Comprehensive Teacher Evaluation & Professional Development System Summer 2015

POJOAQUE VALLEY SCHOOLS

COMPREHENSIVE TEACHER EVALUATION & PROFESSIONAL DEVELOPMENT SYSTEM SUMMER 2015

Strengthening our future one student at a time!

1574 State Road 502 West

Santa Fe, New Mexico 87506

Central Office: (505) 455-2282 Fax: (505) 455-7152 www.pvs.k12.nm.us

POJOAQUE VALLEY SCHOOL DISTRCT Comprehensive Teacher Evaluation and Professional Development System TABLE OF CONTENTS Section 1 (Updated Summer 2015) Page

Introduction 3 Calendar and Schedule 4 Crosswalk of NM Teacher Competencies and NM TEACH Domains 6 Frequency of Scoring 7 Concerns/Complaints 7 Third Observer 8 Growth Plan 8 Appeal of Evaluations 9 Development of Growth Plan 9 Link to the 3 Tier System 10 The Difference Between Highly Effective and Exemplary 10 Format and Components of Lesson Plans 10 Effective Strategies 11

Marzano’s Academic Vocabulary for Student Success 10 Grades K through 2 11 Grades 3 through 5 28 Grades 6 through 8 56 Grades 9 through 12 83 Four Square Activity 111 Academic Literacy Notebooks 113 ACE Strategies 115

Sections 2 through 5 contain the observation protocol with clear and expanded definitions and examples

Section 2 123 Domain 1 Elements A through F Planning and Preparation

Section 3 163 Domain 2 Elements A through E Creating an Environment for Learning

Section 4 191 Domain 3 Elements A through E Teaching for Learning

Section 5 225 Domain 4 Elements A through F Professionalism

POJOAQUE VALLEY SCHOOL DISTRICT

BOARD OF EDUCATION

Mr. Jon Paul Romero President

Mr. Fernando Quintana Vice-President

Mr. Toby Velasquez Secretary

Ms. Sharon Dogruel Member

Mr. Jeffery Atencio Member

Dr. Melville (Mel) L. Morgan Superintendent of Schools

perintendent – Operations Pojoaque Valley School District Office of the Superintendent of Schools 1574 State Road 502 West Santa Fe, NM 87506

Telephone: 505-455-2282

For more information, visit the school district’s website at www.pvs.k12.nm.us

First Edition Fall 2013 Updated Summer 2014 Updated September 2014 Updated Summer 2015

Introduction

The Teacher Evaluation System that was developed during the 2012-2013 school year was designed for implementation beginning with the 2013-2014 school year. This document is designed as a common starting point for both teachers and evaluators. The manual was updated during the Summer of 2014 with information from NMPED, the 2014 School Law Conference, lessons learned and best practices in teacher evaluation. Detailed explanations for each of the four domains and concomitant elements, as well as examples for each of the attributes defined under each domain and element are found throughout this work. It is intended through the use of this guide, the implementation of the new evaluation system will be less confusing, and will clearly outline the expectations for teachers and evaluators. The primary purpose of any evaluation system is to inform and improve teaching and learning in classrooms.

This body of work, The Pojoaque Valley Schools Comprehensive Teacher Evaluation and Professional Development System, is based on proven quality teacher evaluation research and publication. At its core is the research and recommendations for effective teacher evaluation developed by noted educational researcher Charlotte Danielson. It also incorporates work from others including the New Mexico Public Education Department, the Texas Education Agency, and the Oklahoma State Department of Education.

It should be noted that the quality of this work is due to the efforts of numerous public school administrators and teachers from across New Mexico. Please note that this is one school district’s approach to addressing the implementation and use of a comprehensive teacher observation system. This document seeks to clarify through detailed descriptions, which include attributes and examples, each portion of each element included in each domain within the New Mexico Teacher Observation Protocol.

The system is designed such that all teachers and administrators are trained at the same time, using the same information, to establish a common starting point and understanding. School district leadership who choose to use this material are encouraged to use it as a whole and not modify it. This material represents the work of many professionals and is being made available freely. The Pojoaque Valley Schools only ask that they be credited for the design, compilation, and development of detail within the material.

Each year, in the summer, NMPED provides updates and calcifications for the ensuing year. For Summer 2015, the NMTEACH Year 3 Training Workbook amplifies the rubrics used for the domains such that all students are included in the observation protocols. Stated in each domain are the following details:

Any reference to “all students” includes culturally and linguistically diverse students, English Learners, and Students with Disabilities. Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards when serving ELL students and IEP goals when serving Students with Disabilities.

Following these statements, details are includes for each element which have been incorporated into the detailed information in each section of this manual.

Calendar/Schedule

To ensure that both teachers and administrators have the time needed to effectively implement and use the information gathered with this system, the following calendar will be implemented each school year.

By the second week of September of each school year all NEW teachers to the district AND all NEW teachers to the profession will have the first of two observations and post observation conferences completed. There will be one observation in the fall and one in the spring that adhere to the timelines below.

The NMPED plan for our school district indicates that we will engage in two observations per year with supporting detail from walkthroughs. All supporting evidence from walkthroughs will be shared with the teacher within 24 hours of the walkthrough and all evaluations will be shared with the teacher within ten (10) working days from the date of the observation.

 The NMPED directed and approved Teacher Professional Development Plans (PDPs) will be completed and in the Office of the Human Resources Department by the 40th day of each school year. To connect the PDP to the evaluation system, the teacher will keep artifacts for Domain 4 (Professionalism) in a portfolio that will serve as documentation for the observation and scoring. This portfolio can also serve as a repository for the artifacts for the PDP.

 All walkthrough information will be shared within 24 hours with the teacher(s) observed. A copy of the walkthrough form will be given to teacher and an opportunity for response will also be provided. The walkthrough and response forms will be filed in the teachers’ working file for review at the final end of year summative conference.

 All fall observations for every teacher will be completed by the end of the first week in December. All observation results from the fall semester will be shared and discussed with each teacher before the end of the fall semester or within two weeks of the observation. An opportunity for response will be provided during the observation post conference. The observation post conference forms will be filed in the teacher’s working file and used for review at the final end of year summative conference. At the post observation conference the teacher will present the contents of the Domain 4 portfolio.

 All spring observations for every teacher will be completed by the end of the first week in April. All observation results from the spring semester will be shared and discussed with each teacher before April 15. An opportunity for response will be provided during the observation post conference. The post conference forms will be filed in the teachers’ working file and used at the final end of year summative conference. At the post observation conference, the teacher will present the content of the Domain 4 portfolio.

 Beginning in the first week of April and ending no later than the second week of May, all teachers will receive their final end of year summative evaluation results and conference containing all data and information gathered by the formal observations and informal walkthroughs. At the final end of year summative conference, PDP evidence will be reviewed and discussed as well as a review of all pertinent information provided by NMPED.

 If at any time during the evaluation process the teacher receives either an Ineffective or Minimally Effective rating for any domain, a Professional Growth Plan (PGP) will be created and implemented.

Crosswalk of the New Mexico Teacher Competencies for Licensure Levels I, II, and III and the NM TEACH Observation Rubric Domains and Elements.

The nine NMPED teacher competencies have been cross-walked with the four domains specific to the new evaluation system. To better understand the relationship between the previous and current system of evaluation the following chart is provided.

NM Teach Observation Rubric New Mexico Teacher Competencies for Domain and Element Licensure Levels I, II, and III

Domain 1: Planning and Preparation 1. The teacher accurately demonstrates 1a. Knowledge of content knowledge of the content area and approved 1b. Designing coherent instruction curriculum. 1c. Setting instructional outcomes 1d. Demonstrating knowledge of resources 4. The teacher comprehends the principles 1e. Demonstrating knowledge of students Connects to of student growth, development and learning, 1f. designing student assessment or contains and applies them appropriately.

5. The teacher effectively utilizes student assessment techniques and procedures.

Domain 2: Creating an Environment for Learning 3. The teacher communicates with and 2a. Creating an environment of respect and rapport obtains feedback from students in a manner 2b. Organizing physical space that enhances student learning and 2c. Establishing a culture for learning understanding. 2d. Managing classroom procedures 2e. Managing student behavior 6. The teacher manages the educational setting in a manner that promotes positive Connects to student behavior and a safe and healthy or contains environment.

7. The teacher recognizes student diversity and creates an atmosphere conducive to the promotion of positive student involvement and self-concept.

Domain 3: Teaching for Learning 2. The teacher appropriately utilizes a 3a. Communicating with students variety of teaching methods and resources for 3b. Using questioning and discussion techniques each area taught. 3c. Engaging students in learning 3d. Assessment in instruction 3. The teacher communicates with and 3e. Demonstrating flexibility and responsiveness obtains feedback from students in a manner that enhances student learning and understanding.

Connects to 4. The teacher comprehends the principles or contains of student growth, development and learning, and applies them appropriately.

5. The teacher effectively utilizes student assessment techniques and procedures.

Domain 4: Professionalism 8. The teacher demonstrates a willingness to 4a. Communicating with families examine and implement change as 4b. Participating in a professional community appropriate. Connects to 4c. Reflecting on teaching or contains 4d. Demonstrating professionalism 9. The teacher works productively with 4e. Growing and developing professionally colleagues, parents, and community 4f. Maintaining accurate records members.

Frequency of Scoring

For each formal teacher observation and all classroom walkthroughs, the following criteria must be implemented: The following table indicates the frequency that each domain is scored.

Domain Frequency Domain 1 Scored once per semester per formal observation Scored in the context of the classroom Domains 2 and 3 Scored once per semester per formal observation Reported together

Domain 4 Scored once per semester per formal observation Timelines for materials due via portfolio specified Intended to enhance the PDP process and connects the evaluation to PDP development

In preparation for walkthroughs and observations teachers should have the following documents in a folder each day, which should be readily available in an agreed upon place in the classroom:

 The Daily lesson cycle which is one day of instruction that is readily observable connected to the Unit Plan.  The NM Standards with benchmarks and Common Core standards will be identified in the plans.

Concerns/Complaints

If a teacher has a concern regarding the observation protocol or the entire evaluation, he or she is encouraged to use the existing/concern/complaint/grievance process of the school district. It is important to note that content is not grievable – only process is grievable.

In addition, if the teacher feels that he or she needs to provide attachments to his or her observation/evaluation as a rebuttal, he or she is encouraged to do so. Teachers may attach a rebuttal to their observation or total evaluation no later than five days after a post/observation/evaluation conference. The document must be attached to the paper form and submitted to the observer/evaluator for inclusion as a permanent part of the teacher’s record.

Third Observer

Following any formal observation – either fall or spring – a teacher may request in writing from the Superintendent of Schools or his or her designee, a third, additional impartial observer to complete an observation record to be included in the teacher’s total evaluation record. The third observer will be selected by the Superintendent of Schools. The observation will be included as part of the entire observation record and will not replace any observation records, and it must follow all timelines and procedures with the exception of the end of year if one is requested after April 15. The observation must be completed within 1 week of observer selection. The record must be entered and completed within 24 hours (1 working day) of the observation.

Growth Plans

A teacher who scores ineffective on at least one domain in one observation, regardless of the final evaluation rating, and regardless of the semester, shall be placed on a growth plan following the timeline below. NMPED Regulation 6.69.8.11 indicates that teachers will be afforded 90 days, excluding sick days or other circumstances, to act on the growth plan. If a teacher scores ineffective on the overall evaluation rating at the end of a school year, he or she shall be placed on a growth plan if one has not been done prior to the end of the year based on an observation score.

Within 5 days of the completion of the growth plan, the evaluator must determine if the growth plan has been fulfilled and the teacher has improved. A recommendation from the evaluator must be provided (within those 5 days) to the Superintendent of Schools about the success of the growth plan. Within ten days of the recommendation, the Superintendent of Schools will provide written notice to the teacher about whether or not the growth plan has been met and deficiencies corrected.

Observation/Evaluation Minimum requirement for Minimum timeline completion placement on growth plan (90 days) At the end of the fall One domain rated At least the next ensuing semester ineffective spring semester At the end of the spring One domain rated At least the next ensuing semester ineffective fall semester At the completion of the Entire evaluation rated At least the next ensuing evaluation document at end ineffective based on school year of school year compilation of observations and documentation

Teachers who score minimally effective on the overall evaluation shall not be placed on a growth plan if all categories upon which the rating is made are scored at 50% or greater of points available for that category, but the student achievement category is less than 50% of points available. If one or more categories are less than 50% of points available, and the student achievement category is less than 50% of points available, then a growth plan will be completed following NMPED Regulation 6.69.8.11 cited above.

Appeal of Evaluations

Teachers who are found to be minimally effective or ineffective during the observation process, or at the time of the evaluation completion, shall be afforded 90 days to improve using a specifically designed growth plan which will include additional observations and walkthroughs.

By NMPED regulation, the teacher has the right to appeal evaluation results, and the school district must have an expedited review process that covers extraordinary circumstances. Extraordinary circumstances include not having the full 90 days for improvement as specified in NMPED regulation – excluding leave days, sick days, school closures, etc. Extraordinary circumstances also include medical reasons related to illness of a spouse or partner, child, or self, as well as the death of a spouse or partner, or child. In PVSD, the teacher will write a detailed letter addressed to the superintendent of schools, copied to the immediate supervisor and head of human resources, as an appeal. In the written appeal, the teacher must make it clear, and supply detailed information, about why these circumstances affected his or her evaluation. The written appeal must be received by the Superintendent of Schools within 15 days of the notice of the evaluation.

Development of Growth Plans

Growth plans for our school district shall contain all or part of the general detail below, as the case maybe with individual teacher concerns, with specific details added by the observer/evaluator to support recommendations for improvement. NMPED Regulation 6.69.8.11 indicates that teachers will be afforded 90 days, excluding sick days or other extraordinary circumstances, to act on the growth plan. Additional observations during the growth plan period will be included in the plan. These general recommendations will have detail attached to them with specific timelines for and products of improvement.

 NMPED Regulation 6.69.8.11 indicates that teachers will be afforded 90 days, excluding sick days or other circumstances, to act on the growth plan.  Classroom organization, protocols, and management – grade level appropriate.  Improvement of instructional strategies and content  Peer to peer observations  Mentoring  Lesson/unit planning with timely evidence of implementation  Expectations of learning and evidence of assessment  Improved use of data for planning and growth: Understanding and use of data, recommendations to increase student performance, use of district level systems  Participation in school and district professional development, grade level and school planning, and other meetings  Compliance with Federal/State/District requirements

Link to 3 Tier System

In addition to being able to maintain an online portfolio of all accomplishments and documents held by a teacher, this system is designed to also allow teachers to continue to develop professionally and advance in the Three Tier System. Teachers who are advancing, are encouraged to keep a paper set of portfolio items so that they can demonstrate competence.

Teachers seeking advancement in the Three Tiered System should recognize that they must have all elements and domains scored at the level of Effective or greater. Additionally, to advance, there can be no ineffective or minimally effective scores in any element or domain.

The Difference between Highly Effective and Exemplary

In the detailed sections of this document, domains and elements are discussed. The difference between a Highly Effective teacher and an Exemplary teacher, in many cases, is the act that makes the teacher a leader in the school or district; this is achieved by going beyond the Highly Effective level and sharing with peers in their School, the District, or beyond - advancing his or her craft as well as the School and District.

Lesson Planning:

As a review, general lesson planning should incorporate the following attributes.

 Units of study are developed  A variety of instructional delivery modes are used and incorporated into planning and delivery  Assessment for learning and of learning are used and clearly noted.  Instructional time is maximized with little time consumed by non-instructional activities. This includes using “bell ringers,” or “do nows,” or “ACE” (Analyze, Compute, Expand) approach while the teacher engages in attendance or other such activities. These activities should establish a reduction in student nonproductive time, establish a routine, and they should address numeracy or literacy in light of the subject taught.

While formats vary from school to school, more specifically, a good lesson plan should incorporate the following essential components:

 Common Core Standards grades K-3.

 Essential Question(s): Each lesson plan should have a few essential questions built into the instruction that address the Common Core Standards

 Objective and Purpose for each lesson being taught

 Anticipatory Set also called a review of prior learning

 Direct Instruction (Visual, Auditory, and Tactile instruction should be implemented in all lessons to address all students with different learning modalities) Modalities should be reflected in the lesson plan. In this section, the concepts of the lesson and how they are to be addressed are explicitly delineated.

 Guided practice should be given to students to practice the concepts learned in the lesson. This can be done in multiple ways but in this section the teacher works directly with students in whole or small groups to check for understanding before moving to independent practice.

 Independent practice can be done in multiple ways. Examples include small group or individual work during the lesson period. This can also include homework.

 Closure. Each lesson MUST have a closure where the teacher asks the students what they learned for the day, and then asks for an application beyond what was learned for the day. A question sequence, in the students’ words, would be, for example, “What did I learn today?”, “What can I use this for?” and, “What do I wonder about?” Then the teacher should review concepts learned to ensure students comprehended the lesson.

 In all lesson plans, a piece must be included that addresses exceptionalities and ELL students. When accommodations are made for individual students for the State Standards-Based Assessment, the accommodations will be documented in lesson plans, and those accommodations can be made for the test.

Artifacts that help students understand expectations and supplement and guide instruction.

Every classroom has bulletin boards and other devices that should connect learning in general to the lessons taught and activities used to ensure mastery. One component of such an environment is a Text Rich environment. A text rich environment can be addressed by creating:

 ACE activities  Reflecting the basic components of Cornell Notes  Word Walls  Student work or artifacts up to date – not more than a week or two old  Rubrics

The following list, while not exhaustive, provides examples of what one should see students doing in a classroom where good teaching and instruction are present.

 Students may be grouped by interest, needs, learning styles, hetro- or homogeneously, etc.  Students are working in a variety of settings pairs, groups, independently.  Students have a clear understating of instructional expectations.  The classroom is arranged to support a variety of delivery modes.  Students can be seen collaborating with other students.  Regularly asking questions and making decisions.  Making connections to other learning.  Understanding their responsibility of meeting standards. 11

 Accurately self-assessing their work.  Maintaining portfolios of work.  Receiving additional instruction if they don’t meet standards.

The following list, while not exhaustive, provides examples of what one should see teachers doing in a classroom where good teaching and instruction are present. All teachers are encouraged to use “relentless academic press for all students.”

 Using bell ringers, warm-ups, reviews  Mini-lessons, opening, setting the stage (opening with standards, identifying the lesson’s purpose with rigorous essential questions)  Work or activity period  Closing or summary period (answering the essential question to scaffold student knowledge base to the “big idea” or unit focus)  Using established rituals and routines  Posting daily and unit essential questions  Incorporating acceleration strategies  Using learning organizers  Using introduction strategies  Summarizing lesson activities as part of the lesson cycle

Teachers may also use proven instructional strategies such as those provided by noted educational researchers. Marzano’s Effective Strategies (from Marzano, Pickering, Pollack, 2001. Classroom Instruction that Works):

 Identifying similarities and differences  Summarizing and note taking  Reinforcing efforts and providing recognition  Homework and practice  Nonlinguistic representations  Cooperative learning  Setting objectives and providing feedback  Generating and testing hypotheses  Questions, cues, and advanced organizers

There are important details that are essential to creating a culture where failure is not an option. In classrooms where this concept is present, teachers tend to use formative assessment of and for learning, allow extra time for mastery, measure and report mastery, differentiate instruction, re- teach when needed, provide extra help and connect instruction to the Response to Intervention.

Marzano has also suggested when planning for and engaging in lessons, the following questions should be foremost in a teacher’s mind:

 What do we want students to be able to know and do?  How will we know if they are able to do it?  What will we do if they are not able to do it?  What will we do if they already know how to do it? 12

The next pages provide information about Marzano’s academic vocabulary for student success.

Suggestions for Using Marzano’s Vocabulary and Concepts

Utilize four critical questions in lesson planning and presentation:

1. What do we want students to be able to know and do? 2. How will we know if they are able to do it? 3. What will we do if they are not able to do it? 4. What will we do if they already know how to do it?

 Determine what vocabulary words students already know.  Assess how the vocabulary fits with the adopted standards at appropriate grade level.  Utilize Bloom’s Taxonomy to develop strategies for higher level critical thinking skills: knowledge, comprehension, application, analysis, synthesis, evaluation and link the common core and detail in Domains 2 and 3 of the teacher evaluation rubric.  Relate the words to the student’s background.  Have grade level planning groups to develop strategies.  Develop a “Word Wall” for each content area; Science, Math, Social Studies, Reading, etc.  Develop spelling strategies (not in isolation) for comprehension development.  Post and link a vocabulary “Word for the Day” to each content area.  Develop strategies to identify word patterns, parts of speech, root words, etc.  Assess and evaluate students’ learning of the vocabulary and concepts.

Vocabulary and Concepts for Grades K-2

Building Background Knowledge for Academic Achievement (2005)

Research on What Works in Schools

Robert J. Marzano

Robert J. Marzano created an appendix in his book, Building Background Knowledge for Academic Achievement for the purpose of supporting teaching, learning, and preparing students for the world outside public education. In the appendix, he acknowledges multiple sources and states, “In this section, 7,923 vocabulary terms are listed for 11 subject areas.” He goes on to say that the terms are divided into four general grade groupings:

Level 1: Grades K-2,

Level 2: Grades 3-5,

Level 3: Grades 6-8, and

Level 4: Grades 9-12.

Marzano credits twenty-eight national standards documents that served as the sources for the terms, and reminds the reader that these terms are not a definitive listing but a place to start. He advocates “districts and schools to adapt and supplement the lists in any way they see fit, depending on how a given subject area is taught.”

Instructional leaders in New Mexico should note some terms are misplaced according to the current New Mexico Standards with Benchmarks for a given grade level. It is important to note that these terms provide the starting point for improving teaching and learning and should be reviewed and adapted to individual classrooms, schools, and districts.

Mathematics, Grades K - 2 above inch second (time) addition increasing pattern set area inside shape combination behind left shape division below length shape pattern between less than similarity calendar lists size cardinal number location sound pattern chance measuring cup square circle minute standard measures of time clock model standard measures of weight coin money subtraction corner near sum day number table decreasing pattern number line temperature difference numeral temperature estimation direction numeric pattern temperature measurement distance ordinal number time interval estimate answer orientation triangle foot (measurement) outcome under graph outside volume greater than pattern week grouping pattern extension whole number guess and check pound width height prediction year hour rectangle zero in front right

Science, Grades K - 2 air liquid water seasonal change animal features location seasonal weather pattern balance machine shape behavior pattern magnet shelter boulder magnification similarities & differences burning magnifier among organisms chart mammoth size circular motion mixture sky cloud month soil color Moon solid rock computer motion sound daily weather pattern night star day observation star age death ocean star brightness dinosaur parent states of matter dissolving parent/offspring similarity straight -line motion distance pebble Sun’s position diversity of life plant Sun’s size Earth materials plant growth teamwork Earth’s gravity position temperature Earth’s rotation precipitation the senses egg prediction thermometer energy prehistoric animals universe food properties of light vibration freezing pulling water gas pushing weather growth reasoning weather conditions habitat requirements for life weather patterns heat rock characteristics week horsetail tree ruler weight individual differences salt water wind insect sand year light science zigzag motion liquid scientist

English language Arts, Grades K - 2 alphabet picture dictionary author poem back cover predictable book beginning consonant prewriting blend print book publish cartoon purpose chapter question character reread composition respond to literature comprehension retell consonant blend rhyme conversation sentence cover short vowel date sight word dictionary sign discussion speech drawing spelling ending consonant spelling pattern everyday language symbol fairy tale table of contents first name take turns folktale television program follow/give directions textbook front cover theater group discussion title guest speaker title page keyboarding typing language uppercase last name videotape letter villain letter-sound relationship vocabulary listening skill vowel combination long vowel vowel sound lowercase magazine main character main idea map margin mental image message movie newspaper number word order of events parts of a book photographer picture book 17

General History, Grades K - 2 Abraham Lincoln father of our country picture time line America folktale pioneer American Revolution, 1776 Fourth of July place-name ancient time freedom plant cultivation archeological evidence future Pledge of Allegiance argument generation Plymouth automobile geography pony express beginning George Washington prairie behavior goods present belief government printing press Benjamin Franklin group membership radio bow and arrow harvest festival recent past bridge heroism recreation building history region calendar time holiday regional folk hero camel caravan houses of worship regional song cause housing religion celebration human rights resistance ceremony hunger respect for others chariot hunter/gatherer responsibility Christmas idea revolution Christopher Columbus independence role city individual rights rules colonial community invention satellite system common good job sculpture community journey senior citizen home country law services cowboy leader society crop legend soup kitchen cultural tradition Liberty Bell state daily life lifestyle steam engine dance local history steamship day Martin Luther King Jr. surplus food decade Martin Luther King Jr. Day symbol democracy Memorial Day tall tale disagreement middle team member domesticated animal money technology education month telegraph ending date monument temple England myth territory English colony nation Thanksgiving environment national flag Thomas Jefferson equality national holiday time line event Native American today expansion newcomer tomorrow explorer non-motorized vehicle tool fable oral tradition town family history origin trade family life past trail farm photograph transportation

18 travel week world United States wheel year vote White House yesterday war worker orpus

Geography, Grades K - 2 airport mile America mountain area museum barrier nation body of water neighborhood California ocean city park city park pattern climate pipeline climate change place coast plant population cold climate population community position community project railroad competition rainfall construction region country river creek road crop rural region custom seasons dam settlement desert shelter direction ship distance shopping center downtown soil elevation sports stadium exploration state factory stream family temperature farming timber fishing town flood transportation forest United States fuel urban area globe vegetation government village graph weather highway wildlife hill world home yard size hospital hotel housing lake land local community location map measurement 20

Civics, Grades K - 2 accept responsibility for one’s actions agreement authority citizen control duty education election flag good law good rule government honesty individual justice law leader nation national anthem official open-mindedness order Pledge of Allegiance police authority power privacy qualifications race religion respect for law respect for the rights of others responsibility rights rule school symbol take turns territory trade transportation truth United States volunteer vote war

Economics, Grades K - 2 advertising bank business buyer coin cost debt dime dollar earn goods job labor loss money needs penny poverty price quarter sale save sell seller services skills spending wants worker

Health, Grades K - 2 911 family member name calling abuse fat nurse argument feelings paramedic birth feelings of others police officer bleeding fever pollution blood fire safety precaution bruise food group rash conflict food handling rest congestion gums risk cough hand washing safety rule cut harmful substance scratch death health simple injury dentist helmet skin diet hospital stranger disease human body symptom divorce illness tooth decay doctor injury traffic safety drug listening skill water safety emergency marriage wheezing exercise medicine extended family nails

Physical Education, Grades K - 2 ability team sport activity throwing arm preparation throwing arm balance turn taking body shape turning breathing rate twisting catch underhand throw circling winning climbing coach exercise flexibility galloping game game rule glove goal gymnasium headstand heart rate hopping jogging joint jump rope jumping kick & strike landing lifting losing lunging outdoor activity overhand throw pass a ball perspiration player practice race ready position riding running score sit-&-reach position skill skipping sliding speed sport stretching take-off 24

Arts General, Grades K - 2 applause art artist audience clapping costume dance entertainer film music pattern sequence stage theater universal concept

Dance, Grades K - 2 bend dancer distance ending fall forward height hop landing leap middle sideward skip straight strength stretch turn twist

Music, Grades K - 2 body sound musician strum instrument partner song swaying loudness piano symbol for note lullaby sing voice melody song

Theater, Grades K - 2 act actor dramatic, play story writer

Visual Arts, Grades K - 2 brush camera paint

Technology, Grades K - 2 backspace key computer computer program diskette enter key escape key floppy disk hand position home row Internet keyboard login menu monitor mouse power supply power-up printer reboot return key space bar special keys World Wide Web

Vocabulary and Concepts for Grades 3-5

Building Background Knowledge for Academic Achievement (2005)

Research on What Works in Schools

Robert J. Marzano

Level 1: Grades K-2,

Level 2: Grades 3-5,

Level 3: Grades 6-8, and

Level 4: Grades 9-12.

Mathematics, Grades 3 - 5

2-dimensional shape dividend irrelevant information in a 2-dimensional shape divisibility problem combination division isosceles triangle 2-dimensional shape elapsed time least common multiple decomposition English system of line graph 2-dimensional shape slide measurement linear pattern 2-dimensional shape turn equation mass 2-dimensional space equilateral triangle mean 3-dimensional shape equivalent forms measurement 3-dimensional shape equivalent fractions measures of central combination equivalent representation tendency acute angle estimation measures of height addend estimation of fractions measures of length addition algorithm estimation of height measures of width angle estimation of length median angle measurement tool estimation of width meter angle unit even numbers metric system area event likelihood midpoint associative property expanded notation mixed numbers bar graph extreme value mode basic number combinations faces of a shape multiple capacity factors multiplication centimeter flip transformation negative number certainty (probability) fraction number of faces circumference fraction addition number pairs classes of triangles fraction division number sentence cluster fraction multiplication number triplet common denominator fraction subtraction obtuse angle common fractions fractions of different size odd numbers commutative property front-end digits open sentence conservation of area front-end estimation order of operations constant function parallel lines corresponding angles geometric pattern parallelogram corresponding sides geometric patterns parallelogram formula cube extension part to whole cylinder gram path data greatest common factor pattern addition data cluster growing pattern pattern subtraction data collection method histogram percent decimal horizontal axis perimeter decimal addition identity property perpendicular lines decimal division improbability pie chart decimal estimation improper fraction positive number decimal multiplication inequality prime factorization decimal subtraction inequality solutions prime number diagram intersection of shapes prism different size units invalid argument probability distributive property investigation process of elimination 32 product right angle tallies proof rotation time zone pyramid rounding trial & error quotient ruler triangle formula rectangle formula same size units truncation rectangular prism sample unit conversion reduced form scale unit differences relative distance shape similarity unlike denominators relative magnitude shape symmetry valid argument relative magnitude of shape transformation variability fractions shrinking pattern Venn diagram relative size sphere verbal representation of a relevant information in a standard vs. nonstandard problem problem units verification remainder studies vertical axis repeating pattern subset volume measurement restate a problem subtraction algorithm volume of irregular shapes reversing order of surface area volume of rectangular solids operations survey rhombus symbolic representation

Science, Grades 3 - 5 ability to support life density light reflection acceleration detrimental change light refraction air movement disease living organism animal product drought logical argument apparent movement of the Earth’s axis magnetic attraction planets Earth’s orbit magnetic repulsion apparent movement of the Earth’s surface mass stars Earth’s temperature measurement of motion apparent movement of the earthquake melting point Sun electrical charge metal applied force electrical circuit microscope astronomical distance electrical current migration astronomical object electricity mineral astronomical size energy transfer Moon’s orbit astronomy engineering Moon’s phases battery environment naturalistic observation bedrock environmental changes nutrients beneficial change environmental conditions ocean currents birth erosion offspring body of water evaporation oil boiling point external cue omnivore bones/no bones extinction ongoing process of science calculator food chain organism cause & effect food web outer space change of direction force strength phase change change of motion forms of energy photosynthetic plants change of speed forms of water physical properties changes in the Earth’s formula physical setting surface fossil pitch characteristics of air fossil evidence planet charge attraction fresh water plant organ charge repulsion friction plant product classification of substances gases of the atmosphere plant root competition generator plant/animal composition of matter glacial movement pollution condensation glacier population conduction graduated cylinder population density conductivity graph position over time conductor ground water predator conservation of mass heat conduction prehistoric environment conservation of matter heat transfer prehistoric organisms constellation herbivore properties of soil control of variables history of science properties of sound controlled experiment inherited characteristic properties of water cooling land form question formulation core landslide recycle data analysis life cycle relative position data interpretation light absorption replicable experiment data presentation light emission reproducible result 34 reproduction soil color telescope resource availability soil composition tide rock breakage soil texture volcanic eruption rock composition Solar System water capacity rock cycle solubility weathered rock scientific equipment stored energy weathering scientific evidence survival of organisms wind patterns scientific experiment technology

English Language Arts Grades 3-5 abbreviation custom interrogative sentence action verb declarative sentence introduction action word decode investigate actor definition invitation adjective detail irregular plural noun adverb diary journal advertisement direct quote key word affix directions learning log animation director legend antonym discussion leader letter of request apology double negative linking verb apostrophe draft list appendix drama listening comprehension asking permission edit literature audience e-mail meaning clue audiotape encyclopedia memory aid auxiliary verb ending minor character brainstorm essay miscue capitalization example mood card catalog explanation motive cause and effect expression multi-meaning word central idea fable multiple drafts chapter title facial expression multiple sources character development fantasy mystery chart fiction myth checklist first person negative children’s literature form news chronological order friendly letter newspaper section citation genre nonfiction closing sentence gesture notes colon glossary noun comma grammar novel command graphic artist numerical adjective commercial graphic organizer object common noun graphics opinion compare & contrast greeting oral presentation complete sentence guide words oral report complex sentence heading organization compound word headline outline concluding statement host pamphlet conclusion hostess paragraph consonant substitution how question passage construct meaning humor past tense content area vocabulary illustration peer review context clue imagery pen pal contraction indentation period contrast index personal letter cue inference personal pronoun cursive Internet phone directory 36 phonetic analysis sound effect phrase source pitch special effect plot spoken text plot development stay on topic point of view story element posing a question story map possessive noun story structure possessive pronoun subject posture subject-verb agreement preface suffix prefix summarize preposition summary prepositional phrase summary sentence presentation supporting detail preview suspense prior knowledge syllabication pronoun syllable pronunciation symbolism proofread synonym prop table proper noun tall tale punctuation target language question mark tense quotation text quotation marks thank you letter r-controlled theme radio program theme music rating thesaurus reading strategy third person reading vocabulary time line regular plural noun tone regular verb topic sentence request typeface revise usage rhyming dictionary verb role playing voice root word voice level rules of conversation volume scan Website science fiction when question second person where question sensory image why question sentence structure word choice sequential order word family setting word search short story written directions signature written exchange singular noun skim 37

General History, Grades 3-5 A.D. B.C.E., Before the Common Civil War (U.S.) abolition movement Era Clara Barton abolitionist behavior consequence class acceptable behavior behavior pattern climate changes Adolf Hitler Bering land bridge coal mining Africa Betty Zane coffee trade African American big business Cold War African slave trade Bill of Rights colonial government agriculture Billy the Kid colonial period aircraft carrier biography colonist Alaska Black Hawk War colony Alexander Graham Bell blue-collar worker Columbian Exchange alliance Booker T. Washington Columbus Allied Powers Boston Tea Party commercial advertising Amelia Earhart Braille alphabet commercial center American Indian chief Brer Rabbit Common Era American society Britain common man American symbol British Isle communication technology Americas, the bronze tool-making communism ancestor worship technology compass ancient Greece California computer technology ancient Rome camel conquest Angel Island campaign constitution annexation Canada convent Anno Domini canal system corruption anti-Chinese movement Caribbean country of origin aqueduct caste system court archeologist castle craft archeology cattle herders credibility architect C.E. Cuba architecture Central Africa Cuban Missile Crisis armed forces Central America cultural contact artifact century cuneiform artistic expression Cesar Chavez custom Asia character trait Daniel Boone Asian American Cherokee Davey Crockett Asian Pacific settler Cherokee Trail of Tears debt assembly line China Declaration of Astoria Chinese community Independence astrolabe Chinese New Year delegated power attitudes Christian democratic values authors interpretation Christianity developing country autobiography chronology development aviation Cinco de Mayo diplomacy Aztec citizenship direct experience ballad civil liberties discovery Bantu migrations in Africa civil rights disease B.C., Before Christ civil rights movement document civil war dugout Phoenician ship 38

