Current Trends in Educator Evaluation
Transcript of Current Trends in Educator Evaluation
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Current Trends in Educator Evaluation
Robert J. Marzano
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The old system won’t be tolerated anymore?
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What should be the purpose of teacher evaluation?
Developing Teachers 5 4
Equal Shares 3 2
Measuring Teachers 1
Relationships Between Different Leadership Levels
District Leader Evalua0on
District Leader Effec0veness
School Leader Evalua0on
School Leader Effec0veness
Teacher Evalua0on
Teacher Effec0veness
Student Learning
• Hierarchical evaluation, as we define it, refers to a system in which the district leader evaluation system is designed to support school leaders in the execution of their duties.
• Similarly, the school leader evaluation system is designed to support teachers in the execution of their duties.
• Finally, the teacher evaluation system is designed to enhance the achievement of individual students.
Hierarchical Evaluation
A hierarchical evaluation system has at least two defining characteristics:
(1) cascading domains of influence, and
(2) correlated rubric structures.
Hierarchical Evaluation
Achievement Instruc0on Curriculum Coopera0on and Collabora0on Climate Resources
District Domain 1 A data-‐driven
focus on student learning
District Domain 2 Con4nuous
improvement of instruc4on
District Domain 3 Guaranteed and viable curriculum
District Domain 4 Coopera4on and collabora4on
District Domain 5 District climate
District Domain 6 Resource alloca4on
School Domain 1 A data-‐driven
focus on student learning
School Domain 2 Con4nuous
improvement of instruc4on
School Domain 3 Guaranteed and viable curriculum
School Domain 4 Coopera4on and collabora4on
School Domain 5 School climate
Teacher Domain 4: Collegiality and professionalism
Teacher Domain 3: Reflec4ng on teaching Teacher Domain 2:
Planning and preparing Teacher Domain 1: Classroom strategies
and behaviors
Achievement of Individual Students
Cascading Domains of Influence
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Student Achievement
Teacher Pedagogical Skill
Evaluation/Supervision
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Should our evaluation system have a lot of elements or very few
elements?
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(1) Providing clear learning goals and scales (2) Tracking student progress (3) Celebrating success (4) Establishing classroom rules and procedures (6) Identifying critical information
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(8) Previewing new content (9) Chunking content into “digestible bites” (11) Elaborating on new information (12) Recording and representing knowledge (14) Reviewing content
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(17) Examining similarities and differences (18) Examining errors in reasoning (19) Practicing skills, strategies, & processes (24) Noticing and reacting when students are not engaged (26) Managing response rates
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Even small increments in teacher effectiveness can have a positive effect on student achievement.
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What must a district or school do?
n Develop a common language of teaching.
n Provide opportunities for focused feedback and practice.
n Provide opportunities for observing and discussing effective teaching.
n Require individual teacher growth and development plans on a yearly basis.
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Q1: What will I do to establish and communicate learning goals, track student progress, and celebrate success?
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Q1: What will I do to establish and communicate learning goals, track student progress, and celebrate success?
Q2: What will I do to help students effectively interact with new knowledge?
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Q1: What will I do to establish and communicate learning goals, track student progress, and celebrate success?
Q2: What will I do to help students effectively interact with new knowledge?
Q3: What will I do to help students practice and deepen their understanding of new knowledge?
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Q1: What will I do to establish and communicate learning goals, track student progress, and celebrate success?
Q2: What will I do to help students effectively interact with new knowledge?
Q3: What will I do to help students practice and deepen their understanding of new knowledge?
Q4: What will I do to help students generate and test hypotheses about new knowledge?
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Q1: What will I do to establish and communicate learning goals, track student progress, and celebrate success?
Q2: What will I do to help students effectively interact with new knowledge?
Q3: What will I do to help students practice and deepen their understanding of new knowledge?
Q4: What will I do to help students generate and test hypotheses about new knowledge?
Q5: What will I do to engage students?
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Q6: What will I do to establish or maintain classroom rules and procedures?
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Q6: What will I do to establish or maintain classroom rules and procedures?
Q7: What will I do to recognize and acknowledge adherence to and lack of adherence to classroom rules and procedures?
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Q6: What will I do to establish or maintain classroom rules and procedures?
Q7: What will I do to recognize and acknowledge adherence to and lack of adherence to classroom rules and procedures?
