The Marzano Teacher Evaluation - slcs.us

TheMarzanoTeacherEvaluationModel:Michigan

ScalesfortheMarzanoTeacherEvaluationModelcopyrightRobertJ.Marzano,2013.ReportcopyrightLearningSciencesMarzanoCenter,2013.AllRightsReserved.TheMarzanoTeacherEvaluationdomains,elements,scalesandevidencesmay

onlybedigitizediniObservation.

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The Marzano Teacher Evaluation Model

Learning Sciences International 1400 Centrepark Boulevard, Suite 1000 West Palm Beach, FL 33401 717.845.6300




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Table of Contents

1.THERESEARCHBASEFORTHEMARZANOTEACHEREVALUATIONMODEL 3

EXPERIMENTAL/CONTROLSTUDIES 4CORRELATIONALSTUDIES 5TECHNOLOGYSTUDIES 5SUMMARYOFRESEARCHBASE 6REFERENCES 6

2.ABOUTROBERTMARZANOANDLEARNINGSCIENCESINTERNATIONAL 7

3.EVIDENCEOFRELIABILITY,VALIDITY,ANDEFFICACYOFTHEMARZANOTEACHEREVALUATIONMODEL 9

RECENTRESEARCHVALIDATINGTHEMARZANOTEACHEREVALUATIONMODEL 9MARZANOOBSERVATIONCORRELATIONSWITHFLORIDAVAM 102013‐14PINELLASPILOTFINDINGS 12

4.OVERVIEWOFTHEMARZANOTEACHEREVALUATIONMODELANDRUBRICS 15

THERESEARCH‐BASEDMODEL:FOURDOMAINSDIRECTLYTIEDTOSTUDENTACHIEVEMENT 15THEMARZANOTEACHEREVALUATIONMODELLEARNINGMAP 17

5.PROCESSFORCLASSROOMOBSERVATIONS 17

SCALESANDEVIDENCESFORTHEMARZANOTEACHEREVALUATIONMODEL. 21

6.TRAININGPLANFOREVALUATORSANDOBSERVERS 21

7.THEMARZANOCENTERNONCLASSROOMINSTRUCTIONALPERSONNELEVALUATIONMODEL 21

8.APPENDIX 21




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1. The Research Base for the Marzano Teacher Evaluation Model

(For an in-depth examination of the research base, please see: Marzano, Toth, Schooling, “Examining the Role of Teacher Evaluation in Student Achievement: Contemporary Research Base for the Marzano Causal Teacher Evaluation Model,” 2012. http://www.marzanocenter.com/teacher-evaluation/mc-whitepaper/ and Basilio and Toth, “The Research Base for the Marzano Teacher Evaluation Model and Correlations to State VAM,” 2016. http://www.marzanocenter.com/MCTeacherEval_VAM%2020160328.pdf) TheMarzanoEvaluationModelisbasedonanumberofprevious,relatedworksthat

include:WhatWorksinSchools(Marzano,2003),ClassroomInstructionthatWorks

(Marzano,Pickering,&Pollock,2001),ClassroomManagementthatWorks(Marzano,

Pickering,&Marzano,2003),ClassroomAssessmentandGradingthatWork

(Marzano,2006),TheArtandScienceofTeaching(Marzano,2007),Effective

Supervision:SupportingtheArtandScienceofTeaching(Marzano,Frontier,&

Livingston,2011).Eachoftheseworkswasgeneratedfromasynthesisofthe

researchandtheory.Thusthemodelcanbeconsideredanaggregationofthe

researchonthoseelementsthathavetraditionallybeenshowntocorrelatewith

studentacademicachievement.Themodelincludesfourdomains:

Domain1:ClassroomStrategiesandBehaviors

Domain2:PreparingandPlanning

Domain3:ReflectingonTeaching

Domain4:CollegialityandProfessionalism

Thefourdomainsinclude60elements:41inDomain1,8elementsinDomain2,5

elementsinDomain3and6elementsinDomain4.Foradetaileddiscussionofthese

elementsseeEffectiveSupervision:SupportingtheArtandScienceofTeaching

(Marzano,Frontier,&Livingston,2011).