Dust Bowl food production hymn Dutch food storage immigrant early Middle Ages forced relocation immigration earnings foreign policy Incan Empire earthquake foreign trade Incan highway East Asia former master independence movement Eastern Europe former slave Indian time Eastern Hemisphere France indigenous people economic interdependence Francisco Franco industrial development economic system Franklin D. Roosevelt Industrial Revolution Egypt Frederick Douglass industrial society Egyptian time freedom of expression infectious disease Eleanor Roosevelt freedom of religion institution elected representative freedom of speech interest group electricity French colony international conflict Elizabeth Blackwell French Revolution Internet, the Ellis Island frontier interpretation emancipation frontiersman interstate highway system Emancipation Proclamation Galileo Inuit emperor geographic border iron empire geology iron tools and weapons employment George Bush Iroquois Enlightenment George W. Bush Islam entertainment industry George Washington Carver Islamic law equal rights Gerald Ford Israel era Germany Italy Eric the Red Geronimo Jackie Robinson Erie Canal gold production Jacques Cartier ethnic diversity Great Depression James Armistead ethnic tradition group behavior Japan Europe group expectations Jedediah Smith European colonization gunpowder Jesus of Nazareth European Crusades Hanging Gardens of Jew European explorer Babylon Jewish time European settler Harriet Tubman Joe Magarac expedition Hawaii John Glenn extended family Hawaiian culture John Henry eyewitness account hemisphere Jonas Salk factory Henry Ford Judaism family alliance hieroglyphic justice family farm historian kingdom family role historic figure labor famine historical document Labor Day Far West historical map labor movement farming methods home country land use Ferdinand Magellan home front landowner fertilizer homeless landscape first inhabitant Hopi Latin America fishing community household appliance law and order flooding pattern human cost League of Nations 39

Lee Iaccoca motive personal values leisure activity motorized vehicle Philadelphia lesson of history motto physical geography life experience mountain man pictograph Lincoln Memorial mummification pilgrim literacy Muslim plague literacy rate Muslim time planned city local resource Nathan Beman plantation London national park plantation colony long-distance trade national symbol point of view Louis Pasteur Native American ancestors policy issue low-income area Native American land political cartoon lunar year holdings political geography luxury goods Native American tribe pollution Lydia Darragh natural environment popular culture majority rule natural resource popular figure Mali naval warfare popular uprising manor navigation population manufacturing New England population growth Marco Polo New England colonies postwar period Marie Curie New England mill town pottery mass advertising New Orleans poverty mass media New York power by the people mass production newspaper account Presidents Day Mayan calendar Nez Perce principles Mayflower Compact nonviolent resistance primary source media norm private life medical advance Norse long ship production Medieval Europe North America professional sport merchant nuclear technology property ownership Mexican-American war occupation protest Mexican migrant worker ocean currents proverb Mexico official Pueblo middle class Old Northwest Puerto Rico Middle East outlaw Puritan values middle passage overland trade route pyramids migrant overseas trade race relations migration Pacific, the racial group military power Pacific Rim economy rail transportation mill Pacific Theater railroad construction mining town Palestine ranching minority rights parables rapid transit missionary Paris reconstruction mode of communication patriot reform modern democratic thought pattern of change reformer modernization Paul Bunyan religious freedom monk peacekeeper religious revival Monroe Doctrine peasant reservation Moslem Pecos Bill revolutionary government mother country period of history right to hold office 40 right to life, liberty, and the social reform turning point in human pursuit of happiness solar system history right to vote solar year twentieth century right to work Sojourner Truth unification ritual Southeast Asia United Nations road system Southwest United States Constitution rocketry Southwest Asia university Roman Empire Soviet Union urban center Roman Republic space exploration urban community Roman system of roads Spain vaccine Rome Spanish-American War Vasco da Gama Rosa Parks Spanish colony Versailles ruling class spectator sport Versailles Treaty rural area square rigger Veterans Day Russia St. Augustine veterans' memorial Russian peasantry statehood Vietnam Sacramento Statue of Liberty Vietnam War Sally Ride steam locomotive Vietnamese boat people San Antonio steel construction Vincennes San Francisco street gang volunteer Scandinavia submarine voting rights school attendance suburb W. E. B. DuBois scientific breakthrough sugar cane weaving secondary source superstition Western Europe separation of church and Susan B. Anthony Western Hemisphere state systems of roads white-collar worker separation of powers tactic Williamsburg settlement tax women’s movement settler Tecumseh Woodrow Wilson Seven Years' War Ten Commandments working conditions ship design tenant workplace silver production Tenochtitlan world economy Sioux textile industry world population growth Sitka Timbuktu World War I slave tobacco World War II slave holder tolerance written code slave rebellion trade route written language slave trade tradition written record slogan transport system Zheng He smuggling transportation hub social class tribute of habeas corpus

U.S History, Grades 3 - 5 1492 freedom ride New Federalism 1896 election French Quebec New Frontier 1920s French settlement New Jersey Plan 13th Amendment fur trade New Mexico 14th Amendment General Robert E. Lee Northeast 15th Amendment GI Bill Oneida 16th Amendment Golden Door Onondaga 17th Amendment Great Awakening Open Door policy 18th Amendment Great Plains Oregon 19th Amendment Harlem Renaissance P. T. Barnum Age of Exploration Harry S. Truman Panama Canal Alamo Herbert Hoover Pearl Harbor Alexander Hamilton Hispanic American Pennsylvania American Expeditionary “I Have a Dream” speech Peter Cartwright Force indentured servant post-Civil War period Andrew Jackson industrial North pre-Columbus Antietam internment of Japanese Prohibition Arab-Israeli crisis Americans Reagan revolution Articles of Confederation Jacqueline Kennedy Revolutionary War Axis Powers James Monroe Richard Henry Lee Battle of Bull Run Jenne Richard Nixon Black Reconstruction Jim Bowie Ronald Reagan Boston Jim Crow Sam Houston Brown v. Board of Jimmy Caner Samuel Adams Education (1954) John Adams Santa Fe Cabeza de Vaca John F. Kennedy Second Great Awakening Camelot image John Hancock Seminole removal Cayuga King James I Seneca Charles Finney Know-Nothing Party sharecropper Chickasaw removal Latino Shays Rebellion Chickasaw Lexington and Concord Shiloh Choctaw removal Louisiana Silent Majority coal mine strike Louisiana Purchase Songhai Confederacy lower South colony spinning jenny Confederate Army Lyndon B. Johnson stock market crash of 1929 Connecticut Compromise administration suffrage movement Constitutional Convention Manassas Supreme Court cotton gin manifest destiny taxation without Cree removal Mary McLeod Bethune representation December 7, 1941 Mid-Atlantic colony Texas Democratic Party minstrel show Texas War for escaped slave Missouri Compromise Independence (1836) European Theater Mohawk the East Fort Sumter Mormon the North Fourteen Points Mother Mary Jones the South Francisco Vasquez de Mt. Rushmore the West Coronado National Organization for Theodore Roosevelt Fredericksburg Women thirteen colonies Freedmen’s Bureau New Deal Thomas Nast 42

Trail of Tears Treaty of Guadalupe Hidalgo Treaty of Paris Underground Railroad U.S. territory Union Army Vicksburg Virginia Plan War of 1812 Warren Court Watergate westward expansion Whiskey Rebellion William H. Taft yeoman farmer

World History, Grades 3 - 5 1948 UN Declaration of Cicero Great Canal of China Human Rights Cincinnatus Greek city-state African heritage class system Greek gods and goddesses Afro-Eurasia Classical Greek art and Guangzhou Age of Enlightenment architecture Gupta Empire Alfred the Great clay pottery Haitian Revolution Americas Commodore Matthew Perry Hajj Andes Confucianism Han Empire. Arab Palestinian Confucius Hebrew Torah Ashikaga period Constantine Hegira (Hirjah) Ashoka Copernicus Hellenist culture Athenian democracy Cortes journey into Mexico Hellenistic art Atlantic basin court of Heian Henri Matisse Augustus cowboy culture Hinduism Australia Cro-Magnon hominid Aztec Empire czar Huang He (Yellow River) Aztec '"Foundation of Czar Nicholas II civilization Heaven" daily prayer (Salat) human community Baghdad dharma Hundred Years' War Balkans Diderot Hungarian revolt Bartholomew de las Casas discovery of diamonds imperial conquest Battle of Hastings discovery of gold independent lord Benito Mussolini Dr. Sun Yatsen India Berlin blockade Duchy of Moscow Indian Ocean Black Sea East Africa Indian spice Bombay Eastern Roman Empire Indonesia Boxer Rebellion Edmund Cartwright Indus Valley Brahmanism elite status industrial age Brazil English civil war international trade routes British East India Company English Revolution of 1688 invention of paper Buddha Eurasia Ireland Buddhism Eurasian society Jakarta tales Buenos Aires European colonial rule James Hargreaves Byzantine Empire European conquest James Watt Byzantium European Economic Japanese feudal society Cairo Community Japanese tea ceremony Canton European opium trade Jewish civilization capture of Constantinople father of modem Egypt John Kay Carthage feudal society Joseph Stalin cavalry warfare founding of Rome Julius Caesar celestial empire French East India company Justinian Central Asia French invasion of Egypt in Kaaba Central Asian steppes 1798 Kilwa Central Iberia Garibaldi King Affonso II of the Central Powers Garibaldi’s nationalist Kongo and Po Charlemagne redshirts King Alfred of England chivalry Genghis Khan knight Christian community goddesses knightly class Christopher Columbus gods Korea 44

Kush culture Norse invasion Songhai Empire Lenin North Africa South America Liberty, Equality, Fraternity Nubia South Korea maize cultivation Oceania South Pacific Malaysia Olmec civilization Southern Iberia Mali Empire Ottoman Empire Soviet invasion of Marcus Aurelius Pablo Picasso Czechoslovakia Maurya empire Pacific Islands Spanish Civil War Mayan city-state Pan-Arabism spice trade Mayan pyramids Paul the Apostle Stonehenge Mayan religion Peru Sub-Saharan Africa Mediterranean region Pharaoh Suez Canal Meiji Japan Phoenicia Suleiman the Magnificent Mesoamerica Pompeii Sunna Mesopotamia pre-European life in the Swahili middle passage Americas Syria Ming Dynasty Qur'an/Koran Taj Mahal, India Moche civilization Ramadan Tang China modem China Rasputin Tang Empire Mohenjo-Daro Reformation Teotihuacan civilization Mughal Empire Renaissance Tiberius Gracchus Muhammad Richard Arkwright Tigris-Euphrates Valley Muhammad Ali of Egypt Safavid Empire Tokugawa shogunate Mycenaean Greek culture Samurai class Tokyo Napoleon Bonaparte scientific revolution trans-Atlantic slave trade Napoleonic period Scipio Africanus Turkey Nazi holocaust serf Turkic Empire Nazi war against the Jews Shah Abbas I West Africa Neanderthal Shang Dynasty Western Roman Empire Nero Sheba William the Conqueror Netherlands Siberia Winston Churchill New Kingdom siege of Troy Zapotec civilization New Testament silk roads Zheng He maritime New Zealand Singapore expeditions Newton Socrates Zulu empire Nile Delta Solomon Nile Valley Song Dynasty Treaty of Shimonoseki Viking longboat World influenza pandemic (1895) Vladimir of Kiev 1918-1919 Treaty of Versailles Western hegemony Young Turk Movement Ukraine Western political thought Yuan Dynasty Umayyad Dynasty White Paper Reports on Zionist Movement “unified” India Palestine Zoroastrianism Venice White Russian

Geography, Grades 3 - 5 accessibility education system landlocked country aerial photograph energy consumption landmark Africa England landscape agricultural practice environment latitude agriculture environmental conditions legend air conditioning Equator life cycle air pollution erosion life expectancy Alaska Europe lifestyle Antarctic Circle European colonialism local water Appalachian Mountains expansion logging Arizona fall line longitude artifacts famine Louisiana Asia farmland manufacturing plant atmosphere fast-food restaurant map grid billboards fertile soil map projection boomtown fire station marketplace boundary flash flood metropolitan area Canada food chain Mexico capacity food supply mineral resource capital food web mining cardinal direction force mining area central business district forest cover Mississippi River chart forest fire monsoon city center forestry mountain pass civil war fossil fuel mountain range coal mining France mud slide coastal area Ganges River Valley Muslim trading vessel colonization ghost town national capital Colorado mining town (l9th grassland national forest century) harbor Native Americans communication route Hindus natural disaster conservation issue historic site natural hazard contagious disease history of oil discovery New Jersey continent holy city. North America county houses on stilts North Pole crop failure humid tropical climate nuclear power plant crop yield Indian Ocean ocean current cultural tradition inhabitants Pacific rim culture group International Date Line parallel culture. invasion Pennsylvania discovery iron physical feature Dominican Republic iron ore place of origin downwind irrigation plain drought Japan plantation earthquake kilometer plantation agriculture Earth-sun relation land clearing plateau East Asia land use plot East Coast land use regulation pollution economic region landform port 46 port city school attendance zone time zone precinct section topographic map precipitation single household tornado preservation site tourist center projection situation township province smog trade pact rain forest social class trade route recreation area society trade wind recycling soil conservation transportation route refrigerated railroad car soil region transportation system refrigerated trucking solar energy vegetation region reusable South volcano river system South America volume Riyadh South Pole water availability road development Spain water basin Ruhr storage water crossing running water style of homes water pollution Russia suburban area waterway satellite image technology West Coast scale territory wetland scarce resource Texas wind storm scenic area timber cutting windward

Civics, Grades 3 - 5 absence of rules and laws geographical representation P.T.A. abuse of power governor public good alien great seal public office American holiday Greek democracy public policy American society health services public servant benefits highest law of the land public utilities Bill of Rights human rights pure food and drug laws campaign individual liberty quality of life candidate individual responsibility racial discrimination Chamber of Commerce individual rights racial diversity citizenship invasion of privacy reform city council jury duty refugee civic responsibility Labor Day religious belief civic-mindedness labor union religious discrimination clean air laws law enforcement representation Columbus Day lawmaker representative common good leadership revolution community legislator right to a fair trial compromise liberty and justice for all right to choose one’s work Congress life, liberty, and the pursuit right to criticize the consent of the governed of happiness government consider the rights and local government right to join a political party interests of others Martin Luther King Jr. right to public education courts mayor right to vote Declaration of Memorial Day royalty Independence military force rule by the people democracy military intervention rule of law diplomacy national origin school board discrimination national park school prayer discrimination based on age national security self-discipline discrimination based on negotiation self-governance disability nobility senator discrimination based on oath of office slavery ethnicity patriotism special interest group discrimination based on peaceful demonstration state government gender personal responsibility state legislature discrimination based on petition state senator language political candidate Statue of Justice discrimination based on political office Statue of Liberty religious belief political party Supreme Court diversity politics taxes elected representative pollution Thanksgiving equal opportunity population growth trade agreement equal pay for equal work poverty treaty evidence prejudice tribal council executive branch president tribal government Fourth of July presidential election Uncle Sam freedom of religion Presidents Day unemployment freedom of speech privilege United States citizenship 48

United States Constitution Veterans Day world leader unlimited government volunteerism value welfare

Economics, Grades 3 - 5 advantage firm profit barter funds profit opportunity benefit goods/services exchange purchasing power borrow household rent business firm incentive resource capital income resource scarcity capital goods income tax revenue capital resource innovation reward competition invention risk competitive market investment salary consumer investor savings consumption limited budget scarcity contract limited resources shortage contract negotiation loan specialization credit market surplus currency natural resource tax customer service partnership trade division of labor payment trade barrier earnings penalty trade-off economy price decrease training employer price increase value employment producer wage entrepreneur product

Health Grades 3 - 5 acne infectious disease protective equipment activity level lifestyle psychological health alcohol medical personnel puberty calorie medication public health clinic cooking temperature minor burn recreation safety dental floss mood swing refusal skill dietitian mouth guard responsibility disability neighborhood safety self-control drug abuse nonprescription drug sexual abuse early detection and nonviolent conflict sexual maturation treatment resolution smoking environment nutritional value social pressure exercise program obesity spoiled food fiber old age stress first- (second-, third-) over the counter medicine stress management degree burn overeating sunscreen first aid parenthood tobacco abuse food label peer pressure treatment growth cycle personal health goal voice change health goal physical fitness warning label health screening physician weight gain healthy relationship poison weight loss HMO pregnancy well-being infant prescription medicine

Physical Education, Grades 3 - 5 arm & shoulder stretch increased heart rate rhythmical skill athlete individual sport rink athletic equipment lifestyle risk taking balance board lifetime sport self-assessment baseball locomotor skill self-expression through basketball motor skill physical activity basketball chest pass movement control serve the ball bat movement pattern shoot the ball batting muscle soreness sideline body control muscular endurance skate boxer muscular strength skis championship net & invasion game soccer dribble competitive sport nonlocomotor skill softball conditioning object-control skill sport etiquette cool-down offensive strategy sport-specific skill course opponent sports apparatus court personal challenge sports club curl-up personal space sportsmanship cyclist physical fitness level stealing the ball defensive strategy physical fitness test striking pattern distance walk/run physical injury swimming diver power temporary tiredness endurance procedure tennis endurance activity professional sport timed walk/run fielding proper nutrition to make a play fitness level pull-up track fitness standard pulse rate training follow-through punt transition movement foot dribble push-up traveling pattern football racing start trunk twist gymnastics racket warm-up hand dribble racket sport weight -bearing activity hockey recovery rate wheelchair sports ice skates recreational league

Arts General, Grades 3 - 5 accompaniment mood structure art form movement style artistic purpose originality subject matter balance performance symbol beat performer technical component diction personal preference tempo emphasis professional theme form repetition timing genre rhythm tone improvisation scenery visual artist interpretation set visual arts lighting setting work of art

Dance, Grades 3 - 5 balance folk dance personal space body position following rhythmic completion body shape in step shape dance phrase leading slide dance step line supporting weight energy mirroring taking weight flexibility movement element traditional dance focus partner skill weight shift

Music, Grades 3 - 5 accent guitar recorder alto half note repeat arrangement harmony rest art song key signature rhythmic variation band instrument keyboard ritard bass keyboard instruments rock music chord legato round classroom instruments levels of difficulty scale compose major key sequencer composer march sharp conductor measure sixteenth note cue MIDI skipping diminuendo minor key snapping Dixieland music Musical Instrument soprano dotted note Digital Interface staccato drum machine musical phrase staff duet musical piece standard notation echo musical staff string instrument eighth note nontraditional sound symbol for articulation electronic instrument notation synthesizer electronic sound orchestra conductor tenor elements of music orchestral instrument tie embellishment patriotic song time signature flat percussion instrument traditional sound folk pitch treble clef forte posture ukulele fretted instrument progression whole note gospel music quarter note work song

Theater, Grades 3 - 5 acting skill dialogue prop action drama role cast line social pretend play character makeup villain classroom dramatization production

Visual Arts, Grades 3 - 5 art material construction sculpture art process contrast shading art technique cool color shape art tools depth size variation artwork elicited response stone balance knife varying color canvas medium varying size cardboard metal videotape casting models viewer clay oil paint visual structure color overlapping warm color color variation perspective watercolor complementary color plastic wood composition scissors

Technology, Grades 3 - 5 alphanumeric keys back-up connecting cable copy copyright law cursor data data deletion data records data retrieval data storage database delete key desktop disk drive download edit electronic form e-mail file folder function keys graphics hard disk hard drive hardware help system home page information exchange information retrieval Internet browser load a program memory modem multiple solutions online print form software software piracy speed of communication storage storage device stored data technical difficulty troubleshooting upload virus word processor

Vocabulary and Concepts for Grades 6-8

Building Background Knowledge for Academic Achievement (2005)

Research on What Works in Schools

Robert J. Marzano

Level 1: Grades K-2,

Level 2: Grades 3-5,

Level 3: Grades 6-8, and

Level 4: Grades 9-12.

Mathematics, Grades 6-8 3-dimensional shape cross data display error method selection section data extreme minimum 3-dimensional space data gap multiple problem-solving addition of fractions data set strategies algebraic expression deductive argument multiple strategies for algebraic expression deductive prediction proofs expansion defining properties of multiplication algorithm algebraic representation shapes/figures mutually exclusive events algebraic step function dilation networks alternate interior angle dispersion nominal data angle bisector distance formula non-decimal numeration approximate lines enlarging transformation system area model equal ratios nonlinear equation area of irregular shapes equation systems nonlinear function array experiment non-routine vs. routine axis of symmetry exponent problems base 10 exponential notation number property base 60 fair chance number systems benchmarking formula for missing values number theory biased sample frequency odds blueprint frequency distribution ordered pairs box & whisker plot graphic representation of outliers certainty of conclusions function overestimation circle formula graphic solution parallel figures circumference formula grid pattern division combining like terms growth rate pattern multiplication complementary angle inductive reasoning pattern recognition complementary event input/output table percents above 100 complex problem integer percents below l composite number intercept perimeter formula congruence intersecting lines perpendicular bisector conjecture irregular polygon perspective constant difference iterative sequence pictorial representation constant rate of change large sample place holder constant ratio limited sample planar cross section convert large number to line symmetry plane small linear arithmetic sequence plane figure number linear equation polygon convert small number to linear geometric sequence precision of measurement large linear units prime factor number logic All problem formulation coordinate geometry logic AND problem space coordinate plane logic IF/THEN problem types coordinate system logic NONE projection counter example logic NOT proportion counting procedure logic OR proportional gain cube number logic SOME quadratic equation cube root mathematical expression quadrilateral cubic unit maximum random number 60 random sample scatter plot functions random variable scientific notation table representation of range sequence probability range of-estimations shrinking transformation tessellation rate significant digits tetrahedron rate of change similar proportions theoretical probability rational number similarity vs. congruence thermometer rectangular coordinates simplification trapezoid formula recursive sequence slide transformation tree diagram model reference set slope triangle sides reflection transformation slope intercept formula underestimation relative frequency solid figure unit size relatively prime solution algorithm unknown reliability solution probabilities variable Roman numeral spreadsheet variable change root square number vertex rotation symmetry square root volume formula sample selection techniques square units volume of cylinder sample space stem and leaf plot volume of prism sampling error straight edge and compass volume of pyramid scale drawing substitution for unknowns work backward scale map supplementary angle written representation scale transformation table representation of

Science, Grades 6-8 acquired trait conflicting interpretations geologic evidence adaptive characteristics conservation of energy geologic force air mass circulation constant speed geological shift alternative explanation of continuation of species gravitational force data crustal deformation Greek basic four elements animal nervous systems crustal plate movement habits of mind asexual reproduction crystal heat convection asteroid debris heat emission asteroid impact deceleration heat energy asteroid movement patterns decomposer heat radiation atmosphere digestive system heat retention atmospheric composition direction of a force hereditary information atmospheric layers direction of motion homeostasis atmospheric pressure displacement of results host atom Earth system hydrosphere atomic arrangement Earth’s age hypothesis balanced force Earth’s atmosphere hypothesis testing behavioral change in Earth’s climate igneous rock organisms Earth’s crust immune system behavioral response to Earth’s layers inertia stimuli eclipse infection bias ecological role informed subject body plan ecosystem infrared radiation carrying capacity egg cell insulator celestial body electric current intellectual honesty cell electrical energy interdependence of cell division element stability organisms cell growth emergence of life forms internal cue characteristics of life energy source internal structure chemical change erosion resistance invertebrate chemical compound ethics in science kinetic energy chemical element evaluation of science lever arm chemical energy process life form change chemical properties of evidence from sedimentary life-sustaining functions substances rock light scattering chemical reaction excretory system light transmission circulatory system experimental confirmation light wavelength classification of organisms experimental control light year climate external feature lithosphere climate change faulty reasoning logic climatic pattern filtering Louis Pasteur closed system food oxidization mantle color of light forms of matter Marie Curie comet fossil record mathematical model comet impact fundamental unit of life mechanical energy comet movement patterns fungus mechanical motion common ancestry galaxy metal reactivity concentration of reactants Galileo metamorphic rock confirmation by observation gene meteor 62 meteor impact planet surface features skeletal system meteor movement patterns plant tissue soil erosion Milky Way galaxy polygenic trait soil fertility molecular arrangement predation Solar System formation molecular motion prey specialized cell molecule properties of elements specialized organ multicellular organism pulley specialized tissue muscular system radiation species mutualism reaction rate species diversity nervous system re-crystallization speed Newton’s Laws of Motion recycling of matter sperm nonmetal reactivity reproductive system sperm cell non-reactive gas research question sunlight reflection nuclear reaction respiration surface area of reactants organ respiratory system surface run-off organ system right to refusal taxonomy organism system failure risk and benefit theoretical model oxidation rock layer movement tissue oxygen rusting tolerance of ambiguity parasite satellite unbalanced force particle ring scientific interpretation unicellular organism peer review scientific method unity of life percolation scientific skepticism universal solvent photosynthesis screening vertebrate physiological change sediment deposition visible light Pierre Curie sedimentary rock water cycle planet composition sedimentation wavelength planet orbits separation method planet size sexual reproduction

English Language Arts. Grades 6-8 action segment derivation homonym active listener description homophone adjective clause descriptive language hyphen adjective phrase diagram imperative sentence adverb clause dialect inconsistency adverb phrase dialogue independent clause almanac document informal language Anglo-Saxon affix documentary information source Anglo-Saxon root editorial interjection argumentation elaboration interpretation atlas electronic media interview authors purpose enunciation intonation autobiography episode irregular verb background knowledge etiquette italics bibliography etymology jargon biographical sketch exclamation mark juxtaposition biography exclamatory sentence knowledge base body language explicit/implicit language convention body of the text exposition layout broadcast extend invitation lecture broadcast advertising extraneous information line (in a play) business letter eye contact literal phrase camera angle facilitator log camera shot fact vs. opinion logic caption familiar idiom logical argument catalog familiar interaction logo CD-ROM feature story manner of speech character trait feedback mass media children’s program figurative language mechanics (language) chronology figure of speech media type clarification film director metaphor climax flashback meter close-up follow-up sentence modifier closing footnote multimedia presentation clue foreign word musical common feature foreshadowing narration comparative adjective formal language native culture compile formal speech native speaker composition structure format news broadcast compound sentence fully developed character news bulletin compound verb gender nonverbal cue conjunction generalization object pronoun contract glittering generality objective view convention grammatical form oral tradition coordinating conjunction Greek affix pacing criticism Greek root page format cross-reference high-frequency word parallel episodes current affairs historical fiction parallel structure demonstrative pronoun historical theme paraphrase 64 peer-response group recurring theme stylistic feature periodical reference source subject pronoun personal narrative relative pronoun subjective view personification relevant detail subliminal message perspective rephrasing subordinate character persuasion report subordinating conjunction phrase grouping representation subplot physical description research paper superlative adjective physical gesture resolution supernatural tale plagiarism resource material syllabic system poetic element restatement syntax polite form rhythm synthesize political cartoonist sales technique tabloid newspaper political speech salutation talk show positive adjective saying target audience predicate adjective scriptwriter technical directions present tense self-correction technical language private audience sentence combining tempo problem-solution shades of meaning tension (in a story) producer simile textual clue programming simple sentence time lapse projection sitcom transition pronominal adjective skit translate proper adjective slang trickster tale proverb slanted material verb phrase public audience small talk verbal cue public opinion trend software vernacular dialect publication date sound system viewer perception pull-down menu special interests viewpoint quiz show specialized language visual aid Reader's Guide to speech pattern voice inflection Periodical speed reading word borrowing Literature stereotype word origin recitation stress word play

General History, Grades 6-8 adaptation communal life evolution agrarian society communist country exodus agribusiness Communist Party extractive mining agricultural economy conflict resolution fair employment practice agricultural lifestyle conservation movement fascism agricultural technology conservatism Federalist Party anthropologist contemporary democracy feminism antibiotics convert feminist movement armed revolution cosmos final solution astronomical discovery court packing financing astronomy crop rotation flora atomic bomb cross-cultural contact foreign capital investment authoritarian rule cultural exchange foreign market Batu cultural heritage fortification Benin cultural integration founders Bill Clinton daily survival skill framers birth rate dating methods fraternal organization black majority death rate French colonization blind respect debtor class fundamental value boundary dispute demographic shift gender role bourgeoisie depression global communication British rule desegregation global market bronze casting discrimination gridiron pattern brush painting disease microorganism group overlap business practice disenfranchisement Haitian Revolution capitalism dissent hierarchy capitalist economy divided loyalties historical account Catholic Christianity domestic crop historical fiction Catholic Church dowry historical narrative chance event Dutch colonization hoarding charter document economic power Holocaust chattel slavery economy hostility checks and balances Egyptian civilization human intention child labor emigration human nature Chinese Revolution employment opportunity Iberia Christian beliefs English Common Law immigration screening civil disobedience environmental change imperial policy civil service examination epic imperialism civil service reform epidemic disease import civilian equal opportunity individual status civilian population equal protection of the laws industrialization civilization ethical belief infant mortality rate clergy ethical systems inheritance law coerced labor ethnic art innate ability cohesion ethnic conflict international market collectivization ethnic group international relations colonization ethnic identity interpretation colony in Massachusetts ethnic minority intervention commercialization ethnic origin Iraq 66

Islamic beliefs national bank public education isolationism national self-rule public opinion jazz nativism Puritanism Jesus Christ Nazi racial minority Jewish monotheism Nazi-Soviet Non- rapid industrialization Jewish refugee Aggression rationing Jewish resistance movement pact of 1939 reform government Korean War neutrality reform legislation labor force nobility religious dissenter labor union nomadic people removal policy learned behavior pattern North American mound- ritual sacrifice liberal democracy building people Roman occupation of limitations on government North American plains Britain linguistic diversity society Russian absolutism literary narrative nuclear politics Russian Revolution of 1917 long-distance migration obsidian saint Lost Generation occupational specialization scientific method lynching open range secession Magna Carta (1215) open shop secular ruler mandate organized labor secular state marine transportation Paris Peace Accord of 1973 seed drill marital status participatory government segregation maritime rights pathogen semilunar calendar maritime technology patriarchal society separatist movement maritime trade route peasantry service industry Marshall Plan Peoples Republic of China Sicily mass consumer economy Persian Gulf significant event matrilineal family perspective social agency memento philanthropist social attitudes middle-class culture Philippine annexation Social Darwinism migrant worker philosophical movement social factor militant religious movement philosophy social issue military mobilization political alliance social status military tactic political border Socialist Party military unit polygamous marriage sovereign state modern art pooled resources spoils system monarchy port city standard of behavior monastery port of entry standard of living monasticism Portugal state bureaucracy monsoon wind Portuguese caravel states' rights moral reform post-World War I status moral responsibility post-World War II steppe lands moral values Post Vincennes stereotype mortality rate price war stimuli mosque private property stock breeding mound builder private white academy stratification multiple-tier time line professional sector strike mural protective tariff strip mining Muslim Empire Protestant Christianity subculture nation-state Protestant Reformation superpower rivalry 67 tariffs telecommunication temperance territorial expansion terrorism theater of conflict third party totalitarian regime trade balance trade union trading triangle transformation transmission of beliefs transmission of culture tribal identity urbanization war crime water rights weaponry welfare white-collar sector woman suffrage Woodrow Wilson’s Fourteen Points working-class culture world history world power world war

U.S. History, Grades 6-8 1960 presidential campaign election of 1800 NAACP African-American Union election of 1912 Navigation Acts soldier Engel v. Vitale new freedom American dream English Bill of Rights new nationalism American foreign policy (1689) Normandy Invasion American identity Equal Rights Amendment Northwest Ordinance of American West Fair Deal 1787 Anne Hutchinson family assistance program Oregon territory antebellum period farm labor pardon of Richard Nixon Anti-Federalist featherbedding party system anti-immigrant attitude federal Indian policy Paxton Boys Massacre antislavery ideology federalism Populism Article III of the Filipino insurrection Populist Party Constitution First Amendment Progressive era Atlantic slave trade First Congress Progressive movement Bacon’s rebellion First Lady Reconstruction Battle for Britain flawed peace amendments Benjamin Franklin’s free exercise clause Republican autobiography French and Indian War Republican Party big stick diplomacy Garvey movement return to domesticity Calvin Coolidge gentleman’s agreement Robert La Follette Camp David Accords Glorious Revolution Roosevelt coalition Charles Evans Hughes Great Society Rust Belt Christian evangelical Hiram Johnson Scopes trial movement Huey Long Seneca Falls Convention Church of Jesus Christ of impeachment share the wealth Latter-day Saints Industrial Workers of the shot heard round the world closed shop World Soviet espionage Compromise of 1850 Iranian hostage crisis Sun Belt Compromise of 1877 James Buchanan Tenure of Office Act Congress James Madison thirteen virtues Congressional authority Jay’s Treaty Townsend Plan Continental Congress John Marshall Transcendentalism Dawes Severalty Act of Joseph McCarthy trans-Mississippi region 1887 Judiciary Act of 1789 Truman Doctrine Declaration of Sentiments Kennedy assassination U.S. Supreme Court Democrat Ku Klux Klan universal white male Democratic-Republican Lewis and Clark expedition suffrage Party Little Rock 1957 Virginia dollar diplomacy Loyalist Warren G. Harding domestic policy Malcolm X Whig Party domestic program Marbury v. Madison (1803) Works Progress Dr. Francis Townsend Massachusetts Administration Dred Scott decision McCarthyism WPA project Dwight D. Eisenhower midnight judge Eisenhower Doctrine modem republicanism

World History, Grades 6-8 Abbasid Empire Christian soldier European imperialism Abd aI Quadir classical civilization European monarchy African resistance Cleisthenes European resistance movement Clothilde movement Agustin de Iturbide Clovis fascist aggression Akbar colonial Africa facist regime Albert Einstein commercial agriculture Father Miguel Hidalgo alchemy Communist party in China feudal lord Alfred Krupp Conference of Versailles feudalism Algeria Congress of Vienna Francis Bacon Alps constitutional monarchy Frankish Empire American Indian nation Coptic Christians Gangetic states Ammianus Marcellinus courtly ideals Gangzhou (Canton) Anasazi courtly love Ghana Anatolia creation myths of Babylon Glorious Revolution of Andean region creation myths of China 1688 apartheid creation myths of Egypt Gothic cathedral Arab Muslim creation myths of Greece Great Leap Forward arranged marriage creation myths of Sumer Great Plague Aryan culture Creole Great Powers in Europe Ashanti Creole-dominated revolt of Great Reform Bill 1832 Asian art form 1821 Greco-Roman antiquity Assyria Crete Greece Assyrian Empire Crimean War Greek art Axis country Crusades Greek Christian civilization Babylonian Empire Cultural Revolution Greek drama Baltic region Dahomey Greek rationalism Bantu Dai Vet Greenland Barbados Daoism/Taoism Grimke sisters Berlin Darius I griot "keeper of tales" Bismarck’s "Blood and Darius the Great Haiti Iron" speech democratic despotism Heian Buddhist beliefs division of Germany and Hellenistic period Cape Region Berlin Helsinki Accords Carolingian Empire division of the subcontinent herding societies Catherine the Great Dorothea Lange Hermit Kingdom Catholic Reformation Dutch Republic high culture entertainment Cecil Rhodes dynastic politics High Middle Ages Central Europe Early Middle Ages High Renaissance Ceylon East India Company Hittite people Champa East Indies Holland Chandogya Eastern Mediterranean Homo erectus Chandragupta Elizabeth I Homo sapiens Charles Darwin Ellora Ibn Battuta China’s 1911 Republican Emmeline Pankhurst Ice Age Revolution empire-builder imperial absolutism Chinese Revolution of 1911 Epic of Gilgamesh Indian culture Christian Europe Estates-General Indo-Aryan people Christian religious art Ethiopia Indo-European language 70

