marzano focused teacher evaluation model · formation within lessons 43 – lessons with units 44...

1.877.411.7114 | LearningSciences.com © 2017 Learning Sciences International

• Using Formative Assessment to Track Progress• Providing Feedback and Celebrating Progress• Organizing Students to Interact with Content• Establishing and Acknowledging Adherence to

Rules and Procedures• Using Engagement Strategies• Establishing and Maintaining Effective

Relationships in a Student-Centered Classroom• Communicating High Expectations for Each

Student to Close the Achievement Gap

Standards-Based Planning

Conditions for Learning

• Planning Standards-Based Lessons/Units• Aligning Resources to Standard(s)• Planning to Close the Achievement Gap Using Data

• Adhering to School and District Policies and Procedures

Professional Responsibilities

• Identifying Critical Content from the Standards• Previewing New Content• Helping Students Process New Content• Using Questions to Help Students Elaborate on Content• Reviewing Content• Helping Students Practice Skills, Strategies, and Processes• Helping Students Examine Similarities and Differences• Helping Students Examine Their Reasoning• Helping Students Revise Knowledge• Helping Students Engage in Cognitively Complex Tasks

Standards-Based Instruction

Marzano Focused Teacher Evaluation ModelStandards-Based Classroom with Rigor

• Maintaining Expertise in Content and Pedagogy

• Promoting Teacher Leadership and Collaboration

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Marzano Focused Teacher Evaluation

Model-U

niversal STA

ND

AR

DS-B

ASED

PLAN

NIN

G

0 1

2 3

4

Planning Standards-Based Lessons/Units

Aligning Resources to Standard(s)

Planning to Close the Achievem

ent Gap U

sing Data

STA

ND

AR

DS-B

ASED

INSTR

UC

TION

0

1 2

3 4

Identifying Critical C

ontent from the Standards

(Required evidence in every lesson)

Previewing N

ew C

ontent

Helping Students Process N

ew C

ontent

Using Q

uestions to Help Students Elaborate on C

ontent

Review

ing Content

H

elping Students Practice Skills, Strategies, and Processes

Helping Students Exam

ine Similarities and D

ifferences

Helping Students Exam

ine Their Reasoning

H

elping Students Revise Know

ledge

Helping Students Engage in C

ognitively Com

plex Tasks

CO

ND

ITION

S FOR

LEAR

NIN

G

0 1

2 3

4 U

sing Formative Assessm

ent to Track Progress

Providing Feedback and Celebrating Progress

Organizing Students to Interact w

ith Content

Establishing and Acknow

ledging Adherence to Rules and

Procedures

Using Engagem

ent Strategies

Establishing and Maintaining Effective R

elationships in a Student-C

entered Classroom

Com

municating H

igh Expectations for Each Student to Close the

Achievement G

ap

PRO

FESSION

AL R

ESPON

SIBILTIES

0 1

2 3

4

Adhering to School and District Policies and Procedures

Maintaining Expertise in C

ontent and Pedagogy

Promoting Teacher Leadership and C

ollaboration

© 2017 Learning Sciences International.

LearningSciences.com

Crossw

alk: M

arzano Focused Teacher Evaluation Model &

2014 Marzano Teacher Evaluation M

odel M

arzano Focused Teacher Evaluation Model

2014 Marzano Teacher Evaluation M

odel

Standards-Based Planning Planning Standards-Based Lessons/U

nits 1 – Providing Rigorous Learning G

oals and Performance Scales

(Rubrics) 9 – Chunking Content into “Digestible Bites” 42 – Effective Scaffolding of Inform

ation within Lessons

43 – Lessons with U

nits 44 – Attention to Established Content Standards

Aligning Resources to Standard(s) 45 – U

se of Available Traditional Resources 46 – U

se of Available Technology Planning to Close the Achievem

ent Gap U

sing Data

47 – Needs of English Language Learners

48 – Needs of Students Receiving Special Education

49 – Needs of Students W

ho Lack Support for Schooling Standards-Based Instruction Identifying Critical Content from

the Standards 6 – Identifying Critical Content 9 – Chunking Content into “Digestible Bites”

Previewing N

ew Content

8 – Previewing Content

Helping Students Process New

Content 10 – Helping Students Process N

ew Content

12 – Helping Students Record and Represent Knowledge

Using Q

uestions to Help Students Elaborate on Content

11 – Helping Students Elaborate on New

Content

Reviewing Content

14 – Reviewing Content

Helping Students Practice Skills, Strategies, and Processes

16 – Using Hom

ework

19 – Helping Students Practice Skills, Strategies, and Processes Helping Students Exam

ine Similarities and

Differences 17 – Helping Students Exam

ine Similarities and Differences

Helping Students Examine Their Reasoning

18 – Helping Students Examine Their Reasoning

Helping Students Revise Knowledge

13 – Helping Students Reflect on Learning 20 – Helping Students Revise Know

ledge Helping Students Engage in Cognitively Com

plex Tasks

22 – Engaging in Cognitively Complex Tasks Involving Hypothesis

Generation and Testing Conditions for Learning U

sing Formative Assessm

ent to Track Progress 2 – Tracking Student Progress

Providing Feedback and Celebrating Success 2 – Tracking Student Progress 3 – Celebrating Success

Organizing Students to Interact w

ith Content 7 – O

rganizing Students to Interact with N

ew Content

15 – Organizing Students to Practice and Deepen Know

ledge 21 – O

rganizing Students for Cognitively Complex Tasks

23 – Providing Resources and Guidance for Cognitively Com

plex Tasks

Establishing and Acknowledging Adherence to

Rules and Procedures 4 – Establishing Classroom

Routines 5 – O

rganizing the Physical Layout of the Classroom

33 – Demonstrating “W

ithitness” 34 – Applying Consequences for Lack of Adherence to Rules and Procedures 35 – Acknow

ledging Adherence to Rules and Procedures

© 2017 Learning Sciences International.

LearningSciences.com

Using Engagem

ent Strategies 24 – N

oticing When Students are N

ote Engaged 25 – U

sing Academic Gam

es 26 – M

anaging Response Rates 27 – U

sing Physical Movem

ent 28 – M

aintaining a Lively Pace 29 – Dem

onstrating Intensity and Enthusiasm 30 – U

sing Friendly Controversy 31 – Providing O

pportunities for Students to Talk About Themselves

32 – Presenting Unusual of Intriguing Inform

ation Establishing and M

aintaining Effective Relationships in a Student -Centered Classroom

36 – U

nderstanding Students’ Interests and Backgrounds 37 – U

sing Verbal and Nonverbal Behaviors that Indicate Affection

for Students 38 – Displaying O

bjectivity and Control Com

municating High Expectations for Each

Student to Close the Achievement G

ap 39 – Dem

onstrating Value and Respect for Low Expectancy Students

40 – Asking Questions of Low

Expectancy Students 41 – Probing Incorrect Answ

ers with Low

Expectancy Students Professional Responsibilities Adhering to School/District Policies and Procedures

59 – Adhering to District and School Rules and Procedures 60 – Participating in District and School Initiatives

Maintaining Expertise in Content and Pedagogy

50 – Identifying Areas of Pedagogical Strength and Weakness

51 – Evaluating the Effectiveness of Individual Lessons and Units

52 – Evaluating the Effectiveness of Specific Pedagogical Strategies and Behaviors 53 – Developing a W

ritten Grow

th and Development Plan

54 – Monitoring Progress Relative to the Professional G

rowth and

Development Plan

Promoting Teacher Leadership and

Collaboration 55 – Prom

oting Positive Interactions with Colleagues

56 – Promoting Positive Interactions about Students and Parents

57 – Seeking Mentorship for Areas of N

eed or Interest 58 – M

entoring Other Teachers and Sharing Ideas and Strategies

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Planning Standards-Based Lessons/U

nits Focus Statem

ent:Using established content standards, the teacher plans rigorous units w

ith learning targets embedded

within a perform

ance scale that demonstrates a progression of learning.

