INVESTIGATING A SYSTEMATIC PROCESS TO … A SYSTEMATIC PROCESS TO DEVELOP TEACHER EXPERTISE: A...
Transcript of INVESTIGATING A SYSTEMATIC PROCESS TO … A SYSTEMATIC PROCESS TO DEVELOP TEACHER EXPERTISE: A...
INVESTIGATING A SYSTEMATIC PROCESS
TO DEVELOP TEACHER EXPERTISE:
A COMPARATIVE CASE STUDY
Presented by the Learning Sciences Marzano Center
for Teacher and Leader Evaluation
• Robert Marzano, Ph.D.
• Paul Mielke, Ph.D.
What is the
Learning Sciences Marzano Center?
• Central source for all educators on teacher and leadership
effectiveness and evaluation
• Support teachers and leaders to be successful in an era
of high accountability and reforms regarding teacher and
leadership evaluation
• Research, develop, and provide next generation tools, professional
development, training programs, and advanced data systems
• Improve professional practice in a measurable way with
a causal effect on raising student achievement
• Dr. Robert Marzano is Executive Director
About Paul Mielke
• Received a bachelor’s degree in English and education from
the University of Wisconsin–Oshkosh, and a master's degree
in educational leadership and a Ph.D. in Leadership for the
Advancement of Learning and Service from Cardinal Stritch
University in Milwaukee.
• Began his career in education teaching English at Wittenberg-
Birnamwood High School. He served three years as an assistant
principal at Waukesha South High School, and is currently
a principal at West Allis Central High School.
• Published in Educational Leadership; presented on topics
such as teacher supervision, classroom walk throughs and
lesson study.
The Widget Effect, 2009
• More than 99% of teachers receive satisfactory
ratings in districts using binary ratings
(satisfactory/unsatisfactory)
Districts using binary ratings for teacher evaluation:
• 94% of teachers receive one of the top two ratings
• Less than one percent are rated unsatisfactory
• Inflation of ratings is pervasive in many district
evaluation systems
Districts using binary ratings for teacher evaluation:
Ericsson K.A., “The Influence of Experience and Deliberate Practice on the Development of Expert Performance,” (2006)
Key
Components
of Deliberate
Practice
Goal is improved performance
Skills to be developed should be based on specific needs
Sustained effort of repetitive of specific tasks are designed to
improve weakness
Activities provide opportunity for learning and skill acquisition
Practice should be outside of comfort zone
Performance is carefully monitored
Feedback is necessary
The ability to self-monitor is a necessity
The process may not be enjoyable but the pleasure comes from
the development and enhanced performance
Expert performance is acquired gradually and incrementally
Reflective Peer Observations
Comprehensive Teaching Framework
(Creates common language, identifies specific strategies and behaviors, defines expectations)
Metacognition via Structured Written Reflection
Deliberate Practice
Praxis Peer Sharing
Expertise
Self-Managing Self-Monitoring
Self-Modifying
= decision points that contribute to growth or stagnation. A growth cycle will incorporate all 3 phases effectively. Teachers who remain in only one phase will limit their growth.
Expertise Development and Growth Mindset
Paul Mielke © 2012
Video Analysis of Own Teaching
(Participants can enter at any point of the cycle)
Purposes of Teacher Evaluation
Formative/Growth Summative/Evaluation
Shape, form or
improve teacher
practice
Quality
Assurance
Sources of Evidence
Finding based on interviews Co
ho
rt R
efe
ren
ces
Co
ho
rt P
arti
cip
ant
Ave
rage
Mar
zan
o C
oh
ort
Re
fere
nce
s
Mar
zan
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oh
ort
Par
tici
pan
t A
vera
ge
(A1) Initially overwhelmed: Initially participants were overwhelmed using a comprehensive teaching framework. 5 1.0 6 .75
(A2) Increased awareness of expert teaching: Participants increased their awareness of expert teaching by using a comprehensive teaching
framework as a reference point. 18 3.60 37 4.63
(A3) Identification of strengths and weaknesses: Self-evaluation allowed participants to identify areas of need and also confirmed areas of
strength in their teaching. 5 1.0 8 1.0
(A4) Specificity within the Marzano framework: The Marzano Observational Protocol was regarded as being a more specific comprehensive
teaching framework 4 .80 22 2.75
(A5) Critical but non-judgmental: The use of a comprehensive teaching framework allowed participants to be critical of teaching practices
but non-judgmental of peers 12 2.40 7 1.40
(B1) Focus impacted video analysis: Analyzing video of participants’ own teaching with a focus increased the awareness of expert teaching
while generating non-threatening and timely feedback. 15 3.00 27 3.38
(B2) Specific versus general: The Marzano Cohort identified specific elements of improvement whereas the Danielson Cohort identified
more general areas of improvement. 3 .60 13 2.16
(C1) Focus impacted peer observations: The identification of a specific focus and process made reflective peer observations more
meaningful 11 2.20 8 1.00
(C2) Peer observations created context: Reflective peer observations created context for the descriptions found in the comprehensive
teaching framework 4 .80 13 1.63
(C3) Praxis stimulated: Reflective peer observations stimulated praxis 4 .80 16 2.00
