Opportunity Mentoring Group Manual

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OPPORTUNITY MENTORING GROUP

SUPPORTING TEACHERS THROUGH THE NMTEACH OBSERVATION PROCESS

The Opportunity Mentoring Group is designed to support teachers who earn an Ineffective or Minimally Effective on any Element in any Domain on the NM Teach Observation. This program is a 5 month program focusing on one Domain each month. Lessons can be customized for each teacher or group of teachers depending on the need.

This manual is laid out in seven sections:

• Evaluating the observations to determine participants and need (pages 2 – 13) • Domain 2 (pages 14 - 23 ) • Domain 3 (pages 24 - 33) • Domain 1 (pages 35 -46 ) • Domain 4 (pages 47 - 58) • Conclusions (page 59) • Appendix (pages 60 - 127)

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EVALUATING THE OBSERVATIONS TO DETERMINE PARTICIPANTS AND NEED

The NMTeach Teacher Observation for the fall semester only contains Domains 2 and 3. The spring semester contains all Domains 1, 2, 3 and 4. The examples given are from a fall semester observation.

Domain 2 – Creating an Environment for Learning: Domain 2 sets the stage for instruction including the environment, the teacher interaction with students and the student’s behavior within the classroom. Pages 2 – 11 show screen shots of an actual observation report.

Domain2, Element A – Creating an Environment of Respect and Rapport: In this example the teacher scored an Effective on NMTeach 2A. Focus for this teacher would be moving to Highly Effective. Notice under the section of “Notes” are specific observations that will help you support the teacher with the positive aspects of the observation and what needs to be improved on in order to advance to the next level. If the teacher is below Effective, the Professional Growth Plan, PGP, can be developed from the evidence documented in the Notes section.

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Domain2, Element B – Organizing Physical Space: In this example the teacher scored an Effective on NMTeach 2B. Focus for this teacher would be moving to Highly Effective.

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Domain2, Element C – Establishing a Culture for Learning: In this example the teacher scored an Effective on NMTeach 2C. Focus for this teacher would be moving to Highly Effective.

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Domain2, Element D – Managing Classroom Procedures: In this example the teacher scored an Effective on NMTeach 2D. Focus for this teacher would be moving to Highly Effective.

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Domain2, Element E – Managing Student Behavior: In this example the teacher scored a Minimally Effective on NMTeach 2E. This teacher should be placed on a Professional Growth Plan, PGP, for this element. Focus for this teacher would be moving to Effective, observing other teachers and implementing different strategies in the classroom.

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Domain 3 – Teaching for Learning: Domain 3 encompasses the total instructional process including communication, instruction and assessment.

Domain 3, Element A – Communicating with Students: In this example the teacher scored an Effective on NMTeach 3A. Focus for this teacher would be moving to Highly Effective.

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Domain 3, Element B – Using Questioning Techniques to Support Classroom Discourse: In this example the teacher scored an Effective on NMTeach 3B. Focus for this teacher would be moving to Highly Effective.

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Domain 3, Element C – Engaging Students in Learning: In this example the teacher scored an Minimally Effective on NMTeach 3B. This teacher should be placed on a Professional Growth Plan, PGP, for this element. Focus for this teacher would be moving to Effective, observing other teachers and implementing different strategies in the classroom.

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Domain 3, Element D – Assessment in Instruction: In this example the teacher scored an Effective on NMTeach 3D. Focus for this teacher would be moving to Highly Effective.

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Domain 3, Element E – Demonstrating flexibility and Responsiveness: In this example the teacher scored an Effective on NMTeach 3E. Focus for this teacher would be moving to Highly Effective.

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When setting up a program for a district or school, all teachers must be reviewed for planning purposes. Below is a sample spreadsheet to review teacher’s observations in the fall and spring. The scores are indicated as follows: 1 – Ineffective, 2 – Minimally Effective, 3 – Effective, 4 – Highly Effective and 5 – Exemplary. The scores are highlighted: Effective – dark green, Effective – light green and below Effective – white. Teachers highlighted in yellow have received a score below Effective (1 or 2) and are placed on a growth plan for the area(s) below Effective. The Observer (Ob) is listed allowing administrators to see how observers are scoring teachers. The total score (T) is calculated per observation, this gives an overall score per observation/domain. The total score (T) is formatted to show lowest scores (orange) to the highest scores (green).

Observation 1 Observation 2 Domain 1 Domain 4

LN FN Sch ID

2 A

2 B

2 C

2 D

2 E

3 A

3 B

3 C

3 D

3 E

T Ob 2 A

2 B

2 C

2 D

2 E

3 A

3 B

3 C

3 D

3 E

T Ob 1 A

1 B

1 C

1 D

1 E

1 F

T 4 A

4 B

4 C

4 D

4 E

4 F

T

Tch 1 S1 4 4 4 4 4 4 4 4 3 4 39 JL 5 5 5 5 5 5 5 5 5 5 50 LG 5 5 5 5 5 5 30 5 5 5 5 5 5 30

Tch 2 S1 3 3 3 3 4 3 2 3 3 3 30 LG 4 4 3 4 4 3 3 3 3 3 34 JL 3 3 3 3 3 4 19 3 4 3 3 3 3 19

Tch 3 S1 3 3 3 3 3 3 3 3 3 3 30 JL 4 3 3 3 3 3 2 2 3 3 29 LG 3 3 3 3 3 3 18 3 3 3 3 3 3 18