Indo-Gangetic plain Middle Kingdom Robert Owen’s New Lanark Indonesian archipelago Minoan Crete System Inner Asia Mohandas Gandhi Roman Catholic Church Isfahan Mohandas Gandhi’s call for Romanticism Italian Renaissance nonviolent dissent Rosa Luxemburg James Maxwell Monarch Mansa Musa royal court Janissary Corps Mongol conquest of 1206 Rule of St. Benedict Japanese modernization Moroccan resistance Samarkand Jean Jaures movement Samori Ture Jose Clemente Orozco Napoleon’s invasions Sassanid Empire Kalash church Neolithic agricultural Saudi Arabia Kamakura period society Saxon peoples Karl Marx neutral nation Scythian society karma Newfoundland second industrial revolution Kathe Kollwitz Niger River seizure of Constantinople khans nirvana Selim III Khoisan group North Atlantic Treaty Shiba Kokan kingdom of Aksum Organization Shinto kinship group Oaxaca Svetaketu Kongo Old Kingdom Siam Korean culture Old Regime France Sigmund Freud kulak Opium War Solon Kuomintang oracle bone inscription Sotabu screen Lalibela church Orosius South Asia lateen sails paleolithic cave painting Soviet bloc Lenin’s New Economic Panchatantra Soviet domination Policy papacy Soviet invasion of Leo Africanus pastoral nomadic people Afghanistan Lucretia Mott Persia Spanish Muslim society Lunda Persian Empire squire Macedonia Peter Stolypin St. Petersburg, “window on Machu Picchu Peter the Great the west” Mahdist state Pizarro Stalin’s purge Mahmud II Poland Stanley Baldwin Malayo-Polynesia polis story of Olaudah Equiano Manchu Empire Polynesia (Gustavus Vassa) Manchu post-Mao China Sudan Mandate of Heaven Priscus the Gracchi manorialism Punic Wars three piece iron Mao Zedong Queen Hatshepsut Thuttnose III Mao’s program Quin Empire Tiananmen Square Protest Maroon society Ramsay MacDonald Timur the Lame Mauryan-Buddhist power Ramses II (Tamerlane) medieval Christian society Raymond Poincare Tippu Tip medieval theology Reagan-Gorbachev summit Toltecs megalithic stone building diplomacy Torah megalopolis reconquest of Spain Toussaint L’Ouverrure Menelik II reincarnation trench warfare Meroitic period Renaissance humanism trial of Galileo Middle Ages Rene Descartes Trojan war 71

Turkic migration Turkestan unification of Germany unification of Italy United States foreign policy Upanishad U.S. isolationist policy Vedas Vedis gods warrior culture Warsaw Pact West Asia Western and Eastern European Societies Western art and literature Western culture White Sea Xiongnu society Zagwe Dynasty Zanzibar Zhou Dynasty Zhu Xi

Geography, Grades 6-8 acid rain diesel machinery Indians adaptation dispersion Indonesia Algeria division (of Earth’s surface) industrial center alphanumeric system downstream industrial district alternative energy source drainage basin infant mortality rate Amsterdam dry-land farming .technique infrastructure architectural style of earth-moving machinery interdependence buildings earthquake-resistant internal structure arid climate construction Inuit assimilation earthquake zone involuntary migration Australia economic alliance Iraq invasion of Kuwait average family size ecosystem (1991) Irish immigrant axis electric car isthmus barrier island energy-poor region Italy Belgium energy industry Jamaican sugar bicycle lane energy source Japanese occupation of biome equilibrium Manchuria (1930s) biosphere Ethiopia Khyber Pass Boston ethnic composition land-locked boundary dispute evacuation route land-use data Brenner Pass Everglades land-use pattern building style export language region Burma Pass fall line of the Appalachians leeward Canberra fauna levee Capitol Hill feeding level life form central place flat-map projection linkage cheap labor flood-control project literacy rate Chile floodplain lithosphere China flora Little Italy Chinatown fungi local scale Chinese textile Gateway Arch-St. Louis major parallel clearing of forest geographic factor marine climate climate region global impact marine vegetation Congo global warming meridian conservationist Golden Gate Bridge-San Mesopotamia contemporary system of Francisco midaltitude communication Great American Desert migrant population Cumberland Gap grid military campaign data set hemisphere military installation database historic preservation mobility decentralization Hong Kong Moslems Delaware River housing development multiculturalism demographic change Huang Ho nationalism demographic information human process natural resource density hurricane natural vegetation density of population hurricane shelter natural wetlands developed country hurricane tracks Netherlands developing country hydroelectric power New Delhi diamond trade imported resource Nile Valley 73 nitrogen cycle raw material steel-tipped plow nonrenewable resource recession strait nuclear-waste storage reforestation strip mining ocean circulation region of contact suburbanizadon ocean pollution regional boundary Sunbelt Ogallala Aquifer regrowth system old-growth forest religious facility Tacoma Strait Opera House-Sydney, renewable resource tariff Australia residential pattern technological hazard origin resource management telephone area code overfishing ridge-and-valley pattern temperature fluctuation overpopulation Riviera terrace Pakistan runoff terraced rice fields paper factory rust belt The Hague pedestrian walkway satellite-based thematic map pesticide communications system topography petroleum Saudi Arabia Tower Bridge-London Philippine archipelago savanna trade advantage Philippines school district transportation hub physical environment sea wall Trenton physical geography seasonal pattern of life triangular trade route physical variation semiarid area Tropic of Cancer plant species settlement pattern Tropic of Capricorn political region shifting civilization tropical rain forest political unit Siberia truck-farming community population concentration Sikhs tsunami population density Singapore tundra population distribution single-industry city Twin Peaks population growth rate soil erosion urban commuting population region soil fertility use of explosives population structure solar power Vietnamese postal zone South Africa voluntary migration prevailing wind Soviet Union Washington prime meridian (Greenwich spatial water spring meridian) spatial arrangement water supply principal line spatial perception watershed principal meridians spatial scale work animal production site spread of bubonic plague World Court public housing spread of disease Yucatan Peninsula public transit standard of living

Civics, Grades 6-8 AFL-CIO Environmental Protection institution (political) Aid to Families with Act interest group Dependent Children environmental protection international law allegiance movement International Red Cross ambassador equal justice for all interstate commerce American citizenship equal protection of the law interstate highways American Revolution equal rights under the law judicial branch American tribal government equity judicial power armed forces service ethical dilemma just compensation arms control ethnic diversity juvenile bias ex post facto labor movement binding agreement executive power landmark decision cabinet fair notice of a hearing Latin America capital punishment fair trial League of Women Voters central government federal court legal recourse charitable group federal income tax legislative branch citizenship by birth First Amendment legislative power civil rights foreign aid legislature civil rights movement foreign policy letter to the editor civilian control of the foreign relations licensing military form a more perfect union limited government coining money Founders local election colonial charters Framers lower court commander in chief freedom of assembly loyal opposition Common Cause freedom of association majority rule Confederate States of freedom of conscience Marbury v. Madison America freedom of petition Martin Luther King Jr.’s “I conflict management freedom of press Have A Dream” constitutional law freedom of residence Mayflower Compact corrective justice freedom to emigrate Medicaid covert action freedom to marry whom one Medicare criminal law chooses minimum wage curfew freedom to travel freely minority rights customs search French Revolution NAACP death penalty fundamental principles of national defense debate American nation-state delegated powers democracy NATO demographics gender diversity naturalization demonstration general election Nineteenth Amendment domestic policy Gettysburg Address nomination dress code Greenpeace OAS due process gun control Parliament economic aid habeas corpus parliamentary system economic incentive hate speech People’s Republic of China economic sanctions immigration picket economic security impeachment political life English Parliament income tax political appointment enumerated powers indentured servitude popular sovereignty informed citizenry prayer in public school 75 preamble right to equal protection of state sales tax Preamble to the the law state sovereignty Constitution right to establish a business states' rights president’s cabinet right to hold public office suffrage presumption of innocence right to join a labor union suffrage movement prime minister right to join a professional Supreme Being principle association tariff private life right to know tax revenue private property right to patent terrorism property tax right to privacy The Federalist Papers protest right to property the press public agenda Roman Republic totalitarian system public life rule of men treason public opinion poll Senate trial by jury public trial separation of church and union Pure Food and Drug Act state United Nations recall election separation of powers United Nations Charter representative democracy shared power Universal Declaration of representative government Sixteenth Amendment Human Rights revenue slander U.S. v. Nixon right of appeal Social Security veto power right to acquire/dispose of sovereign state Virgin Islands property sovereignty vote of no confidence right to copyright speedy trial voter registration right to counsel state constitution World Council of Churches right to enter into a lawful state court World Court contract state election

Economics, Grades 6-8 average price level inflation rate rent control carrying money interest risk reduction central authority intermediary sales tax checking account labor force savings account command economic system labor market self-employment commercial bank labor union self-sufficiency contract labor large firm shared consumption cost of production law of supply and demand side effect credit policy market clearing price special interest group decentralization market economy specialized economic disincentive market exchange institution earned income national defense spending standard currency economic incentive national economy standard of living economic indicator negative incentive storing money economic specialization nonprofit organization substitute product equilibrium non-rival product supplier exchange rate opportunity benefit surcharge export opportunity cost system of weights and exporting firm output per hour measures finance output per machine tax deduction foreign exchange market output per unit of land tax exemption foreign trade output per worker tax reduction free trade part-time employment total benefit fringe benefit positive incentive total cost full-time employment private market total market value funding production unemployment Gross Domestic Product productivity unemployment rate human capital property rights wage rate human resource public project work rule import quota inflation relative price

Health, Grades 6-8 abdominal thrust maneuver diabetes malnutrition adolescence Diabetes Association maturation adolescent independence discrimination mental health clinic alcohol abuse domestic violence mental health American Heart Association drug-seeking behavior neglect American Lung Association drug dependency negotiation skill anemia drunk and drugged driving other-directed violence anorexia eating disorder personal health assessment asthma emergency plan personal hygiene bacteria emotional abuse plaque body system emphysema pollutant bulimia family history prejudice cancer food additive prevention cardiopulmonary food refrigeration risk factor resuscitation food storage safe driving chronic disease handicapping condition safety hazard community agency health-care provider self-directed violence community health health fad self-esteem conception health risk self-examination conflict resolution heart disease short-term consequence counseling Heimlich maneuver solid-waste contamination CPR hygiene storage temperature cultural belief immunization tolerance for frustration denial injury-prevention strategy tolerance level dental health long-term consequence weight maintenance depression lung cancer

Physical Education, Grades 6-8 advanced movement skill weight control aerobic weight training aerobic capacity anaerobic calisthenics cardiorespiratory endurance cardiorespiratory exertion dual sport emotional health exclusionary behavior eye-hand coordination. fat body mass feedback fitness goal freestyle swimming frequency of training game plan handicapped athlete health benefit heart-rate recovery heart-rate reserve inclusive behavior intramural sport irregular heart rate isometric exercise lean body mass leisure activity manual dexterity mental health mental imagery movement concept muscle cramp overtraining overuse injury psychological benefit physiological benefit range of motion relaxation techniques resistance training resting heart rate self-image self-talk spatial awareness spike the ball stress reduction target heart rate threshold visualization volleyball 79

Arts General, Grades 6-8 AB form costuming performing arts ABA form cultural context presentation aesthetic criteria emotional response rehearsal aesthetics ensemble repertoire art medium expression scene artistic choice function of art tension audience response historical context texture aural element historical influence traditional art forms body alignment historical period transition breath control kinetic element variation

Dance, Grades 6-8 abstracted gesture agility angle articulation of movement ballet call and response canon chance reordering classical dance collapse combination of movements complementary shapes contrasting shapes coordination dab diagonal directionality elevation float glide initiation of movement injury-prevention strategy jazz dance level in relation to floor movement quality movement sequence narrative pantomime punch recovery reordering restructure round social dance spatial pattern square dance sustain swing tap dance theatrical dance vibratory warm-up technique

Music, Grades 6-8 a capella level-2 difficulty pop articulation level-3 difficulty presto barbershop quartet level-4 difficulty quartet bass clef level-5 difficulty range blues madrigal recorder-type instruments bow control mallet instruments refrain chorded zithers marcato release chorus melodic embellishment rhythmic ostinato classical melodic instrument sight read coda melodic line sonata composition melodic ostinato stick control crescendo melodic phrase suite dynamic change meter sympathy dynamic level meter change symphonic harmonic accompaniment meter signature syncopation harmonic instrument music in four parts timbre hymn music in two and three parts tonality instrumental literature oboe traditional sound source interval opera trio intonation phrasing triple meter jazz pitch notation wind instrument jingle playing by ear level-1 difficulty playing position

Theater, Grades 6-8 archetype empathy script atmosphere formal production sensory recall avocation informal production set design character motivation locale staging characterization new art forms study guide classical nonlocomotor movement superhero constructed meaning oral element suspense direction physical environment theater literacy director pitch trickster dramatic media playwright visual element dramatization production value vocal pitch electronic media publicity

Visual Arts, Grades 6-8 art elements art history brayers contemporary meaning definition design element easel expressive features form hue intensity kiln laser lathe line motion placement press space spatial characteristic temporal structure texture value visual concept

Technology, Grades 6-8 automated machine feedback output bulletin board system file management output device capacity format programming command CD-ROM formatting programming language central processing unit function record management computer fraud human-operated machine search techniques computer hacking icon sort techniques copyright violation input device special purpose program data access Internet Service Provider specialized machine data display Intranet spreadsheet data processing invasion of. privacy steps in the design process data update local network system system failure decoder malfunction tape drive designed object man-made object text format desktop publishing software misconnected touch screen digitized mismatched URL disassembly navigation (Internet) virus setting document formatting network voice recorder e-learning nonphysical object

Vocabulary and Concepts for Grades 9-12

Building Background Knowledge for Academic Achievement (2005)

Research on What Works in Schools

Robert J. Marzano

Level 1: Grades K-2,

Level 2: Grades 3-5,

Level 3: Grades 6-8, and

Level 4: Grades 9-12.

Mathematics, Grades 9-12 absolute error discrete probability matrix absolute function distribution matrix addition absolute value divide radical expressions matrix division acceleration domain of function matrix equation add radical expressions empirical verification matrix inversion addition counting procedure equivalent forms of matrix multiplication algebraic function equations matrix subtraction angle of depression equivalent forms of minimum/maximum of arc inequalities function area under curve expected value monitor progress of a asymptote of function experimental design problem base e experimental probability monomial binary system exponent Monte Carlo simulation bivariate data exponential function multiple radical expressions bivariate data factorial natural log transformation factorial notation natural number bivariate distribution Fibonacci sequence nature of deduction Cartesian coordinates finite graph negative exponent categorical data force normal curve central angle formal mathematical number subsystems central limit theorem induction parallel box plot chord fraction inversion parameter circle without center function composition parameter estimate circular function function notation parametric equation classes of functions geometric function periodic function combination global/local behavior permutation complex number imaginary number phase shift compound event independent events pi compound interest independent trials point of tangency conditional probability indirect measure polar coordinates confidence interval inflection polynomial conjugate complex number interest polynomial addition continuity inverse function polynomial division continuous probability irrational number polynomial function distribution isometry polynomial multiplication control group law of large numbers polynomial solution by correlation law of probability bisection cosine limit polynomial solution by sign critical paths method line equation change curve fitting line segment polynomial solution curve fitting median method line segment congruence successive approximation decibel line segment similarity polynomial subtraction density line through point not on a population dependent events line postulate derivation linear powers dilation of object in a plane log function precision of estimation direct function logarithm probability distribution direct measure logarithmic function proof paragraph discrete probability mathematical theories protractor 87

Pythagorean theorem rotation in plane synthetic geometry quartile deviation sample statistic systems of inequalities radical expression sampling distribution tangent radical function scalar term radius series theorem random sampling technique series circuit theorem direct proof range of function sigma notation theorem indirect proof rational function similar figures transversal real numbers sine treatment group real-world function sinusoidal function trigonometric ratio reciprocal smallest set of rules trigonometric relation recurrence equation speed truth table proof recurrence relationship spurious correlation two-way tables recursive equation standard deviation U.S. customary system reflection in plane statistical experiment unit analysis reflection in space statistical regression univariate data regression coefficient statistic univariate distribution regression line step function upper/lower bounds relative error strategy efficiency validity representativeness of strategy generation variance sample technique vector Richter scale subtract radical expressions vector addition right triangle geometry successive approximations vector division roots & real numbers summary statistic vector multiplication roots to determine cost surface area cone vector subtraction roots to determine profit surface area cylinder velocity roots to determine revenue surface area sphere vertex edge graph

Science, Grades 9-12 abiotic components of cellular waste disposal electromagnetic field ecosystems charged object electromagnetic force accelerator Charles Darwin electromagnetic radiation acid/base reactions Charles Lyell electromagnetic spectrum actual mass chemical bond electromagnetic wave advection chemical organization of electron age of the universe organisms electron configuration Albert Einstein chemical properties of electron sharing Alfred Wegener elements electron transfer amino acid sequence chemical reaction rate elementary particle anatomical characteristic chloroplast elements of matter Antoine Lavoisier chromatography elimination of matter & atmospheric change chromosome energy atomic bomb chromosome pair elliptical orbits atomic bonding principles composition of the universe embryo formation atomic configuration convection empirical standards atomic energy convection current endothermic reaction atomic mass Copernican revolution energy requirements of atomic motion Copernicus living systems atomic nucleus Coulomb’s law Enrico Fermi atomic number criteria for acceptance entropy atomic reaction crystalline solid enzyme atomic theory cytoplasm equal & opposite force atomic weight data reduction equilibrium of ecosystems Avogadro’s hypothesis decay rate Ernest Rutherford Bernoulli’s principle degree of kinship evidence for the Big Bang Big Bang theory derived characteristic Theory biochemical characteristic disclosure of methods & evidence for the expansion biological adaptation procedures of the universe biological evolution DNA evidence for the unity biological molecule DNA molecule among organisms breakdown of food DNA replication excitatory molecule molecules DNA sequence exothermic reaction buoyancy DNA structure experimental method carbon DNA subunit F=ma carbon atom dominant trait Fahrenheit carbon cycle Doppler effect filial generation carbon dioxide drag flow of energy catalyst Earth’s elements flow of matter cell function Earth’s external energy fluid resistance cell membrane sources foot pound cell nucleus Earth’s formation formation of polymers cell organelle Earth’s internal energy fossil fuels cell wall sources gamma ray cellular communication elasticity gene encoding cellular differentiation electric force gene expression cellular energy conversion electric motor general theory of relativity cellular regulation electric potential genetic diversity cellular response electrically neutral genetic mutation 89 genetic variation Newtonian mechanics relative motion geochemical cycle nitrogen release of energy geologic time nitrogen cycle reproductive capacity geologic time scale nuclear fission reproductive value of traits geological dating nuclear force revision of scientific Gregor Mendel nuclear fusion theories germ theory nuclear mass rock sequence Golgi apparatus nuclear stability rules of evidence gravitational energy nucleated cell sea floor spreading greenhouse gas ocean layers segregation Halley's comet ohm seismic wave harvesting of resources organic compound synthesis selective gene expression history of the universe organic matter semiconductor human genetics origin of life sex cell human modification of origin of the universe sex chromosomes ecosystems oxidation-reduction sex-linked trait hydrogen bomb reactions shared characteristic hydrogen ion ozone sound wave inertial frame of reference paradigm shift space probe inhibitory molecule parental generation special theory of relativity inverse square law particle emission speciation ion periodic table of the speed of light ionic motion elements spontaneous nuclear isotope photosynthesizing organism reaction Johannes Kepler phylogenetics star composition John Dalton plate boundary star destruction Kelvin (temperature) plate collision star formation Lise Meitner plate tectonics star size mass to energy conversion potential energy star system meiosis pressure star temperature Mendelian genetics properties of reactants star types metallic surface properties of waves stellar energy method of investigation protein storage of genetic microwave protein structure information mitochondrion protein synthesis Sun’s radiation mitosis proton superconductor molar volume Ptolemy survival value of traits mole quantum of energy synthetic polymer molecular energy radical reaction thermal equilibrium molecular synthesis radio wave torque molten rock radioactive dating transforming matter and/or mountain building radioactive decay energy moving electrical charge radioactive isotope transport of cell materials moving magnet rate of nuclear decay transporting matter and/or natural selection recessive trait energy net force recombination of chemical ultraviolet radiation neuron elements unequal heating of air neurotransmitter recombination of genetic unequal heating of land neutron material masses new gene combinations relative mass unequal heating of oceans 90 vacuole wave amplitude weight of subatomic viscosity wave packet particles water wave wave source x-ray

English Language Arts, Grades 9-12 acronym commercialization exaggerated claim advertising code compound adjective excerpt advertising copy compound noun expressive writing aesthetic purpose compound personal extended quotation aesthetic quality pronoun external/internal conflict allegory compound-complex false causality alliteration sentence faulty mode of persuasion allusion computer-generated image FCC regulation ambience concept feature article ambiguity conceptual map fictional narrative American literature conjunctive adverb field study American Psychological connotative meaning film review Association consonance filter (in photography) analogy consumer document friendly audience ancient literature context future perfect verb tense anecdotal scripting contrasting expressions hierarchic structure anecdote controlling idea Homeric Greek literature annotated bibliography copyright law hostile audience appeal to authority correlative conjunction hyperbole appeal to emotion counter argument idiom appeal to logic couplet incongruity archetype credibility indefinite adjective articulation credit indefinite pronoun artifact criteria inflection assonance critical standard interior monologue attack ad hominem cultural agency internal conflict author’s bias cultural expression interrogative pronoun autobiographical narrative cultural influence irony ballad cultural nuance job application bandwagon cultural theme job interview belief system cutline Latin affix bias dash Latin root Bible debate leave-taking biographical narrative deconstruct limited point of view blurring of genres delivery literary criticism bolding denotative meaning literary device British literature dictation literature review bylaw diction logical fallacy celebrity endorsement digressive time logographic system censorship direct address lyric poem characterization directionality marketing cinematographer divided quotation media-generated image circumlocution drama-documentary medieval literature clarity of purpose dramatic dialogue medium clincher sentence dramatic mood change memorandum cognate emotional appeal methodology coherence emphasis microfiche cohesion epic Modem Language collective noun ethics Association 92 modern literature satire modulation secondary source mythology semicolon narrator set design negotiate soap opera neoclassic literature sociocultural context norm soliloquy noun clause somber lighting noun phrase speech action nuance speed writing ode standard English omniscient point of view status indicator onomatopoeia stream of consciousness opening monologue structural analysis overgeneralization style sheet format overstatement subvocalize overview telephone information packaging service parable temporal change parody text boundary past perfect verb tense text feature pastoral text structure performance review thesis persona thesis statement personal space transparency philosophical assumption truth in advertising poise understatement policy statement universal theme present perfect verb tense visual text primary source warranty production cost word processing progressive verb form word reference propaganda proposition of fact speech proposition of policy speech proposition of problem speech proposition of value speech questionnaire reaction shot readability red herring redraft reflexive pronoun repeats resume rhetorical device rhetorical question romantic period literature sarcasm 93

General History, Grades 9-12 abortion consumer’s rights expansionist foreign policy absolutism consumer culture Federalist adaptation containment policy food plant domestication affluence contemporary life fraud African American continuity free enterprise community conventional warfare free labor system amnesty corporation free trade animal domestication Covenant of the League of freedom of the press anticommunist movement Nations fundamentalism anti-Semitism creditor generational conflict aristocratic power critical text analysis genetically determined arms embargo cultural continuity behavior arms limitations cultural identity genocide artisan cultural preservation geopolitics assimilation defense policy global economy atomic diplomacy defense spending global trade autonomous power demobilization globalizing trend bank recharter democratization government subsidy barbarian demographics gradation bilingual education depression of 1873-1879 group identity biological evidence depression of 1893-1897 guerilla warfare bipolar centers of power detente hearsay black market diffusion hereditary social system border conflict disease pandemic heredity breakup of Soviet Union distribution of powers historical context British colony due process historical continuity British imperialism duke humanism British monarch Dutch merchant class ideological conflict capitalist country Dutch West Indies ideology cartography economy imperial presidency casualty rate economic dependency inalienable right to freedom Catholic clergy economic disparity income gap centralized monarchy economic reforms individualism chemical warfare educational reform industrial parity Chinese Communist Party enemies of the state inflammatory Christian denomination energy crisis inflation church-state relations English Parliament instinctive behavior city planning entrepreneur integration civic center entrepreneurial spirit intellectual life class conflict environmental degradation internal trade class relations environmentalism international economy colonial rule ethical dilemma investigative technique commodity price ethnicity investment common refuse evangelical argument iron metallurgy compulsory education evangelical movement Islamic state conscription exchange of fauna Islamization constitutional ideal exchange of flora Jewish scapegoating constitutionalism expansionism jihad 94 labor relations Philippines South Africa legal code Pop Art sovereignty liberalism postindustrial society sphere of influence liberation theology primate stagnation of wages male-dominated job prior experience staple crop production market revolution privatization state constitution martyr profit motive status quo materialism profiteering subsistence method mercantilism propaganda suburbanization mercenary propaganda campaign supply-side economics Mexican Revolution property rights system of alliances militarism Protestant clergy traditional cultural identity military-industrial complex province UN resolution military preparedness psyche United States intervention millennialism public policy universal language mining economy quadrant urban bourgeoisie mobilization racial role U.S. domestic energy policy moderate thinking radicalism U.S. foreign policy monetary policy rationalism U.S. Smoot-Hawley Tariff monotheism reactionary thinking U.S.S.R mulatto Realism Utopian community multiculturalism realpolitik volunteerism multilateral aid organization recession wartime diplomacy multinational corporation recurrent pandemic wartime inflation Muslim country Red Russian welfare state nation building Red Scare Western values national autonomy redistribution of wealth women in the clergy national debt refugee population workforce national identity religious evangelism world geopolitics national market reparation payment writ of habeas corpus national security repertoire national socialism representative government nationalism republicanism Native American origin resettlement story retaliation native population reunification natural history rights of the disabled neocolonialism rigid class new scientific rationalism Russian Chronicle noble savage Russian Revolution of 1905 nonunion worker sanctioned country nullification scientific racism oil crisis of 1970s second front one man one vote sectionalism opposition group secular ideology oppression sedentary agriculture outward migration self-determination Parliament social democratization parliamentary government socialism periodize socioeconomic group 95

World History, Grades 9-12 1994 Cairo Conference on Britain’s modernizing Diego Rivera World Population policy in India Diem regime Abdul-Mejid British West Indies Dreyfus affair aboriginal population Brooke early modern society absolutist state Bruges Emperor Aurangzeb Abstract Expressionism Buddhist-Hindu culture Ems telegram Adam Smith Buddhist monk enclosure movement Aegean region Buganda encomienda system African nationalist Byzantine church Enlightened Despot movement Cambodia Enuma Elish African village life Caspian Sea Erich Remarque Akbar Islam cassava Ernest Hemingway Akhenaton (Amenhotep IV) Caucasus Ethiopian art al-Afghani caudillo Ethiopian rock churches Alexander Cavalier Eurasian empire Alexander of Macedon Cavour European country alphabetic writing Charter Oath of 1868 European Jew Amsterdam Chartist movement European manorial system Angkor Wat Chile Existentialism Anglo-Saxon Boniface Chimu society Expressionism Arab Caliphate China’s population growth expulsion of Jews and Arab League China’s revolutionary Muslims from Spain Arabia movement foot binding Arabic Chinese workers forced collectivization Argentina Chinese writing system Franco-Prussian War Aristotle Christian missionary French Estates-General art of courtly love Christian monotheism French salon Ataturk city-state French West Indies Athens Code Napoleon Freud’s psychoanalytic atonism code of Hammurabi method Austria Conference at San Remo Geneva Accords Austro-Hungarian Empire Constantinople Genoa Babylon cremation of Strasbourg gentry elite Balfour Declaration Jews George Orwell Battle of Tours of 733 Cubism German concept of Kultur Bavaria Cuzco German Empire Bhati movement Cyrus I German Federal Republic biblical account of Genesis Czar Nicholas I Germanic peoples Bismarck Dadaism Ghaznavid Empire Black Death Damascus Golden Horde Black Legend David Siqueiros Great Khan Mongke Bloody Sunday Decembrist uprising Great Khan Ogodei Boccaccio Declaration of the Rights of Great War Boer Man Great Western Schism Boer War Declaration of the Rights of Greek comedy Bolshevik Women Greek Orthodox Brazilian independence Descartes' Discourse on Christianity movement Method Greek philosopher Diary of Murasaki Shikibu Greek tragedy 96

Guatemala Machiavelli pre-industrial England guild Magyar cavalry principle of the "Invisible hacienda Mahabharata Hand" Hadith Mahdi Muhammad Ahmad process of Russification Hapsburg Empire I Protestant Work Ethic Hatt-I-Humayun Maratha Qianlong emperor Heian period Marx and Engel’s Qing position on opium Herodotus Communist Manifesto Qizilbash nomadic hominid community Marxism tribesmen Hun invasions May Fourth movement Rabbinic Judaism Hung-wu emperor Mayan "Long Count" Ram Mohan Roy Iberian Empire calendar Ramayana Iliad Mediterranean Empire Rashid Rida imperial Mughal Mein Kampf Red Sea Impressionism Mesolithic regulated family and Indian concept of ideal mestizo community life kingship Mudejar Muslim Romanization of Europe Indian uprising of 1857 Munich Agreement in 1938 Roundhead Iran Nazi genocide royal patronage Ismail Nazi ideology Rudyard Kipling’s White Italian humanism Nazi-Soviet Non- Man’s Burden Jamal al-Din Aggression Pact, 1939 Sahara desert Japanese invasion of China neo-Confucianism sans-culottes Jenn-jeno Neolithic revolution Sargon Jewish and Arab inhabitants New England colony SchliefIen Plan of Palestine New Granada Seljuk Empire Jewish. diaspora New World Sikh Jewish flight to Poland and nineteenth-century literature Sino-Japanese War Russia Noh drama Slavic world Jiang Jieshi Nok terra cotta figure Socialist Realism Joan of Arc nonhominid South African (Anglo-Boer) John of Plano Carpini northern Italian city-state War Joseph Francois Dupleix’s October Manifesto South India theory of "divide Odyssey Southern Africa and rule" Olympia de Gouge Southern Europe Joseph II one child policy in China Soviet nonaggression pact Kan Orthodox Christianity Spender Kangzi emperor Pallavas Srivijaya Kashmir Pandyas Stalinist totalitarianism Kerensky Pan-Slavism Strait of Malacca Kievan Russia partition of Africa Sufism King Joao II Pax Mongolica Sui dynasty Kumbi-Saleh Plato Sumeria Latin Plato’s Republic Sun Yatsen Latin American revolution poetry of Kabir Sunni and Shi'ite factions Latin Catholic church poetry of Mirabai Surrealism Lenin’s ideology pogroms in the Holy Roman Sykes-Picot Agreement lingua franca Empire Taiping Rebellion Lord Dalhousie Polish rebellion temple of Madurai Louis XIV Popul Vuh temporary dominance 97

Thailand the Netherlands Teotihuacan the Congo The Pillow Book by Sei Tiahuanaco society The Interesting Narrative of Shonagon Trans-Siberian railroad the Life of Olaudah The Prince by Machiavelli Treaty of Nanking (1842) Equiano The Wealth of Nations Treaty of Shimonoseki (1895) Treaty of Versailles Ukraine Umayyad Dynasty “unified” India Venice Viking longboat Vladimir of Kiev Western hegemony Western political thought White Paper Reports on Palestine White Russian World influenza pandemic 1918-1919 Young Turk Movement Yuan Dynasty Zionist Movement Zoroastrianism

Geography, Grades 9-12 absolute location congressional district Eurocentric acculturation container company European Union agribusiness contaminant eutrophication agricultural soil contemporary economic exurban area AIDS trade network facsimile transmission airborne emission continental climate service air-mass circulation continental drift fanshed alluvial fan cost-distance feedback loop Americenrtic crude birth rate fertility rate aquifer crude death rate flow map artesian wells cultural diffusion flow of energy atmospheric pressure cells cultural landscape flow pattern atmospheric warming culture hearth flow resource Basque minority culture region flowchart Bible Belt cycling of energy foreign capital biodiversity decolonization foreign market biological magnification deforestation formal region British Empire demographic transition free-trade zone bubonic plague demography French colonization of Buddhism depleted rain forests of Indochina Burkina Faso central Africa friction carbon cycle deposition friction of distance Caribbean Basin desertification functional region Carolingian Empire diffusion gentrification carrying capacity diffusion of tobacco Geographic Information cartogram smoking Systems cartographer distance decay geographic technology census data distribution of ecosystems geomorphology census district doubling time GIS center-pivot irrigation drought-plagued Sahel global market Central Europe dust storm global migration pattern central place theory dynamic system Great Barrier Reef chemical cycle eastern Australia Great Plains Dust Bowl chemical fertilizer eastern United States greenhouse effect Chernobyl nuclear accident ecology greenway choropleth map economic dominance Gross Domestic Product circuit-court district economic incentive Gross National Product climate graph (climagraph) economically developing groundwater quality coastal ecosystem nation groundwater reduction coastal flood zone edge city habitat destruction command economy environmental degradation Han dynasty commodity flow environmental determinism hazardous waste handling Common Market equinox health care facility comparative advantage erosional agent High Plains complementarity ethnic elitism high-latitude place concentrated settlement ethnic enclave hinterland form ethnic minority hub-and-spoke concentration of services ethnicity human adaptation. concentric zone model ethnocentrism human control over nature 99 human-induced change North Korea rutile sand Hutus Nova Scotia Rwanda hybridization of crops oblate spheroid salinization hydrilla ocean ecosystem salt accumulation hydrologic cycle Ontario sand movement hydrosphere OPEC secondary economic activity indigenous people overcutting of pine forest sector model Industrial Revolution oxygen cycle sediment industrialization ozone depletion seismic activity intermediate directions ozone layer sequence occupance international debt crisis perceptual region silting interstate highway system peripheral area Sinocentric intervening opportunity petroleum consumption Social Security number introduction of species phosphate reserves social welfare of workers Iran physical process socioeconomic status Iraq physiography soil acidification Jerusalem physiological population soil creep Kurds density soil salinization lake desiccation planned city solar radiation lake ecosystem plant community South Korea land degradation plate tectonics Southeast Asia landform relief population pyramid Spanish settlement land value Portuguese stage of life landmass post-reunification Germany statutory requirement land-survey system power bloc sub-Arctic environment Latin America primary data sub-Saharan Africa law of retail gravitation primary economic activity subsistence agriculture life experience primate city subsistence farming light-rail system principal parallels sustainable development location principle profitability. sustainable environment Malaysian rain forest pull factors synergy market economy push factors systemic megalopolis racial minority tectonic plate mental map rain shadow tectonic process mercantilism rate of natural increase tertiary economic activity metropolitan corridor rate of resource the Pampas in Argentina microclimate consumption theory of comparative midlatitude forest reduction of species advantage migration counterstrearn diversity thermal migration stream regional planning district threshold molybdenum regionalization threshold population monoculture relative humidity tidal process moraine relative location toxic dumping multinational organization religious ties toxic waste handling municipality relocation strategy transnational corporation NAFTA remote sensing transportation corridor nation-state resource base transregional alliance natural population increase Ring of Fire travel effort network Roman Empire tropical soil degradation Nicaragua rural-to-urban migration tungsten 100

