Art and Science of Teaching Causal Teacher Evaluation Model. Helping Teachers Improve Every Year
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1 Art and Science of Teaching Causal Teacher Evaluation Model Helping Teachers Improve Every Year Dr. Robert Marzano, CEO Marzano Research Laboratory Wes Holsinger, Learning Sciences International and iobservation
2 Poll Question What does your current evaluation system look like? A) Contractual compliance with HR and collective bargaining unit A) Moving towards emphasizing teacher growth with observations tied to teacher PD plans B) Aligned and systematic engine of teacher growth and development linked to student achievement
3 Poll Question We are currently looking to revise our teacher evaluation system to include: A) Formative and summative feedback for teachers B) Multiple measures of student learning C) Alignment with professional learning D) All the above
4 MISALIGNED SYSTEM No Common Language or Model of Instruction ALIGNED SYSTEM Common Language or Model of Instruction
5 4 Keys to Teacher Growth Goal is for every teacher to increase his/her effectiveness every year: Assessed growth in use of research-based strategies (multiple measures against a common language/framework of instruction) Rigorously aligned professional development to what teachers are actually working on to improve Deliberate practice within a professional growth plan Connections to student achievement The Art and Science of Teaching Causal Evaluation system focuses on building teacher capacity to raise student achievement.
6 Art and Science of Teaching Framework Based Upon Decades of Research
7 Causal Links to Student Achievement Student Achievement Teacher Behaviors & Strategies Planning & Preparing Common Language of Instruction Reflecting on Teaching Collegiality & Professionalism
8 Domain 1: Classroom Strategies and Behaviors Classroom Strategies and Behaviors Routine Segments Content Segments Enacted on the Spot
9 Domain 2: Planning and Preparing Planning and Preparing Planning and Preparation for Lessons and Units Planning and Preparing for Use of Materials and Technology Planning and Preparing for Special Needs of Students
10 Domain 3: Reflecting on Teaching Reflecting on Teaching Evaluating Personal Performance Developing and Implementing a Professional Growth Plan
11 Domain 4: Collegiality and Professionalism Collegiality and Professionalism Promoting a Positive Environment Promoting Exchange of Ideas Promoting School and District Development
12 Art and Science of Teaching Causal Model for Teacher Evaluation The critical importance of establishing a research-based Common Language/Model of Instruction for a Causal Teacher Evaluation Model.
13 Primary Goals for Student Achievement and Classroom Strategies and Behaviors Each year teachers set growth goals regarding Domain 1: Classroom Strategies and Behaviors.
14 Innovating 4 Applying 3 Developing 2 Beginning 1 Not Using 0 New strategies are created to meet needs of specific students or class as a whole. Strategy is used and monitored to see if it has desired effect. Strategy is used but in a mechanistic way. Strategy is used but pieces are missing. Strategy is called for, but not used.
15 Graph of Progress on Growth Continuum
16 Primary Goals for Student Achievement and Classroom Strategies and Behaviors Each year teachers set growth goals regarding Domain 1: Classroom Strategies and Behaviors. Each year teachers set growth goals regarding student value-added achievement.
17 Secondary Goals for Domains 2, 3 & 4 Domain 2: Planning and Preparing Domain 3: Reflecting on Teaching Domain 4: Collegiality and Professionalism
18 Domain Goal Type Value-Added Achievement Primary Domain 1: Class Strategies and Behaviors Primary Domain 2: Planning and Preparing Secondary Domain 3: Reflecting on Teaching Secondary Domain 4: Collegiality and Professionalism Secondary
19 Domain 2: Planning and Preparing Planning and preparing for lessons and units Planning and preparing for use of materials and technology Planning and preparing for special needs of students
20 Domain 3: Reflecting on Teaching Evaluating personal performance Developing and implementing a professional growth plan
21 Identifies specific areas of pedagogical strength and weakness within Domain 1 Innovating 4 Applying 3 Developing 2 Beginning 1 Not Using 0 The teacher is a recognized leader in helping others with this activity The teacher identifies specific strategies and behaviors on which to improve from routine lesson segments, content lesson segments, and segments that are enacted on the spot The teacher identifies specific strategies and behaviors on which to improve but does not select the strategies and behaviors that are most useful for his or her development 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
22 Domain 4: Collegiality and Professionalism Promoting a positive environment Promoting exchange of ideas and strategies Promoting district and school development
23 Stages of Teacher Development Initial-status teacher Professional teacher Mentor teacher Expert teacher
24 Initial-Status Teacher Bottom one-third of distribution of value- added achievement Minimum scores of 1 on all elements of Domain 1
25 Professional Teacher Between 34 th and 84 th percentile on value-added achievement Minimum scores of 2 and a majority of scores of 3 on Domain 1
26 Mentor Teacher Above 84 th percentile on value-added achievement Scores of 4 on selected elements of Domain 1 and minimum scores of 3 on all other elements Leads instructional rounds Serves as an expert coach
27 Master Teacher Above 98 th percentile on value-added achievement Scores of 4 on selected elements of Domain 1 and minimum scores of 3 on all other elements Leads instructional rounds Serves as an expert coach Is involved in teacher evaluation policy and practice
28 Phasing in the Implementation Example Year 1 - Adopt Domain 1 as the common language of instruction - Conversations around teaching and learning based on Domain 1 using Online Library of videos and resources - Baseline data collected on iobservation Year 2 - Instructional rounds with volunteer teachers on Domain 1 - Confidential selfassessments on Domain 1 to identify strengths and weaknesses - Walkthroughs with feedback on iobservation Year 3 - PGPs with primary and secondary goals - Formal observations and evaluations on Domain 1 - Placement in stages of professional development (i.e., Initial, Professional, Mentor, Master
29 Tools for Districts Teacher Evaluation Committee 3-Day Teacher Evaluation Academy Facilitation Sessions Rollout and Systematic Implementation Plan Administrators iobservation (forms, data, library, student data) Leaders of Learning (observations and walkthroughs domain 1) NCR Observation/walkthrough forms (Domain 1) Teachers Certified Staff Developer Program and Workshop Toolboxes on Domain 1 iobservation (self-assessment, growth plans, PD Online courses and MSEd AST (Domain 1)
30 Demonstration of Domain 1: Classroom Strategies and Behaviors Art and Science of Teaching Observation and Feedback Protocol on iobservation
31 Next Steps For more information or to schedule a more indepth demonstration, please visit
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