Tch 4 S1 4 4 4 4 4 4 3 3 3 3 36 JL 4 4 4 4 4 4 4 4 4 4 40 LG 3 4 4 3 4 4 22 4 4 3 3 4 3 21

Tch 5 S1 3 2 3 4 3 3 3 3 3 3 30 LG 4 4 3 4 3 3 4 3 3 3 34 JL 4 4 4 4 4 4 24 4 3 3 3 3 3 19

Tch 6 S1 4 4 4 4 4 4 3 4 4 4 39 LG 4 4 4 4 4 4 3 4 4 4 39 JL 4 4 4 4 4 4 24 4 5 4 3 3 4 23

Tch 7 S1 3 3 3 3 3 3 3 3 3 3 30 JL 4 3 3 4 4 3 3 3 3 3 33 LG 3 3 3 3 3 3 18 3 3 3 3 3 2 17

Tch 8 S1 2 2 2 2 2 2 2 2 2 2 20 LG 3 3 3 3 3 2 2 3 3 3 28 JL 3 3 3 3 3 3 18 3 3 3 3 4 3 19

Tch 9 S1 5 5 5 5 5 5 5 5 5 5 50 LG 5 5 5 5 5 5 5 5 5 5 50 JL 5 5 5 5 5 5 30 5 5 5 5 5 5 30

Tch 10 S1 3 3 3 4 3 3 3 3 3 3 31 JL 4 4 4 4 4 4 3 4 3 3 37 LG 3 3 3 3 3 3 18 3 3 3 3 3 3 18

Tch 11 S2 3 3 3 3 3 3 3 3 3 3 30 MV 3 3 3 3 3 3 3 3 3 3 30 JL 3 3 3 3 3 3 18 3 3 3 3 3 3 18

Tch 12 S2 4 4 4 4 4 4 4 4 3 3 38 JL 4 5 4 5 5 4 5 5 5 5 47 LG 5 5 5 4 4 5 28 5 4 5 4 4 4 26

Tch 13 S2 4 4 4 4 4 4 4 4 4 4 40 LG 4 4 4 4 4 4 4 4 4 4 40 JL 4 4 4 4 4 4 24 4 5 4 4 4 4 25

Tch 14 S2 4 4 3 3 3 3 3 3 3 3 32 JL 3 3 3 3 3 3 3 3 3 3 30 LG 3 3 3 3 3 3 18 3 3 3 3 3 3 18

Tch 15 S2 4 3 4 4 4 4 4 4 4 4 39 JL 4 3 4 4 4 4 4 4 4 3 38 LG 3 3 4 3 3 4 20 3 3 3 3 3 2 17

Tch 16 S2 3 3 3 3 3 3 3 3 3 3 30 JL 3 3 3 3 3 3 3 3 3 3 30 LG 3 3 3 3 3 3 18 3 3 3 2 3 3 17

Tch 17 S2 4 3 4 3 3 3 2 3 3 3 31 LG 4 4 4 4 3 3 3 4 3 3 35 JL 4 4 4 4 4 4 24 4 4 3 3 3 4 21

Tch 18 S2 5 5 4 5 4 4 4 4 5 5 45 JL 5 5 5 5 5 5 4 5 5 4 48 LG 5 4 3 4 4 4 24 3 2 4 3 4 2 18

Tch 19 S2 3 3 3 3 3 3 3 3 3 3 30 LG 3 3 3 3 3 3 3 3 3 3 30 JL 3 3 3 3 3 3 18 3 3 3 3 4 3 19

Tch 20 S2 5 5 5 5 5 5 5 5 5 5 50 LG 5 5 5 4 4 4 5 4 4 5 45 JL 4 5 4 5 4 5 27 5 5 5 4 5 3 27

This spreadsheet shows that Domains 2B and 3B in the first observations should be the focus – two teachers scored low in these areas. This also shows that Teacher 8 struggled overall but improved for the second observation. For the second observation, 3A, 3B and 3C are the elements to focus on for professional development. Domain 1 was a strong area for all teachers and in Domain 4, Elements B, D and F are the lowest scoring areas.

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The data gathered indicates that there are several areas of focus. Each district/school will need to find their areas of focus each observation to determine the professional development needed. For this example, the follow areas would be addressed in the professional development

• Domain 2 – Element B – These will be addressed in the first month • Domain 3 – Element B, C and D – These will be addressed in the second month • Domain 1 – All elements would be reviewed to support teachers in moving to Highly Effective – These will

be addressed in the third month • Domain 4 – Elements B, D and F – These will be addressed in the fourth month • Teacher 8 – all areas – The principal and professional development provider should both provide support

for this teacher

Setting up the lessons for each of the 5 sessions (one per month):

• First Month - August/January • Discussion about the goals and objectives of this professional development

• This is not a punishment • This is a professional development designed to support teachers through the observation process • The professional development coordinator will support the process with walk throughs with

feedback • The principal will support the process with additional walk throughs with feedback • Move from a lesson focused on what is taught to a lesson focused on what the students are actually

learning • How to do observations • Domain Study for Domain 2 • Provide observation partner – the teachers that will partner for observations • Provide homework assignment – observation and Read Sections for Domain 2 and 3

• Second through fifth month • Group discussion of observations conducted the prior month

• List all of the evidence the participants observed • Ask them to pick 2 – 4 items that they are going to try in their classroom. The number of items will

be dependent upon what they see and the involvement of the element • Domain Study for the Domain that will be the focus for the month

• September/February – Domain 3 • October/March – Domain 4 • November/April – Domain 1

• Provide observation partner – the teachers that will partner for observations • Provide homework assignment

• Review “Look fors” – see appendix for individual homework assignments • Review expectations • Reading assignment

• September/February – Domain 4 • October/March – Domain 1

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Domain 2 – Creating an Environment for Learning: Domain 2 sets the stage for instruction including the environment, the teacher interaction with students and the student’s behavior within the classroom. Pages 2 – 11 show screen shots of an actual observation report.

