SCHOOL DISTRICT OF PALM BEACH COUNTY EVALUATION SYSTEMS FOR INSTRUCTIONAL EMPLOYEE

Transcription

1 SCHOOL DISTRICT OF PALM BEACH COUNTY EVALUATION SYSTEMS FOR INSTRUCTIONAL EMPLOYEE The School District of Palm Beach County (SDPBC) and the Palm Beach County Classroom Teachers Association (CTA) have established a Joint Evaluation Negotiations Committee (JENC) for the purpose of developing processes and making decisions concerning the implementation of the teacher evaluation system. The JENC is comprised of classroom teachers, principals, SDPBC administrators, SDPBC labor relations, teacher union representatives as well as representatives from Florida Education Association (FEA) and the American Federation of Teachers (AFT). 1. Evaluation Rating Criteria a. The SDPBC will implement the following overall final ratings in the school year: Highly Effective, Effective, Needs Improvement/ Developing and Unsatisfactory. The overall final ratings and weighting were developed and will be monitored by the JENC, which will recommend adjustments to the Superintendent for approval when appropriate. Ratings for Teachers with up to 2 years of service Highly Effective Effective Developing Unsatisfactory Ratings for Teachers in years 3+ Highly Effective Effective Needs Improvement Unsatisfactory b. Rubric scales and ratings for instructional practice are incorporated within the Marzano Observation and Evaluation System (MOES). The four domains within the MOES contain sixty elements of classroom strategies that contemporary research identifies to increase student achievement. Rubrics associated with each strategy identify the teacher s performance along a continuum from Innovating to Not Using. The ratings for instructional practice will be adjusted and monitored by the JENC, which will make recommendations for adjustments to the Superintendent for approval when appropriate. Rubric Scales Innovating Applying Developing Beginning Not Using Ratings for Instructional Practice Highly Effective Effective Developing Unsatisfactory Page 1 of 9 SDPBC EVALUATION SYSTEMS FOR INSTRUCTIONAL EMPLOYEE Updated 02/25/2015

2 c. The principal or supervisor of each instructional employee will be responsible for compiling the information and assigning the overall final rating. d. The overall final rating of each instructional employee will be based upon a two part system comprised of the MOES in combination with the state s required student growth measures. Current plans call for using a variety of statistical and standard setting models based on student learning growth. The final overall ratings were developed and will be monitored by the JENC which will recommend adjustments to the Superintendent for approval when appropriate. The overall evaluation will consist of the following components (overall evaluation rating calculations are included in Appendix 5): Overall Evaluation Components Teachers With 3+ of Data Non-Classroom Teachers and Teachers with less than 3 years of data Instructional 48% 58% Practice Deliberate Practice 2% 2% Student Growth 50% 40% Page 2 of 9 SDPBC EVALUATION SYSTEMS FOR INSTRUCTIONAL EMPLOYEE Updated 02/25/2015

3 Deliberate Practice Rating* Highly Effective % Effective 15-86% Need Improvement (Cat 2) / Developing (Cat 1A & 1B) 2-14% Unsatisfactory 0-1% Student Learning Growth Rating* Highly Effective % Effective 15-86% Need Improvement (Cat 2) / Developing (Cat 1A & 1B) 2-14% Unsatisfactory 0-1% 2. Student Growth Measures a. In school year , a committee (Assessment Steering Committee) comprised of district and school leaders as well as teachers was been formed to identify and/or develop assessments for all courses that are not associated with a statewide assessment. The statewide assessments that are predetermined to be utilized include 5 th grade Science, 8 th grade Science, ELA FSA 3-11, Math FSA 3-8, and the following EOC s: Algebra 1, Algebra 2, Civics, Biology, and Geometry. The 50% calculation of student growth will consist of state standardized assessments assigned to courses and /or local assessments created as identified by F.S A chart of the local assessments to be utilized will be available when finalized by the Assessment Steering Committee. The SDPBC will use three years of student learning data (when available) when calculating the student growth measures for the educator evaluation. The rubrics to determine student growth ratings that will be derived from these assessments will be determined by the JENC. Palm Beach will develop/implement, a school board policy that includes the selection, development, administration, and scoring of local assessments. b. In school year , the SDPBC will investigate additional measures other than state assessments including but not limited to SAT, ACT, AP, PSAT, CPT, EOCs, PERT and Industry Certification Exams. As they become available, the SDPBC will implement additional student growth measures selected by the Commissioner for statewide assessments. Page 3 of 9 SDPBC EVALUATION SYSTEMS FOR INSTRUCTIONAL EMPLOYEE Updated 02/25/2015

