Marzano s Art and Science of Teaching Teacher Evaluation Model: Domains 2-4

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1 Marzano s Art and Science of Teaching Teacher Evaluation Model: Domains 2-4 Monroe Township Elementary Schools Pk-2 September 2013 Facilitators: Pam Amendola, Lynn Barberi, Patty Dinsmore, Erinn Mahoney

2 Norms/ Turn-key Training This information is new to all of us but we will do our best to assist you with understanding it. Please ask questions via Post-It notes on the Parking Lot as we may need time to get the answers. 2

3 Learning Goals for this Workshop 1. Identify the key components, including protocols and examples of evidence, of the elements in Domains Understand how Domains 2-4 support the Formal Observation Cycle. 3. Continue to develop common language.

4 The Goal of Teacher Evaluation: An expectation that all teachers can increase their expertise from year to year, which produces gains in student achievement from year to year, resulting in a powerful cumulative effect.

5 Causal Links to Student Achievement Domain One Domain Two Student Achievement Classroom Strategies and Behaviors Planning and Preparing Common Language of Instruction Domain Three Reflecting on Teaching Domain Four Collegiality & Professionalism Collegiality & Professionalism

6 Formerly known as EE4NJ; implements the new TEACHNJ law Stipulates the new Observation Cycle

7 Observations 7

8 The Marzano Art and Science of Teaching Framework: Domain 1 Lesson Segment Involving Routine Events Lesson Segment Addressing Content Lesson Segment Enacted on the Spot 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? 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? 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? 8

9 Domains Supporting Teacher Growth Through Planning, Reflection, and Collegiality

10

11

12 Activity One: What does this look like in a Monroe PK-2 School? Domain 2- Planning and Preparing Form 8 groups- each will respond to one element (42, 43, 44, 45, 46, 47, 48, 49) Each group will brainstorm sources of evidence that could indicate applying or innovating in that element

13 Sources of Evidence for Domain 2 How could a teacher show evidence for the elements in Domain 2? Planning and Preparing Pre-conference Pacing Guides, Curriculum Map Teacher artifact (PPT or slides from lesson, game templates, etc) Student artifacts Lesson planning documents including group lesson planning Common assessments

14

15 Domain 3 Reflecting on Teaching Evaluating Personal Performance (Elements 50-52) Reflect on your performance: pedagogical strengths and weaknesses, strategies and behaviors Developing and Implementing a Professional Growth Plan (in writing) and continue to monitor progress (Elements 53-54)

16 Domain 3 Examples/Sources of Evidence Self-reflection Reflection conference Professional growth plan iobservation documentation of conferences/discussions Student data folder Data assessment/analysis

17 Activity Two: Previewing the Teacher Reflection Forms General Reflection Overall, how do you think the lesson went and why? Routine Events In what ways did students meet or not meet the learning goals you established for this lesson? How did your assessments inform your understanding of student learning? To what extent did the organization of your classroom (room arrangement, materials) and your rules and procedures maximize student learning? Content How did the strategies you used to introduce new content to students support student learning? How did the strategies you used to help students deepen and practice their understanding of new knowledge support student learning? How did the strategies you used to help students generate and test hypotheses about new knowledge support student learning? Enacted on the Spot Which techniques for engaging students were most successful? Which techniques were not successful? How did the use of positive and negative consequences impact student adherence or lack of adherence to rules and procedures? What specific actions did you take during this lesson to build student relationships with your students? What impact did these actions have on your relationships with students? What specific actions did you take to communicate high expectations for students? How did these impact students learning? How will this lesson inform changes to your instructional plan?

18

19 Domain 4 Collegiality/Professionalism Promoting a Positive Environment (Elements 55-56) through positive interactions with colleagues, students, and parents Promoting Exchange of Ideas and Strategies (Elements 57-58) Seeking mentorship for areas of need or interest and/or mentoring other teachers and sharing ideas and strategies Promoting District and School Development (Elements 59-60) Adhering to district and school rules and procedures; participating in district and school initiatives

20 Domain 4 Examples/Sources of Evidence Conferences/discussions iobservation Agendas from school/district committees Book study RTI meetings Staff/team presentations PLC meetings Log of parent calls Tutoring Mentoring Parent/teacher conferences PTA / PTO School concerts Sporting events Documenting participation in professional development

21 Formal Observation Cycle Reflection Lesson Planning Reflection Reflect on observed lesson, plan for future practice. Observer role: clarify expectations, probe, clarify, question and affirm. Model reflection process. Help teacher summarize lesson. Consider impact of lesson on student learning. Help teacher with future adjustments. Help identify mentors for weak areas and areas of success. Teacher role: Summarize lessons (strengths and weaknesses, discuss impact of lesson on student learning, cite evidence of student learning, provide new insights and potential adjustments. Formal lesson observation Planning set context for lesson collaboration Observer Role: Clarify the role of the observer and expectations, dialogue about teaching and learning, Gain information prior to observation, identify elements to focus on Teacher role: Brief administration on classroom make-up, goals, strategies, and assessments. Discuss the impact of relationships on planning and teaching. Revise lesson as needed. PLANNING Aligned to Domain 2 LESSON OBSERVATION Aligned to Domain 1 REFLECTION Aligned to Domains 3 and 4

22 Resources This PPT and all handouts will be available on the teacher shared file. District committee to determine how the data points will be determined throughout the year. See additional resources on the NJ DOE website for Achieve NJ

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