11/17/2015. Teacher Evaluation That Makes a Difference. Michael D. Toth, CEO Learning Sciences International and Learning Sciences Marzano Center

Transcription

1 Teacher Evaluation That Makes a Difference Michael D. Toth, CEO Learning Sciences International and Learning Sciences Marzano Center Located in West Palm Beach, FL 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 1

2 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 2

3 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 3

4 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? 4

5 What should be the purpose of teacher evaluation? Developing Teachers 5 4 Equal Shares 3 2 Measuring Teachers 1 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 Multiple Measures of Student Growth 5

6 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 Teacher X Student E 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. 6

7 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 7

8 What are attributes in these classrooms? Traditional Classroom Student Centered Classroom Student Centered Classroom with Rigor Student Interview Video 8

9 Where is most teaching today? Highest frequency strategies associated with lecture, practice and review Lowest frequency strategies, among the most critical for developing cognitively complex skills We should see evidence of students wrestling with new content as they build the stamina required to reach higher levels of thinking. 9

10 Should a teacher evaluation system help teachers make these shifts? Marzano Teacher Evaluation Model 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) 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 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? 10

11 Domain 1: Classroom Strategies and Behaviors 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 Identifying Critical Information Organizing Students to Interact with New Previewing New Content Chunking Content into Digestible Bites Processing of New Information Elaborating on New Information Recording and Representing Reflecting on Learning DQ 3 -Practicing & Deepening Reviewing Content Organizing Students to Practice and Deepen Using Homework Examining Similarities and Differences Examining Errors in Reasoning Practicing Skills, Strategies, and Processes Revising 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? 11

12 Strategies Addressing Content Interacting With New Identifying Critical Information Organizing Students to Interact with New Previewing New Content Chunking Content into Digestible Bites Processing of New Information Elaborating on New Information Recording and Representing Reflecting on Learning Practicing & Deepening Reviewing Content Organizing Students to Practice and Deepen Using Homework Examining Similarities and Differences Examining Reasoning Practicing Skills, Strategies, and Processes Revising Generating & Testing Hypothesis Organizing Students for Cognitively Complex Tasks Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing Providing Resources and Guidance Strategies Addressing Content Interacting With New Identifying Critical Information Organizing Students to Interact with New Previewing New Content Chunking Content into Digestible Bites Processing of New Information Elaborating on New Information Recording and Representing Reflecting on Learning Practicing & Deepening Reviewing Content Organizing Students to Practice and Deepen Using Homework Examining Similarities and Differences Examining Reasoning Practicing Skills, Strategies, and Processes Revising Generating & Testing Hypothesis Organizing Students for Cognitively Complex Tasks Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing Providing Resources and Guidance Strategies Addressing Content Interacting With New Identifying Critical Information Organizing Students to Interact with New Previewing New Content Chunking Content into Digestible Bites Processing of New Information Elaborating on New Information Recording and Representing Reflecting on Learning Practicing & Deepening Reviewing Content Organizing Students to Practice and Deepen Using Homework Examining Similarities and Differences Examining Reasoning Practicing Skills, Strategies, and Processes Revising Generating & Testing Hypothesis Organizing Students for Cognitively Complex Tasks Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing Providing Resources and Guidance 12

13 Strategies Addressing Content Interacting With New Identifying Critical Information Organizing Students to Interact with New Previewing New Content Chunking Content into Digestible Bites Processing of New Information Elaborating on New Information Recording and Representing Reflecting on Learning Practicing & Deepening Reviewing Content Organizing Students to Practice and Deepen Using Homework Examining Similarities and Differences Examining Reasoning Practicing Skills, Strategies, and Processes Revising Generating & Testing Hypothesis Organizing Students for Cognitively Complex Tasks Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing Providing Resources and Guidance Taxonomy of Educational Objectives Level Four Level Three Level Two Utilization Decision Making, Problem Solving, Experimenting, Investigating Analysis Matching, Classifying, Analyzing Errors, Generalizing, Specifying Comprehension Integrating, Symbolizing Level One Retrieval Recognizing, Recalling, Executing Level Two Comprehension Level One Retrieval Students Use information to complete a Summary Outline Timeline Graphic organizer Example Students Retrieve information to make Definitions Labels List Description Highlights Students are given information Students state facts 13