4 c. In school year , classroom teachers, non-fsa classroom teachers and non-classroom teachers (excluding substitute teachers) will be assigned the student growth scores from the FSA, Algebra I EOC, EOCs for non-algebra Courses, and other assessments identified by the Assessment Steering Committee. The student growth scores will count for 50% of the instructional employee performance evaluation if three years of student growth data are available. If less than three years of student growth data is available student growth scores will count for 40% of the evaluation. Teacher schedules will be used to determine which student growth scores will be utilized for evaluation purposes. Classroom Teachers In school year , the student growth measures portion of the evaluation of classroom teachers, excluding substitute teachers, will include student growth scores for the FY15 school year. Teacher schedules will be used to determine which student growth scores will be utilized for evaluation purposes. FY2015 Classroom Teachers & FY2015 Non FSA Classroom Teachers In school year , the SDPBC will utilize the Commissioner of Education s student learning growth formula for statewide assessments for teachers of all subject areas in grades The SDPBC will use student growth scores provided by the FLDOE for assessments with approved growth models. A committee (Assessment Steering Committee) comprised of district leaders, school leaders, and teachers has been formed to identify and/or develop assessments for all courses that are not associated with a statewide assessment. FY2015 Non Classroom Teachers In school year , school-based non-classroom teachers will be assigned the school student growth scores because they are responsible for all students in the school. The student growth scores will count for 50% of the instructional employee performance evaluation if three years of student growth data are available. If less than three years of student growth data is available student growth scores will count for 40% of the evaluation. Non-school based non-classroom teachers will be assigned the District student growth scores because they are responsible for all students in the District. Both school-based and non-school based classroom teachers will their own students growth scores if they are assigned ten or more students in both Survey 2 and Survey 3 (if they do have students assigned the student growth score calculation will be consistent with that of classroom teachers). The student growth scores will count for 50% of the instructional employee performance evaluation if three years of student growth data are available. Page 4 of 9 SDPBC EVALUATION SYSTEMS FOR INSTRUCTIONAL EMPLOYEE Updated 02/25/2015

5 If less than three years of student growth data is available student growth scores will count for 40% of the evaluation. Four categories of Non-Classroom Teachers will be observed utilizing job specific observation instruments. These Non-Classroom Teachers are as follows: a. School Counselors b. Media Specialists c. Therapists d. Psychologists All other Non-Classroom Teacher will be observed utilizing MOES. 3. Core of Effective Practices a. The central purpose of the School District of Palm Beach County Instructional Employee Performance Evaluation System is to increase student learning and achievement by improving the performance of all instructional employees through a comprehensive program of support, training and documentation of teaching practices. b. The SDPBC will implement the state adopted model, the MOES. c. The MOES are aligned to the six Florida Educators Accomplished Practices as adopted by the Florida Department of Education (Appendix 1). d. The MOES are based on contemporary research. See attachments entitled: Research Based Validation studies on the MOES (Appendix 2) Contemporary Research on the Supervision and Evaluation of Teachers (Appendix 3) A Meta-Analytic Synthesis of Studies Conducted at Marzano Research Laboratory on Instructional Strategies (Appendix 4) e. The SDPBC partnered with Learning Sciences International to train district administrators that conduct or will be conducting evaluations/observations of instructional employees. The SDPBC will also develop capacity by identifying district and/or school level administrators to participate in Train the Trainers sessions to provide training for future evaluators/observers. f. The success of the new evaluation system is dependent upon the fidelity with which all administrators conducting the evaluations/observations adhere to the core of effective practices. The SDPBC will provide in-depth professional development on the MOES followed by training on the observations and other components of the evaluation system. After the initial training of school and district administrators, all administrators will complete Page 5 of 9 SDPBC EVALUATION SYSTEMS FOR INSTRUCTIONAL EMPLOYEE Updated 02/25/2015

6 Inter-Rater Reliability Training and participate in instructional rounds to ensure accuracy and consistency in observations. Ongoing follow-up will occur during scheduled meetings as well as through other content delivery options. By FY2014 all administrators will have a Level One Observer Certification in this observation/evaluation system. By FY2016 all administrators will have Level Two Observer Certification. 4. Annual Evaluation All instructional employees will be evaluated annually and notified of their results. Teachers new to the SDPBC and first year teachers will be evaluated twice. The SDPBC will adopt the state s recommended implementation as follows: a. FY2013, focus on compiling baseline data and providing feedback to sustain growth in professional practice. b. FY2014, evaluators/observers and instructional employees will learn about deliberate practice by studying the teaching competencies indicated in the MOES. c. FY2014, professional development initiates for Domains 2-4. d. FY2014, Domains 2-4 implemented. 5. Evaluator Training a. All SDPBC evaluators/observers responsible for evaluating instructional employees will be trained in the MOES. b. The SDPBC has partnered with the Learning Sciences International to train district administrators who will be conducting evaluations/observations of instructional employees. The SDPBC will also develop capacity by identifying district and/or school level administrators to participate in Train the Trainers sessions to provide training for future evaluators/observers. c. The evaluators /observers supervisors will monitor the results and consistency of each evaluators /observers evaluation data. 6. Process of Informing Teachers about the Evaluation Process. a. Current employee Principals and assistant principals will participate in ongoing professional development pertaining to the MOES to ensure reliability and to remain abreast of best practices. The SDPBC is consulting with Learning Sciences International to identify and train employees to build capacity using a Train the Trainer model in the MOES. Page 6 of 9 SDPBC EVALUATION SYSTEMS FOR INSTRUCTIONAL EMPLOYEE Updated 02/25/2015

