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© 2015 Learning Sciences International

1.877.411.7114 LearningSciences.com

Teacher Evaluation That Makes

a Difference

Michael D. Toth,

CEO Learning Sciences International and

Learning Sciences Marzano Center

1.877.411.7114 | LearningSciences.com © 2015 Learning Sciences International

• Learning Sciences Marzano Center

• Research Center

• Assessment Cycle Metrics

• Leadership Pipeline and Tracking Systems

• Demonstration Schools for Rigor

• Turnaround and School Improvement Services

• Teacher and Leader Effectiveness and Evaluation Systems

Located in West Palm Beach, FL


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Norms

• If you think it, say it

• Ask questions

• Take care of your neighbor

• Take care of yourself

• What is said here, stays here;

what is learned here, leaves here

• Be present

WHERE ARE WE?

Getting to Know

Each Other

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Topics

• The Changing Landscape of Teacher Evaluation

• Multiple Measures of Student Growth

• Measuring Teachers’ Classroom Skills

• The Precursors of Effective Teaching: Domains 2, 3, and 4

• Computing and Reporting Status and Growth

• Supporting Teacher Growth

• Hierarchical Evaluation

• Planning for and Implementing an Effective Evaluation System



The Changing Landscape of

Teacher Evaluation



Various reports such as “The Widget

Effect” and “Race to the Top” have

reframed teacher evaluation

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Characteristics of the Old

System

• Very little distinction, if any, between teachers’

levels of performance

• Feedback to teachers was infrequent and

surface level

• Not designed to help teachers get better

• Did not include student learning as a criterion


Much is Happening

Across the Country

• Discussions of merit pay

• More frequent and fine grained-feedback to

teachers

• Inclusion of measures of student learning

• Expectations that teachers will demonstrate

systematic growth in their pedagogical skill

• Alignment of teacher evaluation system with new

academic standards implementation



Doing Teacher Evaluation

Differently

What is the goal?

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What should be the purpose of

teacher evaluation?

Developing Teachers 5

4

Equal Shares 3

2

Measuring Teachers 1



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



Multiple Measures of

Student Growth

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Most evaluation systems now require both

instructional practice and some level of

student growth measure.

Student Growth

Instructional

Practice Percent of each measure varies

by state



VAMs


Student Growth/Value-Added Model

Example

0

100

200

300

400

500

Student E

Teacher X

Prior Performance Current Performance Predicted Performance

The difference between the predicted performance and the actual performance represents the value-added by the teacher’s instruction.

The predicted performance represents the level of performance the student is expected to demonstrate after statistically accounting for factors (for example, prior performance and student attendance) through a value-added model.

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Five Types of Growth Scores

• State test VAMs

• End of course or benchmark VAMs

• Common assessments

• SLOs

• Student surveys



Measuring Teachers’ Classroom

Skills


Table Activity:

What are attributes in these

classrooms?

Traditional Classroom Student Centered Classroom

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What are attributes in these

classrooms?

Traditional Classroom Student Centered Classroom Student Centered Classroom

with Rigor



Student Interview Video


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Where is most teaching today?


“We should see

evidence of students

wrestling with new

content as they build

the stamina required

to reach higher levels

of thinking.”

Highest frequency strategies associated

with lecture, practice and review

Lowest frequency strategies, among

the most critical for developing

cognitively complex skills

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Should a teacher evaluation system

help teachers make these shifts?


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:


(6 Elements)

Promoting a Positive

Environment (2 Elements)

Promoting Exchange of Ideas

(2 Elements)

Promoting District and School

Development (2 Elements)


Domain 1: Classroom Strategies and Behaviors

Lesson Segment Involving Routine

Events

Design Question 1: What will I do to establish and

communicate learning goals, track student progress, and

celebrate success?

Design Question 6: What will I do to establish or maintain

classroom rules and procedures?

Lesson Segment Addressing Content

Design Question 2: What will I do to help students

effectively interact with the new knowledge?

Design Question 3: What will I do to help students practice

and deepen their understanding of new

knowledge?

Design Question 4: What will I do to help students

generate and test hypotheses about new knowledge?

Lesson Segment Enacted on the Spot

Design Question 5: What will I do to engage students?

Design Question 7: What will I do to recognize and acknowledge adherence and lack of adherence to

classroom rules and procedures?