Eachoftheworks(citedabove)fromwhichthemodelwasdevelopedreport

substantialresearchontheelementstheyaddress.Forexample,TheArtandScience

ofTeachingincludesover25tablesreportingtheresearchonthevariouselements




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ofDomain1.Thesetablesreportthefindingsfrommeta‐analyticstudiesandthe

averageeffectsizescomputedinthesestudies.Inall,over5,000studies(i.e.,effect

sizes)arecoveredinthetablesrepresentingresearchoverthelastfivedecades.The

samecanbesaidfortheothertitleslistedabove.Thus,onecansaythatthemodel

wasinitiallybasedonthousandsofstudiesthatspanmultipledecadesand

thesestudieswerechronicledandcataloguedinbooksthathavebeenwidely

disseminatedintheUnitedStates.Specifically,over2,000,000copiesofthebooks

citedabovehavebeenpurchasedanddisseminatedtoK‐12educatorsacrossthe

UnitedStates.

Experimental/Control Studies

Perhapsoneofthemoreuniqueaspectsoftheresearchonthismodelisthatithasa

growingnumberofexperimental/controlstudiesthathavebeenconductedby

practicingteachersontheeffectivesofspecificstrategiesintheirclassrooms.Thisis

unusualinthesensethatthesestudiesaredesignedtoestablishadirectcausallink

betweenelementsofthemodelandstudentachievement.Studiesthatuse

correlationanalysistechniques(seenextsection)canestablishalinkbetween

elementsofamodelandstudentachievement;however,causalitycannotbeeasily

inferred.Otherevaluationmodelscurrentlyusedthroughoutthecountryonlyhave

correlationaldataregardingtherelationshipbetweentheirelementsandstudent

achievement.

Todateover300experimental/controlstudieshavebeenconducted.Thosestudies

involvedover14,000students,300teachers,across38schoolsin14districts.The

averageeffectsizeforstrategiesaddressedinthestudieswas.42withsomestudies

reportingeffectsizesof2.00andhigher.Anaverageeffectsizeof.42isassociated

witha16percentilepointgaininstudentachievement.Stateddifferently:onthe

average,whenteachersusetheclassroomstrategiesandbehaviorsintheMarzano

EvaluationModel,theirtypicalstudentachievementincreasedby16percentile

points.However,greatgains(i.e.,thoseassociatedwithaneffectsizeof2.00)canbe

realizedifspecificstrategiesareuseinspecificways.




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Correlational Studies

Asmentionedabove,correlationalstudiesarethemostcommonapproachto

examiningthevalidityofanevaluationmodel.Suchstudieshavebeen,andcontinue

tobeconducted,onvariouselementsoftheMarzanoEvaluationModel.For

example,onesuchstudywasrecentlyconductedinthestateofOklahomaasapart

oftheirexaminationofelementsthatarerelatedtostudentachievementinK‐12

schools(seeWhatWorksinOklahomaSchools:PhaseIReportandWhatWorksin

OklahomaSchool:PhaseIIReport,byMarzanoResearchLaboratory,2010and2011

respectively).Thosestudiesinvolved59schools,117teachersandover13,000K‐12

students.Collectively,thosereportsindicatepositiverelationshipswithvarious

elementsoftheMarzanoEvaluationModelacrossthedomains.Specificemphasis

wasplacedonDomain1particularlyinthePhaseIIreport.Usingstatemathematics

andreadingtestdata,96%ofthe82correlations(i.e.,41correlationsfor

mathematicsand41forreading)werefoundtobepositivewithsomeashighas.40

andgreater.A.40correlationtranslatestoaneffectsize(i.e.,standardizedmean

difference)of.87whichisassociatedwitha31percentilepointgaininstudent

achievement.Thesestudiesalsoaggregateddataacrosstheninedesignquestionsin

Domain1.Allcorrelationswerepositiveforthisaggregateddata.Sevenofthose

correlationsrangedfrom.33to.40.Thesecorrelationstranslateintoeffectsizesof

.70andhigher.Highcorrelationssuchasthesewerealsoreportedforthetotal

numberofDomain1strategiesteachersusedinaschool.Specificallythenumberof

Domain1strategiesteachersusedinschoolhada.35correlationwithreaching

proficiencyanda.26correlationwithmathematicsproficiency.