Desired Effect: Teacher provides evidence of im

plementing lessons/units plans aligned to grade level standard(s) using

learning targets embedded in a perform

ance scale. Planning Evidence �

Plans exhibit a focus on the essential standards �

Plans include a scale that builds a progression of knowledge from

simple to com

plex �

Plans identify learning targets aligned to the rigor of required standards �

Plans identify specific instructional strategies appropriate for the learning target �

Plans illustrate how learning w

ill scaffold from an understanding of foundational content to application of inform

ation in authentic w

ays �

Lessons are planned with teachable chunks of content

� W

hen appropriate, lessons/units are integrated with other content areas

� W

hen appropriate, learning targets and unit plans include district scope and sequence �

Plans illustrate how equity is addressed in the classroom

�

When appropriate, plans illustrate how

Individualized Education Plans (IEPs)/personal learning plans are addressed in the classroom

�

When appropriate, plans illustrate how

EL strategies are addressed in the classroom

� W

hen appropriate, plans integrate cultural competencies and/or standards

Example Im

plementation Evidence

�

Lesson plans align to grade level standard(s) with targets and use a perform

ance scale �

Planned and completed student assignm

ents/work dem

onstrate that lessons are aligned to grade level standards/targets at the appropriate taxonom

y level �


ents/work require practice w

ith complex text and its academ

ic language �


ents/work dem

onstrate development of applicable m

athematical practices

� Planned and com

pleted student assignments/w

ork demonstrate grounding in real-w

orld application �


ents/work dem

onstrate how equity has been addressed in the lesson/unit

� Planned and com


ork demonstrate how

Individualized Education Plans (IEPs)/personal learning plans have been addressed in the lesson/unit

� Planned and com


ork demonstrate how

EL strategies have been addressed in the lesson/unit

� Planned and com


ork indicate opportunities for students to insert content specific to their cultures

� Artifacts dem

onstrate the teacher helps others by sharing evidence of planning and implem

enting lesson/unit plans aligned to grade level standards (e.g. PLC

notes, emails, blogs, sam

ple units, discussion group)

Not U

sing (0) B

eginning (1) D

eveloping (2) A

pplying (3) Innovating (4)

Teacher makes no

attempt to plan

rigorous units with

learning targets em

bedded within a

performance scale that

demonstrates a

progression of learning.

Using established

content standards, the teacher attem

pts to plan rigorous units w

ith learning targets em

bedded within a

performance scale that

demonstrates a

progression of learning.

Using established

content standards, the teacher plans rigorous units w


bedded w

ithin a performance

scale that dem

onstrates a progression of learning.

Using established

content standards, the teacher plans rigorous units w


bedded w

ithin a performance

scale that dem

onstrates a progression of learning and provides evidence of im

plementing

lessons/units plans aligned to grade level standard(s) using learning targets em

bedded in a perform

ance scale.

Teacher helps others by sharing evidence of im

plementing

lessons/units plans aligned to grade level standard(s) using learning targets em

bedded in a perform

ance scale and the im

pacts on student learning.

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Aligning R

esources to Standard(s) Focus Statem

ent:Teacher planincludes

traditional and/or digital resources for use in standards-based units and lessons.D

esired Effect: Teacher implem

ents traditional and/or digital resources to support teaching standards-based units and lessons. Planning Evidence �

Plans identify how to use traditional resources such as text books, m

anipulatives, primary source m

aterials, etc. at the appropriate level of text com

plexity to implem

ent the unit or lesson plan �

Plans integrate a variety of text types (structures) �

Plans incorporate nonfiction text �

Plans identify Standards for Mathem

atical Practice to be applied �

Plans identify how available technology w

ill be used •

Interactive whiteboards

• R

esponse systems

• Voting technologies

• O

ne-to-one computers

• Social netw

orking sites •

Blogs •

Wikis

• D

iscussion boards �

When appropriate, plans identify resources w

ithin the comm

unity that will be used to enhance students’ understanding of

the content (i.e. cultural and ethnic resources) �

When appropriate, plans identify how

to use human resources, such as a co-teacher, paraprofessional, one-on-one tutor,

mentor, etc. to im

plement the unit or lesson plan

Example Im


� Traditional resources are appropriately aligned to grade level standards •

Text books •

Manipulatives

• Prim

ary source materials

� D

igital resources are appropriately aligned to grade level standards •

Interactive whiteboards

• R

esponse systems

• Voting technologies

• O

ne-to-one computers

• Social netw

orking sites •

Blogs •

Wikis

• D

iscussion boards �

Planned student assignments/w

ork incorporate the use of traditional and/or digital resources, and facilitate learning of the standards

� Planned student assignm

ents/work incorporate the use of a variety of text types (including structures and nonfiction) and

resources at the appropriate level of text complexity


ents/work require reasoning and explaining, m

odeling and using tools, seeing structure and generalizing of m

athematics

� Planned resources include those specific to students’ culture

� Artifacts dem

onstrate the teacher helps others by sharing evidence of planning and implem

enting supporting resources aligned to grade level standards (e.g. PLC


ple units, discussion group)

Not U

sing (0) B

eginning (1) D

eveloping (2) A


Teacher plan does not include traditional and/or digital resources for use in standards-based units and lessons.

Teacher plan includes traditional and/or digital resources for use in standards-based units and lessons that do not support the lesson.

Teacher plan includes traditional and/or digital resources for use in standards-based units and lessons.

Teacher plan includes traditional and/or digital resources for use in standards-based units and lessons and provides evidence of im

plementing traditional

and/or digital resources to support teaching standards-based units and lessons.

Teacher helps others by sharing evidence of including and im

plementing

traditional and/or digital resources to support teaching standards-based units and lessons.

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Planning to Close the A

chievement G

ap Using D

ata Focus Statem

ent:Teacher uses data to identify and plan to meet the needs of each student in order to close the

achievement gap.

Desired Effect: Teacher provides data show

ing that each student (including English learners [EL], exceptional education students, gifted and talented, socio-econom

ic status, ethnicity) makes progress tow

ards closing the achievement gap.

Planning Evidence �

Plans include a process for helping students track their individual progress on learning targets �

Plans specify accomm

odations and/or adaptations for individual EL or groups of students, and cite the data and rationale used to select that accom

modation

� Plans specify accom

modations and/or adaptations for individual or groups of students receiving special education

according to the Individualized Education Plan (IEP) �

Plans specify accomm

odations and/or adaptations for students who appear to have little support for schooling

� Plans include potential instructional adjustm

ents that could be made based on student evidence/data

� Plans take into consideration equity issues (i.e. fam

ily resources for assisting with hom

ework and/or providing other

resources required for class) �

Plans take into consideration how to com

municate w

ith families w

ith diverse needs (i.e. English is a second language, cultural considerations, deaf and hearing im

paired, visually impaired, etc.)

� Productive changes are m

ade to lesson plans in response to formative assessm

ent (monitoring)

� A coherent record-keeping system

is developed and maintained on student learning

Example Im


�


ork reflect accomm

odations and/or adaptations used for individual students or sub-groups (e.g. EL, gifted, etc.) at the appropriate grade level targets


ents/work reflect accom

modations and/or adaptations for individual or groups of students

receiving special education according to the Individualized Education Plan (IEP) at the appropriate grade level targets �


ork reflect accomm

odations and/or adaptations for students who appear to have little

support for schooling �


ork show students track their individual progress on learning targets

� Form

ative and summ

ative measures indicate individual and class progress tow

ards learning targets and modifications

made as needed

� Artifacts dem

onstrate the teacher helps others by sharing evidence of how to use data to plan and im

plement

lessons/units that result in closing the achievement gap (e.g. PLC


ple units, discussion group) �

Information about student progress is regularly sent hom

e

Not U

sing (0) B

eginning (1) D

eveloping (2) A


Teacher makes no

attempt to use data to

identify and plan to m

eet the needs of each student in order to close the achievem

ent gap.