Turkey volcanism world atmospheric Tutsis voting ward circulation Ukraine ward world temperature increase urban heat island weathering zoned use of land urban morphology wilderness area zoning regulation urbanization

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Civics, Grades 9-12 abortion civility federal supremacy clause adversary system class boundaries federalism advice and consent class system Federalist affirmative action “clear and present danger” Food and Drug “all men are created equal” rule Administration allocation of power Cold War Fourteenth Amendment American constitutional collective decision franchise democracy common law free enterprise Americans with communism free exercise clause Disabilities Act Communist International freedom to choose Amnesty International concurrent power employment anarchy congressional district freedom to enter into Antarctic Treaty congressional election contracts Anti-Federalist conservative fundamental rights arbitrary rule constituency GATT arbitration Constitutional amendment general welfare Article I of the Constitution constitutional democracy general welfare clause Article I Section 7 constitutionalism Head Start Article I Section 8 constitutionality of laws Helsinki Accord Article II of the consumer product safety higher court review Constitution copyright House of Commons Article III of the cruel and unusual House of Lords Constitution punishment humanitarian aid Articles of Confederation democratic legislature ideology authoritarian system Democratic Party illegal search and seizure bilateral agreement direct democracy immigration policy body politic direct popular rule impartial tribunal boycott distribution of power imperial power bribery divine law inalienable rights British constitution divine right incorporation Brown v. Board of domestic tranquility independent judiciary Education double jeopardy independent regulatory bureaucracy E Pluribus Unum agency capricious rule electoral system International Monetary caste system eminent domain Fund charter local government English Bill of Rights jingoism chauvinism Enlightenment judicial review checks and balances equal protection clause junta Chief Joseph’s “I Shall Equal Rights Amendment jurisdiction Fight No More Forever” established religion legislation Chinese Revolution establishment clause legislative districting citizenry estate tax legitimacy citizens and subjects ethnicity libel civil disobedience European Union liberal civil law excise tax liberalism civil liberties exclusionary rule Lincoln’s "House Divided" civil rights legislation Federal Communications litigation Civil War amendments Commission lobbying civilian review board Federal Reserve Magna Carta 102 market economy self-determination Marshall Plan self-evident truths monarchy service group Monroe Doctrine sexual harassment moral obligation social contract Most Favored Nation social equity Agreements social issue multilateral agreement social welfare multinational corporation Sojourner Truth’s "Ain't I a NAFTA Woman?" National Education state bill of rights Association statute law national interest supremacy clause nationalism system of checks and natural law balances natural rights Tenth Amendment Ninth Amendment term limitation Northwest Ordinance third party op-ed page time, place, manner Organization of American restrictions States two-party system organized crime unenumerated rights organized labor UNICEF patent union movement perjury unitary government personal autonomy urban decay political cartoon urban riot political culture vigilantism political efficacy warrant political ideology “We the People…” political philosophy winner-take-all system political rights Woodrow Wilson’s popular will “Fourteen Points” power of the purse World Bank power to declare war World War I primary election World War II private domain zoning private sector proportional system Protestant Reformation Puritan ethic referendum republic Republican Party reserved power right to due process of law right to life school voucher scope and limit search and seizure 103

Economics, Grades 9-12 absolute advantage federal tax revenue per capita GDP aggregate demand financial institution personal distribution of aggregate supply fiscal policy income allocation method fixed income personal income bait and switch fixed rate of interest physical capital balanced budget free enterprise positive externality budget constraint frictional employment prevailing price budget deficit frictional unemployment price ceiling budget surplus functional distribution of price control business deduction income price floor capital stock government directive price stability capitalism government employee private investment spending circulation of money government security production cost collective bargaining government spending production method collusion grant production output communism home office property tax comparative advantage income distribution proprietor’s income complementary product incorporation public service commission consumer fraud interest payment public welfare Consumer Price Index interest rate public works consumer spending labor force immobility real cost consumer tastes large-scale investment real GDP cooperative liability rules real interest rate corporate spending macroeconomics recession cost-benefit ratio marginal benefit redistribution of income cost-push inflation marginal cost regulation current interest rate marketplace rental income cyclical unemployment maximum employment research and development default on a loan medical coverage reserve requirement deferment of loan medical expenditure return on investment deficit microeconomics seasonal unemployment deflation monetary policy service charge demand-pull inflation money supply shareholder demand curve monopoly shift in demand curve depression national debt shift in supply curve deregulation national government social security discount rate spending social security withholding disposable income natural monopoly socialism Dow Jones negative externality speculation durable goods net export standard measure (of economic risk nominal Gross Domestic unemployment rate) economic theory Product standard measures economics nominal interest rate standard weights elasticity nondurable goods state revenue expected rate of inflation nonexclusion stock expenditure nonprice competition stock market externalities oligopoly stockholder Federal Reserve System open market purchase structural unemployment federal spending payroll tax subsidy 104 supply curve tariffs tax revenue telecommuting transaction cost transfer payment transportation cost underground economy virtual company Wall Street warranty work experience workers’ compensation

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Health, Grades 9-12 abstinence DSS regulation melanoma advocacy service emotional health middle age alcohol dependency environmental health needle sharing antioxidant environmental tobacco nicotine assertive consumerism smoke nutrition plan benign EPA OSHA biopsy fad diet osteoporosis breast examination family intervention paranoia caffeine dependency FDA pathogen carcinogenic federal agency penis child-care center female sexuality perinatal care child abuse fetus prenatal care cirrhosis food-production control psychotherapy clinical depression gender differences refuse cocaine genetic inheritability regular examination communicable disease health-care product rehabilitation conflict prevention strategy health insurance reproduction consumer health service household-waste disposal Right to Know law coping strategy immune system sexual activity date rape inhalants social isolation dating relationship interpersonal conflict state agency degenerative disease life cycle substance abuse diet aid male sexuality teenage pregnancy dietary supplement malignant testicle drug-related problem marijuana tobacco dependency drug of choice medical history vagina

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Physical Education, extracurricular sport progression principle Grades 9-12 progressive overload abdomen fast-twitch muscle rate of perceived exertion aquatics health-enhancing level of respiratory efficiency autonomous phase of fitness reversibility learning international competition sedentary lifestyle ballistic stretching interval training situational awareness biomechanics of movement law of specificity slow-twitch muscle body composition leadership role specificity principle cardiovascular efficiency mental imagery sport facility center of gravity overload principle sport psychology circuit training personal fitness program static balance equilibrium physiological factor static stretch

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Arts General, Grades 9-12 artistic process emotional dimension technique contemporary music integration of art forms unity of the arts craftsmanship media universal concept

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Dance, Grades 9-12 abstract dance alignment axial movement Balinese dance base of support bharata natyam dance body part articulation body image central initiation choreographic choreographic process choreographic structure distal initiation dynamic qualities or efforts Ghanaian dance noh dance kinesphere kinesthetic awareness line of gravity locomotor movement Middle Eastern dance modern dance movement elevation movement phrase movement theme musicality nonlocomotor movement palindrome penultimate movement percussive projection rhythmic acuity rondo skeletal alignment tempi theme and variation time element

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Music, Grades 9-12 accelerando decrescendo point of climax acoustic instrument dissonance register alla breve duple meter retrograde allegro expressive device rhythmic phrase andante instrumental score rubato Broadway musical instrumentation staves chord progression inversion swing compositional device oratorio tempo marking compositional technique ostinato vocal literature consonance pentatonic melody vocal score contour pentatonic tonality

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Theater, Grades 9-12 acting method aesthetic achievement American theater dramatic text heritage musical theater oral symbol physical & chemical properties of lighting, color, electricity production requirement promotional plan stage management unified production concept visual symbol

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Visual Arts, Grades 9-12 art criticism highlight positive space art object negative space shadow edge halftone organizational principle

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Technology, Grades 9-12 artifact HTML person-to-person batch production import a file pixel binary information transfer RAM biotechnology initialize rate of diffusion bit intelligent system recursive process Boolean search iterative process redundancy byte kilobyte repetitive process chat room linear system scanner chip listserv service provider closed-loop system machine-to-machine simple system coordinated subsystems macro simulation CPU magnetic field software application debug mail merge sound recorder dedicated line mathematical modeling spam design principle megabyte story board dual effect merge files streaming encoder microprocessor subsystem e-paper modified design system design export a file natural object systems thinking external storage open-loop system telecommunications feedback system operating system telecomputing field optimized solution template frame overdesign transmitter gigabyte patent usenet newsreader hardware limitations performance testing Web ring hardware platform peripheral device hardware trade-off person-to-machine

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Four Square Activity

1. Have students divide papers into four quadrants.

2. In the first quadrant students are to write the number sentence for math and the problem, question for other subjects, or define the concept

3. In the second quadrant students are to provide the solution for math or for the other subjects, or write critical attributes of the concept.

4. In the third quadrant, students are to draw a picture of the problem any way they would like, or, in writing, provide examples of the concept.

5. In the fourth quadrant students are to write about the solution, how they arrived at the solution and generally explain the process they used to get to the solution, or provide NON examples of the concept.

6. This process needs to be used constantly to train students in this method of problem solving and communication.

7. This process was adapted from numerous authors including Payne and Marzano.

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Student Name: Four Square Worksheet 1. Write the number sentence 2. Solve the problem/provide a or problem OR define the solution OR write critical concept. attributes of the concept

3. Draw a picture of the 4. Describe the problem in problem and solution OR words and describe the process provide examples of the you used to get the solution OR concept provide NON examples of the concept

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Academic Literacy Notebooks in the Classroom

Why use academic literacy notebooks?

Students need to write in order to construct their ideas and begin to develop a true conceptual understanding of the concepts they are learning. Writing must be an everyday occurrence throughout the content when students develop their questions, make predictions, make observations, collect/organize data, develop claims and evidence, and make sense of their conclusions.

What is included in an academic literacy notebook? Academic notebooks should have several components as detailed below.

Focusing the Instruction/Learning Focus Question (Big Idea) This would be the essential question, problem, and/or learning goal  What do you have to investigate or figure out in this lesson that is related to the big idea?  What will be the main question that will guide your learning? Prediction  What do you think will happen?  Why do you think this? What background knowledge do you use for this prediction? If I do……..then……will happen because…… I think…..because…… Planning Materials

Data Acquisition and Organization Students should collect and record data in a way that makes sense to them. This can include narratives (paragraphs), bullets, scientific drawings, sketches, diagrams, models, schematics, charts/tables, graphs, drawings.

Students should always title and label diagrams, pictures, graphs and charts. Measurements should be specific, accurate, and units labeled. Student should never erase work.

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Making Sense of Data This is probably the MOST IMPORTANT part of any lesson and is often the part that gets skipped or forgotten.  Interpret data: students look for patterns/anomalies  Claims/Evidence: students state claims based on evidence (data collected)  Students answer the question, “What do you claim to be true?”  Students address the question, “How can you prove what you are stating?” Students back up answers by stating, “I claim that when…., then….happens.” “I know this to be true because…..”

 Conclusions and Summarizing Students restate the focus question as a topic sentence by using the following, “In this investigation/lesson…..” “I learned that…..” Students use data from their claims/evidence chart to answer. “Refer back to your prediction.” “My prediction what correct/incorrect because…..”

Reflection Students address, “What new questions do you have to extend your learning?” Examples include,  “I liked/did not like….because…..”  “This reminds me of…..because….”  “I wonder what would happen if…..”

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ACE (Answer – Cite Evidence – Expand): Strategies for demonstrating learning with short answer, extended response items

The purpose of ACE, which stands for Answer, Cite Evidence, and Expand, is to provide a high yield strategy that allows students to provide answers to constructed response items. The ACE process allows students to show what they know or can do. While teachers may be disheartened the first time students use this strategy, perseverance is the key. In other words, practice makes perfect, and all teachers should be encouraged to use this interesting technique. Teachers should be reminded that ACE is both a teaching technique and a student answer process.

More and more the trend in test development is to place more emphasis on constructed response items. This follows the national trend in standards-based assessment, which is to remove the ability for students to guess at answers. In this kind of answer process, students are required to provide evidence about how they derived their answers. ACE does not replace rubrics intended to guide and evaluate the complete writing process, but it can compliment good writing by helping students translate what they have learned from what they have heard or read into a constructed response.

The process for ACE is simple enough:

A: Answer the question or problem

C: Cite evidence from the text or compute the work

E: Expand the answer or explain how the answer was derived

The use of the ACE method is a specific fix for a specific problem – that of students being able to demonstrate learning through extended response questions. Students are guided through ACE, which requires them to reread the problem, answer the question, give examples from the problem, and expand the answer so that the students obtain the maximum benefit from this strategy. The point of ACE is to apply a strategy that encourages students to think deeply about a problem in order for them to communicate their thinking as well as the correct answer.

In a simple example, cited from Shipley and Associates, a student was asked to read the story of Goldilocks and the Three Bears. The student was then asked to answer this question,

“What kind of girl was Goldilocks?”

The student was then expected to apply the ACE strategy to answer the question:

A: Answer the question: “Goldilocks was a very naughty little girl.”

C: Cite evidence from the story:

“I know she was naughty because she broke into the Bears’ house, ate their food and broke their chairs. That is illegal and you could go to jail if you got caught.” 118

E: Expand the answer:

I bet Goldilocks Mom is mad at her when she gets home. She might be sent to time out. I have been naughty a few times – sometimes I get caught and sometimes I get away with it.”

Here is another example from a mathematics lesson:

There are 29 NBL teams. Each team is allowed to have 12 active players and 3 on injured reserve. How many players are in the NBL at any one time?

A: Answer the question:

435 Players

C: Cite evidence from the story (or) show your work:

29 x 15 = 145

145 x 29 = 435

E: Explain how you got your answer:

First I figured our that each team was allowed to have 12 players plus 3 who were hurt and that equals 15 total players on each team. Then I multiplied the sum by 29 to my answer of 435. I showed my work in an equation. . . (or) I could do it in my head – you could round up to 30, multiply by 15 and get 450. Then you subtract a group of 15 from 450 to get the same answer 435.

Finally, Shipley and Associates recommends teachers do the following to implement ACE in their classrooms:

 Teach it to your students  Remind them why it is important  Have students assess regularly  Try having students chart their progress on answering ACE-type questions  Show anchor papers  Check on the scores periodically  Give a weekly ACE

In departments or grade levels, teachers could determine how they might use the ACE technique in classrooms. If teachers are already using the ACE approach, try describing what is working, what is not, and adjustments that are planned. An important question for all educators to ask is “How will it (ACE) help meet the strategic learning goals of the class?”

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ACE Strategy

When students practice using ACE, they respond with short or extended responses using the teacher’s guidance to answering a question. ACE is simple and effective:

1. A . . . Answer the question in writing

2. C . . . Cite the evidence from the passage, book or resource that is being used to support the answer.

3. E . . . Expand the answer by a. Making a prediction about what might happen next (i.e. “I predict that …”). b. Making a personal connection to the materials (i.e. “I have had a similar experience …”). c. Drawing a conclusion about the characters or content (i.e. “I think X is Y because …”). d. Making a comparison (i.e. “X and Y are alike because…,” or, “X and Y are different because …”). e. Reflect cause and effect (i.e. “Because of X the effect is Y.”).

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Another ACE format can be used for mathematics and science:

Problem: read the problem two times and underline important A information. Write the important information here: N A L Y Z What is the problem asking? ______E

Picture: Draw a picture of the problem:

C O M P U Numbers: Add or subtract or multiply or divide or perform T several functions: E

Write the equation or function:

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Words: Explain in writing how the problem was solved. E X P A N D Write the answer by restating it in units:

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Section 2

Domain 1

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Domain 1: Planning and Preparation Element A: Demonstrating knowledge of content: To what level is content communicated in the lesson plan and resulting lesson? Definition of Element:

In order to guide student learning, teachers must have command of the subjects they teach. They must know which concepts are central to a discipline and which are peripheral; they must know how the discipline has evolved into the 21st century, incorporating issues such as global awareness and cultural diversity. Accomplished teachers understand the internal relationships within the disciplines they teach, knowing which concepts and skills are prerequisite to the understanding of others. They are also aware of typical student misconceptions in the discipline and work to dispel them. But knowledge of the content is not sufficient; in advancing student understanding, teachers must be familiar with the particularly pedagogical approaches best suited to each discipline.

Basic elements are: Knowledge of content and the structure of the discipline Knowledge of prerequisite relationships Knowledge of content-related pedagogy

Any reference to “all students” includes culturally and linguistically diverse students, English Learners, and Students with Disabilities.

Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards when serving ELL students and IEP goals when serving Students with Disabilities.

Key Descriptive Activities at the Domain Level (General Look Fors)

This domain and element are characterized by the teacher’s plans reflecting solid knowledge of the content and are clearly aligned to NM adopted standards. The teacher demonstrates familiarity with resources to enhance their own knowledge in each core area. Examples include: content knowledge, district curriculum resources used, standards and objectives connected, instructional materials are grade level appropriate, total alignment to the standard, standards have been unpacked and activities are logical and well thought out, and the teacher’s examples and materials do not contain content errors.

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Ineffective Explanation Definition Attributes Examples Teacher’s plans In planning and practice The teacher makes The teacher says, “The display little the teacher makes content content errors. official language of knowledge of the errors or does not correct Brazil is Spanish, just content and no errors made by students. The teacher does not like other South alignment to NM- The teacher displays little consider prerequisite American countries.” adopted standards. understanding of relationships when prerequisite knowledge planning. The teacher says, “I important to student don’t understand why the learning of the content. The teacher’s plans use math book has decimals The teacher demonstrates inappropriate strategies in the same unit as little understanding of the for the discipline. fractions.” range of pedagogical Little or no knowledge of approaches suitable to content area The teacher has students student learning of the copy dictionary content. The teacher’s lesson definitions, each week, to plans and resulting help them learn to spell lessons display: difficult words.

Minimal or no alignment to NM adopted standards

Minimal or no evidence of instructional strategies to address the needs of all students

Minimal or no evidence of differentiated instruction addressing the needs of all students

No IEP goals for Present Levels of Performance

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Minimally Effective Explanation Definition Attributes Examples Teacher’s plans The teacher is familiar The teacher’s The teacher plans lessons reflect some with the important understanding of the on area and perimeter, knowledge of the concepts in the discipline subject is rudimentary. independently of one content and partial but demonstrates lack of another, without linking alignment to NM- awareness of how these The teacher’s knowledge the concepts together. adopted standards. concepts relate to one of prerequisite another. The teacher relationships is inaccurate The teacher plans to indicates some awareness or incomplete. forge ahead with a lesson of prerequisite learning, on addition with although such knowledge Lesson and unit plans are regrouping, even though may be inaccurate or limited instructional some students have not incomplete. The strategies, and some are fully grasped place teacher’s plans and not suitable to the value. practice reflect a limited content. range of pedagogical The teacher always plans approaches to the The teacher’s lesson the same routine to study discipline or to the plans and resulting spelling – pretest on students. lessons display: Monday, copy the words five times on Tuesday Minimal knowledge of and Wednesday and test content area on Friday.

Partial alignment to NM adopted standards

Minimal use of instructional strategies to address the needs of all students

Minimal evidence of differentiated instruction addressing the needs of all students

Minimal focus on IEP goals for Present Levels of Performance.

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Effective Explanation Definition Attributes Examples Teacher’s plans The teacher displays solid The teacher can identify The teacher’s plan for reflect solid knowledge of important important concepts of the area and perimeter knowledge of the concepts in the discipline discipline and their invites students to content and are and how these relate to relationships to one another. determine the shape that clearly aligned to one another. The teacher will yield the largest area The teacher provides clear NM-adopted demonstrates accurate explanations of the content. for a given perimeter. standards. Teacher understanding of the demonstrates prerequisite relationships The teacher answers student The teacher has realized familiarity with among topics. The questions accurately and that students are not sure resources to enhance teacher’s plans and provides feedback that how to use a compass own knowledge in practice reflect familiarity furthers their learning. and so the teacher plans each core area. with a wide range of to have students practice effective pedagogical Instructional strategies in that skill before approaches in the subject. unit and lesson plans are introducing the activity entirely suitable to the on angle measurement. content.

The teacher’s lesson plans The teacher plans to and resulting lessons expand a unit on civics display: by having students simulate a court trial. Develop instruction which reflects solid knowledge of the content area and academic language demands at a grade- appropriate level

Are directly aligned to all NM adopted standards

Demonstrate familiarity with resources to enhance knowledge in each core area

Include IEP goals for Present Levels of Performance

Contain evidence of collaboration between general and special education teachers to ensure understanding and inclusion of IEP goals, modifications, and accommodations related to self-advocacy skills

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Highly Effective Explanation Definition Attributes Examples Teacher’s plans The teacher displays In addition to the In a unit on 19th century reflect extensive extensive knowledge of indicators to be effective, literature, the teacher knowledge of the the important concepts in the teacher’s lesson plans incorporates information content in core the discipline and how and resulting lessons: about the history of the areas. Teacher‘s they relate, both to one same period. The teacher cites intra- and instructional plans another, and to other interdisciplinary content incorporate research disciplines. The teacher relationships. Before beginning a unit and resources demonstrates an on the solar system, the related to the NM- understanding of The teacher’s plans teacher surveys the adopted standards. prerequisite relationships demonstrate awareness of students on their beliefs among topics and possible student about why it is hotter in concepts, and misconceptions and how the summer than in the understands the link to they can be addressed. winter. necessary cognitive structures that ensure The teacher’s plans reflect recent developments in student understanding. content related pedagogy The teacher’s plans and practice reflect familiarity Reflect extensive with a wide range of knowledge of the content effective pedagogical area to be taught, approaches in the including academic discipline and the ability language demands, and to anticipate student correlate the IEP misconceptions. objectives with lesson plans when applicable

Incorporate research and resources related to all NM adopted standards, and evidence-based specialized instruction according to the IEP when applicable

Create opportunities for students to contribute to the lesson deigns and content

Include opportunities for modifications in the IEP or language proficiency levels to be implemented across the content areas when applicable.

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Exemplary Explanation Definition Attributes Examples Teacher’s plans In addition to the reflect extensive indicators to be highly knowledge of effective, the teacher’s content. Teacher lesson plans and incorporates current resulting lessons: research resources to support NM-adopted Contributes to the standards. Teacher refinement of the contributes to the approve NM adopted, refinement and standards-aligned development of the curriculum that may approved NM- include the students’ adopted standards- home languages and aligned curriculum. cultures when applicable

Engages in opportunities to support and mentor colleagues by sharing knowledge, information, and strategies for demonstrating a knowledge of content and IEP goals or langue proficiency levels that are aligned with school and district goals.

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Domain 1: Planning and Preparation Element B: Designing Coherent Instruction: To what level are activities meaningfully sequenced to support learning? Are a variety of learning strategies used within the instructional plan?

Definition of Element:

Designing coherent instruction is the heart of planning, reflecting the teacher’s knowledge of content and of the students in the class, the intended outcomes of instruction, and the available resources. Such planning requires that educators have a clear understanding of the state, district, and school expectations for student learning and the skill to translate this into a coherent plan. It also requires that teachers understand the characteristics of the students they teach and the active nature of student learning. Educators must determine how best to sequence instruction in a way that will advance student learning through required content. Furthermore, such planning requires the thoughtful construction of lessons that contain cognitively engaging learning activities, the incorporation of appropriate resources and materials, and the intentional grouping of students. Proficient practice in this component recognizes that a well designed instructional plan addresses the learning needs of various groups of students; one size does not fit all. At the Highly Effective and Exemplary level, the teachers plan instruction that takes into account the specific learning needs of each student and solicits ideas from students on how best to structure the learning. This plan is then implanted in Domain 3.

The basic elements of this component are: Learning activities, Instructional materials and resources, Instructional groups, and Lesson and Unit structure.

Any reference to “all students” includes culturally and linguistically diverse students, English Learners, and Students with Disabilities.

Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards when serving ELL students and IEP goals when serving Students with Disabilities.

Key Descriptive Activities at the Domain Level (General Look Fors)

This domain and element are characterized by the lesson designed to implement instructional targets aligned to NM adopted standards as follows: creating explicit connections between previous learning and new concepts and skills; contains substantial learning tasks; Structur learning tasks progressively to develop students’ cognitive abilities and skills. Examples include: lesson plans align with unit plans, lessons align with pacing resources, lesson is broken up into sections (i.e. anticipatory set, activities, direct instruction, practice, review, assessment, exit ticket, etc.), selected activities can be directly connected to the daily objective, class activities have a logical “flow” and sequence that lead to greater levels of rigor and retention, teachers have identified possible student questions or challenge areas (teachers anticipate student questions).

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Ineffective Explanation Definition Attributes Examples The sequence of Learning activities are Learning activities are After 9th graders have learning experiences poorly aligned with the boring and not well memorized parts of a is poorly aligned instructional outcomes, aligned to the microscope, the teacher with NM-adopted do not follow an instructional goals. plans to have them fill in standards. organized progression, a worksheet. Instructional are not designed to Materials are not learning targets are engage students in active engaging and/or do not The teacher plans to use reflected (as shown intellectual activity, and meet instructional a 15 year old textbook as in the effective have unrealistic time outcomes. the sole resource for a category). allocations. Instructional lesson on Communism. groups are not suitable to Lesson plans are not the activities and offer structured or sequenced The teacher organizes the no variety. and are unrealistic in class in rows, seating the expectations. students alphabetically, The teacher’s lesson the teacher plans to have plans contain: students work all year in groups of four, based on A sequence of learning where they are sitting. activities which are poorly aligned or not The teacher’s lesson aligned with NM plans are written on adopted standards and sticky notes in the grade the IEP goals for Present book; they indicate: Levels of Performance lecture, activity, or test, as applicable along with page numbers in the text. Learning activities that are not suitable and/or are not research based

No variety of learning strategies and no individual student supports

Time allocations for learning activities which are unrealistic and/or not grade-level appropriate

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Minimally Effective Explanation Definition Attributes Examples The sequence of Some of the learning Learning activities are After a mini-lesson, the learning experiences activities and materials moderately challenging. teacher plans to have the demonstrates partial are aligned with the whole class play a game alignment with NM- instructional outcomes Learning resources are to reinforce the skill she adopted standards. and represent moderate suitable but there is taught. Instructional cognitive challenge, but limited variety. learning targets and with no differentiation The teacher finds an atlas pedagogical for different students. Instructional groups are to use as a supplemental techniques (as Instructional groups random or they only recourse during the shown in the partially support the partially support geography unit. effective category). activities with some objectives. variety. The lesson or The teacher always lets unit has a recognizable Lesson structure is uneven students self-select a structure, but the or may be unrealistic working group because progression of activities about time expectations. they behave better when is uneven with only they can choose with some reasonable time The teacher’s lesson whom to sit. allocations. plans contain: The teacher’s lesson A sequence of learning plans are well formatted, activities which are but the timing for many partially aligned with activities is too short to NM adopted standards actually cover the and the IEP goals for concepts thoroughly. Present Levels of Performance as The plan for the English applicable Language Arts (ELA) lesson includes only Learning activities that passing attention to are minimally suitable students citing evidence and/or are minimally from the text for their research based interpretation of the short story. A minimal variety of learning strategies and minimal individual student supports

Time allocations for learning activities which are relatively reasonable and/or somewhat grave- level appropriate.

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Effective Explanation Definition Attributes Examples The lesson is Most of the learning Learning activities are The teacher reviews the designed to activities are aligned matched to instructional learning activities with a implement with the instructional outcomes. reference to high-level instructional targets outcomes and follow an action verbs and rewrites aligned to NM- organized progression Activities provide some of the activities to adopted standards suitable to groups of opportunity for higher- increase the challenge by: creating explicit students. The learning level thinking. level. connections between activities have previous learning reasonable allocations, The teacher provides a The teacher creates a list and new concepts they represent significant variety of appropriately of historical fiction titles and skills; contains cognitive challenge with challenging materials and that will expand her substantive learning some differentiation for resources. students’ knowledge of tasks; structure different groups of the Age of Exploration. learning tasks students and varied use Instructional student progressively to of instructional groups. groups are organized The teacher plans for develop students’ thoughtfully to maximize students to complete a cognitive abilities learning and build on project in small groups; and skills; the students’ strengths. the teacher carefully sequence of learning selects group members experiences is The plan for the lesson or by their reading level and aligned to NM unit is well structured learning style. adopted standards. with reasonable time Instructional allocations. The teacher reviews learning targets and lesson plans with is differentiated by The teacher’s lesson Principal; they are well scaffolding content plans contain: structured, with pacing and academic times and activities language for diverse A sequence of learning clearly indicated. learners. activities aligned to all NM Adopted standards The fourth-grade math and the IEP goals for unit plan focuses on the Present Levels of key concepts for that Performance as level. applicable

Learning activities that are suitable and/or are research based

A variety of learning strategies and individual student supports

Time allocations for learning activities which are reasonable and/or grade-level appropriate

Learning activities which are differentiated by scaffolding content

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and academic language for all learners

Learning activities which create explicit connections between previous learning and new concepts and skills for all learners

Opportunities for all student to participate in flexible grouping

Challenging research- based learning tasks which are structured to progressively develop students’ cognitive abilities and academic language

Explicit use of students’ backgrounds to teach relationships among topics, concepts and language

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Highly Effective Explanation Definition Attributes Examples Teacher designs The sequence of learning In addition to the The teacher’s unit on pedagogical activities follows a indicators to be effective, ecosystems lists a variety practices, including: coherent sequence, is the teacher’s lesson of challenging activities student grouping, aligned to instructional plans contain: in a menu; the students differentiated goals, and is designed to choose those that suit instruction, based on engage students in high- Activities permit student their approach to student level, and level cognitive activity. choice. learning. prepared questions These are appropriately to reinforce and differentiated for Learning experiences While completing their extend student individual learners. connect to other projects, the students will learning to include Instructional groups are disciplines. have access to a wide real world, varied appropriately with variety of resources that application-based some opportunity for The teacher provides a the teacher has coded by experiences. student choice. variety of appropriately reading level so that challenging resources that students can make the are differentiated for best selections. students in the class. After the cooperative Lesson plans differentiate group lesson, the for individual student students will reflect on needs. their participation and make suggestions. Pedagogical practices that include flexible The lesson plan clearly grouping and indicates the contents differentiates instruction taught in the last few based on student level lessons; the teacher plans and IEP goals as for the students to link applicable the current outcomes to those they previously Questions to reinforce learned. and extend student learning and The teacher has engagement to include contributed to a real-world and curriculum map that application-based organizes the ELA experiences while common Core State including purposeful Standards in tenth grade scaffolding of questions into a coherent based on students’ level curriculum. of academic language

Learning activities which incorporate students’ use of their first and second languages when possible to make connections to real-world application and include learning activities that progress

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coherently, are research- based, and are relevant to students and the instructional/IEP goals as applicable

Opportunities incorporate student- centered learning as an instructional tool

Research-based practices, including sheltered instruction and differentiated instructional strategies with a variety of specially designed instructional materials

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Exemplary Explanation Definition Attributes Examples The teacher shows In addition to the evidence of indicators to be highly designing coherent effective, the teacher’s instruction in a lesson plans contain: collaborative manner by intentionally Designs learning demonstrating activities in a awareness and collaborative manner by processes for intentionally engaging all demonstrating students. awareness of and processes for engaging all students which includes reorganizing and building upon the students’ linguistic and cultural assets

Designs learning activities with various instructional groups based on instructional/IEP goals while permitting student choice

Engages in opportunities to support and mentor colleagues by identifying and sharing knowledge, information, and strategies for designing learning activities of diverse learners that are aligned with school and district goals and connect to other disciplines.

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Domain 1: Planning and Preparation Element C: Setting Instructional Outcomes: How are daily learning goals communicated to students? To what level do learning goals directly align to content standards?

Definition of Element:

Teaching is a purposeful activity; even the most imaginative activities are directed toward certain desired learning. Therefore, establishing instructional outcomes entails identifying exactly what students will be expected to learn; the outcomes describe not what students will do, but exactly what they will learn. The instructional outcomes should reflect important learning and must lend themselves to various forms of assessment through which all students will be able to demonstrate their understanding of the content. Insofar as the outcomes determine the instructional activities, the resources used, their sustainability for diverse learners, and the methods of assessment employed, they hold a central place in Domain 1.

Learning outcomes may be of a number of different types: Factual and procedural knowledge, conceptual understanding of the content, thinking and reasoning skills, and collaborative and communication strategies. In addition, some learning outcomes refer to dispositions: it’s important, not only that students learn to read, but also that they will like to read. In addition experienced teachers are able to link their learning outcomes, both, within their discipline and in other disciplines.

Elements of this component are: value, sequence and alignment; clarity; balance; and suitability for diverse students.

Any reference to “all students” includes culturally and linguistically diverse students, English Learners, and Students with Disabilities.

Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards when serving ELL students and IEP goals when serving Students with Disabilities.

Key Descriptive Activities at the Domain Level (General Look Fors)

This domain and element are characterized by instructional targets and are aligned to NM adopted standards and stated as measurable and observable goals for student learning. Instructional processes and activities address students’ varying abilities, and are aligned to instructional targets. Examples include: posted objective or essential questions, language content and objectives (SIOP), unpacked standards – objective/target is fully aligned to state standards, activities align to the stated objective, students can state learning objectives for the day, essential questions are posted and used as an instructional tool with all students, objectives are planned and posted (in student language).

