AJHS Proposed Appraisal 2015 - Marzano system

AJHS Proposed Appraisal 2015 - Marzano system

• 1.
  Beginning of theYear INITIAL MEETING DP meets with teacher to discuss Teacher Evaluation Model and to explain the evaluation process, timeline, and forms SELF-REFLECTION Teacher completes the Personal Profile Form GOALS Teacher completes the Goal Setting Template Teacher meets with DP to discuss goals
• 2.
  Mid Year OBSERVATION DP conducts formal observation cycle OBSERVATION CYCLE DP observes teacher, completes Observation Record, and provides a copy to the teacher Informal Observation Teacher completes the Comprehensive Observation Pre- Conference Questions Teacher completes the Observation Post-Conference Questions SLT conducts numerous informal observations using the Informal Observation Record
• 3.
  Mid Year 2 SELF REFLECTION Students complete the Student Surveys for Reflective Practice GOALS Teacher completes Goals—Reflections DP completes the Mid-Year Formative MEETING and Revisions Feedback Form Teacher and DP meet to discuss goals and formative feedback
• 4.
  End of Year SELF REFLECTION Teacher updates the Personal Profile Form (Appendix D) from the beginning of the year GOALS Teacher completes the Goal Summary DP completes the Summative Feedback MEETING Form Teacher and DP meet to discuss updated Personal Profile Form, Goal Summary, and Summative Feedback Form and to discuss goals for the following year
• 5.
  Domain 1: ClassroomStrategies and Behaviours Routine Segments Design Question: What will I do to establish and communication learning goals, track student progress, and celebrate success? 1. Providing clear learning goals and scales to measure those goals 2. Tracking student progress 3. Celebrating student success Design Question: What will I do to establish and maintain classroom routines? 1. Establishing classroom routines 2. Organising the physical layout of the classroom for learning
• 6.
  Content Segments DesignQuestion: What will I do to help students effectively interact with new knowledge? 6. Identifying critical information 7. Organizing students to interact with new knowledge 8. Previewing new content 9. Chunking content into “digestible bites” 10. Group processing of new information 11. Elaborating on new information 12. Recording and representing knowledge 13. Reflecting on learning
• 7.
  Content Segments DesignQuestion: What will I do to help students practice and deepen their understanding of new knowledge? 14. Reviewing content Organizing students to practice and deepen knowledge 15. Using homework 16. Examining similarities and differences 17. Examining errors in reasoning 18. Practicing skills, strategies, and processes 19. Revising knowledge Design Question: What will I do to help students generate and test hypotheses about new knowledge? 20. Organizing students for cognitively complex tasks 21. Engaging students in cognitively complex tasks involving hypothesis generating and testing 22. Providing resources and guidance
• 8.
  On-the-Spot Segments DesignQuestion: What will I do to engage students? 24. Noticing and reacting when students are not engaged 25. Using academic games 26. Managing response rates during questioning 27. Using physical movement 28. Maintaining a lively pace 29. Demonstrating intensity and enthusiasm 30. Using friendly controversy 31. Providing opportunities for students to talk about themselves 32. Presenting unusual or intriguing information Design Question: What will I do to help students generate and test hypotheses about new knowledge? 20. Organizing students for cognitively complex tasks 21. Engaging students in cognitively complex tasks involving hypothesis generating and testing 22. Providing resources and guidance
• 9.
  On-the-Spot Segments DesignQuestion: What will I do to engage students? 24. Noticing and reacting when students are not engaged 25. Using academic games 26. Managing response rates during questioning 27. Using physical movement 28. Maintaining a lively pace 29. Demonstrating intensity and enthusiasm 30. Using friendly controversy 31. Providing opportunities for students to talk about themselves 32. Presenting unusual or intriguing information Design Question: What will I do to recognize and acknowledge adherence or lack of adherence to classroom rules and procedures? 33. Demonstrating “withitness” 34. Applying consequences 35. Acknowledging adherence to rules and procedures