1. 1 OBSERVATION CYCLE: CONNECTING DOMAINS 1, 2, AND 3

2. Causal Links to Student Achievement Common Language of Instruction Domain One Domain Two Domain Three Domain Four

3. The Marzano Art and Science of Teaching Framework: Domain 1 3

4. The Marzano Art and Science of Teaching Framework: Domains 2-4

5. Observation Feedback Feedback is necessary for teacher growth

6. The Power of Feedback

7. A System of Feedback

8. 8 DOMAIN 2

9. Domain 2 Planning and Preparing Planning and Preparing for Lessons and Units 42. Effective Scaffolding of Information with Lessons 43. Lessons within Units 44. Attention to Established Content Standards Planning and Preparing for Use of Resources and Technology 45. Use of Available Traditional Resources 46. Use of Available Technology Planning and Preparing for the Needs of English Language Learners 47. Needs of English Language Learners Planning and Preparing for the Needs of Students Receiving Special Education 48. Needs of Students Receiving Special Education Planning and Preparing for the Needs of Students Who Lack Support for Schooling 49. Needs of Students Who Lack Support for Schooling

10. Feedback on Planning Questions to consider: Is there planning evidence for intentional use of 7 addressing content elements aligned with student outcomes? Is there planning for monitoring of the desired effect of the elements? Is there planning evidence for the unique needs of students?

11. Domains 2-4 Levels of Performance Element 42 - Effective Scaffolding of Information within Lessons Not Using (0)Beginning (1)Developing (2) Applying (3) Innovating (4) The teacher makes no attempt to perform this activity. The teacher attempts to perform this activity but does not actually complete or follow through with these attempts. The teacher scaffolds the information, but the relationship between the content is not clear. Within lessons, the teacher organizes content in such a way that each new piece of information clearly builds on the previous piece. The teacher is a recognized leader in helping others with this activity.

12. Domain 2 TAT

13. Sources of Evidence for Domain 2 Planning and Preparing Planning conference or similar dialogue with teacher Pacing guides, curriculum map Teacher artifact (PPT or slides from lesson, game templates) Student artifacts Direct classroom observation Lesson study Lesson planning documents including group lesson planning Common assessments How could a teacher show evidence for the elements in Domain 2?

14. Planning and Preparing for Lessons and Units TAT

15. Planning and Preparing for Uses of Resources and Technology TAT

16. Planning and Preparing for the Needs of Students TAT

17. Processing: Domain 2 How do these elements relate to or support Domain 1? How can you plan to give teachers focused feedback in Domain 2 throughout the year?

18. 18 DOMAIN 3

19. Domain 3 – Reflecting on Teaching Ability and willingness to examine one’s own teaching practices in a metacognitive manner

20. Domain 3 Reflecting on Teaching Developing and Implementing a Professional Growth Plan 53. Developing a Written Growth and Development Plan 54. Monitoring Progress Relative to the Professional Growth and Development Plan Evaluating Personal Performance 50. Identifying Areas of Pedagogical Strength and Weakness 51. Evaluating the Effectiveness of Individual Lessons and Units 52. Evaluating the Effectiveness of Specific Pedagogical Strategies and Behaviors

21. Sources of Evidence for Domain 3 Reflecting on Teaching Self-reflection Reflection conference Professional growth plan Documentation of conferences and discussions in iObservation Student data folder Data/Assessment analysis Brief commentary by teacher with corroboration How could a teacher show evidence for the elements in Domain 3?

22. Evaluating Personal Performance A necessary component of continuous improvement TAT

23. Developing and Implementing a Professional Growth Plan TAT

24. Processing: Domain 3 How do these elements relate to or support Domains 1 and 2? How can you plan to give teachers focused feedback in Domain 3 throughout the year?

25. 25 DOMAIN 4

26. Domain 4 Collegiality and Professionalism are the context in which the other domains function. Teachers engage in specific activities that create a professional environment that fosters teachers’ development.

27. Domain 4 Promoting a Positive Environment 55. Promoting Positive Interactions with Colleagues 56. Promoting Positive Interactions about Students and Parents Collegiality and Professionalism Promoting Exchange of Ideas and Strategies 57. Seeking Mentorship for Areas of Need or Interest 58. Mentoring Other Teachers and Sharing Ideas and Strategies Promoting District and School Development 59. Adhering to District and School Rule and Procedures 60. Participating in District and School Initiatives

28. Sources of Evidence for Domain 4 Collegiality and Professionalism Documentation of conferences and discussions in iObservation Minutes/agendas from school and district committees Lesson study, book study or RTI meeting documentation Presentations from staff, team, PLC meetings Evidence log for parent phone calls, after school tutoring, mentoring sessions, etc. Parent/teacher conference documentation Documentation of attendance at PTA/PTO meetings, school concerts, sporting events Documentation of participation in professional development opportunities Brief commentary by teacher with corroboration How could a teacher show evidence for the elements in Domain 4?

29. Promoting a Positive Environment TAT

30. Promoting Exchange of Ideas and Strategies All teachers have strengths and weaknesses and can serve as mentors and be mentored by others. TAT

31. Promoting District and School Development TAT

32. Processing: Domain 4 How do these elements relate to or support Domains 1, 2 and 3? How can you plan to give teachers focused feedback in Domain 4 throughout the year?