1. SESSION 1- WITH JAMIE FREELAND OR EILEEN MILLER September 3, 2015

2. 100% OF YOUR SCORE 10% + 90% = 50% Observation  10% from unannounced observation from an administrator from another building From Domain 1: Element 1: Providing Clear Goals (with visible rubric).  90% from scheduled observation with your main administrator on the 14 highlighted elements to be observed. The use of more elements can also be observed when noted in your pre-observation. 50% Performance  New York State will be giving you a score based on the state test given for your grades that you teach (ELA & Math). All others will get a building score for the combined ELA & Math score. With the exception of 3rd grade who have an SLO. Special Area Teachers will get a building score. Please see your school administrator if you are unsure about your score for this area.

4. ELEMENTS COVERED IN THIS SESSION 1- Providing clear learning Goals and Scales (Rubrics) 4- Establishing classroom routines 6- Identifying critical information 9- Chunking information into “Digestible Bites” 15- Organizing students to practice and deepen knowledge

5. WHERE CAN YOU START YOUR APPROACH TO THIS YEAR WITH YOUR ELEMENT?  Take a look at the 14 elements the district administrators will be looking for.  Review what score you gave yourself for these elements on your self evaluation.  Be proud of yourself for those elements you feel that you do well and have incorporated into your lessons since we started this journey in Marzano’s, “Art of Teaching.”  Determine what elements you need or want to improve upon.  Become familiar and aware of the elements in your daily teaching.  Do a weekly reflection at the end of each week and give yourself a score on the items. At the end of one month, you will probably be ready for your observation, so go ahead and make that pre-observation appointment. All tenured teachers should have their formal observation completed by December break.

6. 1- PROVIDING CLEAR LEARNING GOALS AND SCALES (RUBRICS) Teacher Evidence A learning goal is posted for all students to see The learning goal is a clear statement of knowledge written in student-friendly language The learning goal is referenced throughout the lesson A scale that relates to the learning goal is posted for all students to see The scale is referenced throughout the lesson Instruction is aligned with standards Student Evidence Students can explain the learning goal for the lesson Students can explain how their current activities relate to the learning goal Students can explain the meaning of the levels of performance articulated in the scale

7. 1- PROVIDING CLEAR LEARNING GOALS AND SCALES (RUBRICS) https://www.youtube.com/watch?v=VRv4-Keg6gs 7:36- High school Spanish lesson showing the different levels of the scale. https://www.youtube.com/watch?v=ydMDAGKHW7Q 8:19 -A multi level elementary classroom https://www.youtube.com/watch?v=XLeNsVnVyVk 3:32 – An ELA elementary class

9. 4- ESTABLISHING CLASSROOM ROUTINES

10. Using a Small Set of Rules and Procedures No more than five to eight rules and procedures should be constructed Rules and procedures can be centered on the following areas: General classroom behavior Beginning and ending the period or school day Transitions and potential interruptions Group work Seatwork and teacher-led activities Use of common materials, supplies, and equipment Element 4 Focus: The teacher reviews expectations regarding rules and procedures to ensure their effective execution. The teacher: involves students in designing classroom routines uses classroom meetings to review and process rules and procedures reminds students of rules and procedures asks students to restate or explain rules and procedures provides cues or signals when a rule or procedure should be used Students: follow clear routines during class when asked, can describe established rules and procedures when asked, can describe the classroom as an orderly pace

11. 6- IDENTIFYING CRITICAL INFORMATION Examples of Identifying Critical Information  Focus: The teacher identifies a lesson or part of a lesson as involving important information to which students should pay particular attention.  The teacher begins the lesson by explaining why upcoming content is important.  The teacher tells students to get ready for some important information.  The teacher cues the importance of upcoming information in some indirect fashion, such as:  body position  tone of voice  level of excitement Student Evidence Students can describe the level of importance of the information addressed in class. Students can explain why it is important to pay attention to the content. Students visibly adjust their level of engagement.

12. 6- IDENTIFYING CRITICAL INFORMATION

13. HTTPS://WWW.YOUTUBE.COM/WATCH?V=CWEHY-GPVVW&LIST=TLWRNCFKO- FCTF5YL1D1NV4EJTLP7QMQUG HTTPS://WWW.YOUTUBE.COM/WATCH?V=CWEHY-GPVVW&LIST=TLWRNCFKO- FCTF5YL1D1NV4EJTLP7QMQUG PUBLISHED ON OCT 23, 2013 IN THIS VIDEO, LESLIE HIBBS, A TEACHER AT RIDGEWOOD HIGH SCHOOL DEMONSTRATES HOW TO IDENTIFY CRITICAL INFORMATION WITH THE MAIN GOAL BEING THAT STUDENTS CAN DESCRIBE AND EXPLAIN THE LEVEL OF IMPORTANCE OF THE CONTENT. Element 6- Identifying critical information 3:07

14. 9- CHUNKING INFORMATION INTO “DIGESTIBLE BITES”

15. EVIDENCE OF ELEMENT 9 – CHUNKING CONTENT TEACHER EVIDENCE STUDENT EVIDENCE FOCUS: BASED ON STUDENT NEEDS, THE TEACHER BREAKS THE CONTENT INTO SMALL CHUNKS, OR DIGESTIBLE BITES, OF INFORMATION THAT CAN BE EASILY PROCESSED BY STUDENTS. The teacher: stops at strategic points in a verbal presentation. while playing a video, pauses at key junctures. while providing a demonstration, stops at strategic points. while students are reading information or stories orally as a class, stops at strategic points. The Students:  can explain why the teacher is stopping at various points; and  appear to know what is expected of them when the teacher stops at strategic points.