Domain 2A:

Discussion:

• Provide teachers with the Domain Study - Domain 2 (see Appendix: Domain Study) Have teachers review each element focused on during this session. Highlight the words or phrases that indicate the change of behavior that needs to occur in order to move between ratings.

o What does it take to move from an Ineffective to a Minimally Effective rating o What does it take to move from a Minimally Effective rating to an Effective rating o What does it take to move from an Effective to Highly Effective rating o What does it take to move from a Highly Effective to Exemplary rating

Component Basic Elements Ineffective Minimally Effective Effective Highly Effective Exemplary

2a

Creating an environment of respect and rapport: *To what level are interactions in the classroom positive and productive? *To what level are all student groups respected and valued in the classroom?

*Teacher interactions with students including both words and actions *Student interactions with other students including both words and actions

Classroom interaction, both between the teacher and students and among students are inappropriate or insensitive to students' cultural backgrounds and may include the following: *sarcasm *put-downs *conflict.

Classroom interactions, both between the teacher and students and among students, are generally positive but may include these: *some conflict *occasional displays of insensitivity *occasional lack of responsiveness to cultural or developmental differences among students.

Classroom interactions between teacher and students and among students are as follows: *are polite and respectful *demonstrate knowledge of cultural and developmental differences among groups of students; *disagreements are handled respectfully.

Classroom interactions among the teacher and individual students are as follows: *are highly respectful; *reflect warmth and caring; *practice reflects sensitivity to students' cultures and levels of development; *respectful discourse.

In addition to all the requirements to be highly effective, the teacher demonstrates the following: *helps create a school-wide environment of respect for the campus, the stakeholders and the rules; *works with colleagues on developing support for students in need; *helps to create school-wide interventions and support programs.

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Homework: See Look Fors Domain 2A

• Assign each teacher to observe a Highly Effective teacher in the area of 2A • Show videos to teachers so they can practice targeted observations. Targeted observations are looking for specific areas of

instruction or classroom management without getting sidetracked. o https://www.youtube.com/watch?v=Vc1Ep4b7Lhk

§ Show the video with audio § Have teachers discuss what they saw specifically with the element being discussed § Reshow the video without audio § Have teachers discuss if they see more of the specific element being discussed

o NOTE: Most teachers and first time observers tend to see the teacher teaching ONLY. They are not able to focus on the specific area that you are asking them to observe. This takes practice.

o AHA MOMENT: Teachers tend to show only their teaching during an observation. They tend to forget that there are 10 areas to be observed, thus must be shown, in order for a teacher to receive an overall Effective or above observation. The “Sage on the Stage” is no longer the focus of an observation. All 10 areas must be shown during and observation.

o FOCUS: How are you going to move from focusing on teaching lesson to focusing on what students are learning?

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Domain 2B:

Discussion:




2b

Organizing physical space: *To what level do all students have equal access to learning resources and materials? *To what level does the classroom environment support the day's lesson?

*Safety and accessibility *Arrangement of furniture *Use of physical resources

The physical environment is as follows: *Unsafe; *Students do not have access to learning; *Poor alignment between the environment and the lesson's activities.

The physical environment is as follows: *Essential learning is accessible to most students; *The teacher's use of physical resources, including technology, is moderately effective; *The teacher is partially effective in modifying the environment to suit learning activities.

The physical environment is as follows: *Learning is accessible to all students; *The teacher ensures that the physical arrangement is appropriate to the learning activities; *There is posted evidence of student learning; *The teacher makes effective use of available physical resources, including technology.

The physical environment is as follows: *Students contribute to the use or adaptation of the physical environment to advance learning; *Technology is used skillfully, by teachers as appropriate to the lesson.

In addition to all the requirements to be highly effective, the teacher as a leader does the following: *The teacher uses the classroom to model or demonstrate for other teachers; *The teacher helps colleagues arrange their environment so learning is accessible to all; *Technology is used skillfully, by the teacher and students, as appropriate, to the lesson.

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Homework: See Look Fors Domain 2B

• Assign each teacher to observe a Highly Effective teacher in the area of 2B • Show videos to teachers so they can practice targeted observations. Targeted observations are looking for specific areas of

instruction or classroom management without getting sidetracked. o https://www.youtube.com/watch?v=tOWYMCmx_0c

§ Show the video with audio § Have teachers discuss what they saw specifically with the element being discussed § Reshow the video without audio § Have teachers discuss if they see more of the specific element being discussed




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Domain 2C:

Discussion:




2c

Establishing a culture for learning: *To what level do students exhibit a learning energy during the lesson that supports engagement? *To what level are students encouraged to communicate with others to address learning goals?

