Marzano Design Questions 4, 8,9 and Domains 3 and 4

1. Marzano Design Questions 4, 8,9 and Domains 3 and 4

2. 3rd/4th Quarter Observations See TLE Guidelines page 6

3. 3rd/4thQuarter Observations- Teacher Framework

4. 3rd/4thQuarter Observations- Teacher Framework x Because the district did not use Growth Plans this year, this section will not be observed.

5. 3rd/4thQuarter Observations- Non-Classroom Framework x Because the district did not use Growth Plans this year, this section will not be observed.

6. 3rd Quarter Observation Peer Observations • Each teacher must conduct one peer observation by the end of the 3rd quarter • 15-30 minutes in length • Teachers work together to schedule an observation time • Peers will only observe specific elements • Actionable feedback provided • Results will not be used in final evaluation scores

7. 3rd Quarter Observation Peer Observations • Only the teacher conducting the observation and the teacher being observed can view the observation • Administrators do not have access to peer observations • Peer observations must maintain a high level of confidentiality

8. 3rd Quarter Observation Peer Observations- Library Media Specialists ONLY • For teachers who do not have a “peer” in their building, the district will conduct a pilot program with the LMS Department to find an alternative possibility. • For the 2013-2014 school year, the LMS has the option to travel to a school within their feeder pattern to conduct an observation.

9. 3rd Quarter Observation Peer Observations- Library Media Specialists ONLY • The LMS teacher must give 72-hours notice to their building principal regarding the date and time they will be out of the building. • The LMS teacher may only leave their building during a time not designated for library instruction. (unless given permission by the building principal)

10. 3rd Quarter Observation Peer Observations- Library Media Specialists ONLY • Within 72 hours of the observation, the LMS must provide Kathleen Lienke and Alicia Currin-Moore with the name of the LMS that they are observing, the site, and observation date. • The total time away from the school site should be no more than 1.5 hours. • Because this is optional, no mileage will be paid.

11. 3rd/4th Quarter Observations Informal-unannounced Formal-announced Minimum 30 minutes in length Pre-Conference Post-Conference Results used in final evaluation scores Written, actionable, and timely feedback provided to the teacher • 5-15 minutes in length • Teacher is not informed that the observation will occur • Actionable feedback provided • Results will be used in final evaluation scores See TLE Guidelines pg. 11

12. 3rd/4th Quarter Formal Observations Steps to a Formal Observation • Pre-Conference • The teacher completes the short version of the Pre-Conference Form B in iObservation • Meet with observer to discuss the lesson • Formal Observation • Post-Conference • The teacher completes the short version of the Post-Conference Form A in iObservation • Meet with observer to reflect on the observed lesson

13. Pre-conference Form B-sampleSee TLE Guidelines pg. 30

14. Post-conference Form A-sampleSee TLE Guidelines pg. 32

15. 3rd/4th Quarter ObservationsQ and A Q: When is the deadline to complete both the informal and formal observation? A: As per contract, the final day to complete both the informal and formal observation is the Friday before the first day of state testing. (April 11, 2014) Q:Can any Design Question be observed during the 3rd/4th quarter observations? A: Yes, during this round of observations, Design Questions 4, 8 and 9 and Domains 2-4 must be observed. Since Design Questions 1 and 6 should be evident in every lesson, they should be observed as well. Any other Design Question can be observed as appropriate.

16. 3rd/4th Quarter ObservationsQ and A Q: Must the observations be completed in a specific order? A: Yes. The informal, unannounced observation must occur first, then the formal observation. Q: Is it ok if an observer does not see all of the required Design Questions/elements during the informal unannounced observation? A: Yes. It is unlikely that in a 5-15 minute unannounced observation an observer will see more than 2-4 elements.

17. 3rd/4th Quarter ObservationsQ and A Q: Can you observe Design Question 4 during an informal, unannounced observation? A: Probably not. Because DQ 4 is more complex, it may not be seen in 5-15 minutes. Q: How do teachers conduct peer observations? A: The same way administrators conduct observations in iObservation. The teacher will click on “ Observations” then “Conduct” then find the teacher’s name and select the correct form. Q: What should teachers observe during peer observations? A: Elements within DQ 1, 5, 6, and 7 would likely be the most straightforward elements to observe.

18. Design Question 4Helping Students Generate and Test Hypotheses

19. DQ 4- Helping Students Generate and Test Hypotheses It’s Video Time! www.effectiveeducators.com

20. DQ 4- Helping Students Generate and Test Hypotheses • Student-driven • Teachers shift roles- from knowledge deliver to guide and resource provider • Teachers design opportunities for students to: • Ask questions • Generate hypotheses and predictions • Investigate through testing or research • Analyze and communicate results

21. Why use DQ 4? Aligns with Common Core 23% Gain in Student Achievement Systematic Problem Solving Real-world Application

22. DQ 4- Helping Students Generate and Test Hypotheses # 21- Organizing Students for Cognitively Complex Tasks Strategies • Cooperative Learning Groups • Journal Writing • Student Selected Research Projects

23. DQ 4- Helping Students Generate and Test Hypotheses # 21- Organizing Students for Cognitively Complex Tasks It’s Video Time! www.effectiveeducators.com

24. DQ 4- Helping Students Generate and Test Hypotheses # 22- Engaging students in cognitively complex tasks involving hypothesis generation and testing Strategy • Experimental-Inquiry Tasks- make predictions, test the predictions, and examine the results.