14 Level Three Analysis Students Evaluate and cite evidence to Perform Report Present Illustrate Debate Critique Students do the thinking Level Four 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 do the thinking Students decide the process to use Students A. plan something that meets a need then B. build and test it Strategies Addressing Content Interacting With New Identifying Critical Information Organizing Students to Interact with New Previewing New Content Chunking Content into Digestible Bites Processing of New Information Elaborating on New Information Recording and Representing Reflecting on Learning Practicing & Deepening Reviewing Content Organizing Students to Practice and Deepen Using Homework Examining Similarities and Differences Examining Reasoning Practicing Skills, Strategies, and Processes Revising Generating & Testing Hypothesis Organizing Students for Cognitively Complex Tasks Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing Providing Resources and Guidance 14

15 Elements to Consider Giving Greater Focus as a Group 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 Identifying Critical Information Organizing Students to Interact with New Previewing New Content Chunking Content into Digestible Bites Processing of New Information Elaborating on New Information Recording and Representing Reflecting on Learning DQ 3 -Practicing & Deepening Reviewing Content Organizing Students to Practice and Deepen Using Homework Examining Similarities and Differences Examining Errors in Reasoning Practicing Skills, Strategies, and Processes Revising 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 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 Using students and the desired effect is evident in the majority of student evidence adaptations to achieve the desired result in all students evidences 15

16 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 Using students and the desired effect is evident in the majority of student evidence adaptations to achieve the desired result in all students evidences Using the Standards-Based Scale to Drive Inspection of Student Evidence Providing Rigorous Learning Goals and Performance Scales (Rubrics) Not Using Beginning Developing Applying Innovating 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 16

17 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. With prompting and support students will be able to: 4.0 Compare and contrast key details of a story including; Going deeper characters, settings, and major events With prompting and support students will be able to: Ask and answer questions about key details in a text about 3.0 o characters in a story Meeting standard o settings in a story expectations o major events in a story Students will recognize or recall specific vocabulary, including: Story, setting, characters, events, ask, answer, detail, question, text With prompting and support, students will be able to: 2.0 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 1.0 With help, partial success at level 2.0 content and level 3.0 content 2014 Learning Sciences International 0.0 MarzanoCenter.com Even with help, no success Learning and developing Student Interview Video Standards-Based Scale 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. Students will be able to: 4.0 Probe into various resources to resolve contradictions or confusions among sources 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 3.0 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 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 2.0 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 17

18 Compare Relationships of Taxonomy to Standards-Based Scale Level Four Level Three Level Two Utilization Decision Making, Problem Solving, Experimenting, Investigating Analysis Matching, Classifying, Analyzing Errors, Generalizing, Specifying Comprehension Integrating, Symbolizing Level One Retrieval Recognizing, Recalling, Executing Elements to Scaffold to Rigor of the New Standards 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 Identifying Critical Information Organizing Students to Interact with New Previewing New Content Chunking Content into Digestible Bites Processing of New Information Elaborating on New Information Recording and Representing Reflecting on Learning DQ 3 -Practicing & Deepening Reviewing Content Organizing Students to Practice and Deepen Using Homework Examining Similarities and Differences Examining Errors in Reasoning Practicing Skills, Strategies, and Processes Revising 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 Table Talk: How Does a Common Language of Instruction Help to Align School Systems and Support Teachers in the Shifts to Rigor? MISALIGNED SYSTEM No Common Language or Model of Instruction ALIGNED SYSTEM Common Language or Model of Instruction 18

19 The Precursors of Effective Teaching: Domains 2, 3, and 4 Marzano Teacher Evaluation Model Domains 2-4 Domains 2-4 Protocol 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 19

20 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 #42 Effective Scaffolding of Information within Lessons Organizes content in such a way that each new piece of information builds on the previous piece. #43 Lessons Within Units #44 Attention to Established Content Standards Organizes lessons within a unit so that students move from an understanding of the foundational content to applying that content in authentic ways. Ensures that lessons and units include the important content identified by the district and the manner in which that content should be sequenced. 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. 20

21 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 #47 Needs of English Language Learners Provides for the needs of English Language Learners by identifying the adaptations that must be made within a lesson or unit. #48 Needs of Students Receiving Special Education #49 Needs of Students Who Lack Support for Schooling Provides for the needs of students receiving special education by providing accommodations and modifications that must be made within a lesson or unit. Identifies adaptations that must be made for specific students who come from home environments that offer little 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 21

22 Protocol Walk Domain 2 Review the Protocols for Domain 2, noting: Focus Statement Planning Evidence Teacher Evidence Scale Think about: What are the similarities between these protocols and those from Domain 1? What are the differences? Domain 3 Reflecting on Teaching 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 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 A necessary component of continuous improvement #50 Identifying Areas of Pedagogical Strength and Weakness Identifies specific strategies and behaviors on which to improve. #51 Evaluating the Effectiveness of Individual Lessons and Units #52 Evaluating the Effectiveness of Specific Pedagogical Strategies and Behaviors Determines how effective a lesson or unit of instruction was and identifies causes of success or difficulty. Determines the effectiveness of specific instructional strategies with subgroups of students and identifies specific reasons. 22