Technology Studies

Anotheruniqueaspectoftheresearchconductedonthemodelisthatitseffects

havebeenexaminedinthecontextoftechnology.Forexample,atwoyearstudywas

conductedtodetermine(inpart)therelationshipbetweenselectedelementsfrom




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Domain1andtheeffectivenessofinteractivewhiteboardsinenhancingstudent

achievement(seeFinalReport:ASecondYearEvaluationStudyofPromethean

ActivClassroombyHaysteadandMarzano,2010).Inall,131experimental/control

studieswereconductedacrossthespectrumofgradelevels.Selectedelementsof

Domain1werecorrelatedwiththeeffectsizesforuseoftheinteractivewhite

boards.AllcorrelationsforDomain1elementswerepositivewithsomeashighas

.70.Thisimpliesthattheeffectivenessoftheinteractivewhiteboardsasusedin

these131studieswasgreatlyenhancedbytheuseofDomain1strategies.

Summary of Research Base

Insummary,theMarzanoEvaluationModelwasdesignedusingliterallythousands

ofstudiesconductedoverthepastfiveormoredecadesandpublishedinbooksthat

havebeenwidelyusedbyK‐12educators.Inaddition,experimental/controlstudies

havebeenconductedthatestablishamoredirectcausallinkageswithenhanced

studentachievementthatcanbemadewithothertypesofdataanalysis.Correlation

studies(themoretypicalapproachtoexaminingtheviabilityofamodel)havealso

beenconductedindicatingpositivecorrelationsbetweentheelementsofthemodel

andstudentmathematicsandreadingachievement.Finally,themodelhasbeen

studiedastoitseffectsontheuseoftechnology(i.e.,interactivewhiteboards)and

foundittobehighlycorrelatedwiththeeffectivenessofthattechnology.

References

Haystead,M.W.&Marzano,R.J.(2010)FinalReport:ASecondYearEvaluation

StudyofPrometheanActivClassroom.Englewood,CO:MarzanoResearch

Laboratory(marzanoresearch.com)

Haystead,M.W.&Marzano,R.J.(2010).Meta‐AnalyticSynthesisofStudies

ConductedatMarzanoResearchLaboratoryoninstructionalStrategies.Englewood,

CO:MarzanoResearchLaboratory(marzanoresearch.com)

Marzano,R.J.(2003).Whatworksinschools.Alexandria,VA:ASCD




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Marzano,R.J.(2006).Classroomassessmentandgradingthatwork.Alexandria,VA:

ASCD.

Marzano,R.J.(2007).Theartandscienceofteaching.Alexandria,VA:ASCD

Marzano,R.J.,Frontier,T.,&Livingston,D.(2011).Effectivesupervision:Supporting

theartandscienceofteaching.AlexandriaVA:ASCD

Marzano,R.J.,Pickering,D.J.,&Pollock,J.E.(2001).Classroominstructionthat

works.Alexandria,VA:ASCD.

Marzano,R.J.,Marzano,J.S.,&Pickering,D.J.(2003).Classroommanagementthat

works.Alexandria,VA:ASCD

MarzanoResearchLaboratory.(2010)WhatWorksinOklahomaSchools:PhaseI

Report.Englewood,CO:MarzanoResearchLaboratory(marzanoresearch.com)

MarzanoResearchLaboratory.(2011)WhatWorksinOklahomaSchools:PhaseII

Report.Englewood,CO:MarzanoResearchLaboratory(marzanoresearch.com)

2. About Robert Marzano and Learning Sciences International

RobertJ.Marzano,PhD,isanationallyrecognizedresearcherineducation,

speaker,trainer,andauthorofmorethan30booksand150articlesontopicssuch

asinstruction,assessment,writingandimplementingstandards,cognition,effective

leadership,andschoolintervention.HisbooksincludeDistrictLeadershipThat

Works,SchoolLeadershipthatWorks,MakingStandardsUsefulintheClassroom,The

ArtandScienceofTeaching,andEffectiveSupervision.