25. DQ 4- Helping Students Generate and Test Hypotheses # 22- Engaging students in cognitively complex tasks involving hypothesis generation and testing Strategy • Problem-solving Tasks- set a goal, identify obstacles, find solutions, examine results

26. DQ 4- Helping Students Generate and Test Hypotheses # 22- Engaging students in cognitively complex tasks involving hypothesis generation and testing Strategy • Decision-making Tasks- identify alternatives, outline a criteria to judge alternatives, apply criteria, select the appropriate alternative

27. DQ 4- Helping Students Generate and Test Hypotheses Experimental Inquiry- Primary Grades • Give younger students sentence stems to prompt their thinking. • “I think if I water the plant more, then ___________ will happen.” • “ If I mix blue and yellow together, I will get __________.”

28. DQ 4- Helping Students Generate and Test Hypotheses Experimental Inquiry- Intermediate Grades • Students read specific scenarios and use the information to write appropriate “If-Then” statements. • If I put _____ paperclips on one side of the scale, then it will equal the ______ on the other side. • If I use _________ to complete the circuit, then the light bulb will turn on.

29. DQ 4- Helping Students Generate and Test Hypotheses Experimental Inquiry- Secondary Grades • Students use knowledge to draw conclusions about past, present, or future events • How would the U.S. be different if the British had won the American Revolutionary War? • If the legal voting age was lowered to 16, how would politics be different?

30. DQ 4- Helping Students Generate and Test Hypotheses # 22- Engaging students in cognitively complex tasks involving hypothesis generation and testing It’s Video Time! www.effectiveeducators.com

31. DQ 4- Helping Students Generate and Test Hypotheses # 23- Providing Resources and Guidance • Providing Support for Claims- When students make statements or come to a conclusion, the teacher asks for grounds, backing, and qualifiers for their claims.

32. DQ 4- Helping Students Generate and Test Hypotheses # 23- Providing Resources and Guidance • Grounds- the initial evidence for a claim. • Why do you think your claim is true?

33. DQ 4- Helping Students Generate and Test Hypotheses # 23- Providing Resources and Guidance • Backing- Additional information about the grounds that helps establish validity. • What other evidence do you have?

34. DQ 4- Helping Students Generate and Test Hypotheses # 23- Providing Resources and Guidance • Qualifiers- exceptions to the claims • My claim is true except when ______ occurs.

35. DQ 4- Helping Students Generate and Test Hypotheses # 23- Providing Resources and Guidance It’s Video Time! www.effectiveeducators.com

36. DQ 4- Helping Students Generate and Test Hypotheses Desired Effect Remember! • The Desired Effect is the intended result of the teacher’s strategy. • What you want to happen as a result of that element.

37. DQ 4- Helping Students Generate and Test Hypotheses

38. Design Question 8Establish and Maintain Effective Relationships with Students

39. DQ 8- Establish and Maintain Effective Relationships with Students “The quality of relationships that teachers have with their students is a keystone of effective classroom management-perhaps even a necessary condition for effective teaching.” Dr. Robert Marzano

40. DQ 8- Establish and Maintain Effective Relationships with Students # 36 Understanding students’ interests and backgrounds Strategies • Student interest survey • Opinion questionnaires • Teacher-student conferences • Parent-teacher conferences

41. DQ 8- Establish and Maintain Effective Relationships with Students # 37 Using Verbal and Nonverbal Behaviors that Indicate Affection for Students Strategies • Greeting students as they enter the classroom • Giving students special responsibilities/leadership roles in the classroom • Humor • Informal discussions • Smiles, high 5’s, pats on the back

42. DQ 8- Establish and Maintain Effective Relationships with Students # 37 Using Verbal and Nonverbal Behaviors that Indicate Affection for Students It’s Video Time! www.effectiveeducators.com

43. DQ 8- Establish and Maintain Effective Relationships with Students # 38 Displaying objectivity and control Strategies • Self-reflection • Maintaining a cool exterior • Active listening and speaking

44. DQ 8- Establish and Maintain Effective Relationships with Students

45. Design Question 9Communicating High Expectations for All Students

46. DQ 9- Communicating High Expectations for All Students It’s Video Time! www.effectiveeducators.com

47. DQ 9- Communicating High Expectations for All Students # 39 Demonstrating value and respect for low-expectancy students Strategies • Monitor affective tone and quality of interaction with students • Ensure behavior is not controlled by biased patterns of thought • Equalize the use of positive verbal and non-verbal contact

48. DQ 9- Communicating High Expectations for All Students # 40 Asking questions of low-expectancy students Strategies • Response opportunities • Follow-up questions • Wait time • Avoiding inappropriate reactions

49. DQ 9- Communicating High Expectations for All Students # 41 Probe incorrect answers with low-expectancy students Strategies • Letting students “off the hook” temporarily • Answer revision • Think-Pair-Share

50. DQ 9- Communicating High Expectations for All Students