7 Marzano s The Art and Science of Teaching will continue to be utilized as a resource when providing professional development to instructional and administrative personnel. The SDPBC will create resources for all principals to share with their instructional employees on deliberate practice as well as Domains 2, 3, and 4 prior to September The SDPBC and the CTA will provide ongoing communications to all instructional and administrative employees. b. All new instructional employees will be provided an opportunity to participate in professional learning opportunities pertaining to this new observation/evaluation system through school-based professional development, online book studies, and/or job-embedded professional development through Palm Beach County s New Educator Induction Program (Educator Support Program). 7. Evaluation by Supervisor All school based instructional employees will be evaluated by the school principal. The assistant principal will conduct observations and assist in the evaluation process. All non-classroom teachers will be evaluated by the employee s direct supervisor. 8. Teaching Fields Requiring Special Procedures The SDPBC and the JENC identified the following four employee groups that have job-specific observation instruments. The Non-Classroom Teacher groups these apply to are as follows: e. School Counselors f. Media Specialists g. Therapists h. Psychologists See the FY2015 Non-Classroom Teachers section on page three for more detail on how the above Non-Classroom Teachers will be assigned student growth scores. The MOES will be utilized during school year for all nonclassroom teachers not specified above. 9. Annual Review by the District At the conclusion of each school year, the SDPBC evaluated the implementation and effectiveness of the new system in supporting improvement in instruction and student learning. This review was completed by exploring the following data: Page 7 of 9 SDPBC EVALUATION SYSTEMS FOR INSTRUCTIONAL EMPLOYEE Updated 02/25/2015

8 a. Reviewing the results of instructional employee evaluations, SDPBC and school level trends. b. Reviewing the effectiveness of professional learning opportunities. c. Identifying strengths and weaknesses associated with the design and implementation. Based upon this review, the SDPBC decided to continue to provide professional learning opportunities for administrators and teachers to deepen their understanding of the MOES. 10. Multiple Evaluations for Newly Hired Teachers a. The SDPBC s newly hired employees will be categorized as 1A s for evaluation purposes. Category 1A employees will be evaluated twice. The first evaluation will be provided to the employee mid-year. If a Category 1A employee is hired prior to November 1, he/she shall receive the Instructional Practices portion of his/her evaluation prior to the end of January. The second evaluation will occur at least ten (10) working days prior to the employee s last duty day of the school year. 11. Multiple Data Sources for Final Evaluations a. The MOES will be used to collect evidence on instructional practices. b. The student growth measures as stated in Section 2, pages 2-3. c. Professional standards and ethics; school board policies, school policies and school based responsibilities and CBA. d. The SDPBC will continue to work collaboratively with the JENC to establish additional measures. 12. Improvement Plans The teacher evaluation system and the district and school improvement plans provide the foundation for improving teacher effectiveness and student learning. Data related to teacher observation and evaluation and student growth will be collected and analyzed from a number of sources, including but not limited to iobservation provided by Learning Sciences International, school improvement plans, and student data in the Educational Data Warehouse. 13. Continuous Professional Improvement a. The MOES is designed to support the professional growth of teacher s daily instructional practices. b. The SDPBC will utilize the iobservation System and Resource Library as well as student growth measures to provide timely and relevant feedback and professional learning opportunities to instructional employees. Page 8 of 9 SDPBC EVALUATION SYSTEMS FOR INSTRUCTIONAL EMPLOYEE Updated 02/25/2015

9 c. Other professional learning opportunities will be developed and provided to support instructional practices. d. Teacher performance will be observed multiple times by trained administrators that provide timely feedback (within 10 working days). The observation tool (iobservation) allows for efficient feedback that encourages dialogue between administrator and teacher as well as relevant professional development targeted to individual needs. 14. Peer Review Option a. The SDPBC will not use the Peer Review Option as part of the evaluation system. 15. Input into Evaluation by Trained Employee other than the Supervisor. a. School based and/or district based administrators who have been trained in the MOES may provide input into the instructional practice evaluation for each teacher(s) he/she supervises, It has been negotiated by JENC that in addition to supervisors trained in MOES, only district-based Marzano Trainers are permitted to provide input to the instructional practice evaluation Amending Evaluations Option a. Evaluations of instructional employees may be amended up to 90 days after the end of the school year to accommodate the availability of assessment data. b. The SDPBC and the JENC will collaboratively establish the appropriate protocol process. Page 9 of 9 SDPBC EVALUATION SYSTEMS FOR INSTRUCTIONAL EMPLOYEE Updated 02/25/2015

10 INSTRUCTIONAL DESIGN AND LESSON PLANNING 1a Aligns instruction with state-adopted standards at the appropriate level Instrctl Design & Lesson Plan Appendix 12 Florida Department of Education Support for Local Education Agencies FEAPS Crosswalk to Marzano Art and Science of Teaching a) Quality of Instruction 1. Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective educator: DOMAIN 2: PLANNING AND PREPARING 2.1 Planning and Preparing for Lessons and Units Planning and preparing for effective scaffolding within lessons Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content Planning and preparing for appropriate attention to established content standards 2.2 Planning and Preparing for the Use of Materials and Technology Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, video tapes) Planning for the use of available technology such as interactive white boards, voting technologies and one-toone computer DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM 2011 Learning Sciences International. iobservation is a registered trademark of and provided by Learning Sciences International. 1 of 5

11 INSTRUCTIONAL DESIGN AND LESSON PLANNING 1b Sequences lessons and concepts to ensure coherence and required prior knowledge 1c Designs instruction for students to achieve mastery Instrctl Design & Lesson Plan Florida Department of Education Support for Local Education Agencies FEAPS Crosswalk to Marzano Art and Science of Teaching a) Quality of Instruction 1. Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective educator: DOMAIN 2: PLANNING AND PREPARING DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS 2.1 Planning and Preparing for Lessons and Units Routine Events Planning and preparing for effective scaffolding within RE 1 Providing clear learning goals and scales lessons RE 2 Tracking student progress Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content RE 3 Celebrating success Planning and preparing for appropriate attention to established content standards 2.2 Planning and Preparing for Use of Materials and Technology 2.2.1Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, video tapes) Planning for the use of available technology such as interactive white boards, voting technologies and one-toone computer Content C 2 Organizing students to interact with new knowledge C 10 Organizing students to practice and deepen knowledge C 16 Organizing students for cognitively complex tasks DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM 2011 Learning Sciences International. iobservation is a registered trademark of and provided by Learning Sciences International. 2 of 5