Design Question 8: What will I do to establish and maintain

effective relationships with students?

Design Question 9: What will I do to communicate high

expectations for all students?

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Lesson Segment Involving Routine Events

DQ 1 - Learning Goals & Feedback • Providing Clear Learning Goals and Scales to Measure those Goals

• Tracking Student Progress

• Celebrating Student Success

DQ 6 - Rules & Procedures • Establishing Classroom Routines

• Organizing Physical Layout of the Classroom for Learning

Lesson Segments Addressing Content

DQ 2 - Interacting With New Knowledge • Identifying Critical Information • Organizing Students to Interact with New Knowledge • Previewing New Content • Chunking Content into “Digestible Bites” • Processing of New Information • Elaborating on New Information • Recording and Representing Knowledge • Reflecting on Learning

DQ 3 -Practicing & Deepening Knowledge • Reviewing Content • Organizing Students to Practice and Deepen Knowledge • Using Homework • Examining Similarities and Differences • Examining Errors in Reasoning • Practicing Skills, Strategies, and Processes • Revising Knowledge

DQ 4 - Generating & Testing Hypothesis • Organizing Students for Cognitively Complex Tasks • Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing • Providing Resources and Guidance

Lesson Segments Enacted on the Spot

DQ 5 - Student Engagement • Noticing When Students are Not Engaged • Using Academic Games • Managing Response Rates • Using Physical Movement • Maintaining a Lively Pace • Demonstrating Intensity and Enthusiasm • Using Friendly Controversy • Providing Opportunities for Students to Talk about Themselves • Presenting Unusual or Intriguing Information

DQ 7 - Adherence to Rules & Procedures • Demonstrating “Withitness” • Applying Consequences for Lack of Adherence to Rules and Procedures • Acknowledging Adherence to Rules and Procedures

DQ 8 - Teacher/Student Relationships • Understanding Students’ Interests and Backgrounds • Using Verbal and Nonverbal Behaviors that Indicate Affection for Students • Displaying Objectivity and Control

DQ 9 - High Expectations • Demonstrating Value and Respect for Low Expectancy Students • Asking Questions of Low Expectancy Students • Probing Incorrect Answers with Low Expectancy Students


Lesson Segment Addressing Content

Design Question 2:

What will I do to help students effectively interact with the new knowledge?

Design Question 3:

What will I do to help students practice and deepen their understanding of new knowledge?

Design Question 4:

What will I do to help students generate and test hypotheses about new knowledge?


Can you identify the shifts in the Lesson

Segment Addressing Content?

1. Shift from teacher-centered to student-centered

strategies?

2. Shift from retrieval and comprehension to deeper

thinking?

3. Shift to cognitively complex performance tasks where

students apply their knowledge to real-world situations?

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Interacting With New Knowledge

• Identifying Critical Information

• Organizing Students to Interact with New Knowledge

• Previewing New Content • Chunking Content into

“Digestible Bites” • Processing of New

Information • Elaborating on New

Information • Recording and

Representing Knowledge • Reflecting on Learning

Practicing & Deepening Knowledge

• Reviewing Content • Organizing Students to

Practice and Deepen Knowledge

• Using Homework • Examining Similarities

and Differences • Examining Reasoning • Practicing Skills,

Strategies, and Processes • Revising Knowledge

• Organizing Students for Cognitively Complex Tasks

• Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing

• Providing Resources and Guidance

Strategies Addressing Content

Generating & Testing Hypothesis







































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Knowledge Utilization

Decision Making, Problem Solving,

Experimenting, Investigating

Analysis

Matching, Classifying, Analyzing

Errors, Generalizing, Specifying

Comprehension

Integrating, Symbolizing

Retrieval

Recognizing, Recalling,

Executing

Level Four

Level Three

Level Two

Level One

Taxonomy of Educational Objectives


Level Two Comprehension

Students Use information to complete a

• Summary • Outline • Timeline • Graphic organizer • Example

Level One Retrieval

Students Retrieve information to make

• Definitions • Labels • List • Description • Highlights

Students are given information

Students state facts

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Level Three Analysis

Students Evaluate and cite evidence to

• Perform • Report • Present • Illustrate • Debate • Critique

Students do the thinking


Level Four Knowledge Utilization

Students A. state an opinion then B. find, evaluate and cite textual

evidence to support it

Students A. hypothesize then B. create their own procedure to test

it

Students A. plan something that meets a need then B. build and test it

Students do the thinking

Students decide the process to use




















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Elements to Consider Giving Greater Focus as a Group









