The Palm Beach Focused Model has been selected by a committee comprised of teachers, CTA representatives, principals, and district staff. Based on the work of Dr. Robert J. Marzano and Learning Sciences International and adapted by the School District of Palm Beach County. It embraces the premise that all instructional personnel are capable of improving their practice regardless of their level of performance.
There are two observation instruments (protocols) from the Palm Beach Focused Model that are used to observe and coach teachers, the classroom teacher instrument and the non-classroom teacher instrument. The classroom teacher instrument can be used for almost all teachers. The non-classroom teacher instrument is used for specific teachers.
Non-Classroom Teachers are those who are not in the classroom and may include School Counselors, Media Specialists, Therapists, and School Psychologists, etc.". The non-classroom form must be used for these teachers. The Non-Classroom Teacher form should be used for those non-classroom roles that do not teach an actual class in the traditional sense, but still support students. It is our recommendation that the principal and teacher sit down with the classroom and non-classroom instruments and discuss which one most accurately reflects what they do throughout the year. It's important that both parties are in agreement.
Classroom Teacher Instrument
The classroom teacher instrument contains 22 Elements that build on each other to support growth, development, and performance.
Domain 1 is based on the Art and Science of Teaching Framework and identifies the 3 Elements or instructional categories that are directly related to effective planning and preparing to facilitate better decisions in the classroom in order to produce the greatest gains in student learning.
- Planning Standards-Based Lessons/Units (Using established content standards, the teacher plans rigorous units with learning targets that demonstrate a progression of learning).
- Aligning Resources to Standards (Teacher plan includes traditional and/or digital resources for use in standards-based units and lessons).
- Planning to Meet the Needs of Diverse Learners (Teacher plans to meet the needs of diverse learners by using data and/or relevant information).
- Marzano Taxonomy
- Taxonomy Crosswalk
- Planning Conference Form (Optional)
- Reflection Conference Form (Optional).
- Intentional Thinking Map
- New Teachers: Lesson and Curriculum Planning
- Student Designed Curriculum: Do's & Don'ts
- Questioning for Cognitive Rigor
- Monitoring for the Desired Effect
- Unit Planning Tool
- Providing Rigorous Learning Goals & Performance Scales
Non-Classroom Teacher Instrument
The non-classroom teacher instrument contains 16 Elements that build on each other to support growth, development, and performance.
Planning and Preparing to Provide Support
Domain 1 identifies the 3 Elements or instructional categories that are directly related to effective planning and preparing to provide support at the school/district level.
- Establishing and Communicating Clear Goals for Supporting Services (School/district knows the supporting services provided by the instructional support member).
- Helping the School/District Achieve Goals (Instructional support member helps the school/district achieve goals).
- Using Available Resources (The use of available resources provides supporting services to the school/district).
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