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

THE IMPORTANCE OF A COMMON

LANGUAGE OF INSTRUCTION

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

WHY REVISE YOUR

TEACHER EVALUATION SYSTEM?

What is the goal?

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)

WHY DO WE NEED TO CHANGE?

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

Focused

Practice

Focused

Feedback

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

Teacher Evaluation Reform

Student Achievement/Growth and Instructional Practice

Resources

• Resource Library (iObservation)

• National webinars

• Books

• Onsite PD

• Online self-study courses

• Videos

Overview of the Marzano School

Leadership Evaluation Model

Marzano School Leadership Model

Marzano School Leadership Model

Deep Alignment Example

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.

IOBSERVATION DEMONSTRATION

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

lmanly@LearningSciences.com

918-995-1112

www.MarzanoCenter.com

www.iObservation.com

www.LearningSciences.com

http://www.youtube.com/watch?

v=-yWw7ya30mY