DQ 3 -Practicing & Deepening Knowledge • Reviewing Content • Organizing Students to Practice and Deepen Knowledge • Using Homework • Examining Similarities and Differences • Examining Errors in Reasoning • Practicing Skills, Strategies, and Processes • Revising Knowledge









Using the Growth Scale for

Measurement • Dominate Elements (not all 41)

• Desired Effects


Using the Standards-Based Scale to

Drive Inspection of Student Evidence

Generic Teacher Evaluation Scale for Content Strategies

Not Using Beginning Developing Applying Innovating

Not using but should be

Using with errors

Using the strategy correctly but not monitoring the majority for the desired effect in student evidence

Monitoring all students and the desired effect is evident in the majority of student evidence

Using adaptations to achieve the desired result in all students’ evidences

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Generic Teacher Evaluation Scale for Content Strategies


Not using but should be

Using with errors

Using the strategy correctly but not monitoring the majority for the desired effect in student evidence

Monitoring all students and the desired effect is evident in the majority of student evidence

Using adaptations to achieve the desired result in all students’ evidences


Providing Rigorous Learning Goals and Performance Scales (Rubrics)


Strategy was called for but not exhibited.

Uses strategy incorrectly or with parts missing.

Provides rigorous learning goals and performance scales or rubrics that describe levels of performance, but the majority of students are either not monitored for or not displaying the desired effect of the strategy.

Provides rigorous learning goals and performance scales or rubrics and monitors for evidence of the extent to which the majority of students understand the learning goal and/or targets and levels of performance.

Adapts and creates new strategies for unique student needs and situations in order for the desired effect to be evident in all students.




Providing Rigorous Learning Goals and Performance Scales (Rubrics)

The teacher provides rigorous learning goals and/or targets, both of which are embedded in a

performance scale that includes application of knowledge.

Example Teacher Evidence

Teacher has a learning goal and/or target posted for student reference

The learning goal or target clearly identifies knowledge or processes aligned to the rigor of

required standards

Teacher makes reference to the learning goal or target throughout the lesson

Teacher has a scale that builds a progression of knowledge from simple to complex

Teacher relates classroom activities to the scale throughout the lesson

Teacher has goals or targets at the appropriate level of rigor

Performance scales include application of knowledge

Example Student Evidence

Students can explain the learning goal or target for the lesson

Students can explain how their current activities relate to the learning goal or target

Students can explain the levels of performance, from simple to complex, in the scale

Student artifacts demonstrate students know the learning goal or target

Student artifacts demonstrate students can identify a progression of knowledge

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1.877.411.7114 | MarzanoCenter.com © 2014 Learning Sciences International

Elementary – English Language Arts Grade: Kindergarten

(CCSS.ELA-Literacy.RL.K.3): With prompting and support, identify characters, settings

and major events in a story.

(CCSS.ELA-Literacy.RL.K.1): With prompting and support, ask and answer questions

about key details in a text.

4.0

3.0

2.0

1.0 With help, partial success at level 2.0 content and level 3.0 content

0.0 Even with help, no success

With prompting and support students will be able to:

Ask and answer questions about key details in a text about

o characters in a story

o settings in a story

o major events in a story

With prompting and support, students will be able to:

Answer teacher-provided questions about key details in text

o Identify major event in a story

o Identify setting in a story

o Identify characters in a story

o Provide examples of details in a story

With prompting and support students will be able to:

Compare and contrast key details of a story including;

characters, settings, and major events

Meeting standard expectations

Learning and developing

Going deeper

Students will recognize or recall specific vocabulary, including:

Story, setting, characters, events, ask, answer, detail, question, text



Student Interview Video

RI.4.6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. RI.4.8: Explain how an author uses reasons and evidence to support particular points in a text. W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

