Marzano Teacher Evaluation Model - · PDF fileAbout the LSI Marzano Center Founded by Dr....
Transcript of Marzano Teacher Evaluation Model - · PDF fileAbout the LSI Marzano Center Founded by Dr....
Marzano
Teacher Evaluation Model
Based on the Art and Science of Teaching
Lee Manly, Learning Sciences International
About the LSI Marzano Center
Founded by Dr. Robert Marzano and Learning Sciences
International to:
o Conduct research and develop the next generation of
tools and supports
o Advance the field of teacher and leadership evaluation
o Support districts throughout their evaluation model
adoption and implementation phases including
professional development and next generation tools
o Provide resources and assistance
Marzano Teacher Evaluation Model
• Marzano model has been successfully implemented in rural,
suburban, and urban schools and districts
• Marzano framework has over 500 studies validating its
instructional model for raising student achievement
• The instructional model based on the Art and Science of Teaching
shows substantial student achievement gains in standardized test
scores
• Elements within Domain 1: Classroom Strategies and Behaviors have a
causal link to raising student achievement
Common Language/Model
of Instruction
• Definition of effective teaching so every leader and teacher knows what effective teaching looks and sounds like
• Professional development aligned to the model of instruction and measure progress in improving teacher practice
Why is a Common Language/Model of Instruction
Critical for Developing Effective Teachers?
Common Language of Instruction
Aligns Misaligned Systems
MISALIGNED SYSTEM No Common Language or Model of Instruction
ALIGNED SYSTEM Common Language or Model of Instruction
Marzano Teacher Evaluation Model
THE GOAL
An expectation that all teachers can increase
their expertise from year to year, which
produces gains in student achievement from
year to year with a powerful cumulative effect.
Planning and
Preparing
Planning and Preparing for
Lessons and Units
42. Effective Scaffolding of
Information with Lessons
43. Lessons within Units
44. Attention to Established
Content Standards
Planning and Preparing for
Use of Resources and
Technology
45. Use of Available Traditional
Resources
46. Use of Available Technology
Planning and Preparing for the
Needs of English Language
Learners
47. Needs of English Language
Learners
Planning and Preparing for the
Needs of Students Receiving
Special Education
48. Needs of Students Receiving
Special Education
Planning and Preparing for the
Needs of Students Who Lack
Support for Schooling
49. Needs of Students Who Lack
Support for Schooling
Reflecting on Teaching
Developing and Implementing a
Professional Growth Plan
53. Developing a Written Growth
and Development Plan
54. Monitoring Progress Relative
to the Professional Growth and
Development Plan
Evaluating Personal
Performance
50. Identifying Areas of
Pedagogical Strength and
Weakness
51. Evaluating the Effectiveness
of Individual Lessons and
Units
52. Evaluating the Effectiveness
of Specific Pedagogical
Strategies and Behaviors
Promoting a Positive
Environment
55. Promoting Positive
Interactions with colleagues
56. Promoting Positive
Interactions about Students
and Parents
Collegiality and
Professionalism
Promoting Exchange of
Ideas and Strategies
57. Seeking Mentorship for
Areas of Need or Interest
58. Mentoring Other Teachers
and Sharing Ideas and
Strategies
Promoting District and School
Development
59. Adhering to District and
School Rule and Procedures
60. Participating in District and
School Initiatives
Domain 2 Domain 3 Domain 4
Marzano Causal Teacher Evaluation Model
Marzano Teacher Evaluation Model
STUDENT
ACHIEVEMENT
Domain 1: Classroom Strategies and Behaviors (41 Elements) Routine Segments (5 Elements)
Content Segments (18 Elements)
On the Spot Segments (18 Elements)
Domain 2: Planning and Preparing (8 Elements) Lesson and Units (3 Elements)
Use of Materials and Technology (2 Elements)
Special Needs of Students (3 Elements)
Domain 3: Reflecting on Teaching (5 Elements) Evaluating Personal Performance (3 Elements)
Professional Growth Plan (2 Elements)
Domain 4:
Collegiality and
Professionalism
(6 Elements)
Promoting a
Positive
Environment
(2 Elements)
Promoting
Exchange of
Ideas (2
Elements)
Promoting District
and School
Development
(2 Elements)
Domain 4:
Collegiality and
Professionalism
(6 Elements)
Promoting a
Positive
Environment
(2 Elements)
Promoting
Exchange of
Ideas (2
Elements)
Promoting District
and School
Development
(2 Elements)
The Widget Effect, 2009
• More than 99% of teachers receive
satisfactory ratings in districts using binary
ratings (satisfactory/unsatisfactory)
• 94% of teachers receive one of the top two
ratings
• Less than 1% are rated unsatisfactory
Districts using binary ratings for teacher
evaluation:
Here’s What We Know
• There is a cause/effect when teaching
improves, student learning increases
• Teachers working alone without feedback will find it difficult to improve no matter how much professional development they receive
• The challenge of teacher evaluation is to create a system of continuous improvement of instruction, professional development, and feedback
• Supervision needs to be frequent and focused
Feedback
“Fast, simple feedback is almost always more effective at shaping behavior than is a more comprehensive response well after the fact.”