*Importance of the content and of learning *Expectations for learning and achievement *Student pride in their work

The classroom environment conveys a negative culture for learning as follows: *Low teacher commitment to the subject; *Low expectations for student achievement; *Little or no student effort.

Attempts to create a culture for learning is partially successful as follows: *Some teacher commitment to the subject; *modest expectations for student achievement; *Some student effort; *The teacher and students appear to be "going through the motions."

The classroom culture is characterized by high expectations for all students. The teacher establishes norms and participant structures in which students can learn with and from each other, i.e. student grouping, student presentations and peer editing. *Teacher conveys content relevance. *Demonstrated commitment to the subject by both teacher and students. *Students demonstrate pride in their efforts.

Culture for learning in which everyone shares a belief in the importance of the subject as follows: *High levels of student excitement and teacher passion for the subject; *Students hold themselves to high standards of performance; *Students initiate improvements to their efforts.

In addition to all the requirements to be highly effective, the teacher as a leader does the following: *Promotes and organizes school-wide learning program(s) and learning culture among all stakeholders.

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Homework: See Look Fors Domain 2C

• Assign each teacher to observe a Highly Effective teacher in the area of 2C • Targeted observations are looking for specific areas of instruction or classroom management without getting sidetracked.




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Domain 2D:

Discussion:




2d

Managing classroom procedures: *To what level is the classroom culture and routine maximizing instructional time? *To what level does the teacher use developmentally appropriate procedures to maximize instructional time?

*Management of instructional groups *Management of transitions *Management of materials and supplies *Performance of classroom routines

Instructional time is lost due to: *Inefficient classroom routines; *Inefficient procedures for transition; *Inefficient use of supplies.

Some time is lost due to: *Partially-effective classroom routines and procedures; *Partially-effective routines for transition; *Partially-effective use of supplies.

Little instructional time is lost due to: *Effective classroom routines and procedures; *Teacher leads effective routines for transition; *Effective use of supplies.

Students contribute to the seamless operation of the classroom: *Routines and procedures are evident; *There are effective transitions and use of supplies; *Students lead effective routines for transition.

In addition to all the requirements to be highly effective, the teacher, as a leader, helps to create a culture of student ownership of school-wide operations.

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Homework: See Look Fors Domain 2D

• Assign each teacher to observe a Highly Effective teacher in the area of 2D • Targeted observations are looking for specific areas of instruction or classroom management without getting sidetracked.




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Domain 2E:

Discussion:




2e

Managing student behavior: *To what level are student behavior expectations consistently monitored and reinforced?

*Expectations *Monitoring of student behavior *Response to student misbehavior

No evidence that standards of conduct have been established as in: *Little or no teacher monitoring of student behavior; *Response to student misbehavior is repressive or disrespectful of student dignity.

Teacher has made an effort to establish standards of conduct for students: *Effort made with inconsistent results to monitor students' behavior; *Response to student misbehavior is inconsistent.

Standards of conduct are designed to create an atmosphere conducive to learning, with a focus on self-discipline, respecting the rights of others, and cooperating with one another: *Standards are clear to students; *The teacher holds students responsible for maintaining behavioral standards; *The teacher's response to student misbehavior is appropriate and respects the students' dignity; *The teacher's response is consistent.

In addition to standards being clear to students are these elements: *Evidence of student participation in setting conduct standards; *The teacher's monitoring of student behavior is highly effective; *The teacher's response to student misbehavior is sensitive to individual needs *Students take an active role in monitoring the standards of behavior.

In addition to all the requirements to be highly effective, the teacher, as leader, demonstrates the following: *Actively engages in the monitoring of student behavior school-wide; *Serves as a model of positive behavior for stakeholders; *The teacher promotes system(s) of school-wide positive behavioral support that encourages stakeholders to promote and monitor a safe and healthy environment.

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Homework: See Look Fors Domain 2E

• Assign each teacher to observe a Highly Effective teacher in the area of 2E • Targeted observations are looking for specific areas of instruction or classroom management without getting sidetracked.




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Domain 3 – Teaching for Learning: Domain 3 encompasses the total instructional process including communication, instruction and assessment.

Domain 3A:

Discussion:




3a

Communicating with students in a manner that is appropriate to their culture and level of development. *To what level are directions clearly delivered and understandable? *To what level is content communicated in a clear, concise manner?

*Expectations for learning, directions for activities, explanations of content, and use of oral and written language.

*Does not deliver clear expectations for learning, directions, procedures, and explanations of content to students.

*The teacher displays limited expectation for learning, directions, procedures, and explanation of content.

*Teacher uses clear communication employing a range of vocabulary to ensure learning expectations are comprehensible to all students. *Teacher allows for student clarification and feedback.

*Expectation for learning, directions, procedures, and explanation of content are evident, consistent, and anticipatory of possible student misconceptions.

*The highly-effective teacher promotes ongoing and consistent communication with students. *Students are provided multiple opportunities and/or modalities to express concepts being taught in class and are clearly aware of their progress with those concepts.

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• Assign each teacher to observe a Highly Effective teacher in the area of 3A • Targeted observations are looking for specific areas of instruction or classroom management without getting sidetracked.




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Domain 3B:

Discussion:




3b

Using questioning and discussion techniques to support classroom discourse. *To what level do all students have an opportunity to answer questions? *To what level are questions thought provoking and rigorous?

*Quality of questions/prompts *Discussion techniques *Student participation

*The teacher’s questioning techniques are not aligned to content and provide no opportunity for student engagement.