Hispracticaltranslationsofthemostcurrentresearchandtheoryintoclassroom

strategiesareinternationallyknownandwidelypracticedbybothteachersand

administrators.Hereceivedabachelor’sdegreefromIonaCollegeinNewYork,a




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master’sdegreefromSeattleUniversity,andadoctoratefromtheUniversityof

Washington.HeisalsoExecutiveDirectoroftheLearningSciencesMarzanoCenter

locatedinWestPalmBeach,Florida,andofMarzanoResearchinColorado.

Dr.Marzanobelievesthatgreatteachersmakegreatstudents:HisMarzanoTeacher

EvaluationModelhasbeenadoptedbyschooldistrictsinall50statesbecauseit

doesn’tjustmeasureteacherability,ithelpsteachersgetbetter,improvingtheir

instructionovertime.Dr.MarzanohaspartneredwithLearningSciences

InternationaltodevelopandimplementtheMarzanoTeacherEvaluationModel,the

SchoolLeaderandDistrictLeaderEvaluationModels,andtheNon‐Classroom

InstructionalPersonnelEvaluationmodel,fourcomplimentaryevaluationsystems

thatmaybeusedwiththeiObservationtechnologyplatform.

Foundedin2002,LearningSciencesInternationalpartnerswithschoolsand

districtstodevelopcustomsolutionsforschoolimprovementandprofessional

development.WithRobertMarzano,LearningSciencesco‐developedtheMarzano

EvaluationModelsandwasselectedasthestatewidetechnicalassistanceprovider

forteacherevaluationimplementationthroughoutthestateofFlorida.Learning

ScienceswasselectedbytheMichiganDepartmentofEducation’sSchoolReform

OfficetoprovidemonitoringandtechnicalassistancetoPrioritySchools.Learning

Sciencesoffersinnovativetechnology,dataanalysis,research,consultation,andthe

toolsandtrainingtohelpschoolsmeettheirchallengesandreachtheirgreatest

potentialintoday’shigh‐stakeseducationalenvironment.Forfurtherinformation,

visitwww.LearningSciences.com.




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3. Evidence of reliability, validity, and efficacy of the Marzano

Teacher Evaluation Model

Recent Research Validating the Marzano Teacher Evaluation Model

TworecentstudiesaddresswhethertheMarzanoTeacherEvaluationModelisa

validatedframework.Thefirst,(BasileoandToth,InProgress1),investigates

whethertheobservationdatafromtheMarzanoTeacherEvaluationModel

correlateswithteachervalue‐addedmeasures(VAMs)acrossthestateofFlorida.

Thesecondstudy,whichwasfeaturedinaUSDepartmentofEducationreportin

2015,directlytestedwhetheraprofessionaldevelopmentprogrambasedonthe

MarzanoTeacherEvaluationModelincreasedstudentachievementinapilotin

PinellasCountyPublicSchools,Florida(seeBasileo,Toth,&Kennedy,2015).Both

studiessupportandvalidatetheMarzanoTeacherEvaluationModelinFlorida.

Whenevaluatingthevalidityofobservationprotocols,studiestypicallyassessthe

correlationsbetweenteacherobservationscoresandtheirvalue‐addedscores.

Smalltomoderatecorrelationspermitresearcherstoclaimthattheframeworkis

validated(Kane,Taylor,Tyler,&Wooten,2010).(SeeEndnoteiforanoverviewof

currentresearchonthemagnitudeandrangeofcorrelationcoecientsbetween

observationdataandVAMestimates).

AcorrelationbetweentwovariablesdoesnotnecessarilymeanthatXcausesY;it

merelyprovidesevidencethatthereisarelationshipbetweenthetwo.Thus,

validitystudiesthatinvestigatewhethertheframeworkincreasesstudent

achievementshouldincludeeitherexperimentalorquasi‐experimentaldesigns,to

demonstratethattheframeworkincreasesstudentachievement.