12 INSTRUCTIONAL DESIGN AND LESSON PLANNING 1d Selects appropriate formative assessments to monitor learning Instrctl Design & Lesson Plan Florida Department of Education Support for Local Education Agencies FEAPS Crosswalk to Marzano Art and Science of Teaching a) Quality of Instruction 1. Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective educator: DOMAIN 2: PLANNING AND PREPARING 2.3 Planning and Preparing for Special Needs Students DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM Planning and preparing for the needs of English language learners Planning and preparing for the needs of special education students Planning and preparing for the needs of students who come from home environments that offer little support for schooling Routine Events RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 3 Celebrating success 2011 Learning Sciences International. iobservation is a registered trademark of and provided by Learning Sciences International. 3 of 5

13 INSTRUCTIONAL DESIGN AND LESSON PLANNING 1e Uses a variety of data, independently, and in collaboration with colleagues to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of the lessons Instrctl Design & Lesson Plan Florida Department of Education Support for Local Education Agencies FEAPS Crosswalk to Marzano Art and Science of Teaching a) Quality of Instruction 1. Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective educator: DOMAIN 2: PLANNING AND PREPARING DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM 2.3 Planning and Preparing for Special Needs Students Routine Events 3.1 Evaluating Personal Performance 4.1 Promoting a Positive Environment Planning and preparing for the needs of English language learners Planning and preparing for the needs of special education students Planning and preparing for the needs of students who come from home environments that offer little support for schooling RE 2 Tracking student progress RE 3 Celebrating success Content C 11 Homework Identifying specific areas of pedagogical strength and weakness Evaluating the effectiveness of individual lessons and units Evaluating the effectiveness of specific pedagogical strategies and behaviors across different categories of students (i.e., different socio-economic groups, different ethnic groups) Promoting positive interactions with colleagues Promoting positive interactions with students and parents 4.2 Promoting Exchange of Ideas and Strategies Seeking mentorship for areas of need and interest Mentoring other teachers and sharing ideas and strategies Enacted on the Spot EOS 16 Demonstrating value and respect for low expectancy students EOS 17 Asking questions of low expectancy students 3.2 Developing a Professional Growth Plan Developing a written growth plan Monitoring progress relative to the professional growth plan 4.3 Promoting District and School Development Adhering to district and school rules and procedures Participating in district and school initiatives 2011 Learning Sciences International. iobservation is a registered trademark of and provided by Learning Sciences International. 4 of 5

14 INSTRUCTIONAL DESIGN AND LESSON PLANNING 1f Develops learning experiences that requires students to demonstrate a variety of applicable skills and competencies Instrctl Design & Lesson Plan Florida Department of Education Support for Local Education Agencies FEAPS Crosswalk to Marzano Art and Science of Teaching a) Quality of Instruction 1. Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective educator: DOMAIN 2: PLANNING AND PREPARING 2.2 Planning and Preparing for the Use of Materials and Technology Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, video tapes) Planning for the use of available technology such as interactive white boards, voting technologies and one-toone computer 2.3 Planning and Preparing for Special Needs Students Content DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS C 2 Organizing students to interact with new knowledge C 10 Organizing students to practice and deepen knowledge C 16 Organizing students for cognitively complex tasks DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM Planning and preparing for the needs of English language learners Planning and preparing for the needs of special education students Planning and preparing for the needs of students who come from home environments that offer little support for schooling 2011 Learning Sciences International. iobservation is a registered trademark of and provided by Learning Sciences International. 5 of 5

15 Florida Department of Education Support for Local Education Agencies FEAPs Crosswalk to Marzano Art and Science of Teaching a) Quality of Instruction 2. The Learning Environment. To maintain a student centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator: THE LEARNING ENVIRONMENT DOMAIN 2: PLANNING AND PREPARING DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM 2a Organizes, allocates, and manages the resources of time, space, and attention 2.1 Planning and Preparing for Lessons and Units Routine Events Planning and preparing for effective scaffolding within lessons Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content Planning and preparing for appropriate attention to established content standards 2.3 Planning and Preparing for Special Needs Students Planning and preparing for the needs of English language learners Planning and preparing for the needs of special education students Planning and preparing for the needs of students who come from home environments that offer little support for schooling RE 4 Establishing classroom rules and procedures RE 5 Organizing the physical layout of the classroom Enacted on the Spot EOS 13 Understanding students' interests and backgrounds EOS 10 Demonstrating "withitness" EOS 15 Displaying objectivity and control Learning Environment 2011 Learning Sciences International. iobservation is a registered trademark of and provided by Learning Sciences International. 1 of 11

