Dr. Robert MarzanoCausal Teacher Evaluation Model

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

© 2010 Learning Sciences International 877.411.7114 www.iObservation.com

OBSERVER GROWTH SCALE

Innovating4

Applying3

Developing2

Beginning1

Not Using0

The observer knows the strengths and growth needs of every teacher under his/her supervision and collaboratively focuses the observation and feedback on what the teacher is working on to improve in order for all teachers to move to the next level of the scale

Observations and feedback accurately reflect a teacher’s use of classroom strategies and behaviors with feedback designed to move the teacher to the next scale level and the observer monitors for if the feedback moves the majority of teachers to the next level of the scale

Observations and feedback are conducted but in a mechanistic way that does not move the majority of teachers to the next scale level

Observations and feedback are conducted but with pieces missing or with errors

Observations and feedback are not conducted using the model

 

Desired effect: Through accurate observations and actionable feedback, teachers move to the next level of the scale.

Practice, Practice, Practice

Observer Rounds for Practicing and Deepening

Observer Rounds for Practicing and Deepening

Purpose is to practice in order to:

• Calibrate and deepen our understanding of the IRR training and scoring concepts

• Discover and document areas of clarity and areas for additional understanding

Observer Rounds for Practicing and Deepening

First, principals will have the opportunity to practice with other principals in host school buildings.

Then, principals will replicate the process in their own buildings with APs.

Planning is directly related to the success for the rounds

Planning for Observer Rounds

• Selecting a host building and volunteer teachers

• Identify “volunteer” teachers• Communication: Make sure the

teachers understand the process and feel valued for their participation

• Have copies of the lesson plans

• Identify teams of 5 observers• Identify a leader for each team

Planning for Observer Rounds

Resources include:• Copies of the Marzano Domain 1

forms (electronic or printouts)• Lesson plans for classrooms being

visited• Evidence collection and scoring

worksheet for each lesson (ensure these remain confidential)

• Team reflection log to be collected by the team leader and provided to the district contact

Observational Rounds Protocol

• Teams of administrators (up to 5) visit “volunteer” teachers’ classrooms to gather evidence of dominant elements using the IRR training concepts• Target 20-30 mins per classroom in order

to collect meaningful evidence for dominate elements

• This is not a race• Everyone individually records dominate

elements, teacher and student evidences, and using the Marzano scale, assigns each dominate element with a score

Observational Rounds Norms

• Exit the classroom to a place to discuss the dominant elements each saw and the evidence for the score

• Ensure the conversation is unheard outside of the group

• Reserve personal judgments and focus on evidence and the scale

• Maintain a respectful dialog

Observational Rounds Protocol

Team leader’s role: • Primary role is to facilitate learning

among the rounds team• Facilitate discussion after each

classroom visit• Ensure everyone gets a turn and is

heard but maintains the pace• Require all discussions focus on the

Marzano scales and teacher and student evidences

• Enforce the norms

Observational Rounds Norms:

• Have a copy of the lesson plan and Marzano Domain 1 form

• First identify DQ 2, 3 or 4

• What are the dominate elements you saw

• Give everyone a voice but maintain the pace

• Focus the discussion on teacher and student evidence to the Marzano forms for purposes of calibration and understanding

Observational Rounds Norms:

• Discuss each dominate element until the team either reaches consensus on the score or agrees that they need more understanding/questions. Document the question(s) then move to the next dominate element to discuss.

• After all the dominate elements have been discussed, team leader may open to a brief discussion on what else did you see.

Observational Rounds Norms:

• Record which elements:• The team feels confident in their clarity

and agreement

• The team feels they need more understanding or have specific questions

• Provide the team summary results/questions to the district contact

Observational Rounds Norms:

• No feedback should be provided to the teacher unless it is specifically requested and then only the host building administrator or team leader should provide the feedback

• Thank all the teachers for opening their classrooms.

• Plan to extend the observational rounds process to your building APs.

For More Information:

www.MarzanoCenter.com

www.MarzanoEvaluation.com

www.iObservation.com

www.LearningSciences.com