.1 Planning and preparing for the needs of
English language learners
2.3.2 Planning and preparing for the needs of
special education students
2.3.3 Planning and preparing for the needs of
students who come from home environments
that offer little support for schooling
SRDS Observation Instrument
Element 2, 4, 6
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
SRDS Observation Instrument
Element 1, 2, 3, 15, 15A
55
DOMAIN 3:
DOMAIN 4:
REFLECTING COLLEGIALITY AND
ON TEACHING PROFESSIONALISM
Florida Department of Education Support for Local Education Agencies
FEAPS Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s 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
3h Adapts the
learning
environment to
accommodate the
differing needs and
diversity of
students
DOMAIN 2: PLANNING AND PREPARING
DOMAIN 1: CLASSROOM
STRATEGIES AND BEHAVIORS
2.1 Planning and Preparing for Lessons and Units
Enacted on the Spot
EOS 13 Understanding students’
2.1.1 Planning and preparing for effective scaffolding within
interests and backgrounds
lessons
2.1.2 Planning and preparing for lessons within units that
progress toward a deep understanding and transfer of content
2.1.3 Planning and preparing for appropriate attention to
established content standards
2.2 Planning and Preparing for the Use of Materials and
Technology
2.2.1 Planning and preparing for the use of available
traditional resources for upcoming units and lessons (e.g.,
manipulatives, video tapes)
2.2.2 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
2.3.1 Planning and preparing for the needs of English
language learners
2.3.2 Planning and preparing for the needs of special
education students
2.3.3 Planning and preparing for the needs of students who
come from home environments that offer little support for
schooling
SRDS Observation Instrument
SRDS Observation Instrument
Element 2, 4, 6 , 39, 39A, 40
Element 39, 39A, 40
56
DOMAIN 3:
DOMAIN 4:
REFLECTING
COLLEGIALITY
ON
AND
TEACHING PROFESSIONALIS
M
Florida Department of Education Support for Local Education Agencies
FEAPS Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s 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:
INSTRUCTIONA
L DELIVERY AND
FACILITATION
DOMAIN 2: PLANNING AND PREPARING
3i Supports
2.1 Planning and Preparing for Lessons and
and
Units
encourages 2.1.3 Planning and preparing for lessons within units that
immediate
progress toward a deep understanding and transfer
feedback
of content
3j Utilizes
student
feedback to
monitor
instructional
needs and to
adjust
instruction
Element 6
DOMAIN 1: CLASSROOM STRATEGIES AND
BEHAVIORS
Routine Events
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
SRDS Observation Instrument
SRDS Observation Instrument
Element 2
Element 1, 2, 3, 4, 6A, 6B, 24, 28, 33, 33A, 34, 35
2.3 Planning and Preparing for Special Needs Enacted on the Spot
Students
EOS 1 Noticing when students are not engaged EOS
2.3.1 Planning and preparing for the needs of
3 Managing response rates
English language learners
EOS 5 Maintaining a lively pace
2.3.2 Planning and preparing for the needs of
EOS 8 Provide opportunities for students to talk about
special education students
themselves EOS 13 Understanding students’
2.3.3 Planning and preparing for the needs of
students who come from home environments that interests and backgrounds
offer little support for schooling
SRDS Observation Instrument
SRDS Observation Instrument
Element 24, 26, 27, 28
Element 6
57
DOMAIN 3:
DOMAIN 4:
REFLECTING
COLLEGIALITY
ON
AND
TEACHING PROFESSIONALIS
M
Florida Department of Education Support for Local Education Agencies
FEAPS Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s 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
4a Analyzes and 2.1 Planning and Preparing for Lessons and Units Routine Events
applies data
RE 1 Providing clear learning goals and scales RE
2.1.1 Planning and preparing for effective scaffolding
from multiple
within lessons
2 Tracking student progress
assessments
2.1.2 Planning and preparing for lessons within units that RE 3 Celebrating success
and measures to progress toward a deep understanding and transfer of
RE 4 Establishing classroom rules and procedures
diagnose
content
students’
2.2 Planning and Preparing for the Use of Materials Content
learning needs, and Technology