Teacher attempts to

use data to identify and plan to m


ent gap.

Teacher uses data to identify and plan to m


ent gap.

Teacher uses data to identify and plan to m


ent gap and provides evidence of data show


ic status, ethnicity) m

akes progress tow

ards closing the achievem

ent gap.

Teacher helps others by sharing evidence of using data show


ic status, ethnicity) m

akes progress tow

ards closing the achievem

ent gap.

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��'� ��:�� Identifying C

ritical Content from

the Standards (Required evidence in every lesson)

Focus Statement:Teacher uses the progression of standards-based learning targets (em

bedded within a perform

ance scale) to identify accurate critical content during a lesson or part of a lesson. D

esired Effect: Evidence (formative data) dem

onstrates students know w

hat content is important and w

hat is not important as

it relates to the learning target(s). Exam

ple Teacher Instructional Techniques (Check any technique used in the lesson)

�

Identify a learning target aligned to the grade level standard(s) �

Begin and end the lesson with focus on the learning target to indicate the critical content of the lesson

� Provide a learning target em

bedded in a scale specifying critical content from the standard(s)

� R

elate classroom activities to the target and/or scale throughout the lesson

� Identify differences betw

een the critical content from the standard(s) and non-critical content

� U

se a scaffolding process to identify critical content for each ‘chunk’ of the learning progression �

Use verbal/visual cueing

� U

se storytelling and/or dramatic instruction

� M

odel how to identify m

eaning and purpose in a text �

Ensure text complexity aligns to the critical content

� W

hen appropriate, use cultural examples to connect learning activities to the learning target/critical content

Example Teacher Techniques for M

onitoring for Learning (Check any category used in the lesson)

�

Use a G

roup Activity to monitor that students know

what content is im

portant �

Use Student W

ork (Recording and R

epresenting) to monitor that students know

what content is im

portant �

Use All R

esponse Methods to m

onitor that students know w

hat content is important

� U

se Questioning Sequences to m

onitor that students know w

hat content is important

Example Student Evidence of D

esired Effect (Percent of students who dem

onstrate achievement of the desired effect that

students know w

hat content is important. Student evidence is obtained as the teacher uses a m

onitoring technique.)

� Student conversation in groups focus on critical content

� G

enerate short written response (i.e. sum

mary, entrance/exit ticket)

� C

reate nonlinguistic representations (i.e. diagram, m

odel, scale) �

Student-generated notes focus on critical content �

Responses to questions focus on critical content

� Explain purpose and unique characteristics of key concepts/critical content

� Explain applicable m

athematical practices in critical content

� W

hen appropriate, responses involve explanatory content specific to their culture Exam

ple Adaptations a teacher can m

ake after monitoring student evidence and determ

ining how m

any students dem

onstrate the desired learning �

Reteach or use a new

teacher technique �

Reorganize groups

� U

tilize peer resources

�

Modify the task

� Provide additional resources

Not U

sing (0) B

eginning (1) D

eveloping (2) A


Strategy was

called for but not exhibited.

Uses strategy

incorrectly or w

ith parts m

issing.

Teacher uses the progression of standards-based learning targets em

bedded within a

performance scale to identify

accurate critical content during a lesson or part of a lesson, but less than the m

ajority of students are displaying the desired effect in student evidence at the taxonom

y level of the critical content.

Teacher uses the progression of standards-based learning targets em

bedded within a perform

ance scale to identify accurate critical content during a lesson or part of a lesson. The desired effect is displayed in the m

ajority of student evidence at the taxonom

y level of the critical content. ��

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��'� ��;�� Preview

ing New

Content

Focus Statem

ent:Teacher engages students in previewing activities that require students to access prior know

ledge as it relates to the new

content. D


onstrates students make a link from

what they know

to what is about to be

learned. Exam


�

Facilitate identification of the basic relationship between prior ideas and new

content (purpose for the new content)

� U

se preview questions before instruction or a teacher-directed activity

� U

se K-W-L strategy or variation

� Provide advanced organizer (e.g. outline, graphic organizer)

� Facilitate a student brainstorm

�

Use anticipation guide or other pre-assessm

ent activity �

Use m

otivational hook/launching activity (e.g. anecdote, short multim

edia selection, simulation/dem

onstration, m

anipulatives) �

Use digital resources and/or other m

edia to help students make linkages to new

content �

Use cultural resources to facilitate students m

aking a link from w

hat they know to the new

content �

Facilitate identification of previously seen mathem

atical patterns or structures Exam

ple Teacher Techniques for Monitoring for Learning (C

heck any category used in the lesson) �

Use a G

roup Activity to monitor that students can m

ake a link from prior learning to the new

content �

Use Student W


epresenting) to monitor that students can m


content

� U

se All Response M

ethods to monitor that students can m


content �

Use Q

uestioning Sequences to monitor that students can m


content Exam

ple Student Evidence of Desired Effect (Percent of students w

ho demonstrate achievem

ent of the desired effect that students can m


content. Student evidence is obtained as the teacher uses a m

onitoring technique.) �

Identify basic relationship between prior content and new

content �

Explain linkages with prior know

ledge in individual or group work

� M

ake predictions about new content

� Sum

marize the purpose for new

content �

Explain how prior standards or learning targets link to the new

content �

Explain linkages between m

athematical patterns and structure from

previous grades/lessons and current content Exam



ining how m

any students dem




Reorganize groups

� U


�

Modify the task


N

ot Using (0)

Beginning (1)

Developing (2)

Applying (3)

Innovating (4) Strategy w

as called for but not exhibited.

Uses strategy

incorrectly or with

parts missing.

Teacher engages students in preview

ing activities that require students to access prior know


content, but less than the m



Teacher engages students in preview

ing activities that require students to access prior know


content. The desired effect is displayed in the m


y level of the ��critical content. ��

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elping Students Process New

Content

Focus Statem

ent:Teacher systematically engages student groups in processing and generating conclusions about new

content. D


onstrates students can summ

arize and generate conclusions about the new

content during interactions with other students.

Example Teacher Instructional Techniques (C

heck any technique used in the lesson) �

Break content into appropriate chunks �

Employ form

al group processing strategies •

Jigsaw

• R

eciprocal teaching •

Concept attainm

ent �

Use inform

al strategies to engage group mem

bers in active processing •

Predictions •

Associations •

Paraphrasing •

Verbal summ

arizing •

Questioning

� Facilitate group m

embers in sum

marizing and/or generating conclusions

� Facilitate the conceptual understanding of critical concepts

� Facilitate quantitative and qualitative reasoning of key m

athematical concepts

� Stop at strategic points to appropriately chunk content based on student evidence and feedback



� U

se a Group Activity to m

onitor that students can summ

arize and generate conclusions about the content �

Use Student W


epresenting) to monitor that students can sum

marize and generate conclusions

about the content �

Use All R


onitor that students can summ

arize and generate conclusions about the content �

Use Q

uestioning Sequences to monitor that students can sum

marize and generate conclusions about the content




students can summ

arize and generate conclusions about the content. Student evidence is obtained as the teacher uses a m


Discuss and answ

er questions about the new content in groups

� G

enerate conclusions about the new content in group or w

ritten work

� Actively discuss the new

content in groups �

Summ

arize or paraphrase the just learned content �

Make predictions about w

hat they expect to learn next �

Summ

arize or draw conclusions from

complex text and its academ

ic language �

Use repeated reasoning and abstract, quantitative, or qualitative reasoning

Example A

daptations a teacher can make after m

onitoring student evidence and determining how

many students

demonstrate the desired learning

� R

eteach or use a new teacher technique

� R

eorganize groups �

Utilize peer resources

� M

odify task to appropriate chunk of content �

Provide additional resources

Not U

sing (0) B

eginning (1) D

eveloping (2) A


Strategy was


Uses strategy

incorrectly or w

ith parts m

issing.