23 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 How could a teacher show evidence for the elements in Domain 3? Reflecting on Teaching Self-Assessment Reflection Conference Artifacts Professional Growth Plan Conferences Discussions Protocol Walk Domain 3 Review the Protocols for Domain 3, noting: Focus Statement Teacher Evidence Scale Think about: What are some evidences of reflection in use in your school or district? 23

24 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 Collegiality and Professionalism 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. 24

25 Promoting Exchange of Ideas and Strategies All teachers have strengths and weaknesses and can serve as mentors and be mentored by others. #57 Seeking Mentorship for Areas of need or Interest Seeks help and input from colleagues regarding specific strategies and behaviors. #58 Mentoring Other Teachers and Sharing Ideas and Strategies Provides other teachers with help and input regarding specific classroom strategies and behaviors. 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. Protocol Walk Domain 4 Review the Protocols for Domain 4, noting: Focus Statement Teacher Evidence Scale 25

26 Process, Record, Reflect 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 Examining the Formal Observation Process: Providing a Frame for Domains 2-4 Formal Observation Cycle Planning 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 Lesson Observation Purpose: To observe teacher use of instructional strategies Possible Documents: Daily Lesson Plan Unit Plan Aligns with: Domain 1 Reflection Conference 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 26

27 Types of Observations Announced Formal Class Period Pre-Conference Post-Conference Results used for annual evaluation Written feedback provided to the teacher Informal At least 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 Unannounced At least 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) Formative Ratings Used for Each Domain Element Innovating Applying Developing Beginning Not Using 27

28 Instructional Practice Score 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: D2: D3: D4: 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 CII D1: D2: D3: D4: CIII D1: D2: D3: D4: Highly Effective (4) Effective (3) Needs Improvement (2) Unsatisfactory (1) 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 Highly Effective (4) Effective (3) Needs Improvement (2) Unsatisfactory (1) 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 28

29 Unsatisfactory Score Sample Innovating - 4 Applying - 3 Developing -2 Beginning - 1 Not Using - 0 Score Count % Innovating % Applying % Developing % Beginning % Not Using % 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 Needs Improvement Score Sample Innovating - 4 Applying - 3 Developing -2 Beginning - 1 Not Using - 0 Score Count % Innovating % Applying % Developing % Beginning % Not Using % 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 Effective Score Sample Innovating - 4 Applying - 3 Developing -2 Beginning - 1 Not Using - 0 Score Count % Innovating % Applying % Developing % Beginning % Not Using % 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:

30 Highly Effective Score Sample Innovating - 4 Applying - 3 Developing -2 Beginning - 1 Not Using - 0 Score Count % Innovating % Applying % Developing % Beginning % Not Using % 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 30

31 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 Domain 2: 14%, 8 Elements Domain 3: 8%, 5 Elements D4 D3 10% 8% Domain 4: 10%, 6 Elements D2 14% D1 68% Marzano Model Implementation Approach Year 1 Year 2 Instructional Practice Status Score Instructional Practice Status Score Deliberate Practice Score 92 Deliberate Practice in Year 2 31

32 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 32

33 Deliberate Practice Involves: Focused Practice Focused Feedback 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 33

34 Instructional Practice Status Score to Incorporate Deliberate Practice Score Year 1 Year 2 Instructional Practice 50% Status Score 50% Instructional Practice 50% Status Score 60% Deliberate Practice Score 40% Supporting Teacher and Administrator Growth Observer Growth 34

35 Aligned Teacher PD and Capacity Building at All Levels Professional Development Track Hierarchical Evaluation 35

36 Hierarchical Evaluation 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 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. 36

37 Relationships Between Different Leadership Levels District Leader Evaluation District Leader Effectiveness School Leader Evaluation School Leader Effectiveness Teacher Evaluation Teacher Effectiveness Student Learning Hierarchical Evaluation A hierarchical evaluation system has at least two defining characteristics: 1) cascading domains of influence, and 2) correlated rubric structures. Cascading Domains of Influence Achievement Instruction Curriculum District Domain 1 A data-driven focus on student learning District Domain 2 Continuous improvement of instruction District Domain 3 Guaranteed and viable curriculum Cooperation and Collaboration District Domain 4 Cooperation and collaboration Climate District Domain 5 District climate Resources 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 37