informs
C 2 Organizing students to interact with new
2.2.1 Planning and preparing for the use of available
instruction
knowledge C 3 Managing response rates
traditional resources for upcoming units and lessons
based on those (e.g., manipulatives, videos tapes)
C 5 Processing new information
needs, and
2.2.2 Planning for the use of available technology such as C 6 Elaborating on new information
drives the
interactive white boards, voting technologies and one-to- C 7 Recording and representing knowledge C 8
learning process one computer
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
58
DOMAIN 3:
DOMAIN 4:
REFLECTING COLLEGIALITY AND
ON TEACHING PROFESSIONALISM
Florida Department of Education Support for Local Education Agencies
FEAPS Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s Art and Science of Teaching
a) Quality of Instruction
4. Assessment. The effective educator consistently:
ASSESSMENT
DOMAIN 2: PLANNING AND PREPARING
4a Analyzes and 2.1 Planning and Preparing for Lessons and
applies data
Units
from multiple
2.1.3 Planning and preparing for effective scaffolding
assessments
within lessons
and measures to 2.1.4 Planning and preparing for lessons within units
diagnose
that progress toward a deep understanding and
students’
transfer of content
learning needs, 2.2 Planning and Preparing for the Use of
informs
Materials and Technology
instruction
2.2.3 Planning and preparing for the use of available
based on those traditional resources for upcoming units and lessons
needs, and
(e.g., manipulatives, videos tapes)
drives the
2.2.4 Planning for the use of available technology such
learning process as interactive white boards, voting technologies and
one-to-one computer
DOMAIN 1: CLASSROOM STRATEGIES AND
BEHAVIORS
Routine Events
RE 1 Providing clear learning goals and scales RE
2 Tracking student progress
RE 3 Celebrating success
RE 4 Establishing classroom rules and procedures
Content
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.
DOMAIN 3:
DOMAIN 4:
REFLECTING COLLEGIALITY AND
ON TEACHING PROFESSIONALISM
ASSESSMENT
DOMAIN 2: PLANNING AND PREPARING
2.3 Planning and Preparing for Special Needs
Students
2.3.1 Planning and preparing for the needs of English
language learners
2.3.2 Planning and preparing for the needs of special
education students
2.3.3 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
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 Provide opportunities for students to talk
about themselves
SRDS Observation Instrument
Element 2, 4, 6
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
SRDS Observation Instrument
Element 1, 2, 3, 4, 5, 6, 6A, 6C, 7, 7A, 28, 34,
34A, 40
60
DOMAIN 3:
DOMAIN 4:
REFLECTING COLLEGIALITY AND
ON TEACHING PROFESSIONALISM
Florida Department of Education Support for Local Education Agencies
FEAPS Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s Art and Science of Teaching
a) Quality of Instruction
4. Assessment. The effective educator consistently:
4b Designs and 2.1 Planning and Preparing for Lessons and Units
aligns formative
and summative 2.1.1 Planning and preparing for effective scaffolding within
assessments
lessons
that match
2.1.2 Planning and preparing for lessons within units that
learning
progress toward a deep understanding and transfer of
objectives and content
lead to mastery 2.1.3 Planning and preparing for appropriate attention to
Routine Events
RE 1 Providing clear learning goals and scales
RE 2 Tracking student progress
RE 3 Celebrating success
SRDS Observation Instrument
Element 1, 2, 3,
established content standards
SRDS Observation Instrument
Element 2
61
Florida Department of Education Support for Local Education Agencies
FEAPS Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s 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
4c Uses a variety of
assessment tools to
monitor student
progress, achievement
and learning gains
Routine Events
RE 1 Providing clear learning goals and scales RE 2
Tracking student progress
RE 3 Celebrating success
SRDS Observation Instrument
Element 1, 2, 3
4d Modifies assessments 2.3 Planning and Preparing for
and testing conditions to Special Needs Students
2.3.4 Planning and preparing for the needs
accommodate learning
styles and varying levels of students who come from home