4.0 Students will be able to: • Probe into various resources to resolve contradictions or confusions among sources

3.0

Students will be able to: • Compare and contrast a firsthand and secondhand account of the same event or topic • Explain how an author uses reasons to support points in a text • Explain how an author uses evidence to support points in a text • Write informative/explanatory texts to examine a topic and convey ideas and information

clearly

2.0

Students will recognize or recall specific vocabulary, including: • Analyze perspectives, assess, firsthand account, secondhand account, narrator, speaker, point

of view

Students will be able to: • Identify characteristics of firsthand and secondhand accounts • Describe differences in focus of firsthand and secondhand • Describe differences in information provided of firsthand and secondhand • Identify the writing format and organizational structure needed to convey the similarities and

differences • Identify examples, quotes, or vocabulary from firsthand and secondhand accounts needed to

convey the similarities and differences 1.0 With help, partial success at level 2.0 content and level 3.0 content 0.0 Even with help, no success

Standards-Based Scale

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Knowledge Utilization

Decision Making, Problem Solving,

Experimenting, Investigating

Analysis

Matching, Classifying, Analyzing

Errors, Generalizing, Specifying

Comprehension

Integrating, Symbolizing

Retrieval

Recognizing, Recalling,

Executing

Level Four

Level Three

Level Two

Level One

Compare Relationships of Taxonomy to

Standards-Based Scale


Elements to Scaffold to Rigor of the New Standards









DQ 3 -Practicing & Deepening Knowledge • Reviewing Content • Organizing Students to Practice and Deepen Knowledge • Using Homework • Examining Similarities and Differences

• Examining Errors in Reasoning • Practicing Skills, Strategies, and Processes • Revising Knowledge








MISALIGNED SYSTEM No Common Language or Model of Instruction

ALIGNED SYSTEM Common Language or Model of Instruction

Table Talk:

How Does a Common Language of Instruction

Help to Align School Systems and Support

Teachers in the Shifts to Rigor?

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The Precursors of Effective

Teaching: Domains 2, 3, and 4


Marzano Teacher Evaluation Model Domains 2-4


• Each element in Domains 2-4 has a separate

protocol sheet to help provide feedback to teachers

• Evidence for use of the instructional strategies in

Domains 2-4 is typically collected outside of direct

instruction time

• To provide the best feedback to teachers, it is

important to be able to see evidences for Domains 2-

4 in context of the classroom instruction

Domains 2-4 Protocol

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Domain 2

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


Planning and Preparing for

Lessons and Units

• Organizes content in such a way that each new piece of information builds on the previous piece.

#42 Effective Scaffolding of Information within

Lessons

• Organizes lessons within a unit so that students move from an understanding of the foundational content to applying that content in authentic ways.

#43 Lessons Within Units

• Ensures that lessons and units include the important content identified by the district and the manner in which that content should be sequenced.

#44 Attention to Established Content

Standards


Domains 2-4

Levels of Performance Example

Element 42 - Effective Scaffolding of Information

within Lessons

Not Using (0) Beginning (1) Developing (2) Applying (3) Innovating (4)

The teacher makes no attempt to perform this activity.

The teacher attempts to perform this activity but does not actually complete or follow through with these attempts.

The teacher scaffolds the information, but the relationship between the content is not clear.

Within lessons, the teacher organizes content in such a way that each new piece of information clearly builds on the previous piece.

The teacher is a recognized leader in helping others with this activity.

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Planning and Preparing for Uses

of Resources and Technology

#45 Use of Available Traditional Resources

• Identifies available traditional materials that can enhance students’ understanding of the content in a given lesson or unit and determines how these materials might be used.

#46 Use of Available Technology

• Identifies the available technologies that can enhance students’ understanding of the content in a given lesson or unit and decides how those technologies will be used.


Planning and Preparing

for the Needs of Students

• Provides for the needs of English Language Learners by identifying the adaptations that must be made within a lesson or unit.

#47 Needs of English Language Learners

• Provides for the needs of students receiving special education by providing accommodations and modifications that must be made within a lesson or unit.

#48 Needs of Students Receiving Special

Education

• Identifies adaptations that must be made for specific students who come from home environments that offer little support for schooling.

#49 Needs of Students Who Lack Support for

Schooling



Sources of Evidence for Domain 2

How could a teacher show evidence for the

elements in Domain 2?

