NBPTS Architecture of Accomplished Teaching

Marzano Instructional Framework (The Art and Science of Teaching)

Knowing students: Who are they? Where are they now? What do they need and in what order do they need it? Where should I begin?

Domain 1: Classroom Strategies and Behaviors DQ8: What will I do to establish and maintain effective relationships with students?

1.3 Understanding student interests and backgrounds. 3.2 Planning for the needs of all students. 6.1 Designing instruction aligned to assessment.

Step 1: Use data and observation to identify needs.

Set high, worthwhile goals appropriate for these students, at this time, in this setting.

Domain 1: Classroom Strategies and Behaviors DQ9: What will I do to communicate high expectations for all students? Domain 2: Planning and Preparing DQ10: What will I do to develop effective lessons organized into a cohesive unit?

1.1 Targets, goals and scales. 3.1 Scaffolding within lessons. 3.2 Planning for the needs of all students. 4.1 Attention to content standards. Student Growth Goals 3.1, 6.1, 8.1

Step 2: Identify goals (problem of practice) based on needs.

Implement instruction designed to attain the established goals.

Domain 1: Classroom Strategies and Behaviors DQ1: What will I do to establish and communicate learning goals, track student progress, and celebrate success? DQ2: What will I do to help students interact effectively with new knowledge? DQ3: What will I do to help students practice and deepen their understanding of new knowledge? DQ4: What will I do to help students generate and test hypotheses about new knowledge? Domain 2: Planning and Preparing

2.1 Interacting with new knowledge. 2.2 Practicing and deepening of knowledge. 2.3 Cognitively complex tasks. 2.4 Questioning of all students. 2.5 Probing of incorrect answers with all students. 2.6 Monitoring engagement. 2.7 Using academic vocabulary. 4.2 Use of resources and technology. 5.3 Demonstrating “withitness.”

Step 3: Extend teacher knowledge and skills through shared study of the problem/question/goal. Step 4: Select and implement strategies to address the problem and achieve the goal. Step 5: Utilize peer support for implementation.

Domain 1: Classroom Strategies and Behaviors DQ1: What will I do to establish and communicate learning goals, track student progress, and celebrate success? Domain 3: Reflecting on Teaching

1.1 Targets, goals and scales. 1.2 Celebrating success. 6.2 Using multiple data elements. 6.3 Tracking student progress. Student Growth Goals 3.2, 6.2

Step 6: Monitor and refine implementation. Step 7: Evaluate results.

Reflect on student learning, the effectiveness of the instructional design, particular concerns, and issues.

Domain 3: Reflecting on Teaching

2.8 Reflecting on lesson/unit effectiveness. 3.2 Planning for the needs of all students. 6.2 Using multiple data elements. 6.3 Tracking student progress.

Step 5: Utilize peer support for implementation. Step 6: Monitor and refine implementation. Step 7: Evaluate results.

Set new high and worthwhile goals that are appropriate for these students at this time.

Domain 1: Classroom Strategies and Behaviors DQ9: What will I do to communicate high expectations for all students? Domain 2: Planning and Preparing DQ10: What will I do to develop effective lessons organized into a cohesive unit?

Evaluate student learning in light of the goals and the instruction.

Marzano Evaluation Framework (WA)

Camas SD Learning Community Inquiry Cycle

1. Use data to identify needs. 7. Evaluate results.

1.1 Targets, goals and scales. 3.1 Scaffolding within lessons. 3.2 Planning for the needs of all students. 4.1 Attention to content standards. Student Growth Goals 3.1, 6.1, 8.1

Step 7: Evaluate results. Step 1: Use data and observation to identify needs. Step 2: Identify goals (problem of practice) based on needs.

2. Identify goals based on needs.

6. Monitor and refine implementation.

3. Extend teacher knowledge. 5. Utilize peer support.

4. Select and implement strategies.