Q8: What will I do to establish and maintain effective relationships with students?
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Q6: What will I do to establish or maintain classroom rules and procedures?
Q7: What will I do to recognize and acknowledge adherence to and lack of adherence to classroom rules and procedures?
Q8: What will I do to establish and maintain effective relationships with students?
Q9: What will I do to communicate high expectations for all students?
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ROUTINE SEGMENTS
SEGMENTS ENACTED ON THE SPOT
Supervising
The Art and Science of Teaching
CONTENT-SPECIFIC SEGMENTS
Learning Goals and Feedback
Rules and Procedures
INVOLVES ROUTINES
ENACTED ON THE SPOT Student Engagement
High Expectations
T
each
er–S
tude
nt R
elat
ions
hips
Adherence to R
ules and Procedures
Generating and Testing Hypotheses
Practicing and
Deepening
Interacting With New
Knowledge
Supervising
The Art and Science of Teaching
ADDRESSES CONTENT IN SPECIFIC WAYS
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Use a scale that is designed to track
growth
Innovating 4
Applying 3
Developing 2
Beginning 1
Not Using 0
New strategies are created to meet needs of specific students or class as a whole.
Strategy is used and monitored to see if it has desired effect.
Strategy is used but in a mechanistic way.
Strategy is used but pieces are missing.
Strategy is called for, but not used.
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Innovating 4
Applying 3
Developing 2
Beginning 1
Not Using 0
New strategies are created to meet needs of specific students or class as a whole.
Strategy is used and monitored to see if it has desired effect.
Strategy is used but in a mechanistic way.
Strategy is used but pieces are missing.
Strategy is called for, but not used.
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Innovating 4
Applying 3
Developing 2
Beginning 1
Not Using 0
I ensure that the strategy has the desired effect on all students by making adaptations or creating new strategies.
I use the strategy and monitor to see if it has the desired effect on students.
I use the strategy without errors or omissions but I don’t monitor its effects on students.
I use the strategy incorrectly or with parts missing.
I should use the strategy but I don’t.
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Helping teachers move from Not Using (0) to Beginning (1) n Give teachers information about the research
regarding the importance of the element that has been chosen.
n Tell teachers about the various specific strategies on which they might focus.
n Select a strategy and begin talking about the steps involved.
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Helping teachers move from Beginning (1) to Developing (2) n Make sure teachers have a firm grasp of the
steps involved in the target strategy.
n Provide opportunities for teachers to practice the selected strategy.
n Help teachers identify errors and missing pieces in their execution of the selected strategy.
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Helping teachers move from Developing (2) to Applying(3) n Help teachers become aware of the “desired
effects” of the selected strategy.
n Help teachers develop techniques to monitor whether the selected strategy is having the desired effect on at least the majority of the students.
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Helping teachers move from Applying (3) to Innovating (4) n Help teachers determine which students for
whom the selected strategy is not having the desired effect.
n Help teachers develop new strategies or adaptations of the selected strategy that will ensure that it is having the desired effect on ALL students.
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What can a district or school do?
n Develop a common language of teaching.
n Provide opportunities for focused feedback and practice.
n Provide opportunities for observing and discussing effective teaching.
n Require individual teacher growth and development plans on a yearly basis.
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Sampling Error
n Teacher self-perception n Three announced observations n Walk-throughs n Video recordings n Teacher challenges
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Five types of growth scores
n State test VAMs n End of course or benchmark VAMs n Common assessments n SLOs n Student surveys
Teacher Evaluation Metrics
Focus: Instructional Practice
• 50% of total • What metrics do we need to
collect to measure teacher instructional practice?
• How do we assign weight to the practices with direct impact on student achievement?
• How do we acknowledge improvement over time and focus on deliberate practice?
• How do we account for a teacher’s experience level?