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Ineffective Explanation Definition Attributes Examples Instructional targets The outcomes represent A learning outcome for a are not aligned to low expectations for Outcomes lack rigor. fourth grade class is to NM-adopted students and lack rigor, make a poster illustrating a standards. and not all of the Outcomes do not poem. outcomes reflect represent important All the outcomes for a important learning in the learning in the discipline. ninth-grade history class are discipline. They are based on demonstrating stated as student Outcomes are not clear or factual knowledge. activities, rather than as are stated as activities. outcomes for learning. The topic of the social Outcomes reflect only Outcomes are not suitable studies unit involves the one type of learning and for many students in the concept of revolutions, but only one discipline or class. the teacher expects the strand and are suitable students to remember only for only some students. The teacher’s lesson the important dates or battles. plans (and IEP goals if applicable) contain None of the science learning outcomes that: outcomes deal with the students’ reading, Are not aligned with all understanding or NM adopted standards interpretation of the text. and the IEP goals for Present Levels of Performance as applicable

Have low expectations

Have a lack of conceptual understanding of students

Are not grade level appropriate

Are not clearly written

Do not include viable methods of assessment

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Minimally Effective Explanation Definition Attributes Examples Instructional targets Outcomes represent Outcomes consist of are moderately moderately high Outcomes represent a understanding the aligned, but not expectations and rigor. mixture of low relationship between explicitly stated, to Some reflect important expectations and rigor. addition and students. learning in the discipline multiplication and and consist of a Some outcomes reflect memorizing facts. combination of outcomes important learning in the and activities. Outcomes discipline. The reading outcomes reflect several types of are written with the need learning, but the teacher Outcomes are suitable for of the middle group in has made no effort at most of the class. mind; however, the coordination or advanced students are integration. Outcomes The teacher’s lesson bored and some lower- based on global plans (and IEP goals if level students are assessments of student applicable) contain struggling. learning are suitable for learning outcomes that: most of the students in Most of the ELA the class. Are moderately aligned outcomes are based on with NM adopted narrative. standards and the IEP goals, but not explicitly stated to students

Are suitable for some but not all students

Are somewhat grade- level appropriate

Reflect more than one type of learning but lack coordination and integration Include some methods of assessment

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Effective Explanation Definition Attributes Examples Instructional targets Most outcomes represent Outcomes represent high One of the learning are aligned to NM- rigorous and important expectations and rigor. outcomes is for students adopted standards learning in the discipline to appreciate the and stated as and are clear, are written Outcomes are related to aesthetics of 18th century measurable and in the form of student big ideas of the discipline. English poetry. observable goals for learning, and suggest student learning. viable methods of Outcomes represent a The outcomes for the Instructional assessment. Outcomes range of types: Factual history unit include some processes and reflect several different knowledge, Conceptual factual information as activities address types of learning and understating, Reasoning, well as a comparison of Social Interaction, students’ varying opportunities for the perspectives of Management, and abilities, and are coordination. They are Communication. different groups in the aligned to differentiated, in run-up to the instructional targets. whatever way is needed, Outcomes, differentiated Revolutionary War. for different groups of when necessary, are students. suitable to groups of The learning outcomes students in the class. include students defending their The teacher’s lesson interpretation of the story plans (and IEP goals if with citations from the applicable) contain text. learning outcomes that:

Are aligned with all NM adopted standards and the IEP goals as applicable

Are explicitly stated as measurable and observable and reflect high expectations

Allow for progress monitoring at least every other week as appropriate

Establish instructional processes and activities that address students’ varying abilities

Address the language demands of the content

Are aligned to instructional targets and the IEP goals

Inform students of the content and language objectives for the lessons 141

Highly Effective Explanation Definition Attributes Examples Instructional targets All outcomes represent In addition to the The teacher encourages are aligned to NM- high-level learning in the indicators to be effective, the students to set their adopted content, and discipline. They are the teacher’s lesson plans own goals; the teacher are translated into clear, are written in the instructional outcomes provides them taxonomy student accessible form of student learning, that: of challenge verbs to learning objectives. and permit viable The teacher’s plans help strive to meet the The instructional methods of assessment. reference curricular teacher’s higher process and learning Outcomes reflect several frameworks or blueprints to expectations of them. activities are different types of ensure accurate sequencing. rigorous and aligned learning and, where Students will develop a to NM-adopted appropriate, represent The teacher connects “concept map” that links standards and both coordination and outcomes to previous and previous learning goals instructional integration. Outcomes future learning. to those on which they outcomes, and are differentiated in are currently working. include plans for whatever way is needed Outcomes are differentiated to encourage individual modifications to for individual students. students to take education Some students indentify ensure students are risks. additional learning. able to complete the targeted objective. Align rigorous The teacher reviews the instructional processes and project expectations and learning activities to the modifies some goals to IEP goals as applicable be in line with students’ and all NM adopted IEP objectives. standards One of the outcomes for Contain modifications as required to ensure a social studies unit students are able to addresses students complete the instructional analyzing the speech of outcomes political candidates for accuracy and logical Include differentiated consistency. language demands based on individual students’ academic language proficiency levels

Involve students in the process of develop[ing instructional outcomes based on all NM adopted standards

Address the IEP goals, reflect high expectations, are clearly stated, and can be measured, as applicable

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Exemplary Explanation Definition Attributes Examples The teacher has a In addition to the deep understanding indicators to be highly of grade level NM- effective, the teacher adopted standards leader: and appropriate pedagogy to ensure Demonstrates deep all students are understanding of all making progress grade level NM adopted toward deep standards and IEP goals understand and when supporting proficiency in NM- Student with Disabilities adopted standards learning targets. Ensures all students are making progress toward deep understanding and proficiency in the NM adopted standards

Models and shares with colleagues effective practices including the communication of learning outcomes with students

Engages in opportunities to support and mentor colleagues by sharing knowledge, information, and strategies for setting instructional outcomes that are aligned with school and district goals

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Domain 1: Planning and Preparation Element D; Demonstrating knowledge of resources: How does the teacher utilize skills and content learned from professional development opportunities? What resources have been provided to students to support learning? Definition of Element:

Student learning is enhanced by the teacher’s skillful use of resources. Some of these are provided by the school as “official” materials; others are secured by teachers through their own initiative. Resources fall into several different categories: Those issued in the classroom by students, those available beyond the classroom walls to enhance students learning, resources for teachers to further their own professional knowledge and skill, and resources that can provide non-instructional assistance to students. Teachers recognize the importance of discretion in the selection of resources, selecting those that align directly with the learning outcomes and will be of most use to the students. Accomplished teachers also ensure that the selection of materials and resources is appropriately challenging for every student; texts, for example, are available at various reading levels to make sure all students can gain full access to the content and successfully demonstrate understanding of the learning outcomes. Furthermore, expert teachers look beyond the school for resources to bring their subjects to life and to assist students who need help in both their academic and nonacademic lives.

Elements of this component are: Resources for classroom use, resources to extend content knowledge and pedagogy, and resources for students.

Any reference to “all students” includes culturally and linguistically diverse students, English Learners, and Students with Disabilities.

Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards when serving ELL students and IEP goals when serving Students with Disabilities.

Key Descriptive Activities at the Domain Level (General Look Fors)

This domain and element are characterized by the teacher fully utilizing existing resources, including support materials, textbooks, supplementary materials, to enhance content knowledge, to use in teaching, or for students who demonstrate need. Examples include: students are given resources beyond the textbook, resources include teacher references to departmental or PLC strategies, available technology is used (as appropriate), teachers utilize posted resources (posters and/or student work to support instruction), kinesthetic and visual learning aides are used when appropriate, professional development strategies are referenced within the lesson plan.

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Ineffective Explanation Definition Attributes Examples Teacher The teacher is unaware The teacher uses only For their unit on China, demonstrates little or of resources to assist district provided the students find all of no familiarity with student learning beyond materials. their information in the resources to enhance materials provided by district-supplied own content the school or district, nor The teacher does not seek textbooks. knowledge, to use in is the teacher aware of out resources available to teaching, or for resources for expanding expand skills. The teacher is not sure students who one’s own professional how to teach fractions, demonstrate need. skill. Although the teacher is but doesn’t know how aware of some student one is expected to learn it needs, the teacher does individually. not inquire about possible resources. A student says, “It's too bad we can’t go to the The teacher nature center when we’re demonstrates little or no doing our unit on the familiarity with environment.” resources to enhance their own content In the literacy classroom, knowledge to use in the teacher has provided teaching or to use with only narrative works. students who demonstrate need

Minimally Effective Explanation Definition Attributes Examples Teacher The teacher displays The teacher uses materials For a unit on ocean life, the demonstrates some some awareness of in the school library but teacher really needs more familiarity with resources, beyond those does not search beyond the books, but the school resources to enhance provided by the school school for resources. library has only three to own content or district, for classroom borrow. The teacher does The teacher participates in not seek others from a local knowledge, to use in use and for extending the content-area workshops library or other resources teaching, or for one’s professional skill, offered by the school, but from the internet. students who but does not seek to does not implement in the demonstrate need. expand this knowledge. classroom, or pursue other The teacher realizes that professional development. he/she should learn more about literacy development. The teacher locates materials and resources for The teacher thinks the students that are available students would benefit from through the school, but does hearing about health safety not pursue any other from a professional so the avenues. teacher contacts the school nurse to visit the classroom.

The teacher demonstrates In the second grade math some familiarity with class, the teacher misuses resources to enhance their base 10 blocks in showing own content knowledge to students how to represent use in teaching or to use numbers. with students who demonstrate need

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Effective Explanation Definition Attributes Examples Teacher fully utilizes The teacher displays Texts are at varied levels. The teacher provides existing resources, awareness of resources, fifth grade students a including support beyond those provided Texts are supplemented by range of nonfiction texts materials, textbooks, by the school or district, guest speakers and field about the American supplementary including those provided experience. Revolution regardless of materials, to enhance by the internet, for The teacher facilitates the their reading levels so content knowledge, classroom use and for side of internet resources. that all students can to use in teaching, or extending one’s participate in the for students who professional skill, and Resources are discussion of the demonstrate need. seeks out such multidisciplinary. important concepts. references. The teacher expands her/his The teacher researches knowledge through the great American professional learning groups writers to expand their and organizations. knowledge base.

The teacher pursues options offered by universities. The ELA lesson includes a wide range of narrative The teacher provides lists of and informational resources outside the reading materials. classroom from which students can draw. The teacher distributes a list of summer reading The teacher demonstrates materials that will help knowledge of resources prepare eighth graders’ by: transition to high school. Using existing resources, including support materials, textbooks, and supplementary materials, to enhance content knowledge for teaching and to differentiate instruction for all students

Using resources and supplementary materials with may include those available through school, district, community and/or on the internet in the language/s of the students when appropriate

Using information and strategies obtained through professional development to address students’ individual learning needs, style, rate and level of learning including academic English language

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Highly Effective Explanation Definition Attributes Examples Teacher seeks out The teacher’s knowledge In addition to the indicators The teacher is not happy and uses resources of resources for to be effective, the teacher with the out-of-date demonstrates knowledge of beyond classroom use and for resources by: textbook; the students school/district, in expanding one’s will critique it and write professional professional skill is Texts are matched to student their own material for organizations, extensive, including skill level. social studies. internet, and those available through community to the school or district, in The teacher has ongoing The teacher spends the enhance content the community, through relationships with colleges summer at Dow knowledge, to use in professional and universities that support Chemical learning more student learning. teaching, or for organizations and about current research so students who universities and on the The teacher maintains a log that the teacher can demonstrate need. internet. of resources for student expand knowledge-base reference. of teaching chemistry.

The teacher pursues The teacher matches apprenticeships to increase students in her Family discipline knowledge. and Consumer science class with local The teacher facilitates businesses, the students student contact with resources outside the spend time shadowing classroom. employees to understand how their classroom Seeking out and using skills might be used on resources available beyond the job. school and district including those from professional organizations, the internet, and/or within the community to enhance content knowledge and to use in teaching or with students who demonstrate need

Strategically implementing information and strategies obtained through professional development to address individual learning students, rate and level of learning, student cultural backgrounds, and/o English language proficiency

Creating lessons that reduce barriers, optimize levels of challenge and support, meet the needs of all learners, and increase access to grade level curriculum 147

Exemplary Explanation Definition Attributes Examples The teacher actively In addition to the engages colleagues indicators to be highly and provides effective the teacher resources to them in leader: areas that are pertinent to their Models and shares with needs. The teacher colleagues resources, also collects and knowledge, information shares content- and strategies that are specific research aligned with school and studies and practices district goals and shares outside resources. Teacher Shares resources, provides and trains knowledge, information, staff for school-wide and strategies specific to initiatives. colleagues’ needs and the needs of their students including culturally and linguistically diverse students as applicable

Collects and shares content specific research studies, practices, and resources form outside the district

Provides and trains staff for school wide initiates that include additional resources

Plans for collaboration with instructional teams, including Indian Education, ESL and Bilingual programs, Special Education, and General Education as appropriate

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Domain 1: Planning and Preparation Element E: Demonstrating knowledge of students: To what level have student learning styles been addressed in the lesson? How has student achievement data been used to design activities to support content acquisition?

Definition of Element:

Teachers don’t teach content in the abstract; they teach it to students. In order to ensure student learning, therefore, teachers must know, not only their content and its related pedagogy, but also the students to whom they wish to teach that content. In ensuring student learning, teachers must appreciate what recent research in cognitive psychology has confirmed, namely, that students learn through active intellectual engagement with content. While there are patterns in cognitive, social, and emotional development stages typical of different age groups, students learn in their individual ways and may have gaps or misconceptions that the teacher needs to uncover in order to plan appropriate learning activities. In addition, students have lives beyond school – lives that include athletic and musical pursuits, activities in their neighborhoods and family and cultural traditions. Students whose first language is not English, as well as students with other special needs, must be considered when a teacher is planning lessons and identifying resources to ensure that all students will be able to learn.

The elements of this component are: Knowledge of child and adolescent development, knowledge of the learning process, knowledge of students’ skills, knowledge and langue proficiency, knowledge of students’ interests and cultural heritage, knowledge of students’ special needs.

Any reference to “all students” includes culturally and linguistically diverse students, English Learners, and Students with Disabilities.

Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards when serving ELL students and IEP goals when serving Students with Disabilities.

Key Descriptive Activities at the Domain Level (General Look Fors)

This domain and element are characterized by teacher demonstrating solid knowledge of students’ backgrounds, cultures, skills, academic language development, interests, and special needs. Examples include: lessons provide equitable access and thoughtful inclusion of culturally and linguistically diverse students: student achievement data, as well as formative assessment results, are used to group students or to select learning activities or resources; evidence of student data (prior, current, and future) is referenced and used systematically in the design of instruction, evidence of students’ characteristics (background information, learning styles, academic performance, and non-school related data) are used in the selection of resources and activities, differentiated instruction and student accommodations should be evident in the lesson plan and seen implemented in the classroom for Tier II students and students with disabilities.

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Ineffective Explanation Definition Attributes Examples Teacher The teacher displays The teacher does not The lesson plan includes demonstrates little or minimal understanding understand child a teacher presentation for no knowledge of of how students learn – development an entire 30 minute students’ and little knowledge of characteristics and has period to a group of backgrounds, their varied approaches unrealistic expectations seven year olds. cultures, skills, to learning, knowledge for students. academic language and skills, special needs, The teacher plans to give development, interests and cultural The teacher does not try English Language interests, and special heritages – and does not to ascertain varied ability Learner students the needs. indicate that such levels among students in same writing knowledge is valuable. the class. assignments given to the rest of the class. The teacher is not aware of students’ interests or The teacher plans to cultural heritages. teach the class Christmas carols despite the fact The teacher takes no that four religions are responsibility to learn represented in the class. about students’ medical or learning disabilities.

The teacher demonstrates:

Little or no knowledge of students’ backgrounds, cultures, skills, academic language development, interests, and special needs including Present Level of Performance for applicable content and behavioral issues

Little or no evidence of using student achievement data to design activities to differentiate instruction

Little or no knowledge of student learning styles

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Minimally Effective Explanation Definition Attributes Examples Teacher The teacher displays The teacher cites The teacher’s lesson plan demonstrates some generally accurate developmental theory but has the same assignment knowledge of knowledge of how does not seek to integrate for the entire class, in students’ students learn and of it into lesson planning. spite of the fact that one backgrounds, their varied approaches activity is beyond the cultures, skills, to learning, knowledge The teacher is aware of reach of some students. academic language and skills special needs, the different ability levels development, and interests and cultural in the class but tends to In the unit on Mexico, interests, and special heritages, yet may apply teach to the “whole the teacher has not needs. this knowledge, not to group.” incorporated individual students, but perspectives from the to the class as a whole. The teacher recognizes Mexican American that students have students in the class. different interests and cultural backgrounds, but Lesson plans make only rarely draws on their peripheral reference to contributions or students’ interests. differentiates materials to accommodate those The teacher knows that differences. some of her students have IEPs, but they have The teacher is aware of not adjusted curriculum medical issues and or instruction to reflect learning disabilities with the individual needs of some students, but does the student. not seek to understand the implications of that knowledge.

The teacher demonstrates:

Limited knowledge of students backgrounds, cultures, skills, academic language development, interests and special needs including Present Levels of Performance for applicable content areas and behavioral issues

Some evidence of using student achievement data to design activities to differentiate instruction

Limited knowledge of student learning styles

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Effective Explanation Definition Attributes Examples Teacher The teacher understands The teacher knows, from The teacher creates an demonstrates solid the active nature of groups of students, their assessment of students’ knowledge of student learning and levels of cognitive levels of cognitive students’ attains information about development. development. backgrounds, levels of development cultures, skills, for groups of students. The teacher is aware of The teacher examines academic language The teacher also the different cultural student cumulative development, purposefully acquires groups in the class. records to ascertain the interests, and special knowledge from several proficiency levels of needs. sources about groups of The teacher has a good groups of students in the students’ varied idea of the range of class. approaches to learning, interests of students in the knowledge and skills, class. The teacher administers special needs and interest a student interest survey and cultural heritages. The teacher has at the beginning of the indentified “high,” school year. “medium,” and “low” groups of students within The teacher plans the class. activities using knowledge of student The teacher is well interests. informed about students’ cultural heritages and The teacher knows that incorporates the five of the students are in knowledge in lesson the Garden Club. The planning. teacher plans to have them discuss horticulture The teacher is aware of as part of the next the special needs biology lesson. represented by students in the class. The teacher realizes that not all of the students are The teacher: Christian and so the teacher plans to read a Demonstrates variety of culturally knowledge of students diverse stories in backgrounds, cultures, December. skills, academic language development, interests and special needs including Present Levels of Performance for applicable content areas and behavioral issues and accommodations and modifications for individual students as applicable

Incorporates culturally

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sensitive strategies into instructional planning and practice

Provides moderate evidence of using student achievement data to differentiate instruction. This may include using ACCESS scores for ELL students to differentiate instruction according to English language proficiency levels when supporting English Learners

Develops lessons using a variety of strategies to incorporate student learning styles

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Highly Effective Explanation Definition Attributes Examples Teacher The teacher understands In addition to the The teacher plans lessons demonstrates the active nature of indicators to be effective, with different follow-up extensive knowledge student learning and the teacher activities designed to of students’ acquires information meet the varied ability backgrounds, about levels of The teacher uses ongoing levels of the students. cultures, skills, development for methods to assess academic language individual students. The students’ skill levels and The teacher plans to development, teacher also designs instruction provide multiple project interests, and special systematically acquires accordingly. options; each student needs and knowledge from several will select the project incorporates sources about individual The teacher seeks out that best meets his or her culturally sensitive students’ varied information from all individual approaches to strategies into approaches to learning, students about their learning. instructional knowledge and skills, cultural heritages. planning and special needs, and The teacher encourages practice. interests and cultural The teacher maintains a students to be aware of heritages. system of updated student their individual reading records and incorporates levels and make medical and/or learning independent reading needs into lesson plans. choices that will be challenging but not too Demonstrates extensive difficult. knowledge of students backgrounds, cultures, The teacher regularly skills, academic creates adapted language development, assessment materials for interests and special several students with needs including Present learning disabilities. Levels of Performance for applicable content areas and behavioral issues and accommodations and modifications for individual students as applicable

Includes students in planning of culturally sensitive strategies into instructional practice

Provides strong evidence of using student achievement data to differentiate instruction. This may include suing ACCESS scores for ELL students to differentiate instruction according to English language

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proficiency levels when supporting English learners and progress monitoring.

Uses a wide repertoire of strategies to integrate a variety of learning styles into lessons and activities

Exemplary Explanation Definition Attributes Examples The teacher provides In addition to the novice and struggling requirements to be teachers with highly effective, the understanding, teacher leader: resources and mentorship for addressing the unique Provides novice and needs of individual struggling teachers with students. The teacher understanding, provides ongoing resources, and support to mentorship for administration in addressing the unique demonstrating learning needs of linguistically and individual students that culturally appropriate may include strategies to instructional programs engage and support for the school site. culturally and

linguistically diverse students

Provides training to colleagues on best practice strategies to engage and support culturally and linguistically diverse students

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Domain 1: Planning and Preparation Element F: Designing student assessment: To what level has the teacher incorporated formative assessment techniques throughout the lesson? How are students assessed to determine understanding of the learning target at the end of the lesson?

Definition of Element: Good teaching requires both assessment of learning and assessment for learning. Assessments of learning ensure that teachers know that students have learned the intended outcomes. These assessments must be designed in such a manner that they will provide evidence of the full range of learning outcomes; that is, the methods needed to assess reasoning skills are different from those for factual knowledge. Furthermore, such assessments may need an alternative method of assessment to allow demonstration of understanding. Assessment for learning enables a teacher to incorporate assessments directly into the instructional process and to modify or adapt instruction as needed to ensure student understanding. Such assessment, although used during instruction, must be designed as part of the planning process. These formative assessment strategies are ongoing and may be used by both teachers and students to monitor progress toward understanding the learning outcomes.

The elements of this component are: Congruence with instructional outcomes, criteria and standards, design of formative assessments, use for planning.

Any reference to “all students” includes culturally and linguistically diverse students, English Learners, and Students with Disabilities.

Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards when serving ELL students and IEP goals when serving Students with Disabilities.

Key Descriptive Activities at the Domain Level (General Look Fors)

This domain and element are characterized by the teachers’ planning for assessing student learning is aligned with the instructional outcomes, success criteria and the assessment tools. Examples include: The teacher plans how to check for student understanding throughout the lesson; formative assessment best practices are planned and used in the classroom (i.e. reteaching, interventions within the lesson, flexible grouping); teachers use a class closure activity (essential question review and /or summary of learning) to check for understanding; language (output) objectives are used (SIOP); teacher questions students individually and actively checks student work products throughout the lesson.

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Ineffective Explanation Definition Attributes Examples The teacher’s plan Assessment procedures Assessments do not The teacher marks papers for assessing student are not congruent with match instructional on the foundation of the learning contains no instructional outcomes outcomes. US Constitution mostly clear criteria or NM- and lack criteria by on grammar and adopted standards, is which student Assessments lack criteria. punctuation; for every poorly aligned with performance will be mistake, the grade drops the instructional assessed. The teacher No formative assessments from an A to a B, a B to a outcomes, or is has no plan to have been designed. C, etc. inappropriate to incorporate assessment many students. in the lesson or unit. Assessment results do not The teacher says, “What affect future plans. is the difference between formative assessment and The teacher: the test I give at the end of each unit?” Plans for assessing student learning with The teacher says, “The little or no clear criteria district gave me this aligned to instructional entire curriculum that I outcomes to all NM have to teach so I just adopted standards, to have to keep moving.” IEP goals as applicable, or to other student needs

Demonstrates minimal or no knowledge of assessment strategies

Provides little or no direction to students on how they will be assessed

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Minimally Effective Explanation Definition Attributes Examples Teacher’s plan for Assessment procedures Only some of the The district goal for the assessing student are partially congruent instructional outcomes unit on Europe is for learning is partially with instructional are addressed in the students to understand aligned with the outcomes. Assessment planned assessments. geopolitical relationships. instructional criteria and standards The teacher plans to have outcomes, and is have been developed, but Assessment criteria are the students memorize all appropriate to some they are not clear. The vague. the countries and their students. teacher’s approach to capitals and rivers. using formative Plans refer to the use of assessment is formative assessments The plan indicates that rudimentary including but they are not fully the teacher will pause to only some of the developed. “check for instructional outcomes. understanding” but does Assessment results are not specify a clear used to design lesson process for plans for the whole class, accomplishing that goal. not individual students. A student asks, “If half The teacher: the class passed the test, why are we all reviewing Plans for assessing the materials again?” student learning with some criteria aligned to instructional outcomes and to some NM adopted standards, IEP goals, and minimally addresses other student needs

Demonstrates some knowledge of assessment strategies

Provides some direction to students on how they will be assessed

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Effective Explanation Definition Attributes Examples Teacher’s plan for All the instructional All the learning outcomes The teacher knows that assessing student outcomes may be have a method for the students will write a learning is aligned assessed by the proposed assessment. persuasive essay about with the instructional assessment plan; the State Assessment. outcomes, success assessment methodology Assessment types match He plans to provide them criteria and the may have been adapted learning expectations. with experiences assessment tools. for groups of students. developing persuasive Teacher uses clear Assessment criteria and Plans indicate modified writing as preparation. criteria to produce standards are clear. The assessments when they evidence which teacher has a well- are necessary for some The teacher has worked enables the teacher developed strategy for students. on a writing rubric for to make instructional using formative research assessment; the adjustments and assessment and has Assessment criteria are teacher has drawn on provide feedback to designed particular clearly written. multiple sources to be move student approaches to be used. sure the levels of learning forward. Plans include formative expectation will be Formative assessments to use during clearly defined. assessments are instruction. explicitly planned The teacher created a for each incremental Lesson plans indicate short questionnaire to learning step to possible adjustments distribute to the students ensure student based on formative at the end of class; using learning outcomes. assessment data. their responses the teacher will organize the The teacher: students into different groups during the next Plans for assessing lessons activities. student learning with criteria aligned to Employing the formative instructional outcomes, assessment of the to all NM adopted previous morning’s standards, IEP goals, project, the teacher plans Language Proficiency to have five students Levels as applicable, work on a more and addresses student challenging one while the needs teacher works with six other students to Uses clear assessment reinforce the previous criteria to produce morning’s concept. evidence which enables them to make instructional adjustments and provide feedback to accelerate student learning

Uses formative assessments that explicitly support content and language

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instructional outcomes

Includes formative assessments, both formative and summative, in the four language domains

Documents annual Present Levels of Performance using measurable goals and objectives with some discussion about performance in the regular classroom, or provides sponsor teacher with student progress when applicable

Considers diagnostic information for all students, which amy include academic achievement, English langue proficiency, IEP modifications, progress monitoring, etc. to monitor student understating during the lesson

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Highly Effective Explanation Definition Attributes Examples There is full All the instructional In addition to the To teach persuasive alignment between outcomes may be indicators to be writing, the teacher plans the instructional assessed by the proposed effective, the teacher: to have the class research outcomes, the assessment plan, with and write to the Principal success criteria and clear criteria for Assessments provide on an issue that is the assessment tools. assessing student work. opportunities for student important to the students: Teacher uses clear The plan contains choice. The importance of criteria that show evidence of student education. where each student contribution Students participated in is in his/her learning. development. designing assessments for The students will write a Assessment their own work. rubric for their final methodologies have been project on the benefits of adapted for individual Teacher-designed solar energy; the teacher students as the need has assessments are authentic has shown them several arisen. The approach to with real-world sample rubrics and they using formative application as will refer to those as they assessment is well- appropriate. create a rubric of their designed and includes own. student as well as teacher Students develop rubrics use of the assessment according to teacher- After the lesson, the information. specified learning teacher plans to ask objectives. students to rate their understanding on a scale Students are actively of 1 to 5. The students involved in collecting know that their rating information from will indicate their activity formative assessments for the next lesson. and provide input. The teacher has Ensures full alignment developed a routine for between the the class; students know instructional outcomes, that if they are struggling all NM adopted with a math concept, they standards, IEP goals, sit in a small group with success criteria, and the teacher during assessment tools workshop time.

Provides opportunities for student to demonstrate and/or record where they are in their own learning

Incorporates formative assessments which check for understanding throughout the lesson, and uses scaffolding for struggling students

Shares clearly aligned

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rubrics with students and supports students to monitor their academic and linguistic growth

Documents Present Levels of Performance using measurable goals and objectives with discussion about performance in the regular classroom, or provides the sponsor teacher with student progress

Exemplary Explanation Definition Attributes Examples The teacher helps In addition to the initiate school-wide indicators to be highly training and effective, the teacher implementation for leader: understanding and using assessment data. Students are assessed Supports school-wide in multiple ways, using training and a variety of approaches implementation of to show what they systems for know and where they understanding and are in their learning. using student assessments data including ACCESS for ELL students when applicable

Collaborates with colleagues to develops strategies to take language proficiency into account when assessing students content knowledge

Engages in opportunities to support and mentor colleagues by sharing knowledge, information, and strategies for designing student assessments that are aligned with school and district goals

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Section 3

Domain 2

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Domain 2: Creating an Environment for Learning Element A: Creating an environment of respect and rapport To what level are interactions in the classroom positive and productive? To what level are all student groups respected and valued in the classroom?

Definition of Element: An essential skill of teaching is that of managing relationships with students and ensuring that relationships among students are positive and supportive. Teachers create an environment of respect and rapport in their classrooms by the ways they interact with students and by the interactions they encourage and cultivate among students. An important aspect of respect and rapport relates to how the teacher responds to students and how students are permitted to treat one another. Patterns of interactions are critical to the overall tone of the class. In a respectful environment, all students feel valued, safe, and comfortable taking intellectual risks. They do not fear put-downs or ridicule from either the teacher or other students.

Respect shown to the teacher by students should be distinguished from students complying with standards of conduct and behavior. Caring interactions among teachers and students are the hallmark of this component, while adherence to the established classroom rules characterize success in the component titled Managing Student Behavior.

Elements of this component are: Teacher interactions with students including both words and actions, and student interactions with other students including both words and actions.

Any reference to “all students” includes culturally and linguistically diverse students, English Learners, and Students with Disabilities.

Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards when serving ELL students and IEP goals when serving Students with Disabilities.

Key Descriptive Activities at the Domain Level (General Look Fors)

This domain and element are characterized by interactions between teacher and students, interactions among students, and respect provided to all students.

Ineffective Explanation Definition Attributes Examples Classroom interaction, Patterns of classroom The teacher is A student slumps in the both between the teacher interaction, both disrespectful toward chair following a and students and among between teacher and students or insensitive comment by the students, are inappropriate students and among to the students’ ages, teacher. or insensitive to students’ students, are mostly cultural backgrounds, cultural backgrounds, and negative, inappropriate, and developmental Many students talk may include the or insensitive to levels. when the teacher and following: students’ ages, cultural other students are  sarcasm; backgrounds, and Student body language talking; the teacher  put-downs; developmental levels. indicates feelings of does not correct them.  conflict. Students’ interactions hurt, discomfort, or are characterized by insecurity. Some students refuse to sarcasm, put-downs, or work with other conflict. The teacher The teacher displays no students. 164

does not deal with familiarity with, or disrespectful behavior. caring about, individual The teacher does not students. call students by their names. The teacher disregards disrespectful interactions among students.

Classroom interactions between the teacher and students, and among students, are inappropriate or insensitive to students’ cultural backgrounds, and may include the following:

sarcasm

put-downs

conflict

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Minimally Effective Explanation Definition Attributes Examples Classroom interactions, Patterns of classroom The quality of Students attend both between the teacher interactions, both interactions between positively to the and students and among between the teacher and teacher and students, or teacher, but tend to students, are generally students and among among students, is talk, pass notes, etc. positive, but may include students, are generally uneven, with occasional when other students are these: appropriate but may disrespect or talking.  some conflict; reflect occasional insensitivity.  occasional inconsistencies, A few students do not displays of favoritism, and The teacher attempts to engage with others in insensitivity; disregard for students’ respond to disrespectful the classroom even  occasional lack of ages, cultures, and behavior among when put together in responsiveness to developmental levels. students with uneven small groups. cultural or Students rarely results. developmental demonstrate disrespect The teacher says, differences for one another. The The teacher attempts to “Don’t talk that way to among students. teacher attempts to make connections with your classmates,” but respond to disrespectful individual students, but the students shrug their behavior, with uneven student reactions shoulders. results. The net result indicate that their of the interactions is attempts are not entirely neutral, conveying successful. neither warmth nor conflict. Classroom interactions between the teacher and students, and among students, are generally positive, but may include the following:

Some conflict; occasional displays of insensitivity

Occasional lack of responsiveness to cultural or developmental differences among students

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Effective Explanation Definition Attributes Examples Classroom interactions, Teacher and student Talk between teacher The teacher greets between teacher and interactions are friendly and students and among students by name as students and among and generally students is uniformly they enter the students, are as follows: demonstrate caring and respectful. classroom or during the  are polite and respect. Such lesson. respectful; interactions are The teacher  demonstrate appropriate to the ages, successfully responds The teacher gets on the knowledge of cultures, and to disrespectful same level with cultural and developmental levels of behavior among students, kneeling for developmental the students. students. example, beside a differences Interactions among student working at a among groups of students are generally Students participate desk. students; polite and respectful, willingly but may be  disagreements are and students exhibit somewhat hesitant to Students attend fully to handled respect for the teacher. offer their ideas in front what the teacher is respectfully. The teacher responds of classmates. saying. successfully to disrespectful behavior The teacher makes Students wait for among students. The general connections classmates to finish end result of the with individual speaking before interactions is polite, students. beginning to talk. respectful, and business-like; though Students exhibit respect Students help each students may be for the teacher. other and accept help somewhat cautious from each other. about taking intellectual Classroom risks. interactions between The teacher and the teacher and students use courtesies students, and among such as “please,” students: “thank you,” and “excuse me.” Exhibit politeness and respect; support The teacher says, “Don’t students in managing talk that way to your disagreements. classmates,” and the insults stop. Create and maintain

an environment in which students’ diverse backgrounds, identities, strengths, and challenges and respected.

Display respect and value for the languages and cultures of the school communities through classroom artifacts and interactions.

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Highly Effective Explanation Definition Attributes Examples Classroom interactions Classroom interactions, In addition to the The teacher inquires among the teacher and between teacher and indicators for about a student’s individual students are as student and among effective, classroom soccer game last follows: students are highly teacher and students, weekend (or  are highly respectful, reflecting and among students: extracurricular respectful; genuine warmth and activities or hobbies).  reflect warmth caring, and sensitivity The teacher and caring; to students as demonstrates Students say  practice reflects individuals. Students knowledge and caring “SHHHH” to sensitivity to exhibit respect for the about individual classmates who are students’ cultures teacher and contribute students’ lives beyond talking while the and levels of to high levels of civility the class and school. teacher or another development; among all members of student is talking.  respectful the class. The net result There is no discourse. is an environment disrespectful behavior The teacher says, where all students feel among students. “That’s an interesting valued and are idea, but you are comfortable taking When necessary, forgetting . . .” intellectual risks. students respectfully correct one another. A student questions a classmate, “Didn’t you Students participate mean . . . ?” and the without fear of put- classmate reflects and downs or ridicule from responds, “Oh! Maybe either the teacher or you are right.” other students.

The teacher respects and encourages students’ efforts.

Exhibit a high degree of respect.

Reflect warmth and caring

Reflect a high degree of sensitivity to students’ cultures which may include purposeful teacher-student or student-student dialog in multiple languages.

Reflect a high degree of sensitivity to students’ levels of development.

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Exemplary Explanation Definition Attributes Examples In addition to all the In addition to the requirements to be highly indicators for highly effective, the teacher effective, the teacher demonstrates the leader: following:  helps create a Contributes to school-wide creating a school-wide environment of environment of respect for the respect on campus for campus, the all students. stakeholders, and the rules; Engages in  works with opportunities to colleagues on support and mentor developing colleagues by sharing support for knowledge, students in need; information, and  helps to create strategies for school-wide establishing and interventions, and environment for support programs. learning for all students that is aligned with school and district goals, and which may include culturally and linguistically responsive interventions and support programs.

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Domain 2: Creating an Environment for Learning Element B: Organizing physical space To what level do all students have equal access to learning resources and materials? To what level does the classroom environment support the day’s lesson?

Definition of Element: The use of the physical environment to promote student learning is a hallmark of an experienced teacher. Its use varies, of course, with the age of students: in a primary classroom, centers and reading corners may structure class activities; while with older students, the position of chairs and desks can facilitate, or inhibit, rich discussion. Naturally, classrooms must be safe (no dangling wires or dangerous traffic patterns), and all students must be able to see and hear what is going on so that they can participate actively. Both the teacher and students must make effective use of electronics and other technology.

The elements of this component are: Safety and accessibility, and arrangement of furniture, and use of physical resources.

Any reference to “all students” includes culturally and linguistically diverse students, English Learners, and Students with Disabilities.

Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards when serving ELL students and IEP goals when serving Students with Disabilities.

Key Descriptive Activities at the Domain Level (General Look Fors)

This domain and element are characterized by all students having equal access to the learning activity, the physical arrangement encourages engagement, and all students can see and hear the teacher.

Ineffective Explanation Definition Attributes Examples The physical environment is The classroom is There are physical hazards There are electrical as follows: unsafe or learning is in the classroom cords running around endangering student safety.  Unsafe; not accessible to the classroom.  students do not have many. There is poor Many students can’t see or access to learning; alignment between hear the teacher or see the There is a pole in the  poor alignment the arrangement of board. middle of the room; furniture and some students can’t between the Available technology is not environment and the resources including being used even if it is see the front of the lesson’s activities. computer technology available and its use would room. and the lesson’s enhance the lesson. activities. A Smart Board is in The teacher organizes the classroom in such a way the classroom, but it is that: facing the wall.