• Planning Conference

• Lesson and Unit Planning Documents

• Classroom Artifacts

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Review the Protocols for Domain 2, noting:

• Focus Statement

• Planning Evidence

• Teacher Evidence

• Scale

Protocol Walk – Domain 2

Think about:

• What are the similarities between these

protocols and those from Domain 1?

• What are the differences?


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


Evaluating Personal Performance

A necessary component of continuous improvement

• Identifies specific strategies and behaviors on which to improve.

#50 Identifying Areas of Pedagogical Strength and

Weakness

• Determines how effective a lesson or unit of instruction was and identifies causes of success or difficulty.

#51 Evaluating the Effectiveness of

Individual Lessons and Units

• Determines the effectiveness of specific instructional strategies with subgroups of students and identifies specific reasons.

#52 Evaluating the Effectiveness of Specific Pedagogical Strategies

and Behaviors

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Developing and Implementing

a Professional Growth Plan

#53 Developing a Written Growth and

Development Plan

• Develops a written professional growth and development plan with milestones and timelines.

#54 Monitoring Progress Relative to the

Professional Growth and Development Plan

• Charts his or her own progress using established milestones and timelines.


Sources of Evidence for Domain 3

Reflecting on Teaching

• Self-Assessment

• Reflection Conference

• Artifacts

• Professional Growth Plan

• Conferences

• Discussions

How could a teacher show evidence for the

elements in Domain 3?



• Focus Statement


• Scale


Think about:

• What are some evidences of reflection in

use in your school or district?

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Domain 4

• Collegiality and

Professionalism are the context

in which the other domains

function.

• Teachers engage in specific

activities that create a

professional environment that

foster’s teachers’ development.


Domain 4

Promoting a Positive Environment

55. Promoting Positive Interactions with Colleagues

56. Promoting Positive Interactions about Students and Parents


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


Promoting a Positive Environment

#55 Promoting Positive Interactions with Colleagues

• Interacts with other teachers in a positive manner and helps extinguish negative conversations.

#56 Promoting Positive Interactions about Students

and Parents

• Interacts with parents in a positive manner and helps extinguish negative conversations about students and parents.

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Promoting Exchange of Ideas and Strategies

All teachers have strengths and weaknesses and can serve

as mentors and be mentored by others.

• Seeks help and input from colleagues regarding specific strategies and behaviors.

#57 Seeking Mentorship for Areas of need or

Interest

• Provides other teachers with help and input regarding specific classroom strategies and behaviors.

#58 Mentoring Other Teachers and Sharing Ideas and Strategies


Promoting District

and School Development

#59 Adhering to District and School Rules and

Procedures

• Teacher is aware of the district’s and school’s rules and procedures and adheres to them.

#60 Participating in District and School Initiatives

• Teacher is aware of the district’s and school’s initiatives and participates in

them.





• Focus Statement


• Scale

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What are ways protocols for Domain 4 could be used

to support and explain expectations for collegiality

and professionalism in your school or district?

• Record your thoughts about the question as it relates

to your daily work

• Turn and talk about your thinking and listen to other

perspectives

• Revise your initial thinking that you had recorded

Process, Record, Reflect



Examining the Formal Observation

Process: Providing a Frame for

Domains 2-4


Planning Conference

Lesson Observation

Reflection Conference

Purpose: To discuss the lesson that will be observed

Possible Documents: Daily Lesson Plan Unit Plan Preconference Form Relevant PLC docs

Aligns with: Domains 2 and 4

Purpose: To observe teacher use of instructional strategies

Possible Documents: Daily Lesson Plan Unit Plan

Aligns with: Domain 1

Purpose: To discuss observed lesson and related docs, plan for future practice

Possible Documents: Daily Lesson Plan Unit Plan Reflection Form Relevant PLC docs

Aligns with: Domains 3 and 4

Formal Observation Cycle

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Types of Observations Announced Unannounced

Formal • Class Period • Pre-Conference • Post-Conference • Results used for annual evaluation • Written feedback provided to the

teacher

Informal • At least 10-20 minutes long • Observer should collect and use lesson

plan • Teacher is informed of the observation • The may be results used for the annual

evaluation • Should include written feedback

• At least 10-20 minutes long • The observer does not inform the

teacher • Observer should collect and use

lesson plan • The results may be used for the

annual evaluation • Should include a written feedback

Walkthroughs/ Targeted Observation

• Usually 5-10 minutes • Observer should collect and use lesson

plan • Teacher has requested • Results may be used for Deliberate

Practice of an element and/or the annual evaluation

• Usually 5-10 minutes • Observer should collect and use

lesson plan • Teacher is not informed • Results may be used for the annual

evaluation



Computing and Reporting Status

and Growth


Rating Rubric for Domain

Elements (Marzano Scale)