*The teacher’s questioning techniques are low-level with minimal student engagement.

*The teacher’s questioning techniques elicit deep responses and allow sufficient time for student answers through active engagement with peers and teacher.

*The teacher promotes consistent analytical and collaborative approaches to understanding, and uses questioning techniques that scaffold instruction for deep understanding of concepts, allowing for discussion and debate of key concepts.

*Questioning techniques are engaging and reflect a high level of thinking in a culturally and developmentally appropriate environment. *Students engage in deep meaningful conversations using academic language.

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• Assign each teacher to observe a Highly Effective teacher in the area of 3B • Targeted observations are looking for specific areas of instruction or classroom management without getting sidetracked.




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Domain 3C:

Discussion:




3c

Engaging students in learning. *To what level are students engaging in the lesson’s activities? *To what level are sequential and aligned to the daily learning target? *To what level are students required to be intellectually engaged with the course content?

*Activities and assignment *Grouping of students *Instructional materials and resources *Structure and pacing

*Activities, assignments, materials, and grouping of students are inappropriate to the instructional outcomes, resulting in no intellectual engagement. *The lesson has no structure and/or is poorly paced.

*Activities, assignments materials, and grouping of students are somewhat appropriate to the instructional outcomes, resulting in moderate intellectual engagement. *The lesson does not connect to prior understanding. *The lesson has a recognizable structure, but is not fully maintained. *The lesson does not have clear learning goals (more specific than broad standard).

*Activities, assignments, materials, and grouping of students are fully appropriate to the instructional outcomes. *The lesson explicitly connects to prior understanding. *All students are engaged. *The lesson’s structure is coherent and paced appropriately. *The lesson has specific learning goals aligned to the standard. *The lesson allows for student reflection.

*Activities, assignments, materials, and grouping of students are designed to support challenging instructional outcomes. *Students are highly intellectually engaged. *The lesson is adapted as needed to the readiness of each student and the structure and pacing allows for students’ reflection and closure. *The lesson allows for formative assessment.

*Expectations of students are at an advanced level to engage learners to obtain depth of knowledge. *The teacher formatively assesses student engagement, understanding, and ability to analyze, and immediately adapts methods for improved learning.

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Domain 3D:

Discussion:




3d

Assessment in Instruction: *To what level does the teacher determine the understanding and needs of each student during the lesson? *To what level are students aware of how they will demonstrate understanding of the content/lesson?

*Assessment criteria *Monitoring student learning *Feedback to students *Student self-assessment *Monitoring of progress

*Assessments are not used in instruction *Students are unaware of assessment criteria *The teacher does not monitor student progress or offer feedback

*Assessments are occasionally used in instruction *Students are minimally aware of the assessment criteria *The teacher occasionally monitors students’ progress and provides limited or irrelevant feedback.

*Assessments are consistently used in instruction *There are clear goals and performance criteria, communicated effectively to students *The assessment strategies are aligned to the goal and criteria, and elicit evidence during instruction *Teacher uses adaptive instruction including descriptive feedback *Student involvement occurs through self and peer assessment

*Assessments are used in a sophisticated manner to drive instruction: *The teacher establishes, supports, and models the use of consistent assessment of progression and development as a tool for improved learning to stakeholders.

*Students analyze and evaluate assessment data, and information, and apply same to improved learning *The teacher involves students in establishing the assessment criteria and provides high quality feedback from a variety of sources.

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Domain 3E:

Discussion:




3e

Demonstrating flexibility and responsiveness: *To what level does the teacher modify instruction within the lesson/class period?

*Lesson adjustment *Response to students *Persistence

*Teacher adheres to the instructional plan, even when a change would maximize learning *The teacher disregards students’ learning challenges *The teacher blames the students or their environment for lack of academic progress

*Teacher accepts responsibility for student success *Teacher attempts to modify the lesson and responds to student questions with moderate success, but has a limited repertoire of strategies to draw upon

*Teacher promotes the successful learning of all students *The teacher adjusts instructional plans and accommodates for student questions, needs, and interests *Teacher utilizes a variety of strategies

*Teacher seizes an opportunity to enhance learning by building on a spontaneous event or student interests *Teacher applies students’ interest to current learning goal *The teacher ensures the success of all students, using an extensive repertoire of instructional strategies.

*The teacher identifies unique “teachable moments” that relate current lessons/standards to individual and student groups *The instructional strategy enhances depth of knowledge and cultural or learning relevance

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Domain 1 – Planning and Preparation: Domain 1 is characterized by the teacher’s plans reflecting solid knowledge of the content and are clearly aligned to NM adopted standards. The teacher demonstrates familiarity with resources to enhance their own knowledge in each core area. The teacher collects items for evidence to provide to the observer. Items that might be included in the section are: content knowledge, district curriculum resources used, standards and objectives connected, instructional materials are grade level appropriate, total alignment to the standard, standards have been unpacked and activities are logical and well thought out and the teacher’s examples and materials do not contain content errors.

Domain 1A:

Discussion:




1a

Demonstrating knowledge of content: *To what level is content communicated in the lesson plan and resulting lesson

*Knowledge of content and the structure of the discipline *Knowledge of prerequisite relationships *Knowledge of content-related pedagogy

*The teacher's plans display little knowledge of the content and no alignment to NM-adopted standards.

