The Facilitation Continuum

As you make the shift from Ferry to Bridge, students will begin to take more responsibility for their learning, and your facilitation will become more deliberate and purposeful. The teacher is no longer in front of the classroom and is able to engage with the students, more often, and at a deeper level. Reflect on the three levels of facilitation below to identify your strengths and weaknesses. To access the resource, use the Downloadable Tools on the right side of the page. Teacher Evaluation Models: 2013 Danielson 1a , 1f , 2a , 2b , 3a , 3c , 3d , 3e , 4a , 4b , 4c 2014 Marshall A.a , A.d , A.e , A.i , C.h , C.i , D.a , D.b , D.c , D.d , D.e , D.f , D.g , D.h , D.i , D.j , E.h , F.j 2016 Stronge 2.1 , 2.4 , 4.1 , 4.2 , 4.3 , 4.4 , 4.5 , 4.6 , 4.7 , 6.3 , 6.4 2013 Marzano 1.1.DQ1.1 , 1.1.DQ1.2 , 1.1.DQ1.3 Observational Evidence: Teacher can articulate the best strategies/uses for each formative assessment strategy. Students are consistently engaged in data collection/self-evaluative