16 Florida Department of Education Support for Local Education Agencies FEAPs Crosswalk to Marzano Art and Science of Teaching a) Quality of Instruction 2. The Learning Environment. To maintain a student centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator: THE LEARNING ENVIRONMENT DOMAIN 2: PLANNING AND PREPARING DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM 2b Manages individual and class behaviors through a wellplanned management system Routine Events RE 4 Establishing classroom rules and procedures RE 5 Organizing the physical layout of the classroom 2c Conveys high expectations to all students Enacted on the Spot EOS 1 Noticing when students are not engaged EOS 10 Demonstrating "withitness" EOS 11 Applying consequences for lack of adherence to rules and procedures EOS 12 Acknowledging adherence to rules and procedures EOS 15 Revising knowledge Routine Events RE 2 Tracking student progress RE 3 Celebrating success Content C 1 Identifying critical information Learning Environment 2011 Learning Sciences International. iobservation is a registered trademark of and provided by Learning Sciences International. 2 of 11

17 Florida Department of Education Support for Local Education Agencies FEAPs Crosswalk to Marzano Art and Science of Teaching a) Quality of Instruction 2. The Learning Environment. To maintain a student centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator: THE LEARNING ENVIRONMENT DOMAIN 2: PLANNING AND PREPARING DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM Enacted on the Spot EOS 6 Demonstrating intensity and enthusiasm EOS 16 Demonstrating value and respect for low expectancy students EOS 17 Asking questions of low expectancy students EOS 18 Probing incorrect answers with low expectancy students 2d Respects students' cultural, linguistic and family background Routine Events RE 2 Tracking student progress RE 3 Celebrating success Content C 1 Identifying critical information Learning Environment 2011 Learning Sciences International. iobservation is a registered trademark of and provided by Learning Sciences International. 3 of 11

18 Florida Department of Education Support for Local Education Agencies FEAPs Crosswalk to Marzano Art and Science of Teaching a) Quality of Instruction 2. The Learning Environment. To maintain a student centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator: THE LEARNING ENVIRONMENT DOMAIN 2: PLANNING AND PREPARING DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM Enacted on the Spot EOS 6 Demonstrating intensity and enthusiasm EOS 14 Using verbal and nonverbal behaviors that indicate affection for students EOS 16 Demonstrating value and respect for low expectancy students EOS 17 Asking questions of low expectancy students EOS 18 Probing incorrect answers with low expectancy students 2e Models clear, acceptable oral and written communication skills 2.1 Planning and Preparing for Lessons and Units Routine Events Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 4 Establishing classroom rules and procedures Learning Environment 2011 Learning Sciences International. iobservation is a registered trademark of and provided by Learning Sciences International. 4 of 11

19 Florida Department of Education Support for Local Education Agencies FEAPs Crosswalk to Marzano Art and Science of Teaching a) Quality of Instruction 2. The Learning Environment. To maintain a student centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator: THE LEARNING ENVIRONMENT DOMAIN 2: PLANNING AND PREPARING DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM 2f Maintains a climate of openness, inquiry, fairness and support Content C 1 Identifying critical information C 3 Previewing new content C 4 Chunking content into digestible bites" Enacted on the Spot EOS 10 Demonstrating "withitness" EOS 11 Applying consequences for lack of adherence to rules and procedures EOS 12 Acknowledging adherence to rules and procedures Routine Events RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 3 Celebrating success Learning Environment 2011 Learning Sciences International. iobservation is a registered trademark of and provided by Learning Sciences International. 5 of 11

20 Florida Department of Education Support for Local Education Agencies FEAPs Crosswalk to Marzano Art and Science of Teaching a) Quality of Instruction 2. The Learning Environment. To maintain a student centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator: THE LEARNING ENVIRONMENT DOMAIN 2: PLANNING AND PREPARING DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM Content C 1 Identifying critical information Enacted on the Spot EOS 6 Demonstrating intensity and enthusiasm EOS 14 Using verbal and nonverbal behaviors that indicate affection for students EOS 16 Demonstrating value and respect for low expectancy students EOS 17 Asking questions of low expectancy students EOS 18 Probing incorrect answers with low expectancy students Learning Environment 2011 Learning Sciences International. iobservation is a registered trademark of and provided by Learning Sciences International. 6 of 11

21 Florida Department of Education Support for Local Education Agencies FEAPs Crosswalk to Marzano Art and Science of Teaching a) Quality of Instruction 2. The Learning Environment. To maintain a student centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator: THE LEARNING ENVIRONMENT DOMAIN 2: PLANNING AND PREPARING DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM 2g Integrates current information and communication technologies 2.2 Planning and Preparing for Use of Materials and Technology Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, video tapes) Planning for the use of available technology such as interactive white boards, voting technologies and one-to-one computer Learning Environment 2011 Learning Sciences International. iobservation is a registered trademark of and provided by Learning Sciences International. 7 of 11

22 Florida Department of Education Support for Local Education Agencies FEAPs Crosswalk to Marzano Art and Science of Teaching a) Quality of Instruction 2. The Learning Environment. To maintain a student centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator: THE LEARNING ENVIRONMENT DOMAIN 2: PLANNING AND PREPARING DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM 2h Adapts the learning environment to accommodate the differing needs and diversity of students 2.1 Planning and Preparing for Lessons and Units Routine Events 4.2 Promoting Exchange of Ideas and Strategies Planning and preparing for effective scaffolding within lessons Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content Planning and preparing for appropriate attention to established content standards RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 3 Celebrating success RE 4 Establishing classroom rules and procedures RE 5 Organizing the physical layout of the classroom Mentoring other teachers and sharing ideas and strategies Learning Environment 2011 Learning Sciences International. iobservation is a registered trademark of and provided by Learning Sciences International. 8 of 11