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Marzano Observation Correlations With Florida VAM

BasileoandToth1investigatedthemagnitudeofcorrelationsusingtwoyearsofdata

includingallteachersinthestateofFloridawheredistrictswereimplementingthe

MarzanoTeacherEvaluationModelandusingtheiObservationtechnologyplatform

tocollectobservationdata.Teachers’averageobservationsscoreswerematchedto

stateVAMstoassessvaliditycoeffcientsfortheframework.Thestudyincludedtwo

yearsofdatafromthe2012‐13and2013‐14schoolyears.Additionally,each

teacher’saveragescoreforeachelementwascorrelatedtothestatereadingVAM,

mathVAM,andalgebraVAMtoinvestigatewhethercertainelementsintheMarzano

EvaluationModelhadlargercorrelationstostudentachievementthanothers.

Forthe2012‐13results,therewereatotalof62,742teacherswhohadan

observationscore.Researcherswereabletomatch13,236(21%)ofthoseteachers

toareadingVAMand/ormathVAM.Thematchingprocesswasquiteintensive

becausewithinstateles,observationscorescouldbematchedonlybyteachername.

Table1showsthecorrelationsbetweentheaverageteacherobservationscoreand

thereadingVAMormathVAM.Asnotedbelow,bothcorrelationsweresmalland

statisticallysignificant(p<.01)withthecoefficientsranginginsizefrom.13to.14.

Table1.2012‐13MarzanoObservationCorrelationsandFloridaVAMScores

Avg.Obs.Score ReadVAM MathVAM

Avg.Obs.

Score1.00 .132** .145**

N 62,742 8,511 6,001

1Thisstudyisinprogressandwillbepublishedafterthe2014‐15stateVAMscoresarereleasedandanalyzed.Checkhttp://www.learningsciences.com/resources/formoreinformation.




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Additionally,theaveragescoreforeachelementinthemodelwascorrelatedtothe

readingandmathstateVAM.Thirty‐eight,or92%,oftheelementswere

significantlycorrelatedwiththereadingVAM(n=5,021).Significantcoefficients

weresmallandrangedfrom.05to.13.Thirty‐six,or87%,oftheelementswere

significantlycorrelatedwiththemathVAM(n=3,515).Significantcoefficientswere

smallandrangedfrom.06to.13.

Forthe2013‐14results,therewereatotalof58,527teacherswhohadan

observationscore.Researcherswereabletomatch15,452teachers(26%)toVAM

data.Inthe2013‐14schoolyear,studentswerealsotestedinalgebra.Table2

showsthecorrelationsbetweentheaverageteacherobservationscoreandthe

reading,math,oralgebraVAM.Correlationsweresmallandsta‐tisticallysignicant

withthecoefficientsrangingfrom.14to.21.

Additionally,theaveragescoreforeachelementinthemodelwascorrelatedtothe

reading,math,andalgebraVAM.Forty,or98%,oftheelementsinthemodel

weresignificantlycorrelatedwiththereadingVAM(n=6,720).Significant

coefficientsweresmallandrangedfrom.05to.13.Thirty‐eight,or93%,ofthe

elementsweresignificantlycorrelatedwiththemathVAM(n=4,464).

Significantcoefficientsweresmallandrangedfrom.06to.17.Lastly,29,or71%,of

theelementsinthemodelweresignificantlycorrelatedwiththealgebraVAM(n=

642).Significantcoefficientsweresmallandrangedfrom‐.02to.27.

Thisin‐progressstudyisoneofthelargestvalidationstudiesonanobservation

framework.Thestudyhasfoundthatacrosstwoyearsofdata,theMarzano

TeacherEvaluationModelhadsignificantandsmallcorrelationswithteacher

stateVAMs.Moreover,whilethereweresmallvariationsinthecorrelationscoe

cientsbyelement,eachelementalmostalwayshadasignificantcorrelationwith

teachervalue‐addedscores.Takenasawhole,thesefindingssupportthemodel

asavalid,reliable,andaccuratesystemtomeasureteacherproficiency.




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Educatorscanrelyonthemodeltoaccuratelydetermineteachereffectiveness.