It is potentially unsafe

Students do not have access to learning or materials

It lacks alignment between the environment and the lesson’s activities

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Minimally Effective Explanation Definition Attributes Examples The physical environment is The classroom is safe The physical The teacher ensures as follows: and essential learning environment is safe that dangerous  essential learning is is accessible to most and most students can chemicals are stored accessible to most students. The teacher see and hear the safely. students; makes modest use of teacher or see the  the teacher’s use of physical resources, board. The classroom desks physical resources, including computer remain in two including technology, technology. The The physical semicircles requiring is moderately teacher attempts to environment is not an students to learn about effective; adjust the classroom impediment to their classmates  the teacher is partially furniture for a lesson learning but does not during small group effective in modifying or, if necessary, to enhance it. work. the environment to adjust the lesson to suit learning the furniture, but with The teacher makes The teacher tries to activities. limited effectiveness. limited use of use a computer to available technology illustrate a concept, and other resources. but requires several attempts to make the The teacher demonstration work. organizes the classroom in such a way that:

Ensures essential learning is accessible to most students

Demonstrates a moderate use of physical resources, including technology

It is partially aligned to the lesson’s activities

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Effective Explanation Definition Attributes Examples The physical environment is The classroom is safe The classroom is safe There are established as follows: and students have and all students are guidelines concerning  learning is accessible equal access to able to see and hear the where backpacks are to all students; learning activities. teacher or see the left during class to  the teacher ensures The teacher ensures board. keep the pathways that the physical that the furniture clear and students arrangement is arrangement is The classroom is comply. arranged to support the appropriate to the appropriate to the instructional goals and learning activities; learning activities and Desks are moved uses physical learning activities. together so that  there is posted resources including students can work in evidence of student The teacher makes learning; computer technology appropriate use of small groups, or desks  the teacher makes effectively. available technology. are moved into a effective use of circle for a class available physical The teacher organizes discussion. resources, including the classroom in such technology. a way that: The use of an internet site extends the Essential learning is lesson. accessible

The physical arrangement encourages teacher / student and student / student interaction in a variety of settings and student groupings

Evidence of students learning is posted

Learning outcomes, e.g. content and language objectives are posted and easily accessible during the lesson for the teacher and students to reference

Visuals, graphics, anchor charts and technology are readily accessible to enhance learning opportunities

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Highly Effective Explanation Definition Attributes Examples The physical environment is The classroom In addition to the Students ask if they as follows: environment is safe indicators for can move the furniture  students contribute to and learning is effective the teacher to better suit small the use or adaptation accessible to all organizes the group work or of the physical students including classroom in such a discussion. environment to those with special way that: advance learning; needs. The teacher A student closes the  technology is used makes effective use of Modifications are door to shut out noise skillfully, by teachers physical resources made to the physical in the corridor or as appropriate to the including computer environment to lowers a blind to lesson. technology. The accommodate students block the sun from a teacher ensures that with special needs. classmate’s eyes. the physical arrangement is There is total A student suggests an appropriate to the alignment between the application of the learning activities. learning activities and Smart Board for an Students contribute to physical environment. activity. the use or adaptation of the physical The teacher and environment to students make advance learning. extensive and imaginative use of available technology.

Visuals, graphics and/or technology is accessible to use and to adapt to advance learning and engage students at varying levels of academic content including English language proficiency

Students can contribute to the use or adaptation of the physical environment such as a preferential seating, study carrels, quiet areas, etc. to advance their own learning

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Exemplary Explanation Definition Attributes Examples In addition to all the In addition to the requirements to be highly indicators for highly effective, the teacher as a effective the teacher leader does the following: leader:  The teacher uses the classroom to Demonstrates the model or skillful and demonstrate for appropriate use of other teachers; technology for  The teacher helps colleagues and colleagues community members arrange their environment so Helps colleagues learning is arrange their accessible to all; environment so  Technology is learning is accessible used skillfully, by to all students the teacher and students, as Engages in appropriate, to the opportunities to lesson. support and mentor colleagues by sharing knowledge, information, and strategies for organizing physical space to meet the needs of all students, e.g. preferential seating, study carrels, quiet areas, technology, etc.

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Domain 2: Creating an Environment for Learning Element C: Establishing a culture for learning To what level do students exhibit a learning energy during the lesson that supports engagement? To what level are students encouraged to communicate with others to address learning goals?

Definition of Element: The culture for learning refers to the atmosphere in the classroom that reflects the educational importance of the work undertaken by both students and teacher. The Instructor describes the norms that govern the interactions among individuals during activities and assignments. Additionally norms describe the value of hard work and perseverance, along with the general tone of the class. The classroom is characterized by high cognitive energy, by a sense that what is happening there is important, and by a shared belief that it is essential, and rewarding, to get it correct. There are high expectations for all students; the classroom is a place where the teacher and students value learning and hard work.

Teachers who are successful in creating a culture for learning, know that students are, by their nature, intellectually curious, and that one of the many challenges of teaching is to direct the students’ natural energy toward the content of the curriculum. They also know that students derive great satisfaction, and a sense of genuine power, from mastering challenging content in the same way they experience pride in mastering, for example, a difficult physical skill.

Part of a culture of hard work involves precision in thought and language; teachers whose classrooms display such a culture insist that students use language to clearly express their thoughts. An insistence on precision reflects the importance placed, by both teacher and students, on the quality of thinking; this emphasis conveys that the classroom is a business-like place where important work is being undertaken. The classroom atmosphere may be vibrant, even joyful, but it is not frivolous.

The elements of this component are: importance of the content and of learning, expectations for learning and achievement, and student pride in their work.

Any reference to “all students” includes culturally and linguistically diverse students, English Learners, and Students with Disabilities.

Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards when serving ELL students and IEP goals when serving Students with Disabilities.

Key Descriptive Activities at the Domain Level (General Look Fors)

This domain and element are characterized by student groups are used to increase engagement, teacher and students demonstrate excitement, and students are proud to share their work with the teacher and observer.

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Ineffective Explanation Definition Attributes Examples The classroom The classroom culture is The teacher conveys The teacher tells the environment conveys a characterized by a lack that there is little or no students that they are negative culture for of teacher, or student, purpose for the work or doing a lesson because learning as follows: commitment to learning, that the reasons for it’s in the book or is a  low teacher and/or little to no doing it are due to district mandate. commitment to investment of student external factors. the subject; energy in the task at The teacher says to a  low expectations hand. Hard work and The teacher conveys to student, “Why don’t for student the precise use of at least some students you try this easier achievement; language are not that the work is too problem?”  little or no expected or valued. challenging for them. student effort. Medium-to-low Many students don’t expectations for student Students exhibit little or engage in an assigned achievement are the no pride in their work. task, yet the teacher norm, with high ignores their behavior. expectations for Students use language learning reserved for incorrectly; the teacher Students have not only a few of the does not correct them. completed their students who are homework; the teacher thought to have a The classroom culture does not respond. natural aptitude for the is characterized by: subject. A negative culture for learning including a low teacher commitment to the subject

Low expectations for student achievement and engagement

Little to no student effort

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Minimally Effective Explanation Definition Attributes Examples Attempts to create a The classroom culture is The teacher’s energy for The teacher says “Let's culture for learning is characterized by little the work is neutral get through this.” partially successful as commitment to learning rather than indicating follows: by the teacher or high level of either The teacher says, “I  some teacher students. The teacher commitment or think most of you will commitment to appears to be only ascribing the need to do be able to do this.” the subject; “going through the the work to external  modest motions” and students forces. Students consult with expectations for indicate that they are one another to student interested in the The teacher conveys determine how to fill in achievement; completion of a task high expectations for a worksheet without  some student rather than the quality of only some students. challenging one effort; their work. The teacher another’s thinking.  the teacher and conveys that student Students exhibit a students appear success is the result of limited commitment to The teacher does not to be “going natural ability rather complete the work on encourage students who through the than hard work, and their own; many are struggling. motions.” refers only in passing to students indicate that the precise use of they are looking for an Only some students get language. easy path. right to work after an assignment is given or The teacher’s primary after entering the room. concern appears to be to complete the task at hand.

The teacher urges, but does not insist, that students use precise language.

The classroom culture is characterized by:

Some teacher commitment to the subject

Modest expectations for student achievement

Some student effort

Students and teacher “going through the motions” to be compliant

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Effective Explanation Definition Attributes Examples The classroom culture is The classroom culture is The teacher conveys the The teacher says, “This characterized by high a place where learning importance of the is important because expectations for all is valued by all; high concept and the you will need to speak students. expectations for both conviction that with grammatical English The teacher establishes learning and hard work hard work students will when you apply for a norms and participant- are the norm for most master the material. job.” structures in which students. Students students can learn with understand their role as The teacher The teacher says, “This and from each other, i.e. learners and consistently demonstrates high idea is really important. student grouping, expend effort to learn. regard for students’ It is central for our student presentations, Classroom interactions abilities. understanding of and peer editing. support learning, hard History.” work, and precise use of The teacher conveys an Teacher conveys content language. expectation of high The teacher says, “Let’s relevance. levels of student efforts. work on this together. It’s hard, but you all Demonstrated Students expend good will be able to do it commitment to the effort to complete work well.” subject by both teacher of high quality. and students. The teacher hands a The teacher insists on paper back to a student, Students demonstrate precise use of language saying, “I know you can pride in their efforts. by students. do a better job on this.” The student accepts this without complaint. The classroom culture is characterized by: Students get to work right away when an High expectations for assignment is given all students with a after entering the room. high level of teacher commitment to the subject

Norms and participant structures that are established with significant interaction by and among all peers, e.g. flexible student groups, student presentations and structures student dialogue

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Highly Effective Explanation Definition Attributes Examples Culture for learning in The classroom culture is In addition to the The teacher says, “It is which everyone shares a a cognitively busy place indicators for effective really fun to find the belief in the importance characterized by a the classroom culture is patterns for factoring of the subject as follows: shared belief in the characterized by: polynomials.”  high levels of importance of learning. student The teacher conveys The teacher A student says, “I don’t excitement and high expectations for communicates passion really understand why teacher passion learning for all students for the subject. it’s better to solve this

for the subject; and insists on hard problem that way.” work; students assume The teacher conveys the  students hold satisfaction that responsibility for high A student asks a themselves to accompanies a deep high standards quality by initiating understanding of classmate to explain a of performance; improvements, making complex content. concept or procedure  students initiate revisions, adding detail, since he didn’t quite improvements to and/or assisting peers in Students indicate, follow the teacher’s their efforts. their precise use of through their questions explanation. language. and comments, a desire to understand the Students question one content. another on answers.

Students assist their A student asks the classmates in teacher for permission understanding the to redo a piece of work content. since she now sees how it could be Students take the strengthened. initiative in improving the quality of their work.

Students correct one another in their use of language.

High levels of enthusiasm for the subject by teacher and students

Students seeking support and initiating improvements to their efforts (may vary depending on subgroup population, e.g. ID, ED, etc)

Students being encouraged to reflect on their personal learning and growth

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Exemplary Explanation Definition Attributes Examples In addition to all the In addition to the requirements to be indicators for highly highly effective, the effective the teacher teacher as a leader does leader: the following:  promotes and Promotes and organizes organizes school-wide school-wide learning opportunities learning and culture of learning program(s) and among all learning culture stakeholders among all stakeholders. Researches and shares strategies which promote student ownership of learning

Engages in opportunities to support and mentor colleagues by sharing knowledge, information and strategies for establishing a culture for learning

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Domain 2: Creating an Environment for Learning Element D: Managing classroom procedures To what level is the classroom culture and routine maximizing instructional time? To what level does the teacher use developmentally appropriate procedures to maximize instructional time?

Definition of Element: A smoothly functioning classroom is a prerequisite to good instruction and high levels of student engagement. Teachers establish and monitor routines and procedures for the smooth operation of the classroom and the efficient use of time. Hallmarks of a well-managed classroom are that instructional groups are used effectively, no instructional tasks are completed inefficiently, and transitions between activities and management of materials and supplies are skillfully done, in order to maintain momentum and maximize instructional time. The establishment of efficient routines, and teaching students to employ them, may be inferred from the sense that the class runs itself.

The elements of this component are: Management of instructional groups, management of transitions, management of materials and supplies, performance of classroom routines.

Any reference to “all students” includes culturally and linguistically diverse students, English Learners, and Students with Disabilities.

Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards when serving ELL students and IEP goals when serving Students with Disabilities.

Key Descriptive Activities at the Domain Level (General Look Fors)

This domain and element are characterized by the full use of instructional time, smooth transitions from activity to activity, and materials are readily available and organized.

Ineffective Explanation Definition Attributes Examples Instructional time is lost Most instructional time Students not working When moving into due to: is lost due to inefficient with the teacher are not small groups, students  inefficient classroom routines and productively engaged. ask questions about classroom procedures. This is where they are routines; little or no evidence of Transitions are supposed to go, whether  inefficient the teacher’s managing disorganized with much they should take their procedures for instructional groups loss of instructional chairs, etc. transition; and transitions and/or time.  inefficient use of handling of materials There are long lines for supplies. and supplies There do not appear to materials and supplies. efficiently. There is be any established little evidence that procedures for Distributing or students know or distributing and collecting supplies is follow established collecting materials. time consuming. routines. A considerable amount Students bump into one of time is spent off-task another when lining up because of unclear or sharpening pencils. procedures. At the beginning of the 181

A majority of lesson, roll-taking instructional time is consumes much time lost due to: and students are not working on anything. Inefficient classroom routines Inefficient procedures for transition

Inefficient use of supplies and materials

Use of developmentally inappropriate procedures

Minimally Effective Explanation Definition Attributes Examples Some instructional time Some instructional Students not working Some students not is lost due to: time is lost due to directly with the teacher working with the  partially- particularly ineffective are only partially teacher are off task. effective classroom routines and engaged. classroom procedures. The Transition between routines and teacher’s management Procedures for transitions large and small group procedures; of instructional groups seem to have been activities requires five established, but their  partially- and transitions, or minutes but is operation is not smooth. effective handling of materials accomplished. and supplies or both, is routines for There appear to be inconsistent, leading to Students ask what they transition; established routines for  partially- some disruption of distribution and collection are to do when effective use of learning. With regular of materials, but students materials are being supplies. guidance and are confused about how to distributed or collected. prompting students carry them out. follow established Students ask clarifying routines. Classroom routines questions about function unevenly. procedures.

Some instructional time Taking attendance is is lost due to: not fully routinized; students are idle while Partially effective the teacher fills out the classroom routines and attendance form. procedures that may or may not be developmentally appropriate

Partially effective routines for transition

Partially effective e use of supplies and materials 182

Effective Explanation Definition Attributes Examples Little instructional time There is little loss of Students are In small group work, is lost due to: instructional time due productively engaged students have to effective classroom during small group or established roles; they  effective management routines independent work. listen to one another, classroom and procedures. The summarize different routines and teacher’s management Transitions between views, etc. procedures; of instructional groups large and small group  teacher leads and transitions to activities are smooth. Students move directly effective handling of materials between large and small routines for and supplies, or both, Routines for distribution group activities. transition; are consistently and collection of  effective use of successful. With materials and supplies Students get started on supplies. minimal guidance and work efficiently. an activity while the prompting, students teacher takes follow established Classroom routines attendance. classroom routines. function smoothly. The teacher has an Little instructional established timing time is lost because of: device, such as counting down, to Established routines signal students to return and procedures that to their seats. are developmentally appropriate for all The teacher has an students which may established attention include modifying signal such as raising a speech and wait time to hand or dimming the ensure understanding lights. of all routines. One member of each Routines and small group collects procedures that are materials for the table. designed to keep students’ interest, There is an established maximize learning and color-coded system assist in transitions indicating where materials should be Implementation of a stored. well-organized system for accessing materials, Cleanup at the end of a supplies and lesson is fast and manipulatives efficient.

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Highly Effective Explanation Definition Attributes Examples Students contribute to With minimal prompting Students redirect the seamless operation of Instructional time is by the teacher, students classmates in small the classroom. maximized due to ensure that their time is groups not working  routines and efficient and seamless used productively. directly with the teacher procedures are classroom routines and to be more efficient in evident; procedures. Students Students take initiative their work.  there are take initiative in the in distributing and effective management of collecting materials in an A student reminds transitions and instructional groups efficient way. classmates of the roles use of supplies; and transitions and/or that they are to play  students lead the handling of Students themselves within the group. effective materials and supplies. ensure that transitions routines for Routines are well and other routines are A student redirects a transition. understood and may be accomplished smoothly. classmate to the table at initiated by students. which he should be, Almost no instructional following a transition. time is lost because of: Students propose an Students’ improved attention internalization of daily signal. routines Students independently Students’ taking the check themselves into initiative and class on the attendance contributing to the board. seamless operation of the classroom and classroom procedures, including those that pertain to developmentally appropriate cooperative learning activities

Implementation of a well-organized system of transitions in which students lead effective routines, including the distribution and collection of materials manipulatives

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Exemplary Explanation Definition Attributes Examples In addition to all the In addition to the requirements to be indicators for highly highly effective, the effective, the teacher teacher, as a leader, leader: helps to create a culture of student ownership of Contributes to a school-wide operations. culture of student ownership of school wide operations

Models and assists colleagues and students in creating classroom procedures which are culturally and linguistically responsive and student centered

Engages in opportunities to support and mentor colleagues by sharing knowledge, information and strategies for managing classroom procedures

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Domain 2: Creating an Environment for Learning Element E: Managing student behavior To what level are student behavior expectations consistently monitored and reinforced?

Definition of Element: In order for students to be able to engage deeply with content, the classroom environment must be orderly, and the atmosphere must feel business-like and productive, without being authoritarian. In a productive classroom, standards of conduct are clear to students; they know what they are permitted to do and what they can expect of their classmates. Even when their behavior is being corrected, students feel respected; their dignity is not undermined. Skilled teachers regard positive student behavior not as an end in itself, but as a prerequisite to high levels of engagement in content.

Elements of this component are: Expectations, monitoring of student behavior, and response to student misbehavior.

Any reference to “all students” includes culturally and linguistically diverse students, English Learners, and Students with Disabilities.

Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards when serving ELL students and IEP goals when serving Students with Disabilities.

Key Descriptive Activities at the Domain Level (General Look Fors) This domain and element are characterized by all students are held to the same conduct standards, misbehavior is handled consistently and appropriately, and behavior issues do not take away from engagement. Ineffective Explanation Definition Attributes Examples No evidence that There appear to be no The classroom Students are talking standards of conduct established standards of environment is chaotic among themselves with have been established as conduct, or students are with no standards of no attempt by the in: challenging them. conduct evident. teacher to silence them.

There is little or no  little or no The teacher does not teacher teacher monitoring of monitor student behavior. An object flies through monitoring of student behavior and the air apparently student response to student Some students disrupt the without the teacher’s behavior; misbehavior is classroom without notice.  response to repressive or apparent teacher awareness student disrespectful of student or with an ineffective Students are running misbehavior is dignity. response. around the room which repressive or results in chaos. disrespectful of There is no evidence that standards of conduct Students use their student dignity. have been established: phones and other Lack of a plan for electronic devices and student behavior or the teacher does not classroom management attempt to stop them.

Little or no teacher monitoring of student behavior

Responses to student misbehavior are repressive or 186

disrespectful of student dignity

Lack of awareness of or no implementation of student Functional Behavioral Assessment (FBA) or Behavioral Improvement Plan (BIP) when applicable Minimally Effective Explanation Definition Attributes Examples Teacher has made an Standards of conduct The teacher attempts to Classroom rules are effort to establish appear to be established, maintain order in the posted, but neither the standards of conduct for but their implementation classroom, referring to the teacher nor the students students: is inconsistent. The classroom rules, but with refer to them. uneven results.  effort made with teacher tries, with

inconsistent uneven results, to The teacher attempts to The teacher repeatedly results to monitor student keep track of student asks students to take monitor behavior and respond to behavior but with no their seats and some students’ student misbehavior. apparent system. ignore the request. behavior;  response to The teacher’s response to The teachers says to student student misbehavior is one student, “Where is misbehavior is inconsistent, sometimes your late pass? Go to harsh, other times lenient. inconsistent. the office.” And to another student, “You There is minimal evidence that standards don’t have a late pass? of conduct have been Come in and take your established: seat. You have missed enough already.” Some evidence of a student behavior management plan

Minimal effort to monitor students’ behavior

Inconsistent response to student misbehavior

Unsuccessful implementation of the student’s FBA/BIP strategies when applicable

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Effective Explanation Definition Attributes Examples Standards of conduct are Student behavior is Standards of conduct Upon nonverbal signal designed to create an generally appropriate. appear to have been from the teacher, atmosphere conducive to The teacher monitors established and students correct their learning, with a focus on student behavior against implemented behavior. self-discipline, established standards of successfully. respecting the rights of conduct. The teacher’s The teacher moves to others, and cooperating response to student Overall, student every section of the with one another. misbehavior is behavior is generally classroom keeping a  standards are consistent, appropriate. close eye on student’s clear to students; proportionate, and behavior.  the teacher holds respectful to students The teacher frequently students and is effective. monitors student The teacher gives a responsible for behavior. student a “hard look,” maintaining and the student stops behavioral The teacher’s response talking to his neighbor. standards; to student misbehavior is  the teacher’s effective. response to student The teacher designs misbehavior is standards of conduct appropriate and that: respects the students’ Are supported by an dignity; effective student  the teacher’s behavior management response is plan with students’ consistent. knowledge of their roles

Create an atmosphere conducive to learning with a focus on self- discipline, respect for the rights of others and cooperation

Are communicated clearly and modeled to all students

Ensure responses to student misbehavior are consistent, respect the student’s dignity, are sensitive to cultural differences and are in accordance to the student’s FBA/BIP strategies when applicable

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Highly Effective Explanation Definition Attributes Examples In addition to standards Student behavior is In addition to the A student suggests a being clear to students entirely appropriate. indicators for effective revision to one of the are these elements: Students take an active the teacher: classroom rules.  evidence of role in monitoring their student own behavior, and/or Student behavior is The teacher notices that participation in that of other students, entirely appropriate; any some students are setting conduct against standards of student misbehavior is talking among standards; conduct. Teacher very minor and swiftly themselves and without  the teacher’s monitoring of student handled. a word moves nearer to monitoring of behavior is subtle and them and the talking student behavior preventive. The The teacher silently and stops. is highly teacher’s response to subtly monitors student effective; student misbehavior is behavior. The teacher speaks  the teacher’s sensitive to individual privately to a student response to student needs and Students respectfully about misbehavior. student respects student dignity. intervene with misbehavior is classmates at A student reminds sensitive to appropriate moments to classmates of the class individual ensure compliance with rule about chewing needs; standards of conduct. gum.  students take an Allows student active role in ownership of the plan monitoring the standards of Creates opportunities behavior. for students to lead the implementation of the student behavior management plan

Provides evidence of students’ participation in setting conduct standards and monitoring their own behavior

Monitors student behavior and is sensitive to individual learning needs including needs of students with diverse linguistic and cultural backgrounds and identities

Responds with sensitivity to individual student needs and according to FBA/BIP when applicable

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Exemplary Explanation Definition Attributes Examples In addition to all the In addition to the requirements to be indicators for highly highly effective, the effective the teacher teacher, as leader, leader: demonstrates the following: Models and assists  actively engages colleagues and students in the in creating school-wide monitoring of student behavior student behavior procedures school-wide;  serves as a Engages actively in the model of monitoring of school- positive wide student behavior behavior for stakeholders; Models and facilitates  the teacher positive behavior for promotes stakeholders including system(s) of families, colleagues and school-wide community members positive behavioral Engages in support that opportunities to encourages support and mentor stakeholders to colleagues by sharing promote and knowledge, monitor a safe information and and healthy strategies for environment. managing student behavior that are aligned with school and district goals

Monitors student behavior preventively so students are successful in all settings due to teacher partnering with colleagues in understanding and implementing the FBA/BIP when applicable

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Section 4

Domain 3

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Domain 3: Teaching for Learning Element A: Communicating with students in a manner that is appropriate to their culture and level of development To what level are directions clearly delivered and understandable? To what level is content communicated in a clear, concise manner?

Definition of Element: Teachers communicate with students for several independent but related purposes. First, they convey that teaching and learning are purposeful activities; they make that purpose clear to students. They also provide clear directions for classroom activities so that students know what to do, and teachers know when additional help is needed. Teachers model these activities. When teachers present concepts and information, they make those presentations with accuracy, clarity, and imagination, using precise, academic language. Where amplification is important to the lesson, skilled teachers embellish their explanations with analogies or metaphors, linking them to student interests and prior knowledge. Teachers occasionally withhold information from students (for example in an inquiry science lesson) to encourage them to think on their own, but what information they do convey is accurate and reflects deep understanding of the content. A teacher’s use of language must be vivid, rich, and error-free, affording the opportunity for students to hear language used well and to extend their own vocabularies. Teachers present complex concepts in ways that provide scaffolding and access to students.

The elements of this component are: Expectations for learning, directions for activities, explanations of content, and use of oral and written language.

Any reference to “all students” includes culturally and linguistically diverse students, English Learners, and Students with Disabilities.

Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards when serving ELL students and IEP goals when serving Students with Disabilities.

Key Descriptive Activities at the Domain Level (General Look Fors)

This domain and element are characterized by clearly stating directions for activities and using academic vocabulary and a professional voice.

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Ineffective Explanation Definition Attributes Examples Does not deliver The instructional purpose At no time during the A student asks, “What clear expectations of the lesson is unclear to lesson does the teacher are we supposed to be for learning, students and the convey to students what doing?”, but the teacher directions, directions and procedures they will be learning. ignores the question. procedures, and are confusing. The explanations of teacher’s explanation of Students indicate through The teacher states that to content to students. the content contains body language or add fractions they must major errors and does not questions that they don’t have the same include any explanation understand the content numerator. of strategies students being presented. might use. The teacher’s Students have a spoken or written The teacher makes quizzical look on their language contains errors serious content errors that faces; some may of grammar or syntax. will affect student withdraw from the The teacher’s academic understanding of the lesson. vocabulary is lesson. inappropriate, vague, or Students become used incorrectly leaving Students indicate through disruptive or talk among student confused. their questions that they themselves in an effort are confused about the to follow the lesson. learning tasks. The teacher uses The teacher’s technical terms without communications include explaining their errors of vocabulary or meanings. usage or imprecise use of academic language. The teacher says, “Ain’t.” The teacher’s vocabulary is inappropriate to the age or culture of the students.

The communication and delivery of expectations for learning, directions, procedures and explanations of content are not present or are unclear and/or confusing to students

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Minimally Effective Explanation Definition Attributes Examples The teacher displays The teacher’s attempt to The teacher provides a The teacher limited expectation explain the instructional little-elaborated mispronounces words. for learning, purpose has only limited explanation about what directions, success and/or directions the students will be The teacher says, “And procedures, and and procedures must be learning. oh, by the way, today we explanation of clarified after initial are going to factor content. student confusion. The The teacher’s explanation polynomials.” teacher’s explanation of of the content consists of the content may contain a monologue with A student asks, “What some minor errors; some minimal participation or are we supposed to be portions are clear, others intellectual engagement doing?” and the teacher difficult to follow. The by students. clarifies the task. teacher’s explanation does not invite students to The teacher makes no A student asks, “What engage intellectually or to serious content errors but do I write here?” in understand strategies they may make minor ones. order to complete the might use when working task. independently. The The teacher’s teacher uses spoken explanations of content The teacher says, language correctly, but are purely procedural “Watch me while I show uses vocabulary that is with no indication of how you how to do this,” either limited or not fully students can think asking students only to appropriate to the strategically. listen. students’ ages or backgrounds. The The teacher must clarify A number of students do teacher rarely takes the learning task so not seem to be following opportunities to explain students can complete it. the explanation. academic vocabulary. The teacher’s vocabulary Students are inattentive and usage are correct but during the teacher’s unimaginative. explanation of content.

When the teacher Students’ use of attempts to explain academic vocabulary is academic vocabulary it is imprecise. only partially successful.

The teacher’s vocabulary is too advanced or too juvenile for students.

The communication and delivery of expectations for learning, directions, procedures and explanations of content are not present, or are limited, vague and/or lack clarity

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Effective Explanation Definition Attributes Examples Teacher uses clear The instructional purpose The teacher states clearly, The teacher says’ “By communication of the lesson is clearly at some point during the the end of today’s lesson employing a range of communicated to lesson, what the students you are all going to vocabulary to ensure students, including where will be learning. factor different types of learning expectations it is situated within the polynomials.” are comprehensible broader learning; The teacher’s explanation to all students. directions and procedures of content is clear and In the course of a Teacher allows for are explained clearly and invites student presentation of content, student clarification may be modeled. The participation and the teacher asks and feedback. teacher’s explanation of thinking. students, “Can anyone content is scaffolded, think of an example of clear, and accurate and The teacher makes no that?” connects with students’ content errors. knowledge and The teacher uses a board experience. During the The teacher describes or projection device for explanation of the specific strategies task directions so that content, the teacher students might use students can refer to it focuses, as appropriate, inviting the students to without requiring the on strategies students can interpret them in the teacher’s attention. use when working context of what there are independently and invites to do. The teacher says, “When student intellectual you are trying to solve a engagement. The If appropriate, the teacher math problem like this, teacher’s spoken and models the processes to you might think of a written language is clear be followed in a specific similar, but simpler, and correct and is suitable task. problem that you have to students’ ages and done in the past and see interests. The teacher’s The teacher’s vocabulary whether the same use of academic and usage are correct and approach would work.” vocabulary is precise and entirely suited to the serves to extend student lesson, including, when The teacher explains understating. appropriate, explanations passive solar energy by of academic vocabulary. inviting students to think about the temperature in The teacher’s vocabulary a closed car on a cold, is appropriate to the but sunny day, or about students’ ages and levels the water in a hose that of development. has been sitting in the sun.

The communication and The teacher uses a Venn delivery of expectations diagram to illustrate the for learning, directions, distinctions between a procedures and republic and a explanations of content democracy. with students include the following:

Desired learning outcomes such as content and language-

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objectives are posted, stated and referred to during the lesson cycle

Use of clear communication and a range of vocabulary to ensure learning outcomes are understandable, including the solicitation of feedback and allowing for clarification from all student by using multiple strategies e.g. wait time, visuals, methodical systems and physical cues

Instructions and procedures that are consistent and anticipate possible student misconceptions

Content that is delivered and differentiated by including the use of the students’ academic English language proficiency levels and/or IEP goals as applicable

Use of opportunities to connect to students’ cultural and linguistic background knowledge

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Highly Effective Explanation Definition Attributes Examples Expectation for The teacher links the In addition to the The teacher says, “Here learning, directions, instructional purpose of indicators to be is a spot where some procedures, and the lesson to the larger effective, the students have difficulty; explanation of curriculum; the directions communication and be sure to read it content are evident, and procedures are clear delivery of expectations carefully.” consistent, and and anticipate possible for learning, directions, anticipatory of student procedures and The teacher asks a possible student misunderstanding. The explanations of content student to explain the misconceptions teacher’s explanation of with students include task to other students. content is thorough and the following: clear, developing When clarification about conceptual understanding If asked, students are able the learning task is through clear scaffolding to explain what they are needed, a student offers and connecting with learning and where it fits it to classmates. student interests. into the larger curriculum Students contribute to context. The teacher, in expanding the content by explaining the westward explaining concepts to The teacher explains movement in US history, their classmates and content clearly and invites students to suggesting strategies that imaginatively, using consider that historical might be used. The metaphors and analogies period from the point of teacher’s spoken and to bring content to life. view of the native written language is populations. expressive, and the The teacher points out teacher finds possible areas for The teacher asks, “Who opportunities to extend misunderstanding. would like to explain students’ vocabularies, this idea to us?” both within the discipline The teacher invites and for more general use. students to explain the A student asks, “Is this Students contribute to the content to their another way we could correct use of academic classmates. think about analogies?” vocabulary. Students suggest other A student explains an strategies they might use academic term to in approaching a classmates. challenge or analysis. The teacher pauses The teacher uses rich during an explanation of language offering brief the Civil Rights vocabulary lessons, Movement to remind where appropriate, for students that the prefix both general vocabulary “in-“, as in “inequality”, and for the discipline. means “not”, and that the prefix “un-“ also Students use academic means the same thing. language correctly. A student says to a Strategies for students classmate, “I think that to interact with each side of the triangle is other and offer called the hypotenuse.” feedback to peers

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Grade-level appropriate, understandable language with scaffolds to support students’ language and academic proficiency levels and IEP goals for content and explanation for academic tasks

Ensuring understanding of idioms and figurative language by clarifying and rephrasing when necessary

Intentionally creating connections to students’ cultural and linguistic background knowledge

Opportunities for students to lead and direct lesson components

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Exemplary Explanation Definition Attributes Examples The highly-effective In addition to the teacher promotes indicators to be highly ongoing and effective the teacher consistent leader: communication with students. Students Contributes to and are provided directs ongoing and multiple consistent opportunities and/or communication with all modalities to express students, staff and concepts being community members taught in class and are clearly aware of Creates multiple their progress with opportunities and/or those concepts uses multiple modalities to clarify concepts being taught in class while respecting the culture, language and level of development of the student

Engages in opportunities to support and mentor colleagues and community members by sharing knowledge, information and strategies for communicating with students in a manner that is appropriate to their culture and level of cognitive development.

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Domain 3: Teaching for Learning Element B: Using questioning and discussion techniques to support classroom discourse To what level do all students have an opportunity to answer questions? To what level are questions thought provoking and rigorous? Definition of Element: Question and discussion are the only instructional strategies specifically referred to in the Framework for Teaching, a decision that reflects their central importance to teacher practice. In the Framework, it is important that questioning and discussion be used as techniques to deepen student understanding rather than serve as a recitation of a verbal quiz. Good teachers use divergent, as well as convergent, questions formed in such a way that they invite students to formulate hypotheses and make connections or challenge previously held views. Students’ responses to questions are valued; effective teachers are especially adept at responding to, and building on, student responses and making use of their ideas. High-quality questions encourage students to make connections between concepts or events, previously believed to be unrelated, and to arrive at needed understandings of complex materials. Effective teachers also pose questions for which they do not know the answers. Even when a question has a limited number of correct responses, the question, being nonformulaic, is likely to promote student thinking.

Class discussions are animated, engaging all students in important issues and promoting the use of precise language to deepen and extend their understanding. These discussions may be based around questions formulated by students, themselves. Furthermore, when a teacher is building on student responses to questions (whether posed by the teacher or by other students), students are challenged to explain their thinking and to cite specific text or other evidence (for example, from a scientific experiment) to back up a position. This focus on argumentation forms the foundation of logical reasoning, a critical skill in all disciplines.

Not all questions must be at a high-cognitive level; that is, when exploring a topic, a teacher might begin with a series of questions of low-cognitive challenge to provide a review, or to ensure that everyone is the class is “on board.” Furthermore, if questions are at a high level, but only a few students participate in the discussion, the teacher’s performance on the component cannot be evaluated to be at a high level. In addition, during lessons involving students in small group work, the quality of the students’ questions and discussion in their group may be considered part of this component. In order for students to formulate high-level questions, they must have learned how to do so. Therefore, high-level questions from students, whether in the full class or in small group discussions, provide evidence that these skills have been taught.

The elements of this component are: Quality of questions/prompts, discussion techniques, and student participation.

Any reference to “all students” includes culturally and linguistically diverse students, English Learners, and Students with Disabilities.

Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards when serving ELL students and IEP goals when serving Students with Disabilities.