Doug Lemov
Marzano Teacher Evaluation Model
When these strategies are used, here is the typical effect on raising
student achievement (percentile gain corrected):
Building Vocabulary 20%
Effort and Recognition 14%
Graphic Organizers 13%
Homework 15%
Identifying Similarities
and Differences 20%
Interactive Games 20%
Nonlinguistic Representations 17%
Note Taking 17%
Practice 14%
Setting Goals/Objectives 25%
Student Discussion/Chunking 17%
Summarizing 19%
Tracking Student Progress
and Using Scoring Scales
34%
3rd Party Research
Dr. Paul Mielke, 2012: Qualitative comparative case study
of teacher evaluation models:
o Purpose of study: to discover impact of a potential teacher
supervision and evaluation process focusing
on developing self-directed teachers
o Marzano Model was found to have greater emphasis
on current research and alignment to the new demands
of Common Core
o Marzano Model found to have greater emphasis
on classroom strategies and behaviors
o Marzano Model teachers more likely to identify specific
elements of improvement, compared to the general insights
from the other model P.G. Mielke, 2012, “Investigating a Systematic Process to Develop Teacher Expertise:
A Comparative Case Study”
The Research Base:
Meta-analysis
On average, when teachers used the
classroom strategies and behaviors
in the Marzano Causal Teacher
Evaluation Model, typical student
achievement increased by 16
percentile points.
A Correlational Study: What
Works in Oklahoma Schools
Correlations were associated with a
31 percentile point increase in
student achievement.
Apache Elementary Study
Correlations between implementation
of the Marzano Model and percentage
of students scoring proficient or
advanced on state tests was .43 for
reading and .71 for mathematics.
Adams 50 Study
The more strategies teachers
used and the better they
executed them, the greater their
students’ achievement in terms
of both status and growth.
Marzano Teacher Evaluation Model: Research-Based and Researched
Strategies
• Developmental continuum for teachers to implement research-based strategies
• Specific guidance for teachers to improve instruction
• Evidences of sufficient implementation to raise student learning
• Guidance on when to use each strategy to have the highest probability to raise student learning
Purposes of Teacher Evaluation
Formative/Growth Summative/Evaluation
Shape, form, or
improve teacher
practice
Quality
Assurance
Sources of Evidence
CREATING SCALE TASKS AND
ASSESSMENTS
Level Four: Knowledge
Utilization
Decision Making, Problem Solving,
Experimenting, Investigating
Level Three: Analysis
Matching, Classifying, Analyzing
Errors, Generalizing, Specifying
Level Two: Comprehension
Integrating, Symbolizing
Level One: Retrieval
Recognizing, Recalling,
Executing
Level
Four
Level Three
Level Two
Level One
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 in order
for the desired
effect to be
evident in all
students.
Strategy is used
and monitored
to see if it has
desired effect
with the
majority of
students.
Strategy is used
correctly but the
majority of
students are not
monitored for
the desired
effect of the
strategy.
Strategy is used
but pieces or
components are
missing.
Strategy is
called for, but
not used.