23 Florida Department of Education Support for Local Education Agencies FEAPs Crosswalk to Marzano Art and Science of Teaching a) Quality of Instruction 2. The Learning Environment. To maintain a student centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator: THE LEARNING ENVIRONMENT DOMAIN 2: PLANNING AND PREPARING DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM Content C 1 Identifying critical information C 2 Organizing students to interact with new knowledge C 10 Organizing students to practice and deepen new knowledge C 16 Organizing students for cognitively complex tasks Learning Environment 2011 Learning Sciences International. iobservation is a registered trademark of and provided by Learning Sciences International. 9 of 11

24 Florida Department of Education Support for Local Education Agencies FEAPs Crosswalk to Marzano Art and Science of Teaching a) Quality of Instruction 2. The Learning Environment. To maintain a student centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator: THE LEARNING ENVIRONMENT DOMAIN 2: PLANNING AND PREPARING DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM 2.3 Planning and Preparing for Special Needs Students Planning and preparing for the needs of English language learners Planning and preparing for the needs of special education students Planning and preparing for the needs of students who come from home environments that offer little support for schooling Enacted on the Spot EOS 1 Noticing when students are not engaged EOS 5 Maintaining a lively pace EOS 6 Demonstrating intensity and enthusiasm EOS 10 Demonstrating "withitness" EOS 11 Applying consequences for lack of adherence and adherence to rules and procedures EOS 12 Acknowledging adherence to rules and procedures EOS 13 Understanding students' interests and backgrounds EOS 14 Using verbal and nonverbal behaviors that indicate affection for students E0S 15 Displaying objectivity and control EOS 16 Demonstrating value and respect for low expectancy students EOS 17 Asking questions of low expectancy students EOS 18 Probing incorrect answers with low expectancy students Learning Environment 2011 Learning Sciences International. iobservation is a registered trademark of and provided by Learning Sciences International of 11

25 Florida Department of Education Support for Local Education Agencies FEAPs Crosswalk to Marzano Art and Science of Teaching a) Quality of Instruction 2. The Learning Environment. To maintain a student centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator: THE LEARNING ENVIRONMENT DOMAIN 2: PLANNING AND PREPARING DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM 2i Utilizes current and emerging assistive technology that enables students to participate in high quality communication interactions and achieve their educational goals 2.2 Planning and Preparing for Use of Materials and Technology Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, video tapes) Planning for the use of available technology such as interactive white boards, voting technologies and one-to-one computer Learning Environment 2011 Learning Sciences International. iobservation is a registered trademark of and provided by Learning Sciences International of 11

26 INSTRUCTIONAL DELIVERY AND FACILITATION 3a Delivers engaging and challenging lessons Instrctl Delivery & Facilition DOMAIN 2: PLANNING AND PREPARING Florida Department of Education Support for Local Education Agencies FEAPS Crosswalk to Marzano Art and Science of Teaching a) Quality of Instruction 3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to: DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM 2.1 Planning and Preparing for Lessons and Units Routine Events Planning and preparing for effective scaffolding RE 1 Providing clear learning goals and scales within lessons RE 2 Tracking student progress Planning and preparing for lessons within units that RE 3 Celebrating Success progress toward a deep understanding and transfer of RE 4 Establishing classroom rules and procedures content 2.2 Planning and Preparing for the Use of Materials and Technology Content Planning and preparing for the use of available C 1 Identifying critical information traditional resources for upcoming units and lessons C 3 Previewing new content (e.g., manipulatives, videos tapes) C 4 Chunking content into digestible bites" Planning for the use of available technology such as C 5 Processing new information interactive white boards, voting technologies and one-toone computer C 9 Reviewing content C 7 Recording and representing knowledge 2.3 Planning and Preparing for Special Needs Students C 10 Organizing students to practice and deepen knowledge C 12 Examining similarities and differences C 13 Examining errors in reasoning C 14 Practicing skills, strategies, and processes C 15 Revising knowledge C 16 Organizing students for cognitively complex tasks 2011 Learning Sciences International. iobservation is a registered trademark of and provided by Learning Sciences International. 1 of 7

27 INSTRUCTIONAL DELIVERY AND FACILITATION 3b Deepens and enriches students' understanding through content area literacy strategies, verbalization of thought and application of the subject matter Instrctl Delivery & Facilition DOMAIN 2: PLANNING AND PREPARING Florida Department of Education Support for Local Education Agencies FEAPS Crosswalk to Marzano Art and Science of Teaching a) Quality of Instruction 3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to: DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM Planning and preparing for the needs of English language learners Planning and preparing for the needs of special education students Planning and preparing for the needs of students who come from home environments that offer little support for schooling C 17 Engaging students in cognitively complex tasks involving hypothesis generation and testing C 18 Providing resources and guidance Enacted on the Spot EOS 1 Noticing when students are not engaged EOS 2 Using academic games EOS 3 Managing response rates EOS 4 Using physical movement EOS 5 Maintaining a lively pace EOS 7 Using friendly controversy EOS 8 Provide opportunities for students to talk about themselves EOS 9 Presenting unusual or intriguing information EOS 10 Demonstrating "withitness" EOS 11 Applying consequences for lack of adherence to rules and procedures EOS 13 Understanding students' interests and backgrounds EOS 15 Displaying objectivity and control EOS 16 Demonstrating value and respect for low expectancy students EOS 17 Asking questions of low expectancy students 2011 Learning Sciences International. iobservation is a registered trademark of and provided by Learning Sciences International. 2 of 7