Teacher systematically

engages student groups in processing and generating conclusions about new

content, but less than the m



Teacher systematically

engages student groups in processing and generating conclusions about new

content. The desired effect is displayed in the m

ajority of student ��evidence at the taxonom

y level ��of the critical content. ��

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sing Questions to H

elp Students Elaborate on Content

Focus Statement:Teacher uses a linear sequence of increasingly com

plex questions that require students to critically think about the content. D


onstrates students accurately elaborate on content. Exam


�

Use a linear sequence of increasingly com

plex questions as it relates to the content (text) �

Ask detail questions �

Ask category questions �

Ask elaboration questions (i.e. inferences, predictions, projections, definitions, generalizations, etc.) �

Ask students to provide evidence (i.e. prior knowledge, textual evidence, etc.) for their elaborations

� Present situations or problem

s that involve students analyzing how one idea relates to ideas that w

ere not explicitly taught �

Model the process of using evidence to support elaboration

� M

odel processes and proficiencies to support mathem

atical elaboration Exam



Use a G

roup Activity to monitor that students accurately elaborate on content

� U

se Student Work (R

ecording and Representing) to m

onitor that students accurately elaborate on content �

Use All R


onitor that students accurately elaborate on content �

Use Q

uestioning Sequences to monitor that students accurately elaborate on content




students accurately elaborate on content. Student evidence is obtained as the teacher uses a monitoring technique.)

�

Answer detail questions about the content

� Identify characteristics of content-related categories

� M

ake general elaborations about the content �

Provide evidence and support for elaborations �

Identify basic relationships between ideas and how

one idea relates to another �

Artifacts/student work dem

onstrate students can make w

ell-supported elaborative inferences �

Discussions dem

onstrate students can make w

ell-supported elaborative inferences �

Discussions are grounded in evidence from

text, both literary and informational

� D

iscussions and student work provide evidence of m

athematical elaboration

Example A



many students


�

Rephrase questions/scaffold questions

� M

odify task �

Provide additional resources N

ot Using (0)

Beginning (1)

Developing (2)

Applying (3)



Uses strategy

incorrectly or w

ith parts m

issing.

Teacher uses a linear sequence of increasingly com

plex questions that require students to critically think about the content, but less than the m



Teacher uses a linear sequence of increasingly com

plex questions that require students to critically think about the content. The desired effect is displayed in the m



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eviewing C

ontent

Focus Statement: Teacher engages students in brief review

of content that highlights the cumulative nature of the content.

Desired Effect: Evidence (form

ative data) demonstrates students know

the previously taught critical content. Exam


�

Begin lesson with a brief review

of previously taught content �

Use a scaffolding process to system

atically show the cum

ulative nature of the content �

Use specific strategies to help students identify basic relationships betw

een ideas and consciously analyze how one idea

relates to another •

Brief summ

ary •

Problem that m

ust be solved using previous information

• Q

uestions that require a review of content

• D

emonstration

• Brief practice test or exercise

• W

arm-up activity

� Ask students to dem

onstrate increased fluency and/or accuracy of previously taught processes Exam



Use a G

roup Activity to monitor that students know

the previously taught critical content �

Use Student W


epresenting) to monitor that students know

the previously taught critical content �

Use R


onitor that students know the previously taught critical content

� U


onitor that students know the previously taught critical content




students know the previously taught critical content. Student evidence is obtained as the teacher uses a m


Identify basic relationships between current and prior ideas and consciously analyze how

one idea relates to another �

Summ

arize the cumulative nature of the content

� R

esponse to class activities demonstrates students recall previous content (e.g. artifacts, pretests, w

arm-up activities)

� Explain previously taught concepts

� D

emonstrate increased fluency and/or accuracy of previously taught processes

Example A



many students


� R

eteach or use a new teacher technique

� R



�

Modify task


Not U

sing (0) B

eginning (1) D

eveloping (2) A


Strategy was called

for but not exhibited. U

ses strategy incorrectly or w

ith parts m

issing.

Teacher engages students in a brief review

of content that highlights the cum

ulative nature of the content, but less than the m



Teacher engages students in a brief review

of content that highlights the cum

ulative nature of the content. The desired effect is displayed in the m

ajority of student evidence at ��the taxonom


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elping Students Practice Skills, Strategies, and Processes

Focus Statement:W

hen the content involves a skill, strategy, or process, the teacher engages students in practice activities that help them

develop fluency and alternative ways of executing procedures.


ative data) demonstrates students develop autom

aticity with skills, strategies, or processes.



Model how

to execute the skill, strategy, or process �

Model m

athematical practices

� M

odel how to reason, problem

solve, use tools, and generalize �

Engage students in massed and distributed practice activities that are appropriate to their current ability to execute a skill,

strategy, or process •

Guided practice if students cannot perform

the skill, strategy, or process independently •

Independent practice if students can perform the skill, strategy, or process independently

� G

uide students to generate and manipulate m

ental models for skills, strategies, and processes

� Em

ploy “worked exam

ples” or exemplars

� Provide opportunity for practice im

mediately prior to assessing skills, strategies, and processes

� Provide opportunity for students to refine and shape know

ledge by encountering a task or problem in a different context

� Provide opportunity for students to increase fluency and accuracy



�

Use a G

roup Activity to monitor that students develop autom

aticity with skills, strategies, or processes

� U

se Student Work (R

ecording and Representing) to m

onitor that students develop automaticity w

ith skills, strategies, or processes

� U

se Response M

ethods to monitor that students develop autom

aticity with skills, strategies, or processes

� U


onitor that students develop automaticity w

ith skills, strategies, or processes Exam



ent of the desired effect that students develop autom

aticity with skills, strategies, or processes. Student evidence is obtained as the teacher uses a

monitoring technique.)

�

Execute or perform the skill, strategy, or process w

ith increased confidence �

Execute or perform the skill, strategy, or process w

ith increased competence

� Artifacts (i.e. w

orksheets, written responses, form

ative data) show fluency and accuracy are increasing

� Explanation of m

ental models reveals understanding of the strategy or process

� U

se problem-solving strategies based on their purpose and unique characteristics

� D

emonstrate deepening of know

ledge and/or increasing accuracy through group interactions �

Explain how the use of a problem

-solving strategy increased fluency and/or accuracy Exam


ake after monitoring student evidence

and determining how

many students


�



Reorganize groups

� U


�

Modify task


N

ot Using (0)

Beginning (1)

Developing (2)

Applying (3)



Uses strategy

incorrectly or w

ith parts m

issing.

When the content involves a

skill, strategy, or process, the teacher engages students in practice activities that help them

develop fluency and alternative w

ays of executing procedures, but less than the m



When the content involves a skill,

strategy, or process, the teacher engages students in practice activities that help them

develop fluency and alternative w

ays of executing procedures. The desired effect is displayed in the m


y level of the critical content. ��

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elping Students Examine Sim

ilarities and Differences

Focus Statement:W

hen presenting content, the teacher helps students deepen their knowledge

of the critical contentby exam

ining similarities and differences.


ative data) demonstrates student know

ledge of critical content is deepened by examining

similarities and differences.