Key Descriptive Activities at the Domain Level (General Look Fors)

This domain and element are characterized by using set classroom procedures to support questioning (i.e. cold call techniques), creating higher order questions in the lesson plan, and using procedures or class norms to ensure that all students answer and or participate in discussions.

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Ineffective Explanation Definition Attributes Examples The teacher’s The teacher’s questions Questions are rapid-fire and All questions are of the questioning are of low-cognitive convergent with a single recitation type such as techniques are not challenge with single correct answer. “what is 3 x 4?” aligned to content correct responses and are and provide no asked in rapid Questions do not invite The teacher asks a question student thinking. for which the answer is on opportunity for succession. Interaction the board; students respond student engagement. between the teacher and All discussion is between by reading it. students is the teacher and students; predominately recitation students are not invited to The teacher calls only on style with the teacher speak directly to one students who have their mediating all questions another. hands up. and answers; the teacher accepts all contributions The teacher does not ask A student responds to a without asking students students to explain their question with wrong to explain their thinking. information and the teacher does not follow up. reasoning. Only a few Only a few students students participate in dominate a discussion. the discussion. The teacher’s questioning techniques:

Do not allow for interactions between teacher and student to student to student

Do not sue scaffolds as appropriate for the developmental, cognitive and/or linguistic needs of the student

Are not aligned to content and provide no opportunity for student engagement

Use low level or inappropriate questions

Elicit limited student participation and recitation rather than discussion

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Minimally Effective Explanation Definition Attributes Examples The teacher’s The teacher’s questions The teacher frames some Many questions are of questioning lead students through a questions designed to the recitation type such techniques are low- single path of inquiry promote student thinking, as “How many members level with minimal with answers seemingly but many have a single of the House of student engagement. determined in advance. correct answer and the Representative are Alternatively, the teacher teacher calls on students there?” attempts to ask some quickly. questions designed to The teacher asks, “Who engage students in The teacher invites has an idea about this?” thinking but only a few students to respond The usual three students students are involved. directly to one answer’s offer comments. The teacher attempts to ideas but few students engage all students in the respond. The teacher asks, “Maria, discussion to encourage can you comment on them to respond to one The teacher calls on Ian’s idea?”, but Maria another, and to explain many students but only a does not respond or their thinking, with small number actually makes a comment uneven results. participate in the directly to the teacher. discussion. The teacher asks a The teacher asks students student to explain his to explain their reasoning reasoning for why 13 is a but only some students prime number, but does attempt to do so. not follow up when the student falters. The teacher’s questioning techniques:

Provide minimal opportunities for interaction between teacher and student and student to student

Use low level questions that evoke minimal student engagement

Have some questions which elicit a thoughtful response, but which are in rapid succession with no wait time and which many be answered by the teacher

DO not include a system that allows all student to respond

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Effective Explanation Definition Attributes Examples The teacher’s While the teacher may The teacher uses open- The teacher asks, “What questioning use some low-level ended question inviting might have happened if the techniques elicit deep questions, the teacher students to think and/or colonists had not prevailed responses and allow poses questions designed offer multiple possible in the American War of sufficient time for to promote students answers. Independence?” student answers thinking and The teacher makes effective The teacher uses the plural through active understanding. The use of wait time. form in asking questions engagement with teacher creates a genuine such as “What are some peers and teacher. discussion among Discussion enables students things that you think may students, providing to talk to one another have contributed to . . .” adequate time for without ongoing mediation students to respond and by the teacher. The teacher asks, “Maria stepping aside when can you comment on Ian’s doing so, as appropriate. The teacher calls on most idea?” Maria responds The teacher challenges students; even those who directly to Ian. don’t initially answer. most students in the The teacher poses a discussion by employing Many students actively question, asking every a range of strategies to engage in the discussion. student to write a brief ensure that most students response and then share it are heard. The teacher asks students to with a partner, before justify their reasoning and inviting a few to offer their most attempt to do so. ideas to the entire class.

The teacher’s questioning The teacher asks students techniques: when they have formulated an answer to the question, Provide frequent “Why do you think Huck opportunities for Finn did …?” to find the interaction between reason in the test and to teacher and student and explain their thinking to a student to student neighbor.

Use scaffolds as appropriate for the developmental, cognitive and linguistic needs of the student

Use pre-planned questions or tasks

Use systems that evoke responses from all students and are appropriate to students’’ developmental, cognitive and academic language proficiency including the use of wait time

Consistently engage students in high levels of thinking within the specialized instruction and

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content

Allow students to respond in a variety of ways including kinesthetic or visual presentation depending on their developmental, cognitive and academic language proficiency

Highly Effective Explanation Definition Attributes Examples The teacher promotes The teacher uses a In addition to the A student asks, “How consistent analytical variety, or series of indicators for effective many ways are there to and collaborative questions, or prompts to the teacher’s questioning get this answer?” approaches to challenge students techniques: understanding, and cognitively, advance A student says to a uses questioning high-level thinking and Students initiate higher classmate, “I don’t think techniques that discourse, and promote order questions. I agree with you on this, scaffold instruction metacognition. Students because . . . “ for deep formulate many The teacher builds on and understanding of questions, initiate topics, uses student responses to A student asks of other questions to deepen concepts, allowing challenge one another’s students, “Does anyone student understanding. for discussion and thinking and make have another idea how debate of key unsolicited contributions. Students extend the we night figure this out?” concepts. Students themselves discussion and enrich it. ensure that all voices are A student asks, “What if heard in the discussion. Students invite comments …?” from their classmates during a discussion and challenge one another’s thinking.

Virtually all students are engaged in the discussion.

Allow consistent analytical and collaborative approaches to understanding

Scaffold for a deep understanding of concepts using academic language

Create opportunities for student led discussion and debate of key concepts

Allow students to take ownership or to lead 204

ensuring that all voices are heard in classroom and group discussions

Incorporate student generated high level questions that are within the specialized instruction and are content specific

Include the use of prompts to support students’’ responses to questions that can include repeating and rephrasing the question and modeling responses for less proficient students

Exemplary Explanation Definition Attributes Examples Questioning In addition to the techniques are indicators for highly engaging and reflect effective, the teacher’s a high level of questioning techniques: thinking in a culturally and Are shared with developmentally colleagues in mentoring appropriate and support contexts environment. Students engage in Are shared with deep meaningful parents and community conversations using members academic language.

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Domain 3: Teaching for Learning Element C: Engaging students in learning To what level are students engaging in the lesson’s activities? To what level are activities sequential and aligned to the daily learning target? To what level are students required to be intellectually engaged with the course content?

Definition of Element: Student engagement in learning is the centerpiece of the Framework for Teaching; all other components contribute to it. When students are engaged in learning, they are not merely busy, nor are they only on- task. Rather, they are intellectually active in learning important and challenging content. The critical distinction between a classroom in which students are compliant and busy, and one in which they are engaged, is that in the latter students are developing their understanding through what they do. That is, they are engaged in discussion, debate, answering “what if?” questions, discovering patterns, and the like. They may be selecting their work from a range of teacher-arranged choices and making important contributions to the intellectual “like” of the class. Such activities don’t typically consume an entire lesson, but are essential components of engagement. A lesson in which students are engaged usually has a discernible structure: a beginning, middle, and an end, with scaffolding provided by the teacher or by the activities themselves. Student tasks are organized to provide cognitive challenge, and the students are encouraged to reflect on what they have done and what they have learned. That is, the lesson has closure, in which teachers encourage students to derive the important learning from the learning tasks, from the discussion, or from what they have read. Critical questions for an observer in determining the degree of student engagement are: “What are the students asked to do?”, “ Does the learning task involve thinking?”, “Are students challenged to discern patterns or make predictions?” If the answer to these questions is that students are, for example filling in blanks on a worksheet or performing a rote procedure, they are unlikely to be cognitively engaged.

In observing a lesson, it is essential not only to watch the teacher but also to pay close attention to the students and what they are doing. The best evidence for student engagement is what students are saying and doing as a consequence of what the teacher does, or has done, or has planned. And while students may be physically active (i.e. using mathematics manipulatives or making a map in social studies), it is not essential that they be involved in a hands-on manner; it is, however, essential that they be challenged to be “minds-on.”

The elements of this component are: Activities and assignment, grouping of students, instructional materials and resources, and structure and pacing.

Any reference to “all students” includes culturally and linguistically diverse students, English Learners, and Students with Disabilities.

Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards when serving ELL students and IEP goals when serving Students with Disabilities.

Key Descriptive Activities at the Domain Level (General Look Fors)

This domain and element are characterized by connecting new concepts to prior learning and knowledge, connecting activities to learning goals, and grouping students to enhance engagement.

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Ineffective Explanation Definition Attributes Examples Activities, The learning tasks, Few students are Most students disregard the assignments, activities, materials and intellectually engaged in the assignment given by the materials, and sources are poorly lesson. teacher; it appears to be grouping of students aligned with the much too difficult. are inappropriate to instructional outcomes, Learning tasks, activities and materials require only Students fill out the lesson the instructional or require only rote recall or a single correct worksheet by copying outcomes, resulting in responses, with only one response or method. words from the board. no intellectual approach possible. The engagement. groupings of students are Instructional materials used Students are using math unsuitable to the are unsuitable to the lesson manipulative materials in a  The lesson activities. The lesson is and/or the students. rote activity. has no too slow or very rushed. structure The lesson drags or is The teacher lectures for 45 and/or is rushed. minutes.

poorly paced. Only one type of Most students don’t have instructional group is used time to complete the (whole group, small group) assignment although the when a variety would teacher moves on in the promote more student lesson. engagement.

Activities, assignments, materials, pacing and grouping of students are somewhat appropriate to the learning outcomes, language proficiency levels, and applicable IEP goals resulting in low student engagement

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Minimally Effective Explanation Definition Attributes Examples Activities, The learning tasks and Some students are Students in only three of assignments, activities are partially intellectually engaged in the the five small groups are materials, and aligned with the lesson. figuring out an answer to grouping of students instructional outcomes, the assigned problem; are somewhat but require only minimal Learning tasks are a mix of the others seem to be those requiring thinking and appropriate to the thinking by students and those requiring recall. unsure how they should instructional little opportunity for proceed. outcomes, resulting in them to explain their Student engagement with moderate intellectual thinking, allowing most the content is largely Students are asked to fill engagement. students to be passive or passive; the learning in a worksheet,  The lesson merely compliant. The consists primarily of facts following an established does not groupings of students are or procedures. procedure. connect to moderately suitable to prior the activities. The The materials and resources There is a recognizable lesson has a are partially aligned to the beginning, middle and understanding lesson objectives. . recognizable structure; end to the lesson.  The lesson however, the pacing of Few of the materials and has a the lesson may not resources require student The teacher lectures for recognizable provide students the time thinking or asks students to 20 minutes and provides structure, but needed to be explain their thinking. 15 minutes for the is not fully intellectually engaged or student to write an essay; maintained. may be so slow that The pacing of the lesson is not all students are able  The lesson many students have uneven – suitable in parts to complete it. but rushed or dragging in does not have considerable amount of downtime. others. clear learning goals (more The instructional grouping specific than used is partially appropriate broad to the activities. standard). Activities, assignments, materials, pacing and grouping of students are somewhat appropriate to the learning outcomes, language proficiency levels, and applicable IEP goals resulting in moderate student engagement

The teacher does not connect the lesson to prior understanding

The lesson structure is not fully maintained

The pacing is somewhat appropriate for some learners

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Effective Explanation Definition Attributes Examples Activities, The learning tasks and Most students are Five out of 27 students assignments, activities are fully intellectually engaged in have finished an materials, and aligned with the lesson. assignment early and grouping of students instructional outcomes begin talking among are fully appropriate and are designed to Most learning tasks have themselves; the teacher to the instructional challenge student multiple correct assigns a follow-up outcomes. thinking and invite responses or approaches activity.  The lesson students to make their and/or encourage higher- explicitly thinking visible. This order thinking as part of Students are asked to connects to technique results in completing the tasks. formulate a hypothesis prior active intellectual about what might happen understanding engagement of most Materials and resources if the American voting . students with important support the learning system allowed the direct  All students and challenging content goals and require election of the president; are engaged. and with teacher intellectual engagement they are also asked to  The lesson’s scaffolding to support as appropriate. explain their reasoning. structure is that engagement. The coherent and groupings of students are The pacing of the lesson Students are given a task paced suitable to the activities. provides students the to do independently, then appropriately. The lesson has a clearly time needed to be to discuss with a table  The lesson defined structure and the intellectually engaged. group; followed by a has specific pacing of the lesson is reporting-out from each learning goals appropriate, providing The teacher uses table. aligned to the most students the time groupings that are standard. needed to be suitable to the lesson Students are asked to  The lesson intellectually engaged. activities. create different allows for representations of a large student Activities, assignments, number by using a materials, pacing and reflection. variety of manipulative grouping of students are materials. fully appropriate to the learning outcomes, The lesson is neither language proficiency levels, and applicable IEP rushed nor does it drag. goals resulting in good student engagement

The teacher explicitly connects the lesson to prior understanding and student background experience

The lesson supports and maintains and awareness of the effective amount of student talk versus teacher talk

The teacher delivers lessons coherently with attention to scaffolding, pacing, sequencing, flexible grouping, student 209

reflection, and closure

The teacher incorporates cognitive, developmental, linguistic, and cultural experiences to support learning

The teacher assesses student engagement and understanding and adapts methods for improved learning when needed

Students are strategically grouped to provide opportunities to practice speaking, reading, writing and listening based on their instructional needs

Highly Effective Explanation Definition Attributes Examples Activities, Virtually all students are In addition to the Students are asked to assignments, intellectually engaged in indicators for effective, write an essay in the materials, and challenging content activities, assignments, style of Hemmingway grouping of students through well-designed materials, pacing and and to describe which are designed to learning tasks and grouping of students are aspects of his style they fully appropriate to the support challenging activities that require learning outcomes, have incorporated. instructional complex thinking by language proficiency outcomes. students. The teacher levels, and applicable IEP Students determine provides suitable goals resulting in high which of several tools – Students are highly scaffolding and intellectual student e.g. a protractor, intellectually challenges students to engagement spreadsheet, or graphing engaged. explain their thinking. calculator – would be There is evidence of Virtually all students are most suitable to solve a The lesson is adapted some students’ initiation intellectually engaged in particular math problem. as needed to the of inquiry and student the lesson. readiness of each contributions to the A student asks whether student and the exploration of important Lesson activities require they might remain in structure and pacing content, students may high-level student their small groups to allows for students’ serve as resources for thinking and complete another section reflection and closure. one another. The lesson explanations of their of the activity rather than has a clearly defined thinking. work independently. The lesson allows for structure and the pacing formative assessment. of the lesson provides Students take initiative to Students indentify or students the time needed improve the lesson by create their own learning not only to intellectually modifying a learning task materials. engage with, and reflect to make it more upon, their learning, but meaningful and by Students summarize their also to consolidate their suggesting modifications learning from the lesson. understanding. to the grouping patterns used. They also suggest that modifications of additions be made to the 210

materials being used.

Students have an opportunity for reflection and closure on the lesson to consolidate their understanding.

The teacher provides opportunities for students to lead reading, writing, speaking and listening activities throughout the lesson

Students incorporate cognitive, developmental, linguistic and cultural experiences to support learning

The lesson incorporates multiple means of representation, expression and engagement

The teacher encourages students to negotiate meaning and clarify understanding with their peers. This may be accomplished using a language other the English as appropriate

The teacher consistently assesses student engagement and understanding and immediately adapts methods for improved learning when needed

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Exemplary Explanation Definition Attributes Examples Expectations of In addition to the students are at an indicators for highly advanced level to effective, the teacher engage learners to leader: obtain depth of knowledge. Uses data to support  The teacher and guide student formatively engagement and is able assesses to demonstrate to student colleagues and engagement, community members understanding how this works , and ability to analyze, Creates opportunities and to support and mentor immediately colleagues by sharing adapts knowledge, methods for information, and improved strategies for engaging learning. students in their learning

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Domain 3: Teaching for Learning Element D: Assessment in Instruction To what level does the teacher determine the understanding and needs of each student during the lesson? To what level are students aware of how they will demonstrate understanding of the content/lesson?

Definition of Element: Assessment of student learning plays an important new role in teaching: no longer signaling the end of instruction, it is now recognized to be an integral part of instruction. While assessment of learning has always been, and will continue to be, an important aspect of teaching (it is important for teachers to know whether students have learned what teachers intended), assessment for learning has increasingly become an important step in classroom practice. In order to assess student learning for the purposes of instruction, teachers must have a “finger on the pulse” of a lesson, monitoring student understanding and, where feedback is appropriate, offering it to students.

A teacher’s actions in monitoring student learning, while they may superficially look the same as those used in monitoring student behavior, indicate an alertness to a student who may be passing notes or bothering their neighbors. When monitoring student learning, teachers look carefully at what students are writing, or listen carefully to the questions students ask, in order to gauge whether they require additional activities or explanation to grasp the content. In each case, the teacher may be circulating in the room, but his/her purpose in doing so is quite different in the two situations.

Similarly, on the surface, questions asked of students for the purpose of monitoring learning are fundamentally different from those used to build understanding. In the former, the questions seek to reveal students’ misconceptions, whereas in the latter, the questions are designed to explore relationships or deepen understanding. Indeed, for the purpose of monitoring, many teachers create questions, specifically, to elicit the extent of student understanding and use additional techniques (such as exit tickets) to determine the degree of understanding of every student in the class. Teachers at high levels of performance in the component, then, demonstrate the ability to encourage students and actually teach them the necessary skills of monitoring their own learning against clear standards.

But as important as monitoring student learning and providing feedback is students are, greatly strengthened by a teacher’s skill in making mid-course corrections when needed, seizing a teachable moment, or enlisting students’ particular interests to enrich an explanation.

The elements of this component are: Assessment criteria, monitoring student learning, feedback to students, and student self-assessment and monitoring of progress.

Any reference to “all students” includes culturally and linguistically diverse students, English Learners, and Students with Disabilities.

Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards when serving ELL students and IEP goals when serving Students with Disabilities.

Key Descriptive Activities at the Domain Level (General Look Fors)

This domain and element are characterized by using proximity to review students artifacts to check for understanding i.e. moving around the classroom checking students’ work and providing feedback and support), and creating and using summary questions connected with the day’s learning goal at the end of lessons as a way to ensure understanding. 213

Ineffective Explanation Definition Attributes Examples Assessments are not Students do not appear to The teacher gives no A student asks, “How used in instruction. be aware of the indication of what high- is this assignment  Students are assessment criteria and quality work looks like. going to be graded?” unaware of there is little or no assessment monitoring of student The teacher makes no A student asks, “Is this criteria. learning; feedback is effort to determine the right way to solve  The teacher absent or of poor quality. whether students the problem?”, but does not Students do not engage understand the lesson. receives no monitor in self- or peer- information from the student assessment. Students receive no teacher. progress or feedback, or feedback is offer global or directed to only The teacher keeps feedback. one student. plowing ahead with a presentation but does The teacher does not ask not check for students to evaluate their understanding. own classmates’ work. After the students Assessments are present their research infrequently used n on globalization, the instruction and: teacher tells them their letter grade. When Are rarely monitored by students ask how the the teacher for student grade was determined, progress or to offer the teacher responds, feedback “After all these years in education, I just Students are rarely know what grade to informed of assessment give.” criteria

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Minimally Effective Explanation Definition Attributes Examples Assessments are Students appear to be There is little evidence The teacher asks, occasionally used in only partially aware of that the students “Does anyone have a instruction. the assessment criteria, understand how their work question?”  Students are and the teacher monitors will be evaluated. minimally student learning for the When a student aware of the class as a whole. The teacher monitors completes a problem assessment Questions and understanding through a on the board, the criteria. assessment are rarely single method, or without teacher corrects the  The teacher used to diagnose eliciting evidence of student’s work without occasionally evidence of learning. understanding from explaining why. monitors Feedback to students is students. students’ general, and few students The teacher says, progress and assess their own work. Feedback to students is “Good job, everyone.” provides vague and not oriented limited or toward future The teacher, after irrelevant improvement of work. receiving a correct feedback. response from one The teacher makes only student, continues minor attempts to engage without ascertaining students in self- or peer- whether other students assessment. understand the concept.

Assessments are The students receive occasionally used to their tests back; each inform instruction and: one is simply marked with a letter grade on Provide limited or top. irrelevant feedback

Students are occasionally informed of assessment criteria

Are occasionally monitored by the teacher for student progress

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Effective Explanation Definition Attributes Examples Assessments are Students appear to be The teacher makes the The teacher circulates consistently used in aware of assessment standards of high-quality during small group or instruction. criteria, and the teacher work clear to students. independent work,  There are monitors student learning offering suggestions to clear goals for groups of students. The teacher elicits students. and Questions and evidence of student performance assessments are regularly understanding. The teacher uses criteria, used to diagnose specifically formatted communicate evidence of learning. Students are invited to questions to elicit d effectively Teacher feedback to assess their own work and evidence of student to students. groups of students is make improvements; most understanding.  The accurate and specific; of them do so. assessment some students engage in The teacher asks strategies are self-assessment. Feedback includes students to look over aligned to the specific and timely their papers to correct goal and guidance, at least for their errors; most of criteria, and groups of students. them engage in the elicit evidence task. during Assessments are instruction. consistently used to  Teacher uses inform instruction and: adaptive instruction Contain clear including performance criteria descriptive that are communicated feedback. effectively to students  Student involvement Align to the learning occurs outcomes through self and peer Contain differentiated assessment. assessment strategies/instruction

Allow the teacher to check for understanding throughout the lesson and use techniques that are based on students’ academic language needs and developmental level of readiness

Allow the teacher to provide descriptive feedback in a timely manner

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Highly Effective Explanation Definition Attributes Examples Assessments are used Assessment is fully In additional to the The teacher reminds in a sophisticated integrated into indicators for effective students of the manner to drive instruction, through assessments are used in a characteristics of high- instruction: extensive use of quality work, sophisticated manner to  The teacher formative assessment. observing that the drive instruction and establishes, Students appear to be students themselves supports, and aware of, and there is there is a method to: helped develop them. models the some evidence that they use of have contributed to, the While students are consistent assessment criteria. working, the teacher Students indicate that they assessment of Questions and circulates, providing progression assessments are used clearly understand the specific feedback to and regularly to diagnose characteristics of high individual students. development evidence of learning by quality work, and there is as a tool for individual students. A evidence that students The teacher uses improved variety of forms of have helped establish the Popsicle sticks or exit learning to feedback, from both tickets to elicit evaluation criteria. stakeholders. teacher and peers, is evidence of individual accurate and specific and student understanding. The teacher is constantly, advances learning. Students self-assess and “taking the pulse” of the Students offer monitor their own class, monitoring of feedback to their progress. The teacher students understanding is classmates on their successfully sophisticated and work. differentiates instruction continuous; and making to address individual use of strategies to elicit Students evaluate a student piece of their writing information about misunderstandings. against the writing individual student rubric and confer with understanding. the teacher about how it could be improved. Students monitor their own understanding, either through their own initiative, or as a result of tasks set by the teacher.

High-quality feedback comes from many sources, including students; it is specific and focused on improvement.

Establish, support, and model the use of assessment as tools for improved learning and communication to students

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Engage students in analyzing and evaluating assessment data and information to improve learning

Systematically gather and use assessment data to inform and guide instruction

Ensure that students can articulate their level of performance using the criteria and scoring guidelines provided

Provide feedback that can be used by students in their learning

Support students in monitoring their progress towards mastery of content standards and/or specialized instruction using informal and formal classroom assessments

Involve students in establishing assessment criteria

Engage students in setting and monitoring targets for learning and academic language development related to the content

Support students in monitoring their progress with evidence based strategies that include a combination of self and peer assessments

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Exemplary Explanation Definition Attributes Examples Students analyze and In addition to the evaluate assessment requirements for highly data, and information, effective, the teacher and apply same to leader: improved learning.  The teacher Creates opportunities to involves support and mentor students in colleagues by sharing establishing knowledge, information, the and strategies for assessment assessment and criteria and instruction provides high quality Leads, directs, or feedback from instructs colleagues a variety of and/or community sources. members in how to use assessment techniques effectively

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Domain 3: Teaching for Learning Element E: Demonstrating flexibility and responsiveness To what level does the teacher modify instruction within the lesson/class period?

Definition of Element: Flexibility and responsiveness refer to a teacher’s skill in making adjustments in a lesson to respond to changing conditions. When a lesson is well-planned, there may be no need to change during the course of the lesson itself. Shifting the approach in midstream is not always necessary; in fact, with experience comes skill in accurately predicting how a lesson will do and being prepare for various possible scenarios. But even the most skilled and best prepared teachers will occasionally find that either a lesson is not proceeding as they would like, or that a teachable moment has presented itself. They are ready for such situations. Furthermore, teachers who are committed to the learning of all students, persist in attempting to engage students in learning, even when confronted with initial setbacks.

The elements of this component are: lesson adjustment, response to students, and persistence.

Any reference to “all students” includes culturally and linguistically diverse students, English Learners, and Students with Disabilities.

Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards when serving ELL students and IEP goals when serving Students with Disabilities.

Key Descriptive Activities at the Domain Level (General Look Fors)

This domain and element are characterized by re-grouping students or changing activities to address challenges of new materials (i.e. rule of thumb activities should last no longer than a child’s age), and provide small group or individual reteaching support.

Ineffective Explanation Definition Attributes Examples Teacher adheres to the The teacher ignores The teacher ignores The teacher says, “We instructional plan, student questions; when indications of student don’t have time for that even when a change students have difficulty boredom or lack of today.” would maximize learning, the teacher understanding. learning. blames them or their The teacher says, “If  The teacher home environment for The teacher brushes you’d just pay attention, disregards their lack of success. The aside student questions. you could understand students’ teacher makes no attempt this.’ learning to adjust the lesson, even The teacher conveys to challenges. when students don’t students that when they When a student asks the  The teacher understand the content. have difficulty learning, teacher to explain a blames the it is their fault. mathematical procedure students or again, the teacher says, their In reflecting on practice, “Just do the homework environment the teacher does not assignment and you’ll for lack of indicate that it is get it then.” academic important to reach all progress. the students.

The teacher makes no attempt to adjust the lesson in response to 220

student confusion.

The teacher:

Disregards students’ learning needs

Adheres to the instructional plan, even when a change would maximize learning

Does not accept responsibility for students’ lack of academic progress Minimally Effective Explanation Definition Attributes Examples Teacher accepts The teacher accepts The teacher makes The teacher says, “I'll responsibility for responsibility for the perfunctory attempts to try to think of another student success. success of all students, incorporate student way to come at this and  Teacher but has only a limited questions and interests into get back to you.” repertoire of strategies to the lesson. attempts to modify the use. Adjustment of the The teacher conveys to The teacher says, “I lesson and lesson in response to students a level of realize not everyone responds to assessment is minimal or responsibility for their understands this, but we student ineffective. learning but also can’t spend any more questions with uncertainty about how to time on it.” moderate assist them. success, but The teacher rearranges has a limited In reflecting on practice, the way the students are repertoire of the teacher indicates the grouped in an attempt to desire to reach all students, help students strategies to but does not suggest draw upon. strategies for doing so. understand the lesson; the strategy is partially The teacher’s attempts to successful. adjust the lesson are primarily successful.

The teacher:

Accepts minimal responsibility for student success

Attempts to modify the lesson, and responds to student questions with moderate success but has limited repertoire of strategies to draw upon

Does not use strategies to support diverse learners

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Effective Explanation Definition Attributes Examples Teacher promotes the The teacher successfully The teacher incorporates The teacher says, successful learning of accommodates student student interests and “That’s an interesting all students. questions and interests. questions into the heart of idea; let’s see how it the lesson.  The teacher Drawing on a broad fits.” adjusts repertoire of strategies, The teacher conveys to instructional the teacher persists in students that he or she has The teacher illustrates a plans and seeking approaches for other approaches to try when principle of good accommodate students who have the students experience writing to a student s for student difficulty learning. If difficulty. using his interest in

questions, impromptu measures are In reflecting on practice, the basketball as context. needs, and needed, the teacher makes teacher cites multiple interests. a minor adjustment to the approaches undertaken to The teacher says, “This  Teacher lesson and does so reach students having seems to be more utilizes a smoothly. difficulty. difficult for you than I variety of expected; let’s try this When improvising becomes way,” and then uses strategies. necessary, the teacher makes adjustments to the lesson. another approach.

The teacher modifies the instruction within the lesson/class period by:

Promoting successful learning of all students

Modifying instruction according to applicable IEP’s

Adjusting instructional plans and making accommodations for student questions, needs and interests while taking into account the language demands and grade level appropriateness of the content and instruction

Adjusting instructional plans by employing a variety of strategies and techniques that are responsive to students’ needs, proficiency, cultures and/0r experiences

Adjusting the lesson based on periodic checking for understanding and/or formative assessments for all students

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Highly Effective Explanation Definition Attributes Examples Teacher seizes an The teacher seizes an In addition to the The teacher stops a opportunity to opportunity to enhance indicators for effective, lesson midstream and enhance learning by learning building on a the teacher modifies says, “This activity building on a spontaneous event or the instruction within doesn’t seem to be spontaneous event or student interests, or the lesson/class period working. Here’s student interests. successfully adjusts and by: another way I’d like you  Teacher differentiates instruction to try it.” applies to address individual The teacher seizes on a students’ student teachable moment to The teacher interest to misunderstandings. enhance a lesson. incorporates the current Using an extensive school’s upcoming learning goal. repertoire of instructional The teacher conveys to championship game into  The teacher strategies and soliciting students that she won’t an explanation of ensures the additional resources from consider a lesson averages. success of all the school or community, finished until every students, the teacher persists in student understands and The teacher says, “If we using an seeking effective that she has a broad have to come back to extensive approaches for students range of approaches to this tomorrow, we will. repertoire of who need help. use. That is how really instructional important this is for you strategies. In reflecting on practice, to understand.” the teacher can cite others in the school, and beyond, who have been contacted for assistance in reaching some students.

The teacher’s adjustments to the lesson, when they are needed, are designed to assist individual students.

Seizing opportunities to enhance learning by building on a spontaneous event or student interests

Creating opportunities for student-let instruction, discussion and/0r questioning

Appealing to student interests and making cultural connections to learning outcomes

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Ensuring the success of all students by using an extensive repertoire of instructional strategies in order to anchor instruction and help students make sense of content

Exemplary Explanation Definition Attributes Examples The teacher identifies In addition to the unique “teachable indicators for highly moments” that relate effective the teacher current leader: lessons/standards to individual and student Reflects on classroom groups. practice and uses The instructional students’ participation strategy enhances and responses to pace depth of knowledge and adjust lessons and cultural or during instruction learning relevance. Enhances students’ depth of knowledge through the use of activities and resources that show connections to students’ cultures, experiences and levels of development

Engages in opportunities to support and mentor colleagues by sharing knowledge, information and strategies for demonstrating flexibility and responsiveness

Creates opportunities for colleagues and/or community members to enhance their depth of knowledge regarding flexible teaching and responsiveness

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Section 5

Domain 4

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Domain 4: Professionalism Element A: Communicating with families—

How well does the teacher engage families in the instructional program? What is the level of frequency, and cultural appropriateness, of the teacher’s communication (both formal and informal) with families?

Definition of Element:

Although the ability of family participation in their child’s learning varies widely, due to personal or work obligations, it is the responsibility of the teacher to provide opportunities for them to understand both the instructional program and their child’s progress. Teachers establish relationships with families by communicating to them about the instructional program, conferring with them about individual students, and inviting them to be part of the educational process. The level of family participation and involvement tends to be greater at the elementary level, when young children are just beginning school. However, the importance of regular communication with families of adolescents cannot be overstated. A teacher’s effort to communicate with families conveys the teacher’s essential caring, valued by families of students of all ages.

The elements of this component are: Information about the instructional program, information about individual students, and engagement of families in the instructional program.

Any reference to “all students” includes culturally and linguistically diverse students, English Learners, and Students with Disabilities.

Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards when serving ELL students and IEP goals when serving Students with Disabilities.

Key Descriptive Activities at the Domain Level (General Look Fors)

This domain and element are characterized by phone/email logs, student management software notes, sample of correspondence within the teacher portfolio, and teachers’ websites.

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Ineffective Explanation Definition Attributes Examples The teacher does not attempt The teacher provides Little or no information A parent says, “I’d to engage families in the little information about regarding the instructional like to know what instructional program. the instructional program is available to my child is working parents. on at school.” program to families;  Teacher the teacher’s Families are unaware of their A parent says, “I communication with communication about children’s progress. wish I could know families is sporadic or student progress is something about culturally minimal. The teacher Family engagement activities my child’s progress inappropriate. does not respond, or are lacking. before the report responds insensitively, card comes out.” There is some culturally to parent concerns. inappropriate communication. A parent says, “I wonder why we

The teacher: never see any schoolwork come Rarely or does not adhere to home.” the district’s/school’s requirements for communicating with families

Provides little or no information to families about the instructional program, the IEP goals (academic and/or behavioral) as applicable and/or progress toward goals for all students

Rarely or does not respond to family concerns

Displays occasional insensitivity to cultural norms

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Minimally Effective Explanation Definition Attributes Examples The teacher makes minimal The teacher makes School- or district-created A parent says, “I attempts to engage families in sporadic attempts to materials about the received the district the instructional program. communicate with instructional program are sent pamphlet on the home. reading program, families about the  Teacher but I wonder how instructional program, The teacher sends home it’s being taught in communication is not and about the progress infrequent or incomplete my child’s class.” always appropriate to of individual students, information about the the cultures of but does not attempt to instructional program. A parent says, “I families. engage families in the emailed the teacher instructional program. The teacher maintains a about my child’s school required grade book struggles with math, Moreover, the but does little else to inform but all I got back communication that families about student was a note saying does take place may progress. he was doing fine.” not be culturally sensitive to these Some of the teacher’s The teacher sends families. communications are home weekly inappropriate to families’ quizzes for parent cultural norms. or guardian signature. The teacher: Minimally adheres to the district’s/school’s requirements for communicating with families Does not clearly communicate to families the instructional program, the IEP goals (academic and/or behavioral) as applicable and/or progress toward goals for all students

Minimally responds to family concerns

Displays inconsistent sensitivity to cultural norms

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Effective Explanation Definition Attributes Examples The teacher successfully The teacher provides The teacher regularly makes The teacher sends a engages families in the frequent and information about the weekly newsletter instructional program available. instructional program. appropriate home to families that describe information about the The teacher regularly sends current class  Teacher communicates home information about student instructional program activities, with families in a progress. and conveys community and/or culturally appropriate information about The teacher develops activities school projects, manner. individual student designed to engage families field trips, etc.  Teacher frequently progress in a culturally successfully and appropriately in communicates with sensitive manner. The their children’s learning. The teacher creates a monthly progress families. teacher makes some The teacher: report which is sent attempts to engage home with each families in the Fully adheres to the student. district’s/school’s instructional program. requirements for communicating with families The teacher sends home a project that Conducts effective asks students to communications from school- interview a family to-home about appropriate member about school programs and student growing up during progress including the the 1950s. ACCESS for ELL Parent Report and IEP goals as applicable and effectively responds to the home-to-school communications

Communicates with families in a manner that is culturally sensitive and responsive and affirms the positive worth of the students and families

Is available as needed to respond to family concerns

Uses clear, accurate and understanding language while facilitating communication with families including the written IEP when supporting Students With Disabilities and uses the students’ home language or a translator when possible

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Highly Effective Explanation Definition Attributes Examples The teacher successfully The teacher In addition to the indicators to Students create engages families in the communicates be effective the teacher: materials for Back- instructional program. frequently with to-School night that Students regularly develop outline the families in a culturally materials to inform their families approach for  Teacher’s about the instructional program. sensitive manner with learning science. communications are students contributing to sensitive to cultural Students maintain accurate the communication. records about their individual Each student’s daily traditions, and students The teacher responds learning progress and frequently reflection log participate in the to family concerns with share the information with their describes what she communication. professional and families. or he is learning  Teacher communicates and the log goes cultural sensitivity. Students contribute to regular frequently and home each week for The teacher’s efforts to and ongoing projects designed to review by a parents effectively with engage families in the learning engage families in the or guardian. process. families. instructional program

are frequent and Students design a All of the teacher’s successful. communications are highly project on charting sensitive to families’ cultural their families’ use norms. of plastics.