28 INSTRUCTIONAL DELIVERY AND FACILITATION 3c Identifies gaps in student's subject matter 3d Modifies instructions to respond to preconceptions or misconceptions 3e Relates and integrates the subject matter with other disciplines and life experiences Instrctl Delivery & Facilition DOMAIN 2: PLANNING AND PREPARING Florida Department of Education Support for Local Education Agencies FEAPS Crosswalk to Marzano Art and Science of Teaching a) Quality of Instruction 3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to: DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM EOS 18 Probing incorrect answers with low expectancy students 2.1 Planning and Preparing for Lessons and Units Routine Events 4.2 Promoting Exchange of Ideas and Strategies Planning and preparing for effective scaffolding within lessons Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content Planning and preparing for appropriate attention to established content standards RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 3 Celebrating success RE 4 Establishing classroom rules and procedures RE 5 Organizing the physical layout of the classroom Mentoring other teachers and sharing ideas and strategies 2011 Learning Sciences International. iobservation is a registered trademark of and provided by Learning Sciences International. 3 of 7

29 INSTRUCTIONAL DELIVERY AND FACILITATION 3f Employs high order questioning techniques Instrctl Delivery & Facilition DOMAIN 2: PLANNING AND PREPARING Florida Department of Education Support for Local Education Agencies FEAPS Crosswalk to Marzano Art and Science of Teaching a) Quality of Instruction 3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to: DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM 2.2 Planning and Preparing for the Use of Materials and Enacted on the Spot Technology Planning and preparing for the use of available EOS 1 Noticing when students are not engaged traditional resources for upcoming units and lessons EOS 5 Maintaining a lively pace (e.g., manipulatives, video tapes) EOS 6 Demonstrating intensity and enthusiasm Planning for the use of available technology such as EOS 10 Demonstrating "withitness" interactive white boards, voting technologies and one-toone EOS 11 Applying consequences for lack of adherence to rules and procedures computer 2.3 Planning and Preparing for Special Needs Students EOS 14 Using verbal and nonverbal behaviors that indicate affection for students Planning and preparing for the needs of English EOS 15 Displaying objectivity and control language learners EOS 16 Demonstrating value and respect for low expectancy students Planning and preparing for the needs of special EOS 17 Asking questions of low expectancy students education students EOS 18 Probing incorrect answers with low expectancy students Planning and preparing for the needs of students who come from home environments that offer little support for schooling Content C 1 Identifying critical information C 5 Processing new information C 6 Elaborating on new information C 7 Recording and representing knowledge C 8 Reflecting on learning C 9 Reviewing content C 12 Examining similarities and differences C 13 Examining errors in reasoning C 14 Practicing skills, strategies, and processes C 15 Revising knowledge 2011 Learning Sciences International. iobservation is a registered trademark of and provided by Learning Sciences International. 4 of 7

30 INSTRUCTIONAL DELIVERY AND FACILITATION 3g Applies varied instructional strategies and resources including appropriate technology to provide comprehensible instruction, and to teach for student understanding Instrctl Delivery & Facilition DOMAIN 2: PLANNING AND PREPARING Florida Department of Education Support for Local Education Agencies FEAPS Crosswalk to Marzano Art and Science of Teaching a) Quality of Instruction 3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to: DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM 2.2 Planning and Preparing for the Use of Materials and Technology Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, video tapes) Planning for the use of available technology such as interactive white boards, voting technologies and one-toone computer Enacted on the Spot EOS 3 Managing response rates EOS 7 Using friendly controversy Routine Events RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 3 Celebrating success 2.3 Planning and Preparing for Special Needs Students Content Planning and preparing for the needs of English C 2 Organizing students to interact with new knowledge language learners C 10 Organizing students to practice and deepen knowledge Planning and preparing for the needs of special C 16 Organizing students for cognitively complex tasks education students Planning and preparing for the needs of students who come from home environments that offer little support for schooling 2011 Learning Sciences International. iobservation is a registered trademark of and provided by Learning Sciences International. 5 of 7

31 INSTRUCTIONAL DELIVERY AND FACILITATION 3h Adapts the learning environment to accommodate the differing needs and diversity of students Instrctl Delivery & Facilition DOMAIN 2: PLANNING AND PREPARING Florida Department of Education Support for Local Education Agencies FEAPS Crosswalk to Marzano Art and Science of Teaching a) Quality of Instruction 3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to: DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM 2.1 Planning and Preparing for Lessons and Units Enacted on the Spot Planning and preparing for effective scaffolding within lessons Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content Planning and preparing for appropriate attention to established content standards 2.2 Planning and Preparing for the Use of Materials and Technology Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, video tapes) Planning for the use of available technology such as interactive white boards, voting technologies and one-toone computer 2.3 Planning and Preparing for Special Needs Students EOS 13 Understanding students' interests and backgrounds Planning and preparing for the needs of English language learners Planning and preparing for the needs of special education students Planning and preparing for the needs of students who come from home environments that offer little support for schooling 2011 Learning Sciences International. iobservation is a registered trademark of and provided by Learning Sciences International. 6 of 7

