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Understanding Marzano's Teacher Evaluation Model

Learn about Marzano's Art and Science of Teaching Framework, including the 10 Design Questions and 4 Domains, with a focus on the 40 Indicators for the 2012-2013 school year.

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Understanding Marzano's Teacher Evaluation Model

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  1. SOUTH SEMINOLE MIDDLE SCHOOL Getting to Know Marzano’s Teacher Evaluation Model

  2. The Marzano Art and Science of Teaching Framework 10 Design Questions 4 Domains 60 Indicators Total For 2012-2013 only 40 indicators for SCPS teachers

  3. Design Questions • What will I do to establish and communicate learning goals, track student progress, and celebrate success? • What will I do to establish and maintain classroom rules and procedures? • What will I do to help students effectively interact with new knowledge? • What will I do to help students practice and deepen understanding of new knowledge? • What will I do to help students generate and test hypotheses about new knowledge? • What will I do to engage students? • What will I do to recognize adherence and lack of adherence to classroom rules and procedures? • What will I do to establish and maintain effective relationships with students? • What will I do to communicate high expectations for all students? • What will I do to develop effective lessons organized into a cohesive unit?

  4. Here are the 40 Indicators for the 2012-13 school year!

  5. Domain 1: 1,2,3,4,5,6,7,8,9,10,11,12,14,15,17,18,19,24,26,28,29,34,35 Domain 2: 42,44,46,47,48 Domain 3: 50, 51,53 Domain 4: 55, 56, 57, 58, 59, 60 For 2012-13:16 selected from 26 in domain 1All 14 selected from Domains 2,3 and 4

  6. Art and Science of TeachingTeacher Evaluation Model STUDENT ACHIEVEMENT Domain 1: Classroom Strategies and Behaviors (41 Indicators) Routine Segments (5 Indicators) Content Segments (18 Indicators) On the Spot Segments (18 Indicators) Domain 4: Collegiality and Professionalism (6 Indicators) Promoting a Positive Environment (2 Indicators) Promoting Exchange of Ideas (2 Indicators) Promoting District and School Development (2 Indicators) Domain 4: Collegiality and Professionalism (6 Indicators) Promoting a Positive Environment (2 Indicators) Promoting Exchange of Ideas (2 Indicators) Promoting District and School Development (2 Indicators) Domain 2: Planning and Preparing (8 Indicators) Lesson and Units (3 Indicators) Use of Materials and Technology (2 Indicators) Special Needs of Students (3 Indicators) Domain 3: Reflecting on Teaching (5 Indicators) Evaluating Personal Performance (3 Indicators) Professional Growth Plan (2 Indicators)

  7. SOME EXAMPLES…

  8. #1 Providing Clear Learning Goals • The teacher provides a clearly stated learning goal. • Teacher Evidence • Teachers have learning goal posted so that all students can see it • The learning goal is a clear statement of knowledge as opposed to an activity • Teachers makes reference to the learning goal throughout the lesson • Student Evidence • Students can explain the learning goal for the lesson • Students can explain how their current activities relate to the learning goal

  9. Make a Distinction Between Learning Goals and Learning Activities or Assignments

  10. #4 Establishing Classroom Routines • The teacher reviews expectations regarding rules and procedures to ensure their effective execution. • Teacher Evidence • Teachers use classroom meetings to review and process rules and procedures • Teachers remind students of rules and procedures • Teachers ask students to restate or explain rules & procedures • Teachers provide cues or signals when a rule or procedure should be used • Student Evidence • Students follow clear routines during class • Students describe the classroom as an orderly place • Students recognize cues and signals by the teacher

  11. #24 Noticing & Reacting When Students are Not Engaged • The teacher scans the room making note of when students are not engaged and takes overt action. • Teacher Evidence • Teachers know when specific groups or students are not engaged • Teachers take action to re-engage students • Student Evidence • Students are aware that their teacher is taking note of their engagement • Students try to increase their level of engagement when prompted

  12. What do I do when students are not engaged? • Proximity • Eye contact • Body Language • Changing the pace • Graduated response • Changing the mode of instruction: using games, physical movement, group sharing

  13. #44 Attention to Established Content Standards • Teacher Evidence • Teachers are familiar with current content standards • Content standards are reflected in teacher lesson plans • Content of lessons are aligned with benchmarks for large-scale assessments such as FCAT and End-Of-Course assessments

  14. #46 Use of Available Technology • Teacher Evidence • Teachers use technology to enhance lessons and reinforce critical content • Teachers use technology to promote student engagement

  15. #47 Needs of English Language Learners • Teacher Evidence • Teachers are aware of accommodations for their own students who are English Language Learners • Teachers document in their lesson plans the accommodations they are implementing • Teachers are aware of and utilize resources available for English Language Learners

  16. #48 Needs of Special Education Students • Teacher Evidence • Teachers are aware of accommodations for their own students who are Special Education Students • Teachers have knowledge of each student’s Individualized Education Plan • Teachers document in their lesson plans the accommodations they are implementing • Teachers are aware of and utilize resources available for Special Education Students

  17. #53 Developing a Written Growth and Development Plan • Teacher Evidence • Individualized Professional Development Plan • Teachers are up to date with certifications and required professional development

  18. #55 Demonstrates Positive Interactions with Colleagues • Teacher Evidence • Through Professional Learning Communities, teachers actively collaborate with the goal of increasing student achievement • Teachers engage in meaningful conversations and interactions with department colleagues • Teachers communicate respectfully with all staff members

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  20. #56 Demonstrate Positive Interactions with Students and Parents • Teacher Evidence • Teachers routinely communicate with parents regarding student progress • Teachers create a positive classroom atmosphere through respectful interactions • Student Evidence • Students have a positive attitude towards attending class • Students engage in an atmosphere of mutual respect • Students respond positively to the climate surveys • Parent Evidence • Parents feel comfortable communicating with teachers • Parents respond positively to the climate surveys

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  22. #59 Adhering to District and School Rules and Procedures • Teacher Evidence • Teachers meet procedural guidelines and timelines • Teachers maintain fidelity to the requirements of state, district and school adopted programs • Teachers adhere to both the Seminole High School and SCPS Employee Handbook

  23. SOUTH SEMINOLE MIDDLE SCHOOL Getting to Know Marzano’s Teacher Evaluation Model Post Questions, Comments, Concerns on Lead21-SSMS for community collaboration

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