*Teacher's plans reflect some knowledge of the content and partial alignment to NM-adopted standards.

*Teacher's plans reflect solid knowledge of the content and are clearly aligned to NM-adopted standards. * Teacher demonstrates familiarity with resources to enhance own knowledge in each core area.

*Teacher's plans reflect extensive knowledge of the content in core areas. *Teacher's instructional plans incorporate research and resources related to the NM-adopted standards.

*Teacher's plans reflect extensive knowledge of content. *Teacher incorporates current research resources to support NM-adopted standards. *Teacher contributes to the refinement and development of approved NM-adopted standards-aligned curriculum.

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Domain 1B:

Discussion:



Component BasicElements Ineffective MinimallyEffective Effective HighlyEffective Exemplary

1b

DesigningCoherentInstruction:*Towhatlevelareactivitiesmeaningfullysequencedtosupportlearning?*Areavarietyoflearningstrategiesusedwithintheinstructionalplan?

*Learningactivities*Instructionalmaterialsandresources*Instructionalgroups*LessonsandUnitstructures

*ThesequenceoflearningexperiencesispoorlyalignedwithNM-adoptedstandards.Instructionallearningtargetsarereflected(asshownintheeffectivecategory).

*ThesequenceoflearningexperiencesdemonstratespartialalignmentwithNM-adoptedstandards.Instructionallearningtargetsandpedagogicaltechniques(asshownintheeffectivecategory).

*ThelessonisdesignedtoimplementinstructionaltargetsalignedtoNM-adoptedstandardsby:creatingexplicitconnectionsbetweenpreviouslearningandnewconceptsandskills;containssubstantivelearningtasks;structurelearningtasksprogressivelytodevelopstudents'cognitiveabilitiesandskills;thesequenceoflearningexperiencesisalignedtoNM-adoptedstandards.Instructionallearningtargetsandisdifferentiatedbyscaffoldingcontentandacademiclanguagefordiverselearners.

*Teacherdesignspedagogicalpractices,including:studentgrouping,differentiatedinstruction,basedonstudentlevelandpreparedquestionstoreinforceandextendstudentlearningtoincluderealworldapplication-basedexperiences.

*Theteachershowsevidenceofdesigningcoherentinstructioninacollaborativemannerbyintentionallydemonstratingawarenessandprocessesforengagingallstudents.

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Domain 1C:

Discussion:




1c

SettingInstructionalOutcomes:*Howaredailylearninggoalscommunicatedtostudents?*Towhatleveldolearninggoalsdirectlyaligntocontentstandards

*Value,sequenceandalignment*Clarity*Balance*Suitabilityfordiversestudents

*InstructionaltargetsarenotalignedtoNM-adoptedstandards.

*Instructionaltargetsaremoderatelyaligned,butnotexplicitlystated,tostudents.

*InstructionaltargetsarealignedtoNM-adoptedstandardsandstatedasmeasurableandobservablegoalsforstudentlearning.Instructionalprocessesandactivitiesaddressstudents'varyingabilitiesandarealignedtoinstructionaltargets.

*InstructionaltargetsarealignedtoNM-adoptedcontentandaretranslatedintostudentaccessiblelearningobjectives.TheinstructionalprocessandlearningactivitiesarerigorousandalignedtoNM-adoptedstandardsandinstructionaloutcomesandincludeplansformodificationstoensurestudentsareabletocompletethetargetedobjective.

*TheteacherhasadeepunderstandingofgradelevelNM-adoptedstandardsandappropriatepedagogytoensureallstudentsaremakingprogresstowarddeepunderstandingandproficiencyinNM-adoptedstandardslearningtargets.

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Domain 1D:

Discussion:




1d

Demonstratingknowledgeofresources:*Howdoestheteacherutilizeskillsandcontentlearnedfromprofessionaldevelopmentopportunities?*Whatresourceshavebeenprovidedtostudentstosupportlearning?

*Resourcesforclassroomuse*Resourcestoextentcontentknowledgeandpedagogy*Resourcesforstudents

*Teacherdemonstrateslittleornofamiliaritywithresourcestoenhanceowncontentknowledge,touseinteachingorforstudentswhodemonstrateneed.

*Teacherdemonstratessomefamiliaritywithresourcestoenhanceowncontentknowledge,touseinteachingorforstudentswhodemonstrateneed.

*Teacherfullyutilizesexistingresources,includingsupportmaterials,textbooks,andsupplementarymaterials,toenhancecontentknowledge,touseinteachingorforstudentswhodemonstrateneed.

*Teacherseeksoutandusesresourcesbeyondschool/district,inprofessionalorganizations,internetandcommunitytoenhancecontentknowledge,touseinteachingorforstudentswhodemonstrateneed.

*Theteacheractivelyengagescolleaguesandprovidesresourcestotheminareasthatarepertinenttotheirneeds.Theteacheralsocollectsandsharescontent-specificresearchstudiesandpracticesandsharesoutsideresources.Teacherprovidesandtrainsstaffforschool-wideinitiatives.

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Domain 1E:

Discussion:




1e

Demonstratingknowledgeofstudents:*Towhatlevelhavestudentlearningstylesbeaddressedinthelesson?*Howhasstudentachievementdatabeenusedtodesignactivitiestosupportcontentacquisition?