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Student Growth, 50%
Instruc0onal Prac0ce 50%
Recommended Approach Composite Status Score + Growth Score
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Status Score, 25%
Improvement Score, 25%
Instruc0onal Prac0ce50%
Composite Status Scale for Category I Teachers • Category I Teachers: 1-3 years of service • Percentages based on number of elements for which
data is available • Percentages can be adjusted
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Highly Effec0ve (4) Effec0ve (3) Needs Improvement (2) Unsa0sfactory (1)
D1:
65% of scores at Level 2 or higher D2:
D3:
D4:
Note: Scores are based on the Marzano scale: Innova4ng (4), Applying (3), Developing (2), Beginning (1) and Not Using (0)
75% of scores at Level 2 or higher AND
≥15% of scores at Level 3 or higher
75% of scores at Level 2 or higher AND
≥25% of scores at Level 3 or higher
Composite Status Scale for Category II Teachers
Highly Effec0ve (4) Effec0ve (3) Needs Improvement (2) Unsa0sfactory (1)
D1:
100% of scores at Level 2 or higher D2:
D3:
D4:
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• Category II Teachers: 4-10 years of service • Percentages based on number of elements for which
data is available • Percentages can be adjusted
Note: Scores are based on the Marzano scale: Innova4ng (4), Applying (3), Developing (2), Beginning (1) and Not Using (0)
85% of scores at Level 2 or higher AND
≥50% of scores at Level 3 or higher AND
≥15% at Level 4
85% of scores at Level 2 or higher AND
≥50% of scores at Level 3 or higher AND
≥25% at Level 4
85% of scores at Level 2 or higher AND
≥50% of scores at Level 3 or higher
≥75% of scores at Level 2 or higher
<75% of scores at Level 2 or higher
Composite Status for Category III Teachers
Highly Effec0ve (4) Effec0ve (3) Needs Improvement (2) Unsa0sfactory (1)
D1:
100% of scores at Level 3 or higher D2:
D3:
D4:
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• Category III Teachers: Beyond 10 years of service • Percentages based on number of elements for which
data is available • Percentages can be adjusted
Note: Scores are based on the Marzano scale: Innova4ng (4), Applying (3), Developing (2), Beginning (1) and Not Using (0)
75% of scores at Level 3 or higher AND
≥50% of scores at Level 4
65% of scores at Level 3 or higher AND
≥20% of scores at Level 4
65% of scores at Level 3 or higher AND
≥25% of scores at Level 4
≥85% of scores at Level 2 or higher
<85% of scores at Level 2 or higher
Teacher Growth Scale • Domain 1: results-oriented • Domains 2 – 4: growth-oriented
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Growth Highly Effec0ve (4) Effec0ve (3) Needs Improvement or
Developing (2) Unsa0sfactory (1)
Domain 1 Achieves Level 4
on all 3 target Elements Achieves minimum Level 3 on all 3 target Elements
Achieves minimum Level 2 on all 3 target Elements
Achieves minimum Level 1 on all 3 target Elements
Domain 2 Achieves Level 4 on target Element
OR Demonstrates growth of 3 Levels on target Element
Demonstrates growth of 2 Levels on target Element*
Demonstrates growth of 1 Level on target Element*
Demonstrates no growth in target Element* Domain 3
Domain 4
Note: Scores are based on the Marzano scale: Innova4ng (4), Applying (3), Developing (2), Beginning (1) and Not Using (0) *If, by this criterion, the teacher achieves Level 4 on the target Element, they would be considered Highly Effec4ve
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Another way of looking at levels of performance
n Initial status teacher n Professional status teacher n Mentor teacher n Master teacher
Achievement Instruc0on Curriculum Coopera0on and Collabora0on Climate Resources
District Domain 1 A data-‐driven
focus on student learning
District Domain 2 Con4nuous
improvement of instruc4on
District Domain 3 Guaranteed and viable curriculum
District Domain 4 Coopera4on and collabora4on
District Domain 5 District climate
District Domain 6 Resource alloca4on
School Domain 1 A data-‐driven
focus on student learning
School Domain 2 Con4nuous
improvement of instruc4on
School Domain 3 Guaranteed and viable curriculum
School Domain 4 Coopera4on and collabora4on
School Domain 5 School climate
Teacher Domain 4: Collegiality and professionalism
Teacher Domain 3: Reflec4ng on teaching Teacher Domain 2:
Planning and preparing Teacher Domain 1: Classroom strategies
and behaviors
Achievement of Individual Students
Cascading Domains of Influence
cutting-edge research concrete strategies sustainable success
What can a district or school do?
n Develop a common language of teaching.
n Provide opportunities for focused feedback and practice.
n Provide opportunities for observing and discussing effective teaching.
n Require individual teacher growth and development plans on a yearly basis.