4 3 2 1 0

Formative Ratings Used for Each Domain Element

Innovating Applying Developing Beginning Not Using

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Instructional Practice Score

4 3 2 1

Ratings Used for Each Domain Element

Highly Effective Effective Needs

Improvement/ Developing

Unsatisfactory



Proficiency Scale

for Categories of Teachers

• Category I Teachers: 1-3 years of service

• Category II Teachers: 4-9 years of service

• Category III Teachers: 10+ years of service


Proficiency Scale for

3 Categories of Experience CI Highly Effective (4) Effective (3) Developing (2) Unsatisfactory (1)

D1:

At least 65% at Level 4 At least 65% at Level 3

or higher

Less than 65% at Level 3 or higher and Less

than 50% at Level 1, 0

Greater than or equal to 50% at Level 1, 0

D2:

D3:

D4:

CII Highly Effective (4) Effective (3) Needs Improvement (2) Unsatisfactory (1)

D1:

At least 75% at Level 4 At least 75% at Level 3 or

higher

Less than 75%at Level 3 or higher and Less than 50%

at Level 1, 0

Greater than or equal to 50% at Level 1, 0

D2:

D3:

D4:

CIII Highly Effective (4) Effective (3) Needs Improvement (2) Unsatisfactory (1)

D1:

At least 85% at Level 4 At least 85% at Level 3 or

higher

Less than 85% at Level 3 or higher and Less than 50% at

Level 2, 1, 0

Greater than or equal to 50% at Level 2, 1, 0

D2:

D3:

D4:

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0

5

10

15

20

25

30

35

40

45

Innovating - 4 Applying - 3 Developing -2 Beginning - 1 Not Using - 0

0

10

17

24

15

Unsatisfactory Score Sample

Score Count %

Innovating - 4 0 0.00%

Applying - 3 10 15.15%

Developing -2 17 25.76%

Beginning - 1 24 36.36%

Not Using - 0 15 22.73%

59.09% At Beginning - 1 or Not Using - 0 Matches the Rule for Unsatisfactory (1): “50% or more at Beginning -1 or Lower” Score if Averaged: 1.4


0

5

10

15

20

25

30

35

40

45


1

15

22 20

8

Needs Improvement Score Sample

Score Count %


Applying - 3 15 22.73%


Beginning - 1 20 30.30%

Not Using - 0 8 12.12%

24.25% At Applying - 3 or Higher AND 42.42% At Beginning - 1 or Lower Matches the Rule for Needs Improvement (2): “Less than 65% at Applying - 3 or Higher and Less than 50% at Beginning -1 or Lower” Score if Averaged: 1.8


0

5

10

15

20

25

30

35

40

45


10

36

12 7

1

Effective Score Sample

Score Count %


Applying - 3 36 54.55%


Beginning - 1 7 10.61%

Not Using - 0 1 1.52%

69.7% At Applying - 3 or Innovating - 4 Matches the Rule for Effective (3): “At Least 65% at Applying - 3 or Higher” Score if Averaged: 2.7

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0

5

10

15

20

25

30

35

40

45


45

11

3 5 2

Highly Effective Score Sample

Score Count %


Applying - 3 11 16.67%


Beginning - 1 5 7.58%

Not Using - 0 2 3.03%

68.18% At Innovating - 4 Matches the Rule for Highly Effective (4): “At Least 65% at Innovating - 4” Score if Averaged: 3.4


Creating a Soft Landing for

Your Teachers

Possibility for Phasing:

Implementation Year

Category I Category II Category III

Year 1 55% 65% 75%

Year 2 60% 70% 80%

Year 3 65% 75% 85%


Scoring Distribution

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Status Score Weighting System

• Using these scales, we can determine a numerical value

that represents proficiency score for each domain

• Each domain can be weighted to obtain an overall

Status Score

• Recommended weight for each domain (60 Total Elements)

– Domain 1: 68%, 41 Elements




D1 68%

D2 14%

D3 8%

D4 10%


Marzano Model Implementation

Approach

Year 1 Year 2

92

Status Score

Deliberate Practice

Score

Status Score

Instructional Practice

Instructional Practice



Deliberate Practice in

Year 2

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What if?