16. THE WHAT AND HOW, TO CHUNK INFORMATION What do I typically do to chunk content? Adjust the size of chunks while teaching if the planned chunks seem too large or small based on formative assessments. Tell students about each chunk and how long it is before presenting the lesson. Use an advance organizer to visually represent chunks, their relationships, and their relative sizes to students. Between chunks, provide opportunities for students to process and reflect. Check for understanding after processing each chunk. Strategies Scaffolding – sequencing learning in a logical order Interacting – planning and organizing for students to respond to questions and summarize information Pacing – moving through the content within an appropriate timeline while making adjustments based on student engagement Monitoring – continually checking for student understanding

17. HTTPS://WWW.YOUTUBE.COM/WATCH?V=PO3RPZAVVKG&LIST=TLJCHUEOOZRTDU3-2-0N4LZNCM0R72NQRL HTTPS://WWW.YOUTUBE.COM/WATCH?V=PO3RPZAVVKG&LIST=TLJCHUEOOZRTDU3-2-0N4LZNCM0R72NQRL PUBLISHED ON NOV 14, 2013 IN THIS VIDEO A SHORT EXPLANATION OF CHUNKING IS GIVEN AND THE DIFFERENCES BETWEEN WHEN TO USE LARGER AND SHORTER CHUNKS. Element 9- Chunking information into “digestible bites” 4:50

18. 15- ORGANIZING STUDENTS TO PRACTICE AND DEEPEN KNOWLEDGE Teacher Evidence Student Evidence Focus: The teacher uses grouping in ways that facilitate practicing and deepening knowledge. The Teacher: organizes students into groups with the expressed ideas of deepening their knowledge organizes students into groups with the expressed ideas of practicing a skill, strategy, or process Students:  can explain how the group work supports their learning  interact in explicit ways to deepen their knowledge of informational content, or practice a skill, strategy, or process such as the following: o asking each other questions o obtaining feedback from their peers

19. STRATEGIES FOR ORGANIZING STUDENTS TO PRACTICE AND DEEPEN NEW KNOWLEDGE Think –Pair- Share Think-Pair-Share The teacher groups students in pairs and presents a problem. For a predetermined time each student individually thinks about the problem. Then, each student takes turns sharing his or her thoughts, ideas, and possible solutions with his or her partner. Partners discuss and then come to a consensus about their solution. The teacher then asks pairs to share what they decided with the class. Peer feedback Students are grouped in pairs. One partner observes the other complete a process or perform a task. Using the evaluation criteria provided by the teacher, one partner analyzes the other’s performance and offers feedback about errors, missteps, and/or successes. Pair-Check 1. Place students in groups of four and form pairs (two pairs per group). Designate who will be Partner A and Partner B. 2. Using a set of problems or questions, Partner A works on the first question while Partner B coaches them when necessary. 3. For the second problem or question, the partners reverse roles. 4. The pair checks their answers with the other pair in their group. 5. The goal is for each member of the group to reach consensus about each solution.

20. 15- ORGANIZING STUDENTS TO PRACTICE AND DEEPEN KNOWLEDGE

21. HTTPS://WWW.YOUTUBE.COM/WATCH?V=KPZR3WAUCZM&LIST=TLZIP6FT5QGZEA-KW7WZCVJPDIWFOTCT-T HTTPS://WWW.YOUTUBE.COM/WATCH?V=KPZR3WAUCZM&LIST=TLZIP6FT5QGZEA-KW7WZCVJPDIWFOTCT-T PUBLISHED ON JAN 23, 2014 IN THIS VIDEO JOEL DIVINCENT, (SUPERVISOR OFFICE FOR PROFESSIONAL DEVELOPMENT AND SCHOOL SUPPORTS) NARRATES A DESCRIPTION OF THE RATIONALE AND VARIOUS STRATEGIES FOR ORGANIZING STUDENTS TO PRACTICE AND DEEPEN NEW KNOWLEDGE. Element 15- Organizing students to practice and deepen knowledge Video- 4:44

22. THANK YOU Good Luck!

23. CANISTEO GREENWOOD APPR REVIEWERS: TEFFENIE, JESSICA, EILEEN, CHRISTIE & TABITHA

25. ALL VIDEOS IN THIS PRESENTATION WERE FROM: HTTPS://PASCO.INSTRUCTURE.COM/COURSES/34864/PAGES Sources: Pasco County Schools 7227 Land O' Lakes Blvd. Land O' Lakes, FL 34638 Pasco County Schools has developed a page for each of the marzano elements. They include notes, rubrics, videos and helpful hints like the ones we get on Marzano Monday’s. Pasco County Schools has developed a page for each of the marzano elements. They include notes, rubrics, videos and helpful hints like the ones we get on Marzano Monday’s. Visiting the website for more information can only make you a more informed teacher. Good Luck and take a look. Visiting the website for more information can only make you a more informed teacher. Good Luck and take a look. https://pasco.instructure.com/courses /34864/pages https://pasco.instructure.com/courses /34864/pages