Use com

parison activities to examine sim

ilarities and differences �

Use classifying activities to exam

ine similarities and differences

� U

se analogy activities to examine sim


Use m

etaphor activities to examine sim


Use culturally relevant activities to help students exam


� U

se activities to identify basic relationships between ideas that deepen know

ledge to examine sim


Use activities to generate and m

anipulate mental im

ages that deepen knowledge to exam


� Ask students to sum

marize w

hat they have learned from the activity

� Ask students to linguistically and nonlinguistically represent sim


Ask students to explain how the activity has added to their understanding

� Ask students to m

ake conclusions after the examination of sim


Ask students to look for and make use of m

athematical structure to recognize sim


Facilitate the use of digital and traditional resources to find credible and relevant information to support exam

ination of sim

ilarities and differences Exam



Use a G

roup Activity to monitor that student know

ledge of content is deepened by examining sim


Use Student W


epresenting) to monitor that student know

ledge of content is deepened by examining

similarities and differences

� U

se All Response M

ethods to monitor that student know


ilarities and differences

� U


onitor that student knowledge of content is deepened by exam

ining similarities and

differences Exam



ent of the desired effect that student know


ilarities and differences. Student evidence is obtained as the teacher uses a m


Com

parison and classification artifacts indicate deeper understanding of content �

Analogy and/or metaphor artifacts indicate deeper understanding of content

� R

esponse to questions indicate examining sim

ilarities and differences has deepened understanding of content �

Make conclusions after exam

ining evidence about similarities and differences

� Present evidence to support their explanation of sim


Artifacts/student work exam

ining similarities and differences involve culturally relevant content, w

hen appropriate �

Artifacts/student work indicate students have used digital and traditional resources to support exam

ination of similarities

and differences Exam



ining how m

any students dem




Reorganize groups

� U


�

Modify task


Not U

sing (0) B

eginning (1) D

eveloping (2) A


Strategy was


Uses strategy

incorrectly or w

ith parts m

issing.

When presenting content, the

teacher helps students deepen their know

ledge of critical content by exam

ining sim

ilarities and differences, but less than the m



When presenting content, the

teacher helps students deepen their know

ledge of critical content by exam

ining sim

ilarities and differences. The desired effect is displayed in the m



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elping Students Examine Their R

easoning

Focus Statement: Teacher helps students produce and defend a claim

(assertion of truth or factual statement) by exam

ining their ow

n reasoning or the logic of presented information, processes, and procedures.


ative data) demonstrates students identify and articulate errors in logic or reasoning and/or provide

clear support for a claim (assertion of truth or factual statem

ent). Exam


� M

odel the process of making and supporting a claim

�

Model constructing viable argum

ents and critiquing the mathem

atical reasoning of others �

Ask students to examine logic of their errors in procedural know

ledge when problem

solving �

Ask students to provide evidence (i.e. textual evidence) to support their claim and exam

ine the evidence for errors in logic or reasoning

� U

se specific strategies (e.g. faulty logic, attacks, weak reference, m

isinformation) to help students exam

ine and analyze inform

ation for errors in content or their own reasoning

� G

uide students to understand how their culture im

pacts their thinking �

Ask students to summ

arize new insights resulting from

analysis of multiple texts/resources

� Ask students to exam

ine and analyze the strength of support presented for a claim in content or in their ow

n reasoning •

Statement of a clear claim

•

Evidence for the claim presented

• Q

ualifiers presented showing exceptions to the claim

�

Analyze errors to identify more efficient w

ays to execute processes or procedures �

Facilitate use of resources at the appropriate level of text complexity to find credible and relevant inform

ation to support analysis of logic or reasoning

� Involve students in taking various perspectives by identifying the reasoning behind m

ultiple perspectives �

Ask students to examine logic of a response (e.g. group talk, peer revisions, debates, inferences, etc.)



� U


onitor that students identify and articulate errors in logic or reasoning and/or provide clear support for a claim

�

Use Student W


epresenting) to monitor that students identify and articulate errors in logic or reasoning

and/or provide clear support for a claim

� U


onitor that students identify and articulate errors in logic or reasoning and/or provide clear support for a claim

Exam



ent of the desired effect to identify and articulate errors in logic or reasoning and/or provide clear support for a claim

. Student evidence is obtained as the teacher uses a m


Analyze errors or informal fallacies (i.e. in individual thinking, text, processing, procedures)

� Explain the overall structure of an argum

ent presented to support a claim

� Articulate support for a claim

and/or errors in reasoning within group interactions

� Explanations involve cultural content

� Sum

marize new

insights resulting from analysis

� Artifacts/student w

ork indicate students can identify errors in reasoning or make and support a claim

�

Artifacts/student work indicate students take various perspectives by identifying the reasoning behind m

ultiple perspectives �

Artifacts/student work indicate students have used textual evidence to support their claim

�

Mathem

atical arguments and critiques of reasoning are viable and valid


ork indicate identification of comm

on logical errors, how to support claim

s, use of resources, and/or how

multiple ideas are related

Example A



many students


� R



� M

odify task �

Provide additional resources N

ot Using (0)

Beginning (1)

Developing (2)

Applying (3)



Uses strategy

incorrectly or w

ith parts m

issing.

Teacher helps students produce and defend a claim

(assertion of truth or factual statem

ent) by exam

ining their own reasoning or

the logic of presented inform

ation, processes, and procedures, but less than the m



Teacher helps students produce and defend a claim

(assertion of truth or factual statem

ent) by exam

ining their own reasoning

or the logic of presented inform

ation, processes, and procedures. The desired effect is displayed in the m



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elping Students Revise K

nowledge

Focus Statem

ent:Teacher engages students in revision of previous knowledge by correcting errors and m

isconceptions as w

ell as adding new inform

ation. D


onstrates students make additions, deletions, clarifications, or revisions to

previous knowledge that deepen their understanding.



Engage groups or the entire class in an examination of how

deeper understanding changed perceptions of previous content

� Prom

pt students to summ

arize and defend how their understanding has changed

� G

uide students to identify alternative ways to execute procedures

� G

uide students to use repeated reasoning and make generalizations about patterns seen in the content

� Prom

pt students to update previous entries in their notes or digital resources to correct errors after activities such as exam

ining their reasoning or examining sim

ilarities and differences Exam



Use a G

roup Activity to monitor that students deepen understanding by revising their know

ledge �

Use Student W


epresenting) to monitor that students deepen understanding by revising their

knowledge

� U

se All Response M

ethods to monitor that students deepen understanding by revising their know

ledge �

Use Q

uestioning Sequences to monitor that students deepen understanding by revising their know

ledge Exam



ent of the desired effect that students deepen understanding by revising their know

ledge. Student evidence is obtained as the teacher uses a monitoring

technique.) �

Corrections are m

ade to written w

ork (e.g. reports, essay, notes, position papers, graphic organizers) �

Groups m

ake corrections and/or additions to information previously recorded about content

� Explain previous errors or m

isconceptions about content �

Revisions dem

onstrate alternative ways to execute procedures

� R

evisions demonstrate repeated reasoning and generalizations about patterns seen in the content

Example A



many students


�




�

Modify task


N

ot Using (0)

Beginning (1)

Developing (2)

Applying (3)



Uses strategy

incorrectly or with

parts missing.

Teacher engages students in revision of previous know

ledge by correcting errors and m

isconceptions as w

ell as adding new

information, but less than

the majority of students are

displaying the desired effect in student evidence at the taxonom


Teacher engages students in revision of previous know

ledge by correcting errors and m

isconceptions as well

as adding new

information.

The desired effect is displayed in the m

ajority of student evidence at ��the taxonom

y level of �� the critical content.