• What if every teacher was engaged in a self

assessment of their classroom practice?

• What if the teacher’s Individual Professional

Development Plan was aligned to the teacher

evaluation system to help teachers measurably

improve the Instructional Practice score?

94


Table Activity

Instead of creating a new thing, how do we take

advantage of teachers’ individual professional

development plans to improve it into a high leverage

process that:

1. Empowers teachers?

2. Generates measurable improvements in teacher

practice?

3. Helps teachers raise their Instructional Practice

Score?


Marzano Model Causal Links

Deliberate Practice

Teacher Behaviors

Student Learning Gains

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Deliberate Practice Involves:

Focused Feedback

Focused Practice


Deliberate Practice

Deliberate practice is a way for teachers to grow their

expertise through a series of planned activities,

reflection, and collaboration.

Involved in the series is a protocol:

• setting personal goals,

• focused practice,

• focused feedback,

• observing and discussing teaching, and

• monitoring your progress


Tracking Progress Example

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Instructional Practice Status Score to Incorporate

Deliberate Practice Score

Year 1 Year 2

Status Score

60%

Deliberate

Practice

Score 40%

Status Score

50%

Instructional

Practice

50%

Instructional

Practice

50%



Supporting Teacher and

Administrator Growth


Observer Growth

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Aligned Teacher PD and Capacity

Building at All Levels


Professional Development Track



Hierarchical Evaluation

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For a teacher growth and evaluation

system to work well it must be designed

and function as one part of an integrated

system.



Relationships Between

Different Leadership Levels

District Leader Effectiveness

School Leader Effectiveness

Teacher Effectiveness

Student Learning


• Hierarchical evaluation, as we define it, refers

to a system in which the district leader evaluation

system is designed to support school leaders in

the execution of their duties.

• Similarly, the school leader evaluation system

is designed to support teachers in the execution of

their duties.

• Finally, the teacher evaluation system is designed

to enhance the achievement

of individual students.


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Relationships Between Different

Leadership Levels

District Leader Evaluation

District Leader Effectiveness

School Leader Evaluation

School Leader Effectiveness

Teacher Evaluation

Teacher Effectiveness

Student Learning




A hierarchical evaluation system has at least two

defining characteristics:

1) cascading domains of influence, and

2) correlated rubric structures.


Achievement Instruction Curriculum Cooperation and

Collaboration Climate Resources

District Domain 1 A data-driven

focus on student learning

District Domain 2 Continuous

improvement of instruction

District Domain 3 Guaranteed and viable curriculum

District Domain 4 Cooperation and

collaboration

District Domain 5 District climate

District Domain 6 Resource allocation

School Domain 1 A data-driven

focus on student learning

School Domain 2 Continuous

improvement of instruction

School Domain 3 Guaranteed and viable curriculum

School Domain 4 Cooperation and

collaboration

School Domain 5 School climate

Teacher Domain 4: Collegiality and professionalism

Teacher Domain 3: Reflecting on teaching

Teacher Domain 2: Planning and preparing

Teacher Domain 1: Classroom strategies

and behaviors

Achievement of Individual Students

Cascading Domains of Influence

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Examples of cascading domains of influence

and correlated rubric structures for:

1. District Leaders

2. School Leaders

3. Teacher Evaluation

4. School Instructional Support Personnel


The district leader ensures clear and measurable goals

are established for all relevant areas of responsibility that

are focused on critical needs regarding improving student

achievement and the operations to support student

achievement at the district, school, and individual student

level.

District Leadership

I.1 A Data-Driven Focus to Support Student

Achievement

District Leadership

I.1 A Data-Driven Focus to Support Student Achievement

Innovating Applying Developing Beginning Not Using The district leader ensures adjustments are made or new strategies are created so that all personnel know and attend to the achievement and operational goals.

The district leader ensures clear and measurable goals are established for all relevant areas of responsibility that are focused on critical needs regarding improving student achievement and the operations to support student achievement at the district, school, and individual student level and monitors the extent to which personnel know and attend to these goals.

