Instruction

The mission of Beatrice Middle School is to provide students with the academic and life skills necessary for personal success and responsible citizenship...

...by providing rigorous, aligned curriculum, high quality INSTRUCTION, and a safe and caring environment.

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Beatrice Middle School Focused Instructional Model

(From Marzano's Focused Instructional Model)

Marzano Focused Teacher Evaluation Model Standards-Based Classroom with Rigor

STANDARDS-BASED PLANNING

1. Planning Standards-Based Lessons/Units

2. Aligning Resources to Standard(s)

3. Planning to Close the Achievement Gap Using Data

STANDARDS-BASED INSTRUCTION

4. Identifying Critical Content from the Standards

5. Previewing New Content

6. Helping Students Process New Content

7. Using Questions to Help Students Elaborate on Content

8. Reviewing Content

9. Helping Students Practice Skills, Strategies, and Processes

10. Helping Students Examine Similarities and Differences

11. Helping Students Examine Their Reasoning

12. Helping Students Revise Knowledge

13. Helping Students Engage in Cognitively Complex Tasks

CONDITIONS FOR LEARNING

14. Using Formative Assessment to Track Progress

15. Providing Feedback and Celebrating Progress

16. Organizing Students to Interact with Content

17. Establishing and Acknowledging Adherence to Rules and Procedures

18. Using Engagement Strategies

19. Establishing and Maintaining Effective Relationships in a Student-Centered Classroom

20. Communicating High Expectations for Each Student to Close the Achievement Gap

PROFESSIONAL RESPONSIBILITIES

21. Adhering to School and District Policies and Procedures

22. Maintaining Expertise in Content and Pedagogy

23. Promoting Teacher Leadership and Collaboration

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BEATRICE MIDDLE SCHOOL FOCUSED MODEL

What we should always see...

1. Establishing and Maintaining Effective Relationships In a Student Centered Classroom (19)

2. Identifying Critical Content from the Standards (4)

3. Providing Feedback and Celebrating Progress (15)

4. Using Formative Assessment to Track Progress (14)

What we should sometimes see...

5. Establishing and Acknowledging Adherence to Rules and Procedures (17)

6. Helping Students Practice Skills, Strategies, and Processes (9)

7. Using Engagement Strategies (18)

8. Previewing New Content (5)

What we should never see...

• Bullying
• Favoritism
• Teacher Leaving the Room Unattended (Inadequate Supervision)
• Inconsistency
• Disengaged Students
• Negativity
• Disrespectful Behavior
• Put Downs
• Hurtful Sarcasm
• Inappropriate Language

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Individual Teacher Personal Growth Plans

Establishing and Maintaining Effective Relationships In a Student Centered Classroom (19)

Mrs. Hovendick - Mr. Policky

Identifying Critical Content from the Standards (4)

Mrs. Carlin - Mrs. Carpenter - Mrs. Fink - Mrs. Gronewold - Mr. Junker

Mr. Lojo - Mrs. Mahoney Mrs. Murphy - Mrs. Murray - Mrs. Pinkerton

Mrs. Schaaf - Mrs. Trusty - Mrs. Wiese

Providing Feedback and Celebrating Progress (15)

Mr. Bell - Ms. Douglas - Mrs. Fakler - Mr. Hoglund

Mrs. Kassmeier - Mr. Meyer - Mrs. Thimm

Using Formative Assessment to Track Progress (14)

Mr. Carlson

Establishing and Acknowledging Adherence to Rules and Procedures (17)

Helping Students Practice Skills, Strategies, and Processes (9)

Mrs. Bargman - Mr. Brand - Mrs. Bulson - Mr. Campbell - Mr. Essam

Mr. Kassmeier - Ms. Smaus - Mr. Stuart - Mrs. Sykes

Using Engagement Strategies (18)

Previewing New Content (5)

Ms. Boucher - Mr. Francis - Mr. Niss

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Teacher Evaluation at BMS is carried out through the "iObservation" evaluation tool.

The Marzano Focused Teacher Evaluation Model is observer and teacher-friendly; it utilizes a systematic, step-by-step approach for observation to improve inter-rater reliability. The model is comprised of four domains, or areas of expertise, designed to progressively guide a teacher from planning, to implementation of instructional strategies, to awareness of conditions for learning in the classroom, and to professional responsibilities. Critical to the model is not only teacher use of instructional strategies, but also monitoring of learning through student evidences. These evidences become the measure for determining the effect of teachers’ use of instructional strategies.

The 5-Step Process for Classroom Observation

Step 1—What elements am I seeing when I observe a teacher? Does the teacher use the strategy correctly?

• Before making any decisions, observe the teacher in action, then select an element to score and move to the Example Teacher Instructional Techniques box.
• Scroll through the menu and check any techniques that the teacher is implementing.
• If the teacher is using the technique correctly, the observer can move to the scale and indicate a Level 2/Developing.

Step 2—What technique or techniques does the teacher use to monitor for the desired effect/ outcome?

• This step concerns teacher techniques for monitoring for student learning as a result of using an Instruction element, or monitoring to determine if implementing a Conditions for Learning element produces the desired effect or desired outcome.
• After identifying the element from Instruction or Conditions, how does the teacher monitor to determine if students are learning or changing their behavior?
• Observe the teacher and check the box for any monitoring technique that is implemented. If observing Conditions for Learning, the observer monitors student behaviors and quickly notes how many students demonstrate the desired effect or desired outcome.
• Note—the use of a monitoring technique does not change the teacher’s rating on the scale. However, it is the bridge for moving from a 2/Developing, to a 3/Applying, and ultimately a 4/Innovating (see Step 3, below).

Step 3—What percent of students demonstrate achievement of the desired effect at the appropriate level of the target?

• Step 3 is directly connected to Step 2, but it transitions from a focus on teacher action to a focus on the student and student work. At this point, the teacher is monitoring to determine if students are learning. The observer moves to the Example Student Evidence box, and checks the applicable boxes based on observed student evidence.
• The critical step is to determine the number of students who achieve the desired effect or desired outcome. The observer must examine student work to determine: a) if the work is at the correct level of the target; and b) the number of students who demonstrate the desired effect or outcome.
• At this point, the observer moves to the scale. If less than half the class exhibits the desired effect, the score remains a 2/Developing. If 51% to 90% demonstrate the desired effect, the teacher earns a 3/Applying on the scale. If more than 90% show the desired effect, at the appropriate level of the target, then the score moves to a Level 4/Innovating.
• If the teacher does not earn a 3 or 4 on the scale, the observer moves to step 4.

Step 4—After monitoring student evidence and determining the number of students who demonstrate the desired effect, does the teacher make an adaptation?

• The observer moves to this step if the teacher monitors student evidence and notes that less than 91% of the students are demonstrating the desired outcome.
• If the teacher makes an adaptation, continues to monitor student evidence, and confirms that more than 90% of students achieve the desired outcome, the observer moves the teacher’s score to a 4.
• If the outcome remains less than 91%, the score remains at 3, or if less than 51%, at level 2

Step 5—Use student evidence to assign the final score on the scale for all elements observed in the lesson.

• Can take place in a post-conference
• The teacher may bring evidence to confirm the percentage of students who demonstrate the desired effect