32 INSTRUCTIONAL DELIVERY AND FACILITATION 3i Supports and encourages immediate feedback 3j Utilizes student feedback to monitor instructional needs and to adjust instruction Instrctl Delivery & Facilition DOMAIN 2: PLANNING AND PREPARING Florida Department of Education Support for Local Education Agencies FEAPS Crosswalk to Marzano Art and Science of Teaching a) Quality of Instruction 3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to: DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM 2.1 Planning and Preparing for Lessons and Units Routine Events Planning and preparing for lessons within units that RE 1 Providing clear learning goals and scales progress toward a deep understanding and transfer of RE 2 Tracking student progress content RE 4 Establishing classroom rules and procedures Content C 1 Identifying critical information C 3 Previewing new content C 4 Chunking content into digestible bites" Enacted on the Spot EOS 10 Demonstrating "withitness" EOS 11 Applying consequences for lack of adherence to rules and procedures EOS 12 Acknowledging adherence to rules and procedures 2.3 Planning and Preparing for Special Needs Students Enacted on the Spot Planning and preparing for the needs of English language learners Planning and preparing for the needs of special education students Planning and preparing for the needs of students who come from home environments that offer little support for schooling EOS 1 Noticing when students are not engaged EOS 3 Managing response rates EOS 5 Maintaining a lively pace EOS 8 Provide opportunities for students to talk about themselves EOS 13 Understanding students' interests and backgrounds 2011 Learning Sciences International. iobservation is a registered trademark of and provided by Learning Sciences International. 7 of 7

33 Florida Department of Education Support for Local Education Agencies FEAPS Crosswalk to Marzano Art and Science of Teaching a) Quality of Instruction 4. Assessment. The effective educator consistently: ASSESSMENT DOMAIN 2: PLANNING AND PREPARING DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM 4a Analyzes and applies data from multiple assessments and measures to diagnose students' learning needs, informs instruction based on those needs, and drives the learning process 2.1 Planning and Preparing for Lessons and Units Routine Events Planning and preparing for effective scaffolding within lessons RE 1 Providing clear learning goals and scales Planning and preparing for lessons within units that progress RE 2 Tracking student progress toward a deep understanding and transfer of content RE 3 Celebrating success RE 4 Establishing classroom rules and procedures 2.2 Planning and Preparing for the Use of Materials and Technology Content Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, videos tapes) Planning for the use of available technology such as interactive white boards, voting technologies and one-to-one computer C 2 Organizing students to interact with new knowledge C 3 Managing response rates C 5 Processing new information C 6 Elaborating on new information C 7 Recording and representing knowledge C 8 Reflecting on learning C 9 Reviewing content C 10 Organizing students to practice and deepen knowledge C 12 Examining similarities and differences C 13 Examining errors in reasoning C 14 Practicing skills, strategies, and processes C 15 Revising knowledge C 16 Organizing students for cognitively complex tasks C 17 Engaging students in cognitively complex tasks involving hypothesis generation and testing C 18 Providing resources and guidance 2011 Learning Sciences International. iobservation is a registered trademark of and provided by Learning Sciences International. Assessment 1 of 3

34 Florida Department of Education Support for Local Education Agencies FEAPS Crosswalk to Marzano Art and Science of Teaching a) Quality of Instruction 4. Assessment. The effective educator consistently: ASSESSMENT DOMAIN 2: PLANNING AND PREPARING DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM 2.3 Planning and Preparing for Special Needs Students Enacted on the Spot Planning and preparing for the needs of English language EOS 1 Noticing when students are not engaged learners EOS 2 Using academic games Planning and preparing for the needs of special education EOS 3 Managing response rates students EOS 4 Using physical movement Planning and preparing for the needs of students who come EOS 5 Maintaining a lively pace from home environments that offer little support for schooling EOS 7 Using friendly controversy EOS 8 Provide opportunities for students to talk about themselves EOS 9 Presenting unusual or intriguing information EOS 10 Demonstrating "withitness" EOS 13 Understanding students' interests and backgrounds EOS 15 Displaying objectivity and control EOS 16 Demonstrating value and respect for low expectancy students EOS 17 Asking questions of low expectancy students EOS 18 Probing incorrect answers with low expectancy students 4b Designs and aligns formative and summative assessments that match learning objectives and lead to mastery 2.1 Planning and Preparing for Lessons and Units Routine Events Planning and preparing for effective scaffolding within lessons Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content Planning and preparing for appropriate attention to established content standards RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 3 Celebrating success 2011 Learning Sciences International. iobservation is a registered trademark of and provided by Learning Sciences International. Assessment 2 of 3

35 Florida Department of Education Support for Local Education Agencies FEAPS Crosswalk to Marzano Art and Science of Teaching a) Quality of Instruction 4. Assessment. The effective educator consistently: ASSESSMENT DOMAIN 2: PLANNING AND PREPARING DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM 4c Uses a variety of assessment tools to monitor student progress, achievement and learning gains 4d Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge 4e Shares the importance and outcomes of student assessment data with the student and the student's parents/caregiver(s) 4f Applies technology to organize and integrate assessment information Routine Events RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 3 Celebrating success 2.3 Planning and Preparing for Special Needs Students Enacted on the Spot Planning and preparing for the needs of students who come from home environments that offer little support for schooling EOS 1 Noticing when students are not engaged EOS 3 Managing response rates EOS 5 Maintaining a lively pace EOS 8 Provide opportunities for students to talk about themselves EOS 13 Understanding students' interests and backgrounds Routine Events RE 1 