environments that offer little support
of knowledge
for schooling
Enacted on the Spot
SRDS Observation Instrument
EOS 1 Noticing when students are not engaged EOS 3
Managing response rates
EOS 5 Maintaining a lively pace
EOS 8 Provide opportunities for students to talk about
themselves EOS 13 Understanding students’ interests
and backgrounds
SRDS Observation Instrument
Element 1, 2, 3, 24, 26, 28
Element 6
62
DOMAIN 3:
REFLECTING ON
TEACHING
DOMAIN 4:
COLLEGIALITY AND
PROFESSIONALISM
Florida Department of Education Support for Local Education Agencies
FEAPS Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s Art and Science of Teaching
a) Quality of Instruction
4. Assessment. The effective educator consistently:
4e Shares the
importance and
outcomes of
student
assessment data
with the student
and the student’s SRDS Observation Instrument
parents/caregiver( Element 6
s)
4f Applies
technology to
organize and
integrate
assessment
information
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
SRDS Observation Instrument
Element 1, 2, 3, 24
2.2 Planning and Preparing for the
Use of Materials and Technology
2.2.1 Planning and preparing for the use of
available traditional resources for
upcoming units and lessons (e.g.,
manipulatives, video tapes)
2.2.2 Planning for the use of available
technology such as interactive white
boards, voting technologies and one-to-one
computer
SRDS Observation Instrument
Element 4
63
SRDS Observation
Instrument
Element 3
Florida Department of Education Support for Local Education Agencies
FEAPS Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s Art and Science of Teaching
a) Quality of Instruction
4. Assessment. The effective educator consistently:
CONTINUOUS
IMPROVEMENT,
RESPONSIBILITY, AND
ETHICS
1a Designs purposeful
professional goals to
strengthen the
effectiveness of
instruction based on
students’ needs
DOMAIN 2: PLANNING AND
PREPARING
2.3 Planning and Preparing
for Special Needs Students
2.3.1 Planning and preparing for
the needs of English language
learners
2.3.2 Planning and preparing for
the needs of special education
students
2.3.3 Planning and preparing for
the needs of students who come
from home environments that
offer little support for schooling.
SRDS Observation
Instrument
Element 2, 4, 6
DOMAIN 1: CLASSROOM
STRATEGIES AND
BEHAVIORS
Routine Events
DOMAIN 3: REFLECTING ON
TEACHING
DOMAIN 4: COLLEGIALITY
AND PROFESSIONALISM
3.1 Evaluating Personal
4.1 Promoting a Positive
Performance
Environment
RE 2 Tracking student progress 3.1.1 Identifying specific areas of 4.1.1 Promoting positive
RE 3 Celebrating success
pedagogical strength and
interactions with colleagues
weakness
Content
4.1.2 Promoting positive
3.1.2 Evaluating the effectiveness interactions with students and
of individual lessons and units
parents
C 11 Homework
4.2 Promoting Exchange of
3.1.3 Evaluating the effectiveness Ideas and Strategies
of specific pedagogical strategies 4.2.1 Seeking mentorship for
Enacted on the Spot
EOS 16 Demonstrating value and and
areas of need and interest
behaviors
across
different
respect for low expectancy
4.2.2 Mentoring other teachers
categories of students (i.e.,
students
and sharing ideas and strategies
EOS 17 Asking questions of low different socio-economic groups,
different ethnic groups)
expectancy students
3.2 Developing a Professional 4.3 Promoting District and
Growth Plan
School Development
3.2.1 Developing a written growth 4.3.1 Adhering to district and
plan
school rules and procedures
3.2.2 Monitoring progress relative 4.3.2 Participating in district and
to the professional growth plan school initiatives
SRDS Observation
3.2.3
Instrument
SRDS Observation
SRDS Observation
Elements 2, 3, 39, 39A, 40
Instrument
Instrument
Element 2, PDP
Element 1, 2, 5
64
Florida Department of Education Support for Local Education Agencies
FEAPS Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s Art and Science of Teaching
b. b) Continuous Improvement, Responsibility and Ethics
1. Continuous Improvement. The effective educator consistently:
CONTINUOUS IMPROVEMENT,
RESPONSIBILITY, AND ETHICS
DOMAIN 2: PLANNING DOMAIN 1: CLASSROOM
AND PREPARING
STRATEGIES AND
BEHAVIORS
SRDS Observation
Instrument
Element 2, 4, 6
1b Examines and uses datainformed research to improve
instruction and student
achievement.
1c Collaborates with the home,
POP
school and larger communities to
foster communication and to
support student learning and
continuous improvement.
1d
Engages
in
targeted
professional growth opportunities
and reflective practices.
1e Implements knowledge and
skills learned in professional
development in the teaching and
learning process.
DOMAIN 3: REFLECTING
ON TEACHING
SRDS Observation
Instrument
Element 2, PDP
SRDS Observation
Instrument
Element 2, PDP
SRDS Observation
Instrument
Element 2, PDP
SRDS Observation
Instrument
Element 2, PDP
65
DOMAIN 4:
COLLEGIALITY AND
PROFESSIONALISM
SRDS Observation
Instrument
Element 1, 2, 5
Florida Department of Education Support for Local Education Agencies
FEAPS Crosswalk to Santa Rosa District Schools (SRDS) Observation Instrument and Marzano’s Art and Science of Teaching
b) Continuous Improvement, Responsibility and Ethics
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-1.006, F.A.C. and fulfills the expected obligations to students, the public and the education profession.
1.
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
DOMAIN 3: REFLECTING
STRATEGIES AND BEHAVIORS
ON TEACHING
Enacted on the Spot
EOS 16 Demonstrating value and
respect for low expectancy
students
EOS 17 Asking questions of low
expectancy students
SRDS Observation Instrument
Element 39, 40
66
DOMAIN 4: COLLEGIALITY AND
PROFESSIONALISM
4.1 Promoting a Positive
Environment
4.1.1 Promoting positive interactions
with colleagues
4.1.2 Promoting positive interactions
with students and parents
4.3 Promoting District and
School Development
4.3.1 Adhering to district and school
rules and procedures
4.3.2 Participating in district and
school initiatives
SRDS Observation Instrument
Element 1, 2, 5
SANTA ROSA PROFESSIONAL ORIENTATION PROGRAM
Florida Educator’s Accomplished Practices Final Assessment
Teacher _____________________________________________________________________
School _______________________________________________________________________
Accomplished Practice
Method of Documentation:
Check one or more
Observe
Interview
or Conf.
Portfolio
Transfer all scores from
FL Educator’s
Accomplished Practices
Assess.
Place overall score of 1 5 or
Satisfactory/unsatisfactor
y in blanks below*
1. Instructional Design and Lesson Planning. Applying concepts
from human development and learning theories, the effective
consistently:
a) Aligns instruction with state-adopted standards at the
appropriate level of rigor;
b) Sequences lessons and concepts to ensure coherence
and required prior knowledge;
c) Designs instruction for students to achieve mastery;
d) Selects appropriate formative assessments to monitor
learning;
e) Uses a variety of data, independently, and in
collaboration with colleagues, to evaluate learning
outcomes, adjust planning and continuously improve
the effectiveness of the lessons; and
f) Develops learning experiences that require students to
demonstrate a variety of applicable skills and
competencies.
2. The Learning Environment. To maintain a student centered
learning environment that is safe, organized, equitable, flexible,
inclusive, and collaborative, the effective educator consistently:
a) Organizes, allocates, and manages the resources of
time, space, and attention;
b) Manages individual and class behaviors through a wellplanned management system;
c) Conveys high expectations to all student;
d) Respects students’ cultural, linguistic and family
background;
e) Models clear, acceptable oral and written
communication skills;
f) Maintains a climate of openness, inquiry, fairness and
support;
g) Integrates current information and communication
technologies;
h) Adapts the learning environment to accommodate the
differing needs and diversity of students; and ,
i) Utilizes current and emerging assistive technologies
that enable students to participate in high-quality
communication interactions and achieve their
educational goals.
3. Instructional Delivery and Facilitation. The effective
educator consistently utilizes a deep and comprehensive
knowledge of the subject taught to:
a) Deliver engaging challenging lessons;
67
Accomplished Practice
Method of Documentation:
Check one or more
Observe
Interview
or Conf.