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elping Students Engage in Cognitively C

omplex Tasks

Focus Statement:Teacher coaches and supports

students in complex tasks that require experim

enting with the use of their

knowledge by generating and testing a proposition, a theory, and/or a hypothesis.


ative data) demonstrates students prove or disprove the proposition, theory, or hypothesis.



Based on the prior content and learning, model, coach, and support the process of generating and testing

• A proposition

• A proposed theory

• A hypothesis

� Provide prom

pt(s) for students to experiment w

ith their own thinking

� O

bserve, coach, and support productive student struggle �

Ask students to design how they w

ill examine and analyze the strength of support for testing their proposition, theory, or

hypothesis �

Coach students to persevere w

ith the complex task

� Engage students w

ith an explicit decision-making, problem

-solving, experimental inquiry, or investigation task that

requires them to

• G

enerate conclusions •

Identify comm

on logical errors •

Present and support propositions, theories, or hypotheses •

Navigate digital and traditional resources



� U


onitor that students prove or disprove the proposition, theory or hypothesis �

Use Student W


epresenting) to monitor that students prove or disprove the proposition, theory, or

hypothesis �

Use Q

uestioning Sequences to monitor that students prove or disprove the proposition, theory, or hypothesis




students prove or disprove the proposition, theory, or hypothesis. Student evidence is obtained as the teacher uses a m


Explain the proposition, theory, or hypothesis they are testing �

Present evidence to explain whether their proposition, theory, or hypothesis w

as confirmed or disconfirm

ed and support their explanation

� Justify the process used to support the proposition, theory, or hypothesis

� Precisely explain perseverance w

ith the task with reasoning and conclusions


ork indicate that while engaged in generating and testing a proposition, proposed theory, or hypothesis,

students can •

Generate conclusions

• Identify com

mon logical errors

• Present and support the proposition, theory, or hypothesis

• N

avigate digital and traditional resources •

Identify how m

ultiple ideas are related Exam



ining how m

any students dem


Utilize different coaching/facilitation techniques

� R



� M

odify task �


Not U

sing (0) B

eginning (1) D

eveloping (2) A


Strategy was


Uses strategy

incorrectly or w

ith parts m

issing.

Teacher coaches and supports students in com

plex tasks that require experim

enting with the use of

their knowledge by generating

and testing a proposition, a theory and/or a hypothesis, but less than the m



Teacher coaches and supports students in com

plex tasks that require experim

enting with the

use of their knowledge by

generating and testing a proposition, a theory, and/or a hypothesis. The desired effect is displayed in the m



�s��

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sing Formative A

ssessment to Track Progress

Focus Statement: Teacher uses form

ative assessment to facilitate tracking of student progress on one or m

ore learning targets. D


onstrates students identify their current level of performance as it relates to

standards-based learning targets embedded in the perform

ance scale. Exam


�

Help students track their individual progress tow

ard the learning target (i.e. charts, graphs, data notebooks, etc.) �

Ask students to explain their progress toward the learning target

� Ask students to provide evidence of their progress tow

ard the learning target �

Facilitate individual conferences regarding use of data to track progress �

Use form

ative measures to chart individual and/or class progress tow

ards learning targets using a performance scale

� U

se formative assessm

ent that reflects awareness of cultural differences represented in the classroom

Exam

ple Student Evidence of Desired Effect (Percent of students that dem


students identify their current level of performance. Student evidence is obtained during group activities and/or student w

ork.) �

Systematically update their status on the learning targets using a chart, graph, or data notebook

� D

escribe their status relative to learning targets using the scale (e.g. exit ticket, summ

ary, etc.) �

Individual conferences document that students provide artifacts and data regarding their progress tow

ard learning targets �

Dem

onstrate autonomy in providing evidence of progress on learning targets

� R

esponses to formative assessm

ent may involve cultural content

Example A



many students

demonstrate the desired effect

�


� M

odify task �


Not U

sing (0) B

eginning (1) D

eveloping (2) A


Strategy was called

for but not exhibited.

Uses strategy

incorrectly or with

parts missing.

Teacher uses formative

assessment to facilitate

tracking of student progress on one or m

ore learning targets, but less than the ��

��m

ajority of students are displaying the desired effect.

Teacher uses formative

assessment to facilitate

tracking of student progress on one or m

ore learning targets. The desired effect is ��displayed in the m

ajority ��of students. ��

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elebrating Progress Focus Statem

ent:Teacher provides feedback to students regarding their formative and sum

mative progress as it relates to

learning targets and/or unit goals. D


onstrates students continue learning and making progress tow

ards learning targets as a result of receiving feedback. Exam


�

Provide specific feedback to students regarding formative and/or sum

mative data as it relates to learning targets

� C

elebrate individual student progress when form

ative/summ

ative data indicate gains in achieving learning targets �

Celebrate as groups m

ake progress toward learning targets

� Im

plement a system

atic, ongoing process to provide feedback �

Use a variety of w

ays to celebrate progress toward learning targets (not general praise)

• Show of hands

• Certificate of success

• Parent notification • R

ound of applause • Academ

ic praise • D

igital media

� Ensure celebrations involve culturally relevant com

ponents �

Ask students to explain how they use feedback

� Ask students how

celebrations encourage them to continue learning


esired Effect (Percent of students that demonstrate achievem

ent of the desired effect that students continue learning and m

ake progress towards learning targets. Student evidence is obtained during group activities

and/or student work.)

�

Show signs of pride regarding their accom

plishments in the class (e.g. body language, w

ork production, quality of work,

etc.) �

Show signs of pride regarding developm

ent of mathem

atical practices �

Initiate celebration of individual success, group success, and that of the whole class

� U

se feedback to revise or update work to help m

eet their learning target �

Surveys indicate students want to continue m

aking progress �

Actions and responses indicate the teacher is equitable in providing feedback and/or celebrating progress Exam



ining how m

any students dem

onstrate the desired effect �

Utilize new

methods to celebrate success

� Provide additional opportunities to give feedback

N

ot Using (0)

Beginning (1)

Developing (2)

Applying (3)



Uses strategy

incorrectly or with

parts missing.

Teacher provides feedback to students regarding their form

ative and sum

mative progress

as it relates to learning targets and/or unit goals, but less than the m

ajority ��of students are displaying the desired effect.

Teacher provides feedback to students regarding their form

ative and summ

ative progress as it relates to learning targets and/or unit goals. The desired effect is ��

��displayed in the m

ajority of ��students. ��

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rganizing Students to Interact with C

ontent

Focus Statement: Teacher organizes students into appropriate groups to facilitate the learning of content.


ative data) demonstrates students process content (i.e. new

, going deeper, cognitively com

plex) as a result of group organization. Exam


�

Establish routines for student grouping and interaction for the expressed purpose of processing content �

Provide guidance regarding group interactions and critiquing the reasoning of others �

Provide guidance on one or more cognitive skills appropriate for the lesson

� U

tilize assignments or tasks at the appropriate taxonom

y level of content �

Provide guidance on one or more conative skills

• Becom

ing aware of the pow

er of interpretations •

Avoiding negative thinking •

Taking various perspectives •

Interacting responsibly •

Handling controversy and conflict resolution

� O

rganize students into ad hoc groups during individual lessons (i.e. use techniques to ensure equity) �

Use various group processes and activities to reflect the taxonom

y level of the learning targets Exam



students process content as a result of group organization. Student evidence is obtained during group activities and/or student w

ork.) �

Work w

ithin groups with an organized purpose

� Exhibit aw

areness of the power of interpretations

� Avoid negative thinking

� Take various perspectives

� Interact responsibly and respectfully critique the reasoning of others

� Appear to know

how to handle controversy and conflict resolution

� Actively ask and answ

er questions about the content (i.e. assignments or tasks)

� Add their perspectives to discussions

� G

enerate clarifying questions about the content �

Explain individual student and/or group thinking about the content �

Take responsibility for the learning of peers Exam


ake aftermonitoring student evidence and determ

ining how m

any students dem

onstrate the desired effect �

Reorganize groups

� U

tilize peer resources �

Modify task


N

ot Using (0)

Beginning (1)

Developing (2)

Applying (3)



Uses strategy

incorrectly or with

parts missing.