Goes beyond the district’s/school’s requirements for communicating with families and provides frequent information to families about ways to support children as learners, student progress, instruction and assessment including the ACCESS for ELL Parent Report as applicable

Clearly communicates and defines the IEP goals (academic and/or behavioral) and progress toward goals when supporting Students with Disabilities using specific examples of student progress based on data in parent- friendly language as applicable

Responds to family concerns with professionalism and cultural sensitivity

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Exemplary Explanation Definition Attributes Examples The teacher helps promote In addition to indicators to school-wide activities that be highly effective, the increase family and teacher leader: community understanding of Works with school and/or the instructional program. district leadership to create a family-friendly school  Teacher helps promote climate and school-wide activities student/community that increase family centered policies involvement.  Teacher actively seeks Participates with colleagues out and engages with to create a family-school partnership which include stakeholders within the families as participants in community, and school decisions and becomes a part of the develops parent leaders and community. representatives which may include PTA, PTO, PTSA, PTSO, PAC or other organizations

Assists in facilitating and/or designing workshops and opportunities for parents to learn more about supporting their children as learners, publishes accurate information in the newsletter and on the website in multiple languages, as needed or reaches out to families in community activities when appropriate (e.g. feast day, community meetings, chapter house meetings etc.)

Engages in opportunities to support and mentor colleagues by sharing knowledge, information and strategies for communicating with families

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Domain 4: Professionalism Element B: Participating in a professional community—

How willing and eager is the teacher to participate in the professional community?

How collegial and productive are teachers’ relationships with their colleagues?

Definition of Element:

Schools are, first of all, environments to promote the learning of students. But in promoting student learning, teachers must work with their colleagues to share strategies, plan joint efforts, and plan for the success of individual students. Schools are, in other words, professional organizations for teachers, with their full potential realized only when teachers regard themselves as members of a professional community. This community is characterized by mutual support and respect as well as by recognition of the responsibility of all teachers to be constantly seeking ways to improve their practice and to contribute to the life of the school. Inevitably, teachers' duties extend well beyond the walls of classrooms and include activities related to the entire school, the larger district, or both. These activities can include such things as school and district curriculum committees or engagement with the parent-teacher organization. With experience, teachers assume leadership roles in these activities.

The elements of this component are: Relationships with colleagues, involvement in a culture of professional inquiry, service to the school, and participation in school and district projects.

Any reference to “all students” includes culturally and linguistically diverse students, English Learners, and Students with Disabilities.

Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards when serving ELL students and IEP goals when serving Students with Disabilities.

Key Descriptive Activities at the Domain Level (General Look Fors)

This domain and element are characterized by agenda and minutes from PLC, grade level, or departmental meetings, teachers’ reflection on participating in sight or district collaborative events, student work that has been generated as a result of collaborative work, administrator notes from meetings.

Ineffective Explanation Definition Attributes Examples The teacher does not The teacher’s The teacher’s relationships The teacher does participate in a professional relationships with with colleagues are not share test-taking community or in school and colleagues are negative characterized by negativity or strategies with combativeness. colleagues. The district events and projects. or self-serving. The teacher figures that teacher avoids The teacher purposefully if the students do  Teacher’s participation in a avoids contributing to well, the teacher relationships with professional culture of activities promoting will look good. colleagues are inquiry, resisting professional inquiry. negative or self- opportunities to The teacher does serving. become involved. The The teacher avoids not attend any involvement in school school functions teacher avoids activities and district and after the dismissal becoming involved in community projects. bell.

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school events or school and district projects. The teacher: The teacher does Avoids participation in a not attend PLC professional community or meetings. in school and district events and projects The teacher says, “I work from 8:30 to Demonstrates relationships 3:30 and not a with colleagues which are minute more. I negative and/or won’t serve on any unprofessional district committee unless they get me a substitute to cover my classes.”

Minimally Effective Explanation Definition Attributes Examples The teacher participates in a The teacher maintains The teacher has a cordial The teacher is polite professional community and in cordial relationships relationship with colleagues. but seldom shares school and district events and with colleagues to any instructional projects when specifically When invited, the teacher materials with fulfill duties that the requested. participates in activities related grade level partners. school or district  Teacher’s to professional inquiry. relationships with requires. The teacher attends colleagues are cordial When asked, the teacher PLC meetings only participates in school activities but relationships do when reminded by as well as district and not lead to productive her supervisor. community projects.

work that benefits The principal says, students. The teacher: “I wish I didn’t Participates minimally in a have to ask the professional community and teacher to volunteer every time we need in school and district e vents someone to and projects, when chaperone the specifically requested dance.”

Maintains relationships with The teacher colleagues which are cordial contributes to the but these relationships do not district literacy lead to productive work that committee only benefits students when requested to do so by the Interacts minimally with principal. appropriate personnel about instructional environmental and behavioral modifications for Students With Disabilities and/or instructional strategies for culturally and linguistically diverse students

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Effective Explanation Definition Attributes Examples The teacher participates The teacher’s The teacher has supportive The principal actively in the professional relationships with and collaborative remarks that the community, and in school/ colleagues are relationships with colleagues. teacher’s students have been district events and projects. characterized by The teacher regularly noticeably mutual support and participates in activities successful since her  Teacher maintains cooperation; the related to professional teacher team has positive and teacher actively inquiry. been focusing on productive participates in a culture instructional relationships with of professional inquiry. The teacher frequently strategies during its colleagues. The teacher volunteers volunteers to participate in meetings. school events and school and to participate in school district and community The teacher has events and in school projects. decided to take and district projects some free MIT making a substantial courses online and contribution. The teacher: share his learning with colleagues. Participates actively in a

professional community and The basketball in school and district events coach is usually and projects willing to Maintains positive and chaperone the productive relationships ninth-grade dance with colleagues because she knows all of her players Provides appropriate will be there. information on Students With Disabilities and The teacher English Learner students to enthusiastically appropriate personnel as represents the applicable (e.g. strengths, school during the weaknesses, preferred district social modalities needed, studies review and environmental brings substantial modifications, IEP goals, knowledge of US etc.) history to the course writing team. Consults with appropriate personnel about instructional strategies for culturally and linguistically diverse students as applicable

Participates in interactions with colleagues that are characterized by a willingness to listen and consider multiple points of view

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Highly Effective Explanation Definition Attributes Examples The teacher makes a The teacher’s In addition to the indicators The teacher leads substantial contribution to the relationships with to be effective the teacher: the group of mentor professional community, to colleagues are teachers at school, The teacher takes a leadership which is developed school/ district events and characterized by role in promoting activities to support teachers projects. mutual support and related to professional during their first cooperation with the inquiry. years of teaching.  Teacher assumes a teacher taking initiative leadership role among in assuming leadership The teacher regularly The teacher hosts a the stakeholders. among the faculty. contributes to and leads book study group The teacher takes a events that positively impact that meets monthly. school life. The teacher guides leadership role in the book choices so promoting a culture of The teacher regularly that the group can professional inquiry. contributes to and leads focus on topics that The teacher volunteers significant district and will enhance their to participate in school community projects. skills. events and district projects, making a Makes a substantial The teacher leads contribution to the the annual substantial contribution professional community and “Olympics Day,” and assuming a in school and district events thereby involving leadership role in at and projects the entire student least one aspect of body and faculty in school or district life. Shares knowledge of and athletic events. proactively seeks opportunities to learn more The teacher leads about techniques and the district wellness strategies to work with all committee and students which may include involves healthcare cultural perspectives and and nutrition strategies for sheltering specialists from the academic language and community. research-based strategies that address student learning

Works with other teachers to monitor IEP objectives addressed in the regular classroom

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Exemplary Explanation Definition Attributes Examples The teacher is actively In addition to the indicators engaging in ongoing research, to be highly effective the leads study groups, and teacher leader: Actively engages in ongoing identifies new practices for research leads study groups school and district or professional development implementation. and identifies effective practices for school and/or  Teacher serves as an district implementation instructional leader, and is accepted by Engages in opportunities to faculty for exceptional support and mentor skills in delivering colleagues by sharing knowledge, information and professional strategies for participating development and effectively in a professional mentorship. community

Actively promotes positive and productive interactions between colleagues and within the school community

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Domain 4: Professionalism Element C: Reflecting on teaching

How detailed, accurate, and thoughtful is the teacher’s reflection on their instructional practices?

Definition of Element: Reflecting on teaching encompasses the teacher’s thinking that follows any instructional event, an analysis of the many decisions made in both the planning and the implementation of a lesson. By considering these elements, in light of the impact they had on student learning, teachers can determine where to focus their efforts in making revisions and choose which aspects of the instruction they will continue in future lessons. Teachers may reflect on their practice through collegial conversation, journal writing, examining student work, conversations with students, or simply thinking about their teaching. Reflecting with accuracy and specificity, as well as being able to use in future teaching what has been learned, is an acquired skill; mentors, coaches, and supervisors can help teachers acquire and develop the skill of reflecting on teaching through supportive and deep questioning. Over time, this way of thinking, both reflectively and self-critically, and of analyzing instruction through their lens of student learning – whether excellent, adequate, or inadequate – becomes a habit of mind leading to improvement in teaching and learning.

The elements of this component are: Accuracy and use in future

Any reference to “all students” includes culturally and linguistically diverse students, English Learners, and Students with Disabilities.

Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards when serving ELL students and IEP goals when serving Students with Disabilities.

Key Descriptive Activities at the Domain Level (General Look Fors)

This domain and element are characterized by teacher’s written response to observation feedback, post observation conference notes (i.e. does teacher seek continuous practice improvement, is the teacher receptive to suggestions, is the teacher willing to change, does the teacher incorporate suggestions).

Ineffective Explanation Definition Attributes Examples Teacher does not accurately The teacher does not The teacher considers the Despite evidence to assess the effectiveness of the know whether a lesson lesson but draws incorrect the contrary, the instructional practices. was effective or conclusions about its teacher says, “My effectiveness. students did great achieved its  Teacher has no idea on that lesson.” instructional outcomes, The teacher makes no about how the or the teacher suggestions for improvement. The teacher says, instructional practices profoundly misjudges “That was awful. I could be improved. the success of a lesson. The teacher: wish I knew what to The teacher has no do.”

suggestions for how a Rarely or never accurately assesses the effectiveness of lesson could be his/her instructional improved. practices

Lacks an awareness of how instructional practices can be improved 237

Rarely or never uses data to reflect on his/her instructional practices

Minimally Effective Explanation Definition Attributes Examples Teacher provides a partially The teacher has a The teacher has a general sense At the end of the accurate and objective generally accurate of whether or not instructional lesson, the teacher practices were effective. description of the instructional impression of a says, “I guess that went OK.” practices with some evidence. lesson’s effectiveness The teacher offers general modifications for ways in which and the extent to which The teacher says, “I  Teacher makes only a lesson might be improved. instructional outcomes guess I will try “X” general suggestions as were met. The teacher The teacher: next time.” to how the makes general instructional practices suggestions about how Provides a partially accurate might be improved. a lesson could be and objective description of instructional practices with improved. some evidence

Makes general non-specific suggestions as to how instructional practices might be improved

Occasionally uses data to inform and modify practices

Effective Explanation Definition Attributes Examples Teacher provides an accurate The teacher makes an The teacher accurately The teacher says, “I and objective description of accurate assessment of assesses the effectiveness of wasn’t pleased with his/her own, and others’, a lesson’s effectiveness instructional activities used. the level of engagement of the instructional practices with and the extent to which The teacher indentifies students.” specific evidence. it achieved its specific ways in which a instructional outcomes, lesson might be improved. The teacher’s  Teacher makes some and can cite general journal indicates specific suggestions as references to support The teacher: several possible to how the the judgment. The lesson instructional practices teacher makes a few Provides an accurate and improvements. objective description of might be improved. specific suggestions of instructional practices with what could be tried the specific evidence, e.g. next time the lesson is progress monitoring within taught. evidence-based specialized instruction

Provides specific suggestions as to how instructional practices might be improved based on students’ progress and use of assessment data 238

Highly Effective Explanation Definition Attributes Examples Teacher’s reflection on The teacher makes a In addition to the requirements The teacher says, “I instructional practices is thoughtful and accurate to be effective the teacher: think that lesson assessment of a worked pretty well, thoughtful and accurate with The teacher’s assessment of the lesson’s effectiveness although I was specific evidence. lesson is thoughtful and includes and the extent to which specific indicators of disappointed in how it achieved its the group at the  Teacher draws on an effectiveness. instructional outcomes, back table extensive repertoire to citing many specific The teacher’s suggestions for performed.” suggest alternative examples from the improvement draw on an extensive strategies and predicts repertoire. lesson and weighing In conversation the likely success of the relative strengths of Consistently reflects on with colleagues, the each. each. Drawing on an instructional practices teacher considers extensive repertoire of thoughtfully and accurately with strategies for skills, the teacher specific evidence, e.g. progress grouping students offers specific monitoring within evidence- differently to alternative actions, based specialized instruction improve a lesson.

complete with the Draws from an extensive probable success of repertoire of instructional different courses of practices in support of all action. students

Suggests alternative instructional practices and predicts the likely success of each

Uses assessment data as a primary resource to inform the quality and effectiveness of instructional practices

Exemplary Explanation Definition Attributes Examples Teacher’s reflection is ongoing In addition to the requirements and immediate. to be highly effective the teacher leader:

 The teacher Collaborates with colleagues to demonstrates reflect on and apply the immediate necessary modifications for instructional practices which understanding of addresses the academic and effectiveness of linguistic needs of all students instructional practices. Engages in opportunities to  Teacher modifies and support and mentor colleagues adapts as necessary. by sharing knowledge, information and strategies for effective instructional practices

Explain to students, parents and colleagues how and why assessment data is used to inform direct instruction practices

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Domain 4 Professionalism Element D Demonstrating Professionalism— How high are the teacher’s professional standards and practices? To what level is the teacher willing to comply with district and school rules and regulations

Definition of Element: Expert teachers demonstrate professionalism in service to students and to the profession. Teaching at the highest levels of performance, in this component, is student-focused, putting students first, regardless of how this stance might challenge long-held assumptions, past practice, or simply allow the teacher a more convenient procedure. Accomplished teachers have a high moral compass and are guided by what is in the best interest of each student. They display professionalism in a number of ways. For example, they conduct interactions with colleagues in a manner noticeable for honesty and integrity. Furthermore, they know their students’ needs and can readily access resources for use in stepping-in to provide help extending beyond the classroom. Seeking greater flexibility in the ways school rules and policies are applied, expert teachers advocate for their students in ways that might challenge traditional views and the educational establishment. They also display professionalism in the ways they approach problem-solving and decision-making with students’ needs constantly in mind. Finally, accomplished teachers consistently adhere to school and district policies and procedures but are willing to work to improve those that may be outdated or ineffective.

The elements of this component are: Integrity and ethical conduct, service to students, advocacy, decision making, and compliance with school and district regulations.

Any reference to “all students” includes culturally and linguistically diverse students, English Learners, and Students with Disabilities.

Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards when serving ELL students and IEP goals when serving Students with Disabilities.

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Key Descriptive Activities at the Domain Level (General Look Fors)

This domain and element are characterized by teacher information system reports (attendance and late arrival), teacher consistently supports campus expectations (addressing student tardiness, discipline policies, duty stations, etc.).

Ineffective Explanation Definition Attributes Examples The teacher displays a lack of The teacher displays The teacher is dishonest. The teacher makes professionalism. dishonesty in some errors when interactions with The teacher does not notice marking the most recent common  Teacher contributes to colleagues, students, the needs of students. and the public. The assessment but does practices that are self- not tell colleagues. teacher is not alert to The teacher engages in serving or harmful to student needs and practices that are self-serving. students. The teacher does not contributes to school realize that three of  Teacher fails to practices that result in The teacher willfully rejects the neediest students comply with some students being district regulations. arrive at school an regulations and poorly served by the hour early every timelines. school. The teacher The teacher: morning because their makes decisions based mothers can’t afford day care. on self-serving Displays a lack of interests. The teacher professionalism based on The teacher fails to does not comply with self-serving interests notice that one of his school and district students is often ill, regulations. Instigates or contributes to looks malnourished, practices that are negative and frequently has and/or harmful to students bruises on the arms or colleagues and legs.

Rarely or fails to comply When one of a with district/school teacher’s colleagues regulations and timelines goes home suddenly, because of illness, the teacher pretends to 241

Contribute to school have a meeting so that practices that do not she won’t have to support all students and the share in the coverage goals and mission of the responsibility.

learning community The teacher does not file his students writing samples in their district cumulative records; it is time-consuming and the teacher wants to leave early for summer break.

Minimally Effective Explanation Definition Attributes Examples The teacher displays minimal The teacher is honest in The teacher is honest. The teacher says, “I professionalism interactions with have always known colleagues, students, The teacher notices the needs my grade partner to of students but is inconsistent be truthful. If she  Teacher complies and the public. The inconsistently with in addressing them. called in sick today, teacher’s attempts to then I believe her.” regulations, doing just serve students are The teacher does not notice enough to “get by.” inconsistent, and that some school practices The teacher unknowingly result in poor conditions for considers staying

contribute to some students. late to help some of students being poorly her students in after The teacher makes decisions school day care, but served by the school. professionally but on a then realizes it The teacher’s decisions limited basis. would conflict with and recommendations her health club class are based on limited, The teacher complies with and so decides though genuinely district regulations. against it. professional, considerations. The The teacher: The teacher notices a student struggling teacher must be Displays minimal in class and sends a reminded by professionalism by making quick email to the supervisors about decisions and counselor. When complying with school recommendations based on the teacher does not and district regulations. the needs of some students get a response, the teacher assumes the 242

Condones or supports problem has been practices that are negative taken care of. and/or harmful to students or colleagues When the teacher’s grade partner goes Minimally complies with out on maternity district/school regulations leave, the teacher and timelines says “Hello” and “Welcome” to the Occasionally contributes to substitute but does school practices that do not not offer any further support all students and the assistance. goals and mission of the learning community The teacher keeps his district-required grade book up to date but enters exactly the minimum number of assignments specified by the department chair.

Effective Explanation Definition Attributes Examples The teacher displays a high The teacher displays The teacher is honest and known The teacher is level of professionalism in high standards of for having high standards and trusted by grade integrity. dealings with both students honesty, integrity, and partners; they share confidentiality in information with and colleagues interactions with The teacher actively addresses the teacher and feel student needs. colleagues, students, confident it will not  Teacher complies fully and the public. The be repeated and voluntarily with The teacher actively works to teacher is active in provide opportunities for student inappropriately. regulations. serving students, success.  Teacher promotes safe working to ensure that Despite a lack of environment for all students receive a The teacher willingly knowledge about students when fair opportunity to participates in team and dance, the teacher departmental decision-making. monitoring students succeed. The teacher forms a dance club maintains an open at the high school to and activities. The teacher complies completely mind in team or meet the high with district regulations. department decision- interest level of making. The teacher The teacher: students who complies fully with cannot afford school and district Displays a high level of private lessons. regulations. professionalism by making decisions and The teacher notices recommendations based on the some speech delays needs of all students in a few of the young students; the Promotes a positive teacher calls in the working/learning environment for students, colleagues and speech therapist to 243

community members do a few informal assessments and to Demonstrates knowledge of provide feedback applicable laws, policies, on further steps. regulations and procedures related to all students The English Consistently follows department chair district/school regulations and says, “I appreciate timelines and maintains when “X” attends accurate documentation our after-school meetings; this Promotes a safe environment person always when monitoring students and contributes activities something meaningful to the Works to achieve equitable learning and achievement discussion.” outcomes for all students The teacher learns Contribute to school practices the district’s new which support all students and online curriculum the goals and mission of the mapping system learning community and writes in all of her courses.

Highly Effective Explanation Definition Attributes Examples The teacher is proactive and The teacher can be In addition to the When a young assumes a leadership role in counted on to hold the requirements to be effective, teacher has trouble ensuring the highest-level of highest standards of the teacher: understanding directions from the professional practices by all honesty, integrity, and The teacher is considered a principal, she colleagues. confidentiality, and leader in terms of honesty, immediately goes to takes a leadership role integrity, and confidentiality. a more seasoned  Teacher helps ensure with colleagues. The teacher – one that school practices teacher is highly The teacher is highly whom, she knows honor all stakeholders. proactive in serving proactive in serving students. can be relied upon  Teacher helps students and seeking The teacher makes a for expert advice concerted effort to ensure and complete colleagues comply out resources when with rules and opportunities are available for discretion. needed. The teacher all students to be successful. regulations. makes a concerted After the school’s effort to challenge The teacher takes a leadership intramural negative attitudes or role in team and departmental basketball program practices to ensure that decision-making. is discontinued, the all students, teacher finds some The teacher takes a leadership former student particularly those role regarding district athletes to come in traditionally regulations. and work with the underserved, are students, who have honored in the school. Assumes a leadership role come to love the The teacher takes a in ensuring the highest-level after school leadership role in team of professional practices by sessions. 244

or departmental all members of the learning decision making and community The teacher enlists helps ensure that such the help of her Works with colleagues to principal when she decisions are based on create activities promoting a realizes that a the highest professional positive school environment colleague has been standards. The teacher making disparaging complies fully with Assists in designing school remarks about some school and district practices which honor all disadvantaged regulations, taking a students and the goals and students. leadership role with mission of the learning community The math colleagues. department looks Models advocacy for all forward to their students and instructs all weekly meetings; students in self-advocacy their leader, the skills making particular teacher, is always effort to challenge negative seeking new attitudes and to ensure that instructional all students are valued strategies and resources for them to discuss.

The district adopts a new web-based grading program; the teacher learns it inside and out so that she will be able to assist her colleagues with its implementation.

Exemplary Explanation Definition Attributes Examples The teacher proactively and In addition to the positively seeks to continually requirements to be highly improve the culture of the effective the teacher leader: school by consistently raising expectations for adults and Proactively seeks to students, raising the improve the culture of the engagement of adults and school by consistently students, and contributing to raising expectations and the efficacy of adults and engagement for adults and students. students

Demonstrates and shares 245

extensive current knowledge of applicable laws, policies, regulations and procedures

Creates systems to promote a culture of professionalism that supports the school community

Engages in opportunities to support and mentor colleagues by sharing knowledge, information and strategies to demonstrate professionalism in the school community

Domain 4: Professionalism Element E: Growing and developing professionally—

To what level does the teacher seek out, implement, and share professional learning? How well does the teacher utilize feedback?

Definition of Element: As in other professions, the complexity of teaching requires continued growth and development in order for teachers to remain current. Continually staying informed, and increasing their skills, allows teachers to become ever-more effective and allows them to exercise leadership among their colleagues. The academic disciplines evolve and educators constantly refine their understanding of how to engage students in learning; thus, growth in content, pedagogy, and information technology is essential to good teaching. Networking with colleagues through such activities as joint planning, study groups, and lesson study, provides opportunities for teachers to learn from one another. These activities allow for job-embedded professional development. In addition, the professional educators increase their effectiveness in the classroom by belonging to professional organizations, reading professional journals, attending educational conferences and taking university classes. As they gain experience and expertise, educators find ways to contribute to their colleagues’ successfulness and to the profession.

The elements of this component are: Enhancement of content knowledge and pedagogical skill, receptivity to feedback from colleagues, and service to the profession.

Any reference to “all students” includes culturally and linguistically diverse students, English Learners, and Students with Disabilities.

Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards when serving ELL students and IEP goals when serving Students with Disabilities.

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Key Descriptive Activities at the Domain Level (General Look Fors)

This domain and element are characterized by teachers’ fulfilling their self developed individual professional development plan; professional development participation reports/rosters; review of PLC , grade level, or departmental meeting minutes/notes; review of professional development requests and reports generated from an online professional development provider.

Ineffective Explanation Definition Attributes Examples The teacher does not The teacher engages in The teacher is not involved in The teacher never participate in professional no professional any activity that might takes continuing development activities. development activities enhance knowledge or skill. education courses to enhance knowledge even though the  Teacher makes no or skill. The teacher The teacher purposefully credits would resists feedback on resists discussing increase the effort to share teaching performance performance with supervisors teacher’s salary. knowledge with from either supervisors or colleagues. colleagues. or more experienced The teacher endures  Teacher is resistant to colleagues. The The teacher ignores the principal’s feedback from teacher makes no effort invitations to join annual observations supervisors or to share knowledge professional organizations or in the classroom, colleagues. with others or to attend conferences. knowing that if she assume professional waits long enough, responsibilities. The teacher: the principal will eventually leave Rarely or does not and she will be able participate in professional to simply discard development activities the feedback form.

Makes no effort to share Despite teaching knowledge with colleagues high school honors mathematics, the Demonstrates resistance to teacher declines to feedback from supervisors join NCTM because and/or colleagues it costs too much and makes too many demands on member’s time.

Minimally Effective Explanation Definition Attributes Examples The teacher participates in The teacher The teacher participates in The teacher politely professional development participates, to a professional activities when attends district activities that are convenient or limited extent, in they are required by the workshops and professional activities district. professional are required. when they are development days convenient. The The teacher reluctantly but doesn’t make  Teacher makes limited teacher engages in a accepts feedback from much use of the attempts to share limited way with supervisors and colleagues. materials received. knowledge with colleagues and 247

colleagues. supervisors in The teacher contributes, in a The teacher listens  Teacher accepts professional limited fashion, to to the principal’s feedback from conversation about professional organizations. feedback after a practice, including lesson but isn’t sure supervisors and some feedback on The teacher: that the colleagues with some teaching performance. recommendations reluctance. The teacher finds Participates minimally in really apply to the limited ways to assist professional development situation. other teachers and activities that are contribute to the convenient and/or are The teacher joins a profession. required local chapter of the American Library Makes limited attempts to Association because share knowledge with the teacher might colleagues benefit from free books – but Accepts feedback from otherwise doesn’t supervisors and colleagues feel it’s worth the with some reluctance and/or time. resistance

Effective Explanation Definition Attributes Examples The teacher accepts The teacher seeks out  The teacher seeks The teacher eagerly opportunities for professional opportunities for regular opportunities attends the district’s development after an professional for continued optional summer development to workshops, individual assessment of need. professional enhance content development knowing they knowledge and provide a wealth of  Teacher implements  The teacher pedagogical skill. The welcomes colleagues instructional professional teacher actively and supervisors into strategies the development engages with the classroom for the teacher will be able strategies. colleagues and purpose of gaining to use during the  Teacher welcomes and supervisors in insight from their school year. implements feedback professional feedback. from supervisors and conversation about  The teacher actively The teacher enjoys practice, including the principal’s colleagues. participates in feedback about organizations weekly Walk- practice. The teacher Through visits designed to participates actively in contribute to the because they assisting other profession. always lead to a educators and looks for valuable informal ways to contribute to The teacher: discussion during the profession. lunch the next day. Accepts opportunities for professional growth based The teacher joins a on identified areas in need science education of improvement partnership and finds that it 248

Implements evidence-based provides the teacher strategies leaned in access to resources professional development for the classroom sessions that truly benefit the students. Actively reads and applies current research in areas of greatest impact for all students

Accepts and implements feedback from supervisors and colleagues regarding evidence-based instruction

Highly Effective Explanation Definition Attributes Examples The teacher actively pursues The teacher seeks out In addition to the The teacher’s professional development opportunities for requirements to be effective principal rarely opportunities. professional the teacher: spends time development and observing the  Teacher initiates makes systematic effort The teacher seeks regular teacher in the to conduct action opportunities for continued classroom. activities to share research. The teacher professional development, Therefore she has expertise with others. solicits feedback on including initiating action initiated an action  Teacher seeks out practice from both research. research project in feedback from supervisors and order to improve supervisors and colleagues. The The teacher actively seeks instruction. colleagues. teacher initiates feedback from supervisors important activities to and colleagues. The teacher is contribute to the working on a profession. The teacher takes an active particular leadership role in professional instructional organizations in order to strategy and asks contribute to the profession. his colleagues to observe in the Actively pursues classroom, in order professional development to provide objective opportunities feedback on his progress. Initiates activities to share expertise with others The teacher has including evidence-based founded a local 249

instruction organization devoted to literacy Seeks out feedback and best education; the practices from supervisors teacher’s leadership and colleagues/specialists in has inspired areas such as Indian teachers in the Education, English community to work Learners, Special Education on several and Bilingual Education as curriculum and applicable in order to make instructional instruction accessible and projects. understandable for all students

Expands on feedback from supervisors/colleagues and uses it to directly improve instruction

Exemplary Explanation Definition Attributes Examples The teacher is an established In addition to the leader in the school. requirements to be highly effective the teacher leader:  Teacher is able to provide feedback to Designs and leads colleagues and professional development for the school community supervisors in a manner that is Provides feedback to welcomed and utilized colleagues and supervisors by all stakeholders. in a positive constructive manner

Creates opportunities to engage and mentor colleagues by sharing knowledge, information and strategies that support all students to become proficient in the academic language and content knowledge to be learned

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Domain 4 Professionalism Element F Maintaining accurate records—

How efficient and accurate are the teacher’s record-keeping systems?

Definition of Element:

An essential responsibility of professional educators is keeping current records of both instructional and non- instructional events. These include student completion of assignments, student progress in learning, and non- instructional activities that are part of the day-to-day functions in a school setting. Such activities can include the return of signed parent permission slips for a field trip and money for school pictures. Proficiency in this component is vital because these records inform interactions with students and allow teachers to monitor learning and adjust instruction accordingly. The methods of keeping records vary as much as the types of information being recorded. For example, teachers may keep records of formal assessments electronically, using spreadsheets and data bases, which allow for item analysis and individualized instruction. A less formal means of keeping track of student progress may include anecdotal notes that are kept in student folders.

The elements of this component are: Student completion of assignments, student progress in learning, and non- instructional records.

Any reference to “all students” includes culturally and linguistically diverse students, English Learners, and Students with Disabilities.

Any reference to NM Adopted Standards includes the 2012 amplification of WIDA ELD standards when serving ELL students and IEP goals when serving Students with Disabilities.

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Key Descriptive Activities at the Domain Level (General Look Fors)

This domain and element are characterized by the following artifacts: grade book, attendance data, lesson plans and other curriculum materials, discipline records, parents contact log, analysis of student achievement results, and team meeting notes, agendas and reports.

Ineffective Explanation Definition Attributes Examples The teacher’s systems for The teacher’s system There is no system for either A student says, maintaining both instructional for maintaining instructional or non- “I’m sure I turned and non-instructional records information on student instructional records. in that assignment, completion of but the teacher lost are either non-existent or in assignments and Record-keeping systems are it.” disarray. student progress in in disarray and provide learning is nonexistent incorrect or confusing The teacher says, “I  Information from or in disarray. The information. misplaced the records contains errors teacher’s records for writing samples for and causes confusion. non-instructional The teacher: my class, but it activities are in doesn’t matter – I disarray, the result Does not have a record- know what the being errors and keeping system in place for students would confusion. instructional and non- have earned.” instructional records On the morning of Has a system in place but it the field trip, the is in disarray and therefore teacher discovers non-functional that five students never turned in their Maintains records permission slips. containing inaccurate information

Minimally Effective Explanation Definition Attributes Examples The teacher’s systems for The teacher’s system The teacher has a process for A student says, “I maintaining both instructional for maintaining recording student work wasn’t in school and non-instructional records information on student completion. However, it may today, and my completion of be out-of-date or may not teacher’s website is are rudimentary and partially assignments and permit students to access the out-of-date so I successful. student progress in information. don’t know what learning is rudimentary the assignments  Information from and only partially The teacher’s process for are.” records is mostly effective. The tracking student progress is accurate and not up to teacher’s records for cumbersome to use. The teacher says, date. non-instructional “I’ve got all these activities are adequate The teacher has a process for notes about how the but inefficient and, tracking some, but not all, kids are doing; I 252

unless given frequent non-instructional information, should put them oversight by the and it may contain some into the system, but principal, prone to errors. I just don’t have the errors. time.” The teacher: On the morning of Has a rudimentary and the field trip, the partially complete record- teacher frantically keeping system for searches all the instructional and non- drawers in the desk instructional records looking for the permission slips Maintains records that are and finds them just mostly accurate but not up- before the bell to-date rings.

Effective Explanation Definition Attributes Examples The teacher’s systems for The teacher’s system The teacher’s process for On the class maintaining both instructional for maintaining recording completion of website, the teacher and non-instructional records information on student student work is efficient and creates a link that completion of effective; students have students can access are efficient and successful. assignments, student access to information about to check on any progress in learning, completed and/or missing missing  Information from and non-instructional assignments. assignments. records is accurate and records is fully up to date. effective. The teacher has an efficient The teacher’s grade  Information is used by and effective process for book records teacher to make recording student attainment student progress decisions regarding of learning goals; students are toward learning students. able to see how they are goals. progressing. The teacher creates The teacher’s process for a spreadsheet for recording non-instructional tracking which information is both efficient students have paid and effective. for their school pictures. The teacher:

Maintains an efficient system for both instructional and non- 253

instructional records including reports and/or status of current IEP objectives, as applicable

Ensures information from records in accurate and up- to-date including academic and language proficiency- level data when supporting culturally and linguistically diverse students

Develops and monitors IEP objectives which correspond with present levels of student performance as applicable and allows for continuous student progress

Ensures that the grading assessment practices and record keeping systems are effective in serving academic and language learning goals Keeps current with annual IEP’s, Re-Evals, language proficiency levels and progress toward goals when supporting Students With Disabilities and/or English Learner students

Highly Effective Explanation Definition Attributes Examples The students contribute to the The teacher’s system In addition to the A student from each maintenance of the efficient for maintaining requirements to be effective team maintains a and successful systems for information on student the teacher: database of current completion of and missing both instructional and non- assignments, students’ Students contribute to and assignments for the instructional records. progress in learning, maintain records indicating team. and non-instructional completed and outstanding  Information from records is fully work assignments. When asked about records is accurate, up- effective. Students progress in a class, to-date, and used contribute information Students contribute to and a student proudly maintain data files indicating and participate in shows her portfolio constructively by their own progress in learning. students and teacher. maintaining the of work and can records. Students contribute to explain how the maintaining non-instructional documents indicate records for the class. her progress toward learning goals. Supports students to 254

efficiently maintain personal When they bring in instructional and non- their permission instructional records slips for a field trip, students add their Maintains accurate and up- own information to t0-date records that are used the database. constructively by students and teachers

Supports the ability of students to contribute information and interpret their own instructional records

Shares language development and IEP objectives and goals clearly with all stakeholders as applicable

Provides and shares accurate documentation to support student progress towards goals with stakeholders

Exemplary Explanation Definition Attributes Examples The teacher’s system is In addition to the recognized by the school requirements to be highly community as efficient and effective the teacher leader: used as a model for other Establishes systems for teachers. record-keeping which are recognized by the school

community efficient and are used as a model for teachers

Engages in opportunities to support and mentor colleagues by sharing knowledge, information and strategies for establishing an efficient system of maintain accurate instructional and non- instructional records

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