(D1) Tools and process led to growth: Combination of tools with a structured reflective process led to improved teaching and teacher
growth. 20 4.00 36 4.50
(D2) Importance of focus: A very limited and specific focus supported teacher growth 14 2.80 8 1.00
(D3) Commitment to continue the process: Commitment to continue the structured reflective process because it was perceived to improve
teaching 13 2.60 19 2.38
(D4) Increased metacognition: Participants improved their metacognition 15 3.00 14 1.75
(D5) Perception that teaching improved: Participants modified and improved their teaching by utilizing the structured reflective process 9 1.80 26 3.25
(D6) Importance of written reflections: Written reflections allowed participants to synthesize and to create meaning from their experience 12 2.40 23 2.69
(E1) The structured process impacted deliberate practice: The structured reflective process impacted key components of deliberate practice See Table 41
(E2) The structured process supports teacher growth: The structured reflective process supports teacher growth and teacher supervision
and evaluation 5 1.00 14 1.75
Findings
“I think my initial thought is I really, really, really wished that
I had seen this [the Marzano Observational Protocol] ten years ago
or something like this ten years ago… We still talk about good
teaching all the time, but we don't make clear what we think that
looks like. What is the difference between a good teacher and a
mediocre teacher? A mediocre teacher and an excellent teacher?...
I think if I had seen this [the Marzano Observational Protocol] ten
years ago, some of these things I would probably be a lot stronger
at than I am now.”
FRAMEWORKS D e f i n i n g Q u o t e
SPECIFICITY MATTERS
I think basically I have always known that
I have a lot of room to grow in certain
areas…[but] I struggled with what is it
specifically I need to do differently. The
whole experience finally gave me that
missing piece that I have been looking for.
This is a way to really take it apart,
break it down into pieces, and then figure
out, I want to work on this and then I want
to work on this, I want to work on this. So
the whole process for me was very much
something that I was looking for and it just
hadn't been there before.
SPECIFICITY
“Although I could be picking apart
10,000 different things in the video, it
gave me a specific” focus to check both
herself and the students. Without that
specific focus, “I would just be looking
blindly at a video and picking apart
10,000 things that I would want to
change which I wouldn’t be able to do
all at one time.”
D e f i n i n g Q u o t e
I think any of those things individually might
have had a minor impact on my teaching but
the peer observation combined with the video
observation combined with the group
discussions I think all together provided a
really powerful experience in terms of being
able to say like wow there are some very
specific things I can look at. There are some
really specific things I can do right now, some
things I can do down the road. I think all of
those pieces are really important.
STRUCTURED PROCESS
I think it is a good way to make people feel
responsible for their own instruction. I have
been somebody who is never ever in 15
years of doing this ever gotten anything but
the highest marks when someone else
evaluated me, but again nobody else will go
into my room and say well you know if you
just would have done this at this point, that
probably would have hit home your point a
little bit better. So as a professional it is
important that I felt respected enough to say
we trust you to go into your classroom and
figure out what to do differently.
D e f i n i n g Q u o t e
It is funny in teaching, you see these movies like Freedom Riders and
you get this idea that there are these magical teachers that come in
and do this amazing job and all the kids are like enraptured with
learning . Then you think, ‘Oh I don't have the gift.’ Going back to that
growth mindset is really refreshing because you think, you know what?
I just need to keep working at it. I just need to be willing to go through
that process and figure out what I need to do different and better.
There is not some magic that happens for some people and not others,
but it really about my own commitment to growing as a professional
and continuing that process indefinitely.
DELIBERATE PRACTICE D e f i n i n g Q u o t e
IMPLICATIONS FOR PRACTICE
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.
Marzano Teacher Evaluation Model
• 4 Domains describing levels of teaching performance
• 60 Elements
• Validation studies
• Correlational
• Correctly identifies teachers’ performance levels
• Effect size studies for strategies within the framework
This is unique in the sense that these studies are
designed to establish a direct causal link between
elements of the model and student achievement.
Marzano Teacher Evaluation Model: Research Based 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 the appropriate instructional context (when) to use each strategy to have the highest probability to raise student learning
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%
June 19-21 • 2013
MarzanoConference.com
Join Dr. Robert Marzano and
Dr. Paul Mielke at this year’s
Marzano Conference 2013
for a deep dive into teacher
development and evaluation.
Register now: