Professionalism and Collegiality
Sharing Knowledge
A form of professionalism is mentoring colleagues, and some teachers are truly innovating in this area. Mirror Lake is lucky to have many "innovating" teachers because they are the recognized leaders as those who help others with activities. Not only are these these "go to" people, these teachers also present at staff meetings or visit other schools to share ideas.
Modeling Marzano in Email
Each week, the Mirror Lake Reflection is sent to the MLE Conference. In this email, the administration acknowledges staff members who display exemplary Marzano techniques. In addition, admin shares current research and resources to discuss at committee and grade level (DTT) meetings. See an example of our Mirror Lake Reflection. Below is an example of our administrators' reflections on Domain 2 from the January 14-18, 2013 email.
"MIrrorly" a Reflection of Marzano
DOMAIN 2: Lesson Plan Book Notes: Additions Needed to Plan to meet Developing/Applying/Innovating Scale:
DQ10, Element #42
How content is related to previous lessons, units or content? Add Unit Plan
How does the plan anticipate potential confusions that students may experience?
DQ10, Element #43
How does the plan describe how students make choices or take initiative?
How does the plan describe how learning is extended?
DQ10, Element #44
Everyone met requirement of Content Standards (EQ, LG,Standards of CCSS, NGSSS
DQ11, Element #45
How does the plan outline school and community resources to enhance student understanding of content?
DQ11, Element #46
How does the plan identify technology that is being used in a lesson/unit?
How does the plan identifies HOW technology is used to enhance learning?
DQ12, Element #47
How does the plan identify accommodations and adaptations that must be made of an individual ELL student?
DQ12, Element #48
How does the plan identify accommodations and adaptations that must be made of an individual ESE student which is aligned to their IEP for each content area (if different)?
Are the accommodations you are making aligned to the accomdations in the IEP for the unit of instruction? If not, are you doing more, less, other? If so, contact ESE Specialist to change IEP.
DQ12, Element #49
How does the plan provide the needs of students who come from home environments that offer little support?
How does the teacher take into consideration student’s financial and emotional resources?
How does the teacher articulate the ways in which communication with home will take into consideration family and language resources?
"MIrrorly" a Reflection of Marzano
DOMAIN 2: Lesson Plan Book Notes: Additions Needed to Plan to meet Developing/Applying/Innovating Scale:
DQ10, Element #42
How content is related to previous lessons, units or content? Add Unit Plan
How does the plan anticipate potential confusions that students may experience?
DQ10, Element #43
How does the plan describe how students make choices or take initiative?
How does the plan describe how learning is extended?
DQ10, Element #44
Everyone met requirement of Content Standards (EQ, LG,Standards of CCSS, NGSSS
DQ11, Element #45
How does the plan outline school and community resources to enhance student understanding of content?
DQ11, Element #46
How does the plan identify technology that is being used in a lesson/unit?
How does the plan identifies HOW technology is used to enhance learning?
DQ12, Element #47
How does the plan identify accommodations and adaptations that must be made of an individual ELL student?
DQ12, Element #48
How does the plan identify accommodations and adaptations that must be made of an individual ESE student which is aligned to their IEP for each content area (if different)?
Are the accommodations you are making aligned to the accomdations in the IEP for the unit of instruction? If not, are you doing more, less, other? If so, contact ESE Specialist to change IEP.
DQ12, Element #49
How does the plan provide the needs of students who come from home environments that offer little support?
How does the teacher take into consideration student’s financial and emotional resources?
How does the teacher articulate the ways in which communication with home will take into consideration family and language resources?
Modeling Marzano at Faculty Meetings
Throughout our monthly staff developments, presenters (teachers and administration) were asked to create agendas which included essential questions, learning goals, and scales. While presenting they modeled the Marzano strategies taken from the 41 elements such as identifying critical information, chunking content into digestible bites, and reflecting on our learning goals. See below for sample agendas.
Staff Agenda: Implementing Scales
Staff Agenda: DQ 2
Staff Agenda: DQ 5
Staff Agenda: Lesson Plan
Staff Agenda: Lesson Plan Presentation
Staff Agenda: Declarative and Procedural Knowledge
Staff Agenda: DQ 7 & 8
Staff Agenda: Implementing Scales
Staff Agenda: DQ 2
Staff Agenda: DQ 5
Staff Agenda: Lesson Plan
Staff Agenda: Lesson Plan Presentation
Staff Agenda: Declarative and Procedural Knowledge
Staff Agenda: DQ 7 & 8
Resources
Support Staff and teachers have created helpful resources to be used in the classroom following Marzano's philosophy.
Teacher Resources
Homework Checklist and Questions
Lesson Plan Template- Teacher Resource
Protocol Questions
3rd Grade- Teacher Resource: Benchmark Checklist
4th Grade- Teacher Resource: Benchmark Checklist
5th Grade- Teacher Resource: Benchmark Checklist
Staff Training Activity
During a Staff Development, teachers were asked to read short scenarios and identify which element was being used. Our teachers cut out the scenarios and glued them onto construction paper. Teachers found out there is more than one correct answer.
Handout
Answers
Student Resources
3rd Grade- Student resource: Getting Ready for the FCAT
4th Grade- Student resource: Getting Ready for the FCAT
5th Grade- Student resource: Getting Ready for the FCAT
Teacher Resources
Homework Checklist and Questions
Lesson Plan Template- Teacher Resource
Protocol Questions
3rd Grade- Teacher Resource: Benchmark Checklist
4th Grade- Teacher Resource: Benchmark Checklist
5th Grade- Teacher Resource: Benchmark Checklist
Staff Training Activity
During a Staff Development, teachers were asked to read short scenarios and identify which element was being used. Our teachers cut out the scenarios and glued them onto construction paper. Teachers found out there is more than one correct answer.
Handout
Answers
Student Resources
3rd Grade- Student resource: Getting Ready for the FCAT
4th Grade- Student resource: Getting Ready for the FCAT
5th Grade- Student resource: Getting Ready for the FCAT