*Knowledgeofchildandadolescentdevelopment*Knowledgeofthelearningprocess*Knowledgeofstudents'skills*Knowledgeandlanguageproficiency*Knowledgeofstudents'interestsandculturalheritage*Knowledgeofstudents'specialneeds.

*Teacherdemonstrateslittleornoknowledgeofstudents'backgrounds,cultures,skills,academiclanguagedevelopment,interestsandspecialneeds.

*Teacherdemonstratessomeknowledgeofstudents'backgrounds,cultures,skills,academiclanguagedevelopment,interestsandspecialneeds.

*Teacherdemonstratessolidknowledgeofstudents'backgrounds,cultures,skills,academiclanguagedevelopment,interestsandspecialneeds.

*Teacherdemonstratesextensiveknowledgeofstudents'backgrounds,cultures,skills,academiclanguagedevelopment,interestsandspecialneeds.

*Theteacherprovidesnoviceandstrugglingteacherswithunderstanding,resourcesandmentorshipforaddressingtheuniqueneedsofindividualstudents.*Theteacherprovidesongoingsupporttoadministrationindemonstratinglinguisticallyandculturallyappropriateinstructionalprogramsfortheschoolsite.

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Domain 1F:

Discussion:




1f

Designingstudentassessment:*Towhatlevelhastheteacherincorporatedformativeassessmenttechniquesthroughoutthelesson?*Howarestudentsassessedtodetermineunderstandingofthelearningtargetattheendofthelesson?

*Congruencewithinstructionaloutcomes*Criteriaandstandards*Designofformativeassessments*Useforplanning

*Theteacher'splanforassessingstudentlearningcontainsnoclearcriteriaorNM-adoptedstandards,ispoorlyalignedwiththeinstructionaloutcomesorisinappropriatetomanystudents.

*Teacher'splanforassessingstudentlearningispartiallyalignedwiththeinstructionaloutcomesandisappropriatetosomestudents.

*Teacher'splanforassessingstudentlearningisalignedwiththeinstructionaloutcomes,successcriteriaandtheassessmenttools.*Teacherusesclearcriteriatoproduceevidencewhichenablestheteachertomakeinstructionaladjustmentsandprovidefeedbacktomovestudentlearningforward.*Formativeassessmentsareexplicitlyplannedforeachincrementallearningsteptoensurestudentlearningoutcomes.

*Thereisfullalignmentbetweentheinstructionaloutcomes,thesuccesscriteriaandtheassessmenttools.*Teacherusesclearcriteriathatshowwhereeachstudentisinhis/herlearning.

*Theteacherhelpsinitiateschool-widetrainingandimplementationforunderstandingandusingassessmentdata.Studentsareassessedinmultipleways,usingavarietyofapproachestoshowwhattheyknowandwheretheyareintheirlearning.

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Homework: See Look Fors Domain 1F

• Assign each teacher to observe a Highly Effective teacher in the area of 1F • Targeted observations are looking for specific areas of instruction or classroom management without getting sidetracked.


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Domain 4 – Professionalism: This domain and element are characterized by phone/email logs, student management software notes, sample of correspondence within the teacher portfolio, and teachers’ websites, other evidence that shows growth. Domain 4A:

Discussion:




4a

Communicating with families *How well does the teacher engage families in the instructional program? *What is the level of frequency, and cultural appropriateness, of the teacher’s communication (both formal and informal) with families?

*Information about the instructional program *Information about individual students *Engagement of families in the instructional program

*The teacher does not attempt to engage families in the instructional program. *Teacher communication with families is sporadic or culturally inappropriate.

*The teacher makes minimal attempts to engage families in the instructional program. *Teacher communication is not always appropriate to the cultures of families.

*The teacher successfully engages families in the instructional program. *Teacher communicates with families in a culturally appropriate manner. *Teacher frequently communicates with families.

*The teacher successfully engages families in the instructional program. *Teacher’s communications are sensitive to cultural traditions, and students participate in the communication. *Teacher communicates frequently and effectively with families.

*The teacher helps promote school-wide activities that increase family and community understanding of the instructional program. *Teacher helps promote school-wide activities that increase family involvement. *Teacher actively seeks out and engages with stakeholders within the community, and becomes a part.

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Domain 4B:

Discussion:




4b

Participating in a professional community. *How willing and eager is the teacher to participate in the professional community? *How collegial and productive are teachers’ relationships with their colleagues?

*Relationships with colleagues *Involvement in a culture of professional inquiry *Service to the school *Participation in school and district projects

*The teacher does not participate in a professional community or in school and district events and projects. *Teacher’s relationships with colleagues are negative or self-serving.

*The teacher participates in a professional community and in school and district events and projects when specifically requested. *Teacher’s relationships with colleagues are cordial but relationships do not lead to productive work that benefits students.

*The teacher participates actively in the professional community, and in school/ district events and projects. *Teacher maintains positive and productive relationships with colleagues.

*The teacher makes a substantial contribution to the professional community, to school/ district events and projects. *Teacher assumes a leadership role among the stakeholders.

*The teacher is actively engaging in ongoing research, leads study groups, and identifies new practices for school and district implementation. *Teacher serves as an instructional leader, and is accepted by faculty for exceptional skills in delivering professional development and mentorship.

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Domain 4C:

Discussion:




4c

Reflecting on teaching *How detailed, accurate, and thoughtful is the teacher’s reflection on their instructional practices?