The district leader ensures clear and measurable goals are established for all relevant areas of responsibility that are focused on critical needs regarding improving student achievement and the operations to support student achievement at the district, school, and individual student level.

The district leader attempts to ensure clear and measurable goals for all relevant areas of responsibility but does not complete the task or does so partially.

The district leader does not attempt to ensure clear and measurable goals for all relevant areas of responsibility.

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The school leader ensures clear and measurable

goals are established and focused on critical needs

regarding improving achievement of individual

students within the school.

School Leadership

I.2 Data-Driven Focus on Student Achievement


School Leadership

I.2 Data-Driven Focus on Student Achievement


The school leader

ensures

adjustments are

made or new

methods are

utilized so that all

faculty and

students

sufficiently

understand the

goals.

The school leader

ensures each

student has written

achievement goals

that are clear,

measurable, and

focused on

appropriate needs

AND regularly

monitors teachers’

and their students’

understanding of

individual student

goals.

The school leader

ensures each

student has written

achievement goals

that are clear,

measurable, and

focused on

appropriate needs.

The school leader

attempts to ensure

that written

achievement goals

that are clear,

measurable, and

focused are

established for

each student, but

does not complete

the task or does so

partially.

The school leader

does not attempt

to ensure that

written

achievement goals

that are clear,

measurable, and

focused are

established for

each student.


The teacher provides a clearly stated learning goal

accompanied by scale or rubric that describes levels

of performance relative to the learning goal.

Teacher Evaluation

Teacher Provides Clear Learning Goals

and Scales

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Teacher Evaluation

Providing Clear Learning Goals and Scales

Innovating Applying Developing Beginning Not Using Adapts and creates new strategies for unique student needs and situations.

Provides a clearly stated learning goal accompanied by a scale or rubric that describes levels of performance and monitors 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.




The instructional support member provides clearly stated

goals based on area of responsibility that align with

school and/or district goals and has a scale that

describes levels of performance.

School Instruction Support

Personnel Evaluation

Providing Clear Goals and Scales


School Instructional Support

Personnel Evaluation

Providing Clear Goals and Scales


Adapts and creates new strategies for unique student needs and situations.

Provides clearly stated goals accompanied by a scale or rubric that describes levels of performance and monitors understanding of the goal and the levels of performance.

Provides clearly stated goals accompanied by a scale or rubric that describes levels of performance.



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Table Talk: How might an aligned growth

and evaluation system affect your district?



iObservation Platform Connecting Teacher and Principal

Growth, Development and Evaluation


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Planning for and

Implementing an Effective

Evaluation System


Recommendations for Early Phase

• Focus on implementing the model of instruction more

than the evaluation system…then it aligns with College

and Career Readiness Standards implementation and

school improvement…one initiative.

• Train the teachers and support and monitor their

implementation of the model of instruction.

• Focus feedback on strengthening teachers current

instruction while guiding the shift in teaching to more

rigor.

• Invest in people, monitor the implementation rigorously,

celebrate success early and often, and communicate,

communicate, communicate.


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Communications Outreach Matrix

Audience Communication Method and

Frequency Information Needs Person Responsible

Board Members Monthly meetings Mission, plan milestones, and monthly progress reports

Superintendent

District News section in quarterly newsletter

Mission, plan milestones, and monthly progress reports

HR director

Building Administrators

Monthly meetings and email distribution lists

Mission, expectations for building administrators, implementation steps, sharing of best practices, implementation successes

Assistant superintendent

Teachers Monthly discussion and updates at joint association-administration meetings and direct faculty communications through building meetings and district email distribution lists

Mission, expectations for teachers, implementation steps, sharing of examples of teachers having early success with the model, focus on supports and professional development for teachers

HR director and professional development director

Community, Parents and Students

Press packet, presentations to community organizations, district website updates, social media if applicable, etc.

Mission and general progress updates Public relations director



Table Talk: Where is your district in the

implementation phases and what is your

reflection of your district or schools

implementation plan?

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Overview of the Marzano

School Leadership

Evaluation Model

Marzano School Leadership Model

Marzano School Leadership Model

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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



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.


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

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School Leadership Evaluation

Domain 2: 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.


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.



Questions and Answers

Michael Toth