Teacher organizes students into appropriate groups to facilitate the processing of content, but less than the m


Teacher organizes students into appropriate groups to facilitate the processing of content. ��

�� The desired effect is ��displayed in the ��m

ajority of students. ��

��

��

��

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��'� ��<�� Establishing and A

cknowledging A

dherence to Rules and Procedures

Focus Statement:Teacher establishes classroom

rules and procedures that facilitate students working cooperatively and

acknowledge students w

ho adhere to rules and procedures. D


onstrates students know and follow

classroom rules and procedures (to

facilitate learning) as a result of teacher acknowledgm

ent. Exam


�

Involve students in designing classroom routines and procedures to develop a culturally responsive classroom

�

Actively teach student self-regulation strategies �

Use classroom

meetings to review

and process rules and procedures to ensure equity �

Rem

ind students of rules and procedures �

Ask students to restate or explain rules and procedures �

Provide cues or signals when a rule or procedure should be used

� Physically occupy all quadrants of the room

�

Scan the entire room, m

aking eye contact with each student

� R

ecognize potential sources of disruption and deal with them

imm

ediately �

Proactively address inflamm

atory situations �

Consistently exhibit “w

ithitness” behaviors �

Recognize and/or acknow

ledge students or groups who follow

rules and procedures �

Organize physical layout of the classroom

to facilitate work in groups and easy access to m

aterials Exam



students know and follow

classroom rules and procedures. Student evidence is obtained during group activities and/or student

work.)

�

Follow clear routines during class

� Explain classroom

rules and procedures �

Describe the classroom

as an orderly and safe environment

� R

ecognize cues and signals by the teacher �

Self-regulate behavior while w

orking individually �

Self-regulate behavior while w

orking in groups �

Recognize that the teacher is aw

are of their behavior �

Interact responsibly with teacher and other students

� Explain how

the individuality of each student is honored in the classroom

� D

escribe the teacher as fair and responsive to individual students �

Describe the teacher as “aw

are of what is going on” or “has eyes on the back of his/her head”

� R

espond appropriately to teacher direction and/or guidance regarding rules and procedures �

Move purposefully about the classroom

and efficiently access materials

Example A



many students


�

Modify rules and procedures

� Seek additional student input

� R

eorganize physical layout of the classroom

Not U

sing (0) B

eginning (1) D

eveloping (2) A


Strategy was


Uses strategy

incorrectly or w

ith parts m

issing.

Teacher establishes classroom

rules and procedures that facilitate students w

orking cooperatively and acknow

ledge students who

adhere to rules and procedures, but less than the m

ajority of students are�� displaying the desired effect.

Teacher establishes classroom

rules and procedures that facilitate students w

orking cooperatively and acknow

ledge students who

adhere to rules and procedures.��

�� The desired effect is displayed ��in the m


��

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sing Engagement Strategies

Focus Statem

ent: Teacher uses engagement strategies to cognitively engage or re-engage students w

ith the content. D


onstrates students cognitively engage or re-engage as a result of teacher action. Exam


�

Take action or use specific strategies to re-engage students �

Use academ

ic games

� M

anage response rates �

Use physical m

ovement

� M

aintain a lively pace �

Use crisp transitions from

one activity to another �

Dem

onstrate intensity and enthusiasm for the content

� U

se friendly controversy �

Provide opportunities for students to talk about themselves as it relates to the content (i.e. incorporate cultural

connections) �

Present unusual or intriguing information about the content



ent of the desired effect that students cognitively engage or re-engage as a result of teacher action. Student evidence is obtained during group activities and/or student w

ork.) �

Behaviors show aw

areness that the teacher is noticing students’ level of engagement

� Behaviors show

the engagement strategy increases cognitive engagem

ent �

Student-centered tasks and processes produce high levels of cognitive engagement

� Talk w

ith groups or in response to questions is focused on critical content �

Engage in the critical content with enthusiasm

�

Self-regulate engagement and engagem

ent of peers �

Multiple students or the entire class respond to questions posed by the teacher


ork indicate students are cognitively engaged in the critical content Exam


ake after monitoring student evidence

and determining how

many students


�

Vary engagement technique

� R


Modify task

� U

tilize peer resources �

Vary resources

N

ot Using (0)

Beginning (1)

Developing (2)

Applying (3)



Uses strategy

incorrectly or with

parts missing.

Teacher uses engagem

ent strategies to cognitively engage or re-engage students w

ith the content, but less than the m

ajority of students are displaying the desired effect in student evidence at the ��taxonom


Teacher uses engagement

strategies to cognitively engage or re-engage students w

ith the content. The desired effect is displayed in the m

ajority of ��students. ��

��

��

��

��

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� ��

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��'� �� Establishing and M

aintaining Effective Relationships in a Student-C

entered Classroom

Focus Statem

ent:Teacher behaviors fostera sense of classroom com

munity by acknow

ledgement and respect forthe

diversity of each student. D

esired Effect: Evidence (student action) shows students feel valued and part of the classroom

comm

unity. Exam


� Encourage students to share their thinking and perspectives

� Seek student input regarding classroom

activities and culture �

Relate content-specific know

ledge to personal aspects of students’ lives �

Discuss w

ith students about topics in which they are interested

� D

iscuss equity and individual needs of students �

Use student input and feedback to m

aintain an academic focus on rigor

� Build student interests into lessons (i.e. incorporate cultural connections)

� U

se students’ personal interests to highlight or reinforce conative skills (e.g. cultivating a growth m

indset) �

Com

pliment students regarding academ

ic and personal accomplishm

ents �

Engage in conversations with students about events in their lives outside of school

� W

hen appropriate, use humor and/or playful dialogue w

ith students �

Use nonverbal signals (e.g. sm

ile, nod, “high five”, pat on shoulder, thumbs up, fist bum

p, silent applause, eye contact, etc.)

� R

emain calm

in response to inflamm

atory situations �

Interact with each student in the sam

e calm and controlled fashion

� R

emain objective and in control by not dem

onstrating personal offense at student misconduct

� C

elebrate students’ individual diversity, uniqueness, and cultural traditions Exam



their actions show they feel valued and part of the classroom

comm

unity. Student evidence is obtained during group activities and/or student w

ork.) �

Change behavior w

hen the teacher demonstrates understanding of their interests and diverse backgrounds

� D

emonstrate verbal and nonverbal behaviors that indicate they feel accepted by their teacher

� R

espond positively to verbal interactions with the teacher

� R

espond positively to nonverbal interactions with the teacher

� R

eadily share their perspectives and thinking with the teacher

� D

escribe their teacher as respectful and responsive to the diverse needs of each student �

Actions show students trust the teacher to advocate for them

�

Contribute to a positive classroom

comm

unity through interactions with peers

Example A



many students


�

Seek additional input from students

� Seek additional resources for self and students

� U

tilize peer resources N

ot Using (0)

Beginning (1)

Developing (2)

Applying (3)



Uses strategy

incorrectly or w

ith parts m

issing.

Teacher behaviors foster a sense of classroom

comm

unity by acknow

ledgement and

respect for the diversity of each student, but less than the m


Teacher behaviors foster a sense of classroom

comm

unity by acknow

ledgement and

respect for the diversity of each student. ��

��The desired effect is displayed ��in the m


��

��

��

��

� ��

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��'� �� C

omm

unicating High Expectations for Each Student to C

lose the Achievem

ent Gap

Focus Statement:Teacher exhibits behaviors that dem

onstrate high expectations for each student to achieve academic

success. D

esired Effect: Evidence (student surveys, interviews, w

ork) shows the teacher expects each student to perform

at their highest level of academ

ic success. Exam


�

Use m

ethods to ensure each student is held responsible for participation in classroom activities

� C

hart questioning patterns to ensure each student is asked questions with the sam

e frequency �

Track grouping patterns to ensure each student has the opportunity to work and interact w

ith other students �

Does not allow

negative or sarcastic comm

ents about any student �

Identify students for whom

expectations are different and the various ways in w

hich these students have been treated differently

� Provide students w

ith strategies to avoid negative thinking about one’s thoughts and actions �

Ask questions of each student at the same rate and frequency

� Ask com

plex questions of each student that require conclusions at the same rate and frequency

� R

ephrase questions for each student when they provide an incorrect answ

er �

Probe each student to provide evidence of their conclusions �

Ask each student to examine the sources of their evidence

� Allow

students who becom

e frustrated during questioning to collect their thoughts and have an opportunity to answer at a

later point in the lesson �

Probe each student to further explain their answers w

hen they are incorrect �

Require perseverance and productive struggle in solving problem

s and overcoming obstacles



ent of the desired effect that their teacher expects each student to perform

at their highest level of academic success. Student evidence is obtained during

group activities and/or student work.)

�

Treat each other with respect

� Actions show

students avoid negative thinking about personal thoughts and actions �

Respond to difficult questions

� Take risks by offering incorrect or alternative answ

ers �

Participate in classroom activities and discussions


ork show the teacher w

on’t “let you off the hook” or “won’t give up on you”


ork show the teacher holds each student to the sam

e level of expectancy as others for drawing

conclusions and providing sources of evidence �

Model teacher behaviors that show

care and respect for each classmate

� D

emonstrates perseverance and productive struggle in solving problem

s and overcoming obstacles

Example A



many students


�

Modify questioning techniques and patterns

� R

eorganize seating patterns and groups �

Reflect on student interactions and change teacher behaviors

Not U

sing (0) B

eginning (1) D

eveloping (2) A


Strategy was


Uses strategy

incorrectly or w

ith parts m

issing.

Teacher exhibits behaviors that dem

onstrate high expectations for each student to achieve academ

ic success, but less than the m


Teacher exhibits behaviors that dem

onstrate high expectations for each student to achieve academ

ic success. The desired effect is displayed in the m


��

��

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��

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Adhering to School/D

istrict Policies and Procedures Focus Statem

ent: Teacher adheres to school and district policies and procedures. D

esired Effect: Teacher adheres to school and district rules and procedures. Exam

ple Teacher Evidence �

Performs assigned duties

� Fulfills responsibilities in a tim

ely manner

� Follow

s policies, regulations, and procedures (e.g. bullying, HR

plans, sexual harassment, etc.)

� M

aintains accurate records (e.g. student progress, attendance, parent conferences, etc.) �

Understands legal issues related to colleagues, students, and fam

ilies (e.g. cultural, special needs, equal rights, etc.) �

Maintains confidentiality of colleagues, students, and fam

ilies �

Advocates for equality for each student �

Dem

onstrates personal integrity and ethics �

Uses social m

edia appropriately

Not U

sing (0) B

eginning (1) D

eveloping (2) A


Teacher makes no

attempt to adhere to

school and district policies and procedures.

Teacher inconsistently adheres to school and district policies and procedures.

Teacher adheres to school and district policies and procedures.

Teacher adheres to school and district policies and procedures and articulates how

they adhere to school and district policies and procedures.

Teacher helps others by sharing evidence of how

to support school and district policies and procedures.

� ��

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Maintaining Expertise in C

ontent and Pedagogy

Focus Statement:Teacher continually deepens know

ledge incontent(subject area)and classroom

instructional strategies (pedagogy). D

esired Effect: Teacher provides evidence of developing expertise in content area and classroom instructional strategies.

Example Teacher Evidence

�

Participates in professional development opportunities

� Seeks m

entorship from subject area experts

� Seeks m

entorship from highly effective teachers

� Actively seeks help and input from

appropriate school personnel to address issues that impact instruction

� D

emonstrates a grow

th mindset and/or seeks feedback

� Im

plements a deliberate practice or professional grow

th plan �

Seeks innovative ways to im

prove student achievement

� G

athers and keeps evidence of the effects of specific classroom strategies and behaviors on specific categories of

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

� U

ses a reflection process for analysis of specific strengths and weaknesses of individual lessons and units

� U

ses a reflection process for analysis of specific instructional strengths and weaknesses

� Explains the differential effects of specific classroom

strategies on closing the achievement gap

� Seeks opportunities to develop deeper understanding of cultural responsiveness

� U

ses formative and sum

mative data to m

ake instructional planning decisions �

Teacher observational data is correlated to student achievement data

� Identifies specific areas of strengths and w

eaknesses within instructional strategies or conditions for learning

� Keeps track of identified focus areas for im

provement w

ithin instructional strategies or conditions for learning

Not U

sing (0) B

eginning (1) D

eveloping (2) A


Teacher makes no

attempt to deepen

knowledge in content

area and classroom

instructional strategies.

Teacher attempts to

deepen knowledge in

content area and classroom


Teacher continually deepens know

ledge in content (subject area) and classroom

instructional strategies (pedagogy).

Teacher continually deepens know

ledge in content and classroom

instructional strategies and provides evidence of developing expertise in content area and classroom



to develop expertise in content area and classroom


� ��

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!��"�� #��#

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��'� ��+��

Promoting Teacher Leadership and C

ollaboration Focus Statem

ent: Teacher promotes teacher leadership and a culture of collaboration.

Desired Effect: Teacher provides evidence of teacher leadership and prom

oting a school-wide culture of professional

learning. Exam

ple Teacher Evidence �

Contributes and shares expertise and new

ideas with colleagues to enhance student learning in form

al and informal w

ays �

Serves as an appropriate role model (i.e. m

entor, coach, presenter, researcher) regarding specific classroom strategies

and behaviors �

Docum

ents specific situations of mentoring other teachers

� W

orks cooperatively with appropriate school personnel to address issues that im

pact student learning �

Accesses available expertise and resources to support students’ learning needs �

Promotes positive conversations and interactions w

ith teachers and colleagues �

Fosters collaborative partnerships with parents to enhance student success in a m

anner that demonstrates integrity,

confidentiality, respect, flexibility, fairness, and trust �

Encourages parent involvement in classroom

and school activities �

Dem

onstrates awareness and sensitivity to social, cultural, and diverse needs of fam

ilies �

Uses m

ultiple means and m

odalities to comm

unicate with fam

ilies �

Seeks a role and participates in Professional Learning Com

munity m

eetings �

Serves as a student advocate in the classroom, school, and com

munity

� Participates in school and com

munity activities as appropriate to support students and fam

ilies �

Serves on school and district-level comm

ittees �

Works to achieve school and district im

provement goals

N

ot Using (0)

Beginning (1)

Developing (2)

Applying (3)

Innovating (4) Teacher m

akes no attem

pt to promote

teacher leadership and a culture of collaboration.

Teacher attempts to

promote teacher

leadership and a culture of collaboration.

Teacher promotes


Teacher promotes

teacher leadership and a culture of collaboration and provides evidence of prom

oting leadership as a teacher and prom

oting a school-w

ide culture of professional learning.


to promote


marzano focused teacher evaluation model · formation within lessons 43 – lessons with units 44...

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