*Accuracy *Use in future

*Teacher does not accurately assess the effectiveness of the instructional practices. *Teacher has no idea about how the instructional practices could be improved

*Teacher provides a partially accurate and objective description of the instructional practices with some evidence. *Teacher makes only general suggestions as to how the instructional practices might be improved.

*Teacher provides an accurate and objective description of his/her own, and others’, instructional practices with specific evidence. *Teacher makes some specific suggestions as to how the instructional practices might be improved.

*Teacher’s reflection on instructional practices is thoughtful and accurate with specific evidence. *Teacher draws on an extensive repertoire to suggest alternative strategies and predicts the likely success of each.

*Teacher’s reflection is ongoing and immediate. *The teacher demonstrates immediate understanding of effectiveness of instructional practices. *Teacher modifies and adapts as necessary.

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Domain 4D:

Discussion:




4d

Demonstrating Professionalism *How high are the teacher’s professional standards and practices? *To what level is the teacher willing to comply with district and school rules and regulations

*Integrity and ethical conduct *Service to students *Advocacy *Decision making *Compliance with school and district regulations

*The teacher displays a lack of professionalism. *Teacher contributes to practices that are self-serving or harmful to students. *Teacher fails to comply with regulations and timelines.

*The teacher displays minimal professionalism. *Teacher complies inconsistently with regulations, doing just enough to “get by.”

*The teacher displays a high level of professionalism in dealings with both students and colleagues. *Teacher complies fully and voluntarily with regulations. *Teacher promotes safe environment for students when monitoring students and activities.

*The teacher is proactive and assumes a leadership role in ensuring the highest-level of professional practices by all colleagues. *Teacher helps ensure that school practices honor all stakeholders. *Teacher helps colleagues comply with rules and regulations.

*The teacher proactively and positively seeks to continually improve the culture of the school by consistently raising expectations for adults and students, raising the engagement of adults and students, and contributing to the efficacy of adults and students.

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Domain 4E:

Discussion:




4e

Growing and developing professionally. *To what level does the teacher seek out, implement, and share professional learning? *How well does the teacher utilize feedback?

*Enhancement of content knowledge and pedagogical skill *Receptivity to feedback from colleagues *Service to the profession

*The teacher does not participate in professional development activities. *Teacher makes no effort to share knowledge with colleagues. *Teacher is resistant to feedback from supervisors or colleagues.

*The teacher participates in professional development activities that are convenient or are required. *Teacher makes limited attempts to share knowledge with colleagues. *Teacher accepts feedback from supervisors and colleagues with some reluctance.

*The teacher accepts opportunities for professional development after an individual assessment of need. *Teacher implements professional development strategies. *Teacher welcomes and implements feedback from supervisors and colleagues.

*The teacher actively pursues professional development opportunities. *Teacher initiates activities to share expertise with others. *Teacher seeks out feedback from supervisors and colleagues.

*The teacher is an established leader in the school. *Teacher is able to provide feedback to colleagues and supervisors in a manner that is welcomed and utilized by all stakeholders.

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Domain 4F:

Discussion:




4f

Maintaining accurate records *How efficient and accurate are the teacher’s record-keeping systems?

*Student completion of assignments *Student progress in learning *Non-instructional records.

*The teacher’s systems for maintaining both instructional and non-instructional records are either non-existent or in disarray. *Information from records contains errors and causes confusion.

*The teacher’s systems for maintaining both instructional and non-instructional records are rudimentary and partially successful. *Information from records is mostly accurate and not up to date.

*The teacher’s systems for maintaining both instructional and non-instructional records are efficient and successful. *Information from records is accurate and up to date. *Information is used by teacher to make decisions regarding students.

*The students contribute to the maintenance of the efficient and successful systems for both instructional and non-instructional records. *Information from records is accurate, up-to-date, and used constructively by students and teacher.

*The teacher’s system is recognized by the school community as efficient and used as a model for other teachers.

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Homework: See Look Fors Domain 4F

• Assign each teacher to observe a Highly Effective teacher in the area of 4F • Targeted observations are looking for specific areas of instruction or classroom management without getting sidetracked.


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The program is designed to provide support for teachers to improve. Schools cannot fire their way to improvement and most teachers do not come to school to do a bad job. It is our belief that teachers know how to teach good lessons, but sometimes fail to engage students in the lesson, therefore, the students do not learn.

In order for a teacher to be effective they must…

o Teach a lesson o Manage the classroom o Engage students o Assess o Adjust as needed o Manage the art and science of teaching

Things to think about:

o Teachers often feel that they are what is being observed, when in reality the observer is looking at the classroom including: students (behavior and learning), the environment (classroom and resources) and the teacher (teaching, managing students and the environment).

o Teachers can learn a lot by watching how other teachers teach o Teachers need time to reflect and plan for improvement o Teachers engaging with other teachers produces great conversation and they can usually help each

other improve o Teachers, like everyone, have bad days – if the bad day is an observation day, they need to be

allowed to have another observation or support with walk throughs

After the first semester of this program, teachers were asked to provide a plus delta. The results were…

Plus Delta Allowed time to observe others Focus on only a few elements – not tailored to me We want to continue to observer other teachers Time consuming BUT time well spent Never felt punitive Watch the calendar when scheduling We can hear others ideas and talk about it Do not schedule on Parent Teacher Conf. weeks Collaborating across levels and schools Observed only the same grade/subject – vary this Straight forward talk

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