Portfolio
Transfer all scores from
FL Educator’s
Accomplished Practices
Assess.
Place overall score of 1
-5 or
Satisfactory/unsatisfact
ory in blanks below*
b)
Deepen and enrich students’ understanding through
content area literacy strategies, verbalization of
thought, and application of the subject matter;
c) Identify gaps in students’ subject matter knowledge;
d) Modify instruction to respond to preconceptions or
misconceptions;
e) Relate and integrate the subject matter with other
disciplines and life experiences;
f) Employ higher-order questioning techniques;
g) Apply varied instructional strategies and resources,
including appropriate technology, to provide
comprehensible instruction, and to teach for student
understanding;
h) Differentiate instruction based on an assessment of
student learning needs and recognition of individual
differences in students;
i) Support, encourage, and provide immediate and
specific feedback to students to promote student
achievement; and,
j) Utilize student feedback to monitor instructional needs
and to adjust instruction.
4. Assessment. The effective educator consistently;
a) Analyzes and applies data from multiple assessments
and measures to diagnose students’ learning needs,
informs instruction based on those needs, and drives
the learning process;
b) Designs and aligns formative and summative
assessments that match learning objectives and lead to
mastery;
c) Uses a variety of assessment tools to monitor student
progress, achievement and learning gains;
d) Modifies assessments and testing conditions to
accommodate learning styles and varying levels of
knowledge;
e) Shares the importance and outcomes of student
assessment data with the student and the student’s
parent/caregiver(s); and,
f) Applies technology to organize and integrate
assessment information.
5. Continuous Professional Improvement. The effective
educator consistently:
a) Designs purposeful professional goals to strengthen the
effectiveness of instruction based on students’ needs;
b) Examines and uses data-informed research to improve
instruction and student achievement;
c) Collaborates with the home, school and larger
communities to foster communication and to support
student learning and continuous improvement;
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Accomplished Practice
Method of Documentation:
Check one or more
Observe
Interview
or Conf.
Portfolio
Transfer all scores
from FL Educator’s
Accomplished
Practices Assess.
Place overall score of
1 -5 or
Satisfactory/unsatisfac
tory in blanks below*
d) Engages in targeted professional growth
opportunities and reflective practices, both
independently and in collaboration with colleagues;
and,
e) Implements knowledge and skills learned
in professional development in the teaching and
learning process.
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 an d the
Principles of Professional Conduct of the Education
Profession of Florida, pursuant to State Board of
Education Rules 6B-1.001 and 6B-1.006, F.A.C., and
fulfills the expected obligations to students, the
public and the education profession.
*Do not sign until full description of each practice is understood and until all practices have been
successfully demonstrated.
Participated in the School Improvement Plan
_______ Yes
______ No
Mentors:
Bldg. Level Adm.: ____________________________________________________ Date: ________________
Peer Teacher: ________________________________________________________ Date: ________________
Other Educator: ______________________________________________________ Date: _________________
Use this form to complete and determine Mentor Final Recommendation as “successful” or “not successful”.
*All 6 Educator Accomplished Practices must be rated “satisfactory” to achieve a “satisfactory” overall
assessment.
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SANTA ROSA PROFESSIONAL ORIENTATION PROGRAM
Mentor Team’s Final Recommendation (+)
It is our professional opinion that _________________________________________
(Name of Beginning Teacher)
has successfully completed the Professional Orientation Program.
Mentors:
Bldg. Level Adm.: _____________________________________________ Date: _______
Peer Teacher: ________________________________________________ Date: _______
Other Educator: _______________________________________________ Date: _______
School: _______________________________________________________________________
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SANTA ROSA PROFESSIONAL ORIENTATION PROGRAM
Mentor Team’s Final Recommendation (-)
It is our professional opinion that _________________________________________
(Name of Beginning Teacher)
has not successfully completed the Professional Orientation Program.
Mentors:
Bldg. Level Adm.: _____________________________________________ Date: _______
Peer Teacher: ________________________________________________ Date: _______
Other Educator: _______________________________________________ Date: _______
School: _______________________________________________________________________
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