2013‐14 Pinellas Pilot Findings

Inthespring2012‐2013schoolyear,PinellasCountySchools(PCS)receivedFlorida

DepartmentofEducationapprovalforaresearchprojecttodevelopateachere

ectivenesssystemthatwouldhelpteachersgrowprofessionally.Thenewsystem

wouldrevitalizetheevaluationsystem,diagnosingteacherpedagogicalstrengths

andareasforgrowth,providingtargetedsupportforindividualprofessionalskill

development,andoeringafoundationinresearch‐basedclassroomstrategiesto

improveteacherpractice.Theprojectedoutcomeofthepilotwastoincrease

studentachievementasteachersimprovedtheirpedagogythroughimmersionin,

andpracticewith,theMarzanoTeacherEvaluationModel.

Oneinnovationofthepilotwastoemployshort‐durationstudentgrowthmetrics

forteacherevaluation.Incontrasttoevaluationmeasuresthatscoredteacher

practicelongafterstudentshadlefttheclassroom(ineffect,generatingscoreswhen

itwastoolateforteacherstomakeadjustments),theideawastoimproveteacher

practicewithinasingleyearwhilestudentswerestillintheclassroom.Thepilot

includedtheuseofmultiplemetrics:teacherself‐assessment,principalobservation

scores,studentperceptionsurveys,andashort‐durationvalue‐added

Table2.2013‐14MarzanoObservationCorrelationsandFloridaVAMscores

Avg.Obs.

ScoreReadVAM MathVAM AlgebraVAM

Avg.Obs.Score 1.00 .132** .145** .205**

N 62,742 8,511 6,001 1,217




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measure(VAM)basedattheunitlevel.Thepilothadtwoadditional,overarching

aims:first,tocreatethediagnosticmeasuresofteachereffectiveness,andsecond,to

documentandempiricallytestwhethertheprofessionaldevelopmentandcoaching

receivedbyteachersandleadersthroughouttheyearontheMTEMincreased

studentachievementbytheendoftheyear.

Toassessprogrameffects,aprocessandoutcomeevaluationwasconductedto

investigatewhethertheprogramhadtheintendedeffectsofincreasingstudent

achievement.Intotal,fivetreatmentschoolsandfivestatisticallymatchedcontrol

schoolswereincludedinthestudy.Onlythetreatmentschoolsreceivedthetraining,

coaching,anddiagnosticmeasuresofeffectiveness.

TwosetsoffindingsfromthisstudyarerelevanttothevalidityoftheMarzano

TeacherEvaluationModel.Thefirstfindingpertainstothemagnitudesofthe

correlationcoefficientswithVAMs.Whilethesamplesizeismuchsmallerthanthe

statelevelstudy,themagnitudesofthecorrelationsaremuchhigherwhenthe

modelisimplementedwithfidelity.Table3showscorrelationcoefficientsbetween

observationscoresandseveraldierentVAMsinPinellascounty.Significant

coeffcientsrangedfromsmalltolarge(.14to.53)withthelargestcorrelationforthe

three‐yearaggregatedmathVAMat.53.

Theoutcomeevaluationusedseveraldifferentmethodstoassessprogrameffects,

includingindependentsamplet‐tests,ordinaryleastsquaresregression,and

hierarchicallinearmodeling.Outofthe26assessmentsthathadacontrolgroup

match,21showedpositiveandsignificantgrowthforstudentsattreatmentschools

(p<.10).Consequently,favorableandsignificantresultswereshownfortreatment

studentsin81%ofadministeredassessments.Moreover,fixedeffectsmodels

showedsimilarresults:Studentswhoattendedtreatmentschoolshadsignificantly

increasedgrowthscores(.37to.39standarddeviationsaboveprediction)

comparedtostudentsatcontrolschools,whichaccountedforbothindividualand




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schoolcharacteristics(Basileo,Toth,&Kennedy,2015).

“Studentswhoattendedtreatmentschoolshadsignificantlyincreasedgrowth

scores(.37to.39standarddeviationsaboveprediction)comparedtostudents

atcontrolschools,whichaccountedforbothindividualandschool

characteristics.”

ThePinellaspilotgainednationalattentionfromtheResearchSupportNetworkand

USDepartmentofEducationfortheseinnovativeeffortstoreformteacher

evaluation.

Overall,bothstudiesoutlinedhereprovideamplesupportthattheMarzanoTeacher

EvaluationModelhasbeenvalidatedinthestateofFlorida.Specifically,thefirst

study,oneofthelargestvalidationstudiesconductedonanobservationframework,

foundsmalltomoderatecorrelationswithteacherVAMsdemonstratingthat

educatorscanrelyonthemodeltoaccuratelydetermineteachereffectiveness.The

secondstudyfoundevidencethatstudentachievementsignificantlyincreased

wherethemodelwascoupledwithleadershipcoachingandimplementedwith

fidelity.

Table3.2013‐14ValidityCoefficientsinPinellasCounty

Unit

VAMS1

Unit

VAMS2

Year1

State

VAM

Read

Year1

State

VAM

Math

Year1

State

VAM

Combine

d

Year2

State

VAM

Read

Year2

State

VAM

Math

Year

State

VAM

Comb

d

Obs.

ScoreS2.104 .135* .168 .444** .239* .221 .460** .287*




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N 127 249 61 40 75 64 41 75

4. Overview of the Marzano Teacher Evaluation Model and

Rubrics

The Research‐Based Model: Four Domains Directly Tied to Student Achievement




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Domain1,whichcontains41ofthe60elements,focusesonpedagogical

strategiesthathaveadirectlinkwithstudentachievement.Domain1addresses

whatteachersdointheclassroom:Itreflectstheintricacyofwhathappensduring

anygivenlessonandthenaturalflowofactivities.Themodelisbasedonthe

premisethatlessonsareconstructedwithmultiplepartsandthateachpartofa

lessonhasdistinctcharacteristics,routines,andprocesses.Amodelbuilttosupport

teachersastheydeveloptheirskillsmustnecessarilyreflectthecomplexityoftheir

work.Butnotallofthe41elementsneedtobe,orshouldbe,observedinasingle

lesson.Domain1breaksdownteachinginto“thinslices”forricherdiagnosticand

feedbackpurposes.

Domain2focusesonplanningandpreparingforunitsofinstructionandlessons

withinunits.BecausetheseelementsaredirectlyrelatedtoDomain1,thebettera

teacherprepares,themoreeffectivearehisorherinstructionalchoices.

Domain3addressesdeliberatepractice.Itencouragesteacherself‐reflectionin

theareasofevaluatingpersonalperformanceanddevelopingandimplementinga

professionalgrowthplan.Whenteachersreceivespecificandfocusedfeedback

usingacommonlanguageofinstruction,theyincreasetheirexpertiseand

subsequently,studentperformance.

Domain4isthebackdropfortheotherdomainsandencouragesasupportive

culture.Itaddressescollegialityandprofessionalism,emphasizingopportunities

toobserveanddiscussstrategies. Thisdomainsupportsteacherparticipationin

lessonstudy,instructionalrounds,teacher‐ledprofessionaldevelopment,and

professionallearningcommunitiesinwhichteacherscollaborativelyexamine

evidenceofstudentlearningandtheimpactthatspecificinstructionalstrategies

haveonlearning.




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The Marzano Teacher Evaluation Model Learning Map

5. Process for Classroom Observations

(Note:ThechartsbelowsummarizeLSIrecommendationsforimplementation.Pleaseseeadditionaldistrictattachments)

Protocolsforcollectingevidence,conductingevaluationconferences,developing

learning,anddevelopingperformanceimprovementplans.




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Scales and Evidences for the Marzano Teacher Evaluation Model. Thefullscalesandevidencesforthemodelmaybedownloadedhere:http://www.marzanocenter.com/files/Marzano_AST_Domain1234_20130107.pdf

6. Training Plan for Evaluators and Observers

(Pleaseseedistrictattachment)

7. The Marzano Center Non Classroom Instructional Personnel

Evaluation Model

Afullreportonthemodelmaybedownloadedhere.http://www.marzanocenter.com/non‐classroom‐instructional‐support‐personnel/

8. Appendix

Paper:MarzanoTeacherEvaluationModel:PreparedfortheMichiganDepartmentof

Education.http://www.marzanocenter.com/files/MI_White_Papers_20131120.pdf

Forfurtherinformation,contactusatLearningSciences.com.

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