Dr. Robert MarzanoCausal Teacher Evaluation Model

Michael Toth, CEO, Learning Sciences International Marzano Center for Teacher and Leadership Evaluation

PBCS Domain 1 Assessment

© 2010 Learning Sciences International 877.411.7114 www.iObservation.com

PERCENTAGE CORRECT BY LESSON SEGMENT

Less

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Spot

0%10%20%30%40%50%60%70%80%90%

100% 92%

72% 75%

D1 Assessment Results

• Overall 73% Correct

• Strongest DQs: 1 and 9

• Weakest DQs: 8 and 3

Most Frequently Missed Question (21% Correct)

The purpose of developing procedural knowledge through practice is which of the following?A. Deepening UnderstandingB. Learning from ExpertsC. Fluency and AutomaticityD. Modeling and Rehearsal

Most Frequently Missed Question (21% Correct)

The purpose of developing procedural knowledge through practice is which of the following?A. Deepening UnderstandingB. Learning from ExpertsC. Fluency and AutomaticityD. Modeling and Rehearsal

2nd-Most Frequently Missed Question (32% Correct)Which is most likely to be an effective method of assuring that students adhere to classroom rules and procedures?A. Positive ReinforcementB. PunishmentC. A Combination of Punishment and

Positive ReinforcementD. No Reinforcement for Either

Positive or Negative Behavior

2nd-Most Frequently Missed Question (32% Correct)Which is most likely to be an effective method of assuring that students adhere to classroom rules and procedures?A. Positive ReinforcementB. PunishmentC. A Combination of Punishment

and Positive ReinforcementD. No Reinforcement for Either

Positive or Negative Behavior

3rd-Most Frequently Missed Question(43% Correct)Which of the following is an effective way for a teacher to build relationships with students in her class?A. Reacting to Students in a Natural,

Emotional WayB. Using Sarcasm to Connect to

Student Sense of HumorC. Individualizing Rewards and

Consequences for Students D. Displaying Emotional Objectivity

3rd-Most Frequently Missed Question(43% Correct)Which of the following is an effective way for a teacher to build relationships with students in her class?A. Reacting to Students in a Natural,

Emotional WayB. Using Sarcasm to Connect to

Student Sense of HumorC. Individualizing Rewards and

Consequences for Students D. Displaying Emotional Objectivity

Tension Between Evaluation Scoring and Growth Scoring

Dominate vs. Non-Dominant Elements

Can a lesson plan help identify dominant elements?

A well-crafted lesson plan identifies:

• Unit goal and scale showing learning progression scaffolded across lessons and the daily lesson objective that fits into the learning progression

• Content DQ focus of the lesson or lesson segment: 2, 3 or 4

• Intentional use of strategies in activities and assignments to achieve the daily lesson objective

Domain 1

Learning Goal“What”

Daily Objective Day-to-Day

Instructional Target

Activity

Guided learning experiences that take place in a

classroom setting

Assignment

Learning experiences designed to be

completed independently in a class or as a

homework opportunity to extend classroom

learning

“How”

© 2010 Learning Sciences International 877.411.7114 www.iObservation.com

CREATING SCALE TASKS AND ASSESSMENTS

Level Four: Knowledge UtilizationDecision Making, Problem Solving, Experimenting, Investigating

Level Three: AnalysisMatching, Classifying, Analyzing Errors, Generalizing, Specifying

Level Two: ComprehensionIntegrating, Symbolizing

Level One: RetrievalRecognizing, Recalling, Executing

Level Four

Level Three

Level Two

Level One

© 2010 Learning Sciences International 877.411.7114 www.iObservation.com

Scaffolding of Content

Learning Goal

• Would have a formal scale that represents a learning progression toward meeting the goal or standard at a level 3.0

Daily Objective

• Would not have a formal scale

• Align with the cognitive levels of the learning goal scale

• May be monitored through “Informal Scale”

Activities & Assignments

• Would not have a formal scale

• Are designed to support learning at specific levels of the learning goal scale.

• May be monitored through “Informal Scale”

Observation Practices• Discuss with teachers (knowing

your teachers)• Innovating/applying

• Small group innovating• Share and discuss a draft of

observation in iObservation prior to finalizing• Teachers may submit factual

evidence in rebuttal, but should not be argumentative

For More Information:

www.MarzanoCenter.com www.MarzanoEvaluation.com

www.iObservation.com www.LearningSciences.com