Generic Scale for All 41 Elements in Domain 1
Providing Clear Learning Goals and Scales
Innovating 4
Applying 3
Developing 2
Beginning 1
Not Using 0
Providing
clear
learning
goals and
scales
(rubrics)
Adapts and
creates new
strategies for
unique student
needs and
situations in
order for the
desired effect
to be evident
in all
students.
Provides a
clearly stated
learning goal
accompanied
by a scale or
rubric that
describes
levels of
performance
and monitors
the majority of
students for
understanding
of the learning
goal and the
levels of
performance.
Provides a
clearly stated
learning goal
accompanied by
a scale or rubric
that describes
levels of
performance,
but the
majority of
students are
not monitored
for the desired
effect of the
strategy.
Uses strategy
incorrectly or
with parts
missing.
Strategy was
called for but
not exhibited.
Marzano – Element Evidences
TEACHER EVIDENCE
• Teacher has a learning goal
posted so that all students
can see it
• The learning goal is a clear
statement of knowledge or
information as opposed to an
activity or assignment
The teacher provides a clearly stated learning goal
accompanied by a scale or rubric that describes
levels of performance relative to the learning goal.
STUDENT EVIDENCE
• When asked, students can
explain the learning goal for
the lesson
• When asked, students can
explain how their current
activities relate to the
learning goal
Resources
• Resource Library (iObservation)
• National webinars
• Books
• Onsite PD
• Online self-study courses
• Videos
School Leadership
Domain 2
Corresponding Domains in Teacher
Evaluation Model
Domain 3: Reflecting on
Teaching
Developing and Implementing a
Professional Growth Plan
53. Developing a Written Growth and
Development Plan
54. Monitoring Progress Relative to the
Professional Growth and Development
Plan
Evaluating Personal Performance
50. Identifying Areas of Pedagogical
Strength and Weakness
51. Evaluating the Effectiveness of
Individual Lessons and Units
52. Evaluating the Effectiveness of
Specific Pedagogical Strategies and
Behaviors
Domain 1: Classroom Strategies and Behaviors
TEACHER EVALUATION MODEL
DOMAIN 3: ELEMENT 4 - REFLECTING ON TEACHING
Developing a Written Growth and Development Plan
The teacher develops a written professional growth and development plan with
specific and measureable goals, action steps, manageable timelines and
appropriate resources.
Innovating Applying Developing Beginning Not Using
The teacher is a
recognized leader
in helping others with this activity
The teacher
develops a written
professional growth
and development
plan with clear and
measurable goals,
actions steps,
timelines and resources
The teacher
develops a written
professional growth
and development
plan but does not
articulate clear and
measurable goals,
action steps,
timelines and
appropriate resources
The teacher
attempts to perform
this activity but
does not actually
complete or follow
through with these
attempts
The teacher
makes no attempt
to perform this activity
SCHOOL LEADERSHIP EVALUATION
DOMAIN II: ELEMENT 2 CONTINUOUS IMPROVEMENT OF
INSTRUCTION
The school leader effectively supports and retains teachers who continually
enhance their pedagogical skills through reflection and professional growth plans.
Innovating Applying Developing Beginning Not Using
The school leader
regularly
intervenes with
and supports
teachers who are
not meeting their
growth goals or
adequately
enhancing the
achievement of
their students.
The school leader
ensures that
teachers establish
growth goals
regarding their
pedagogical skills
and track their
individual progress,
AND monitors the
extent to which
teachers achieve
their growth goals.
The school leader
ensures that
teachers establish
growth goals
regarding their
pedagogical skills
and track their
individual progress.
The school leader
attempts to ensure
that teachers
establish growth
goals regarding
their pedagogical
skills and track their
individual progress,
but does not
complete the task
or does so partially.
The school leader
does not attempt to
ensure that
teachers establish
growth goals
regarding their
pedagogical skills
and track their
individual progress.
Regional Professional Development
• Domain 1: 1 day
• Inter Rater Reliability: 3 days
• Leadership: 1 day
• Policies and Procedures
• iObservation Technical Training
CONTACT INFORMATION
Lee Manly
918-995-1112
www.MarzanoCenter.com
www.iObservation.com
www.LearningSciences.com
http://www.youtube.com/watch?
v=-yWw7ya30mY