38 Hierarchical Evaluation 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 District Leadership I.1 A Data-Driven Focus to Support Student Achievement 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 Innovating Applying Developing Beginning Not Using The district leader The district leader The district leader The district leader The district leader ensures ensures clear and ensures clear and attempts to ensure does not attempt to adjustments are measurable goals measurable goals clear and ensure clear and made or new are established for are established for measurable goals measurable goals strategies are created so that all personnel know and attend to the achievement and all relevant areas of responsibility that are focused on critical needs regarding all relevant areas of responsibility that are focused on critical needs regarding for all relevant areas of responsibility but does not complete the task or does so for all relevant areas of responsibility. operational goals. improving student improving student partially. achievement and the operations to support student achievement at the district, school, and achievement and the operations to support student achievement at the district, school, and individual individual student student level. level and monitors the extent to which personnel know and attend to these goals. 38

39 School Leadership I.2 Data-Driven Focus on Student Achievement 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 Innovating Applying Developing Beginning Not Using The school leader The school leader The school leader The school leader The school leader ensures ensures each ensures each attempts to ensure does not attempt adjustments are student has written student has written that written to ensure that made or new methods are utilized so that all faculty and achievement goals that are clear, measurable, and focused on achievement goals that are clear, measurable, and focused on achievement goals that are clear, measurable, and focused are written achievement goals that are clear, measurable, and students sufficiently understand the goals. appropriate needs AND regularly monitors teachers and their students understanding of individual student goals. appropriate needs. established for each student, but does not complete the task or does so partially. focused are established for each student. Teacher Evaluation Teacher Provides Clear Learning Goals and Scales The teacher provides a clearly stated learning goal accompanied by scale or rubric that describes levels of performance relative to the learning goal. 39

40 Teacher Evaluation Providing Clear Learning Goals and Scales Innovating Applying Developing Beginning Not Using Adapts and creates Provides a clearly Provides a clearly Uses strategy Strategy was called new strategies for stated learning goal stated learning goal incorrectly or with for but not unique student accompanied by a accompanied by a parts missing. exhibited. needs and scale or rubric that scale or rubric that situations. describes levels of performance and monitors understanding of the learning goal and the levels of performance. describes levels of performance. School Instruction Support Personnel Evaluation Providing Clear Goals and Scales 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 Instructional Support Personnel Evaluation Providing Clear Goals and Scales Innovating Applying Developing Beginning Not Using 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. Uses strategy incorrectly or with parts missing. Strategy was called for but not exhibited. 40

41 Table Talk: How might an aligned growth and evaluation system affect your district? iobservation Platform Connecting Teacher and Principal Growth, Development and Evaluation 41

42 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. 42

43 Communications Outreach Matrix Audience Communication Method and Frequency Information Needs Board Members Monthly meetings Mission, plan milestones, and monthly progress reports District Building Administrators Teachers Community, Parents and Students News section in quarterly newsletter Monthly meetings and distribution lists Monthly discussion and updates at joint associationadministration meetings and direct faculty communications through building meetings and district distribution lists Mission, plan milestones, and monthly progress reports Person Responsible Superintendent HR director Mission, expectations for building Assistant administrators, implementation steps, superintendent sharing of best practices, implementation successes 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 Press packet, presentations to Mission and general progress updates Public relations community organizations, director district website updates, social media if applicable, etc. Table Talk: Where is your district in the implementation phases and what is your reflection of your district or schools implementation plan? 43

44 Overview of the Marzano School Leadership Evaluation Model Marzano School Leadership Model Marzano School Leadership Model 44

45 Deep Alignment Example School Leadership Domain 2 Corresponding Domains in Teacher Evaluation Model Domain 1: Classroom Strategies and Behaviors Domain 3: Reflecting on Teaching 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 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 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 The teacher recognized leader develops a in helping others written with this activity 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 45

46 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. Innovating Applying Developing Beginning Not Using The school leader The school leader The school leader The school leader The school leader regularly ensures that ensures that attempts to does not attempt intervenes with teachers establish teachers establish ensure that to ensure that and supports growth goals growth goals teachers establish teachers establish teachers who are regarding their regarding their growth goals growth goals not meeting their pedagogical skills pedagogical skills regarding their regarding their growth goals or and track their and track their pedagogical skills pedagogical skills adequately enhancing the achievement of their students. individual progress, AND monitors the extent to which teachers achieve their growth goals. individual progress. and track their individual progress, but does not complete the task or does so partially. and track their individual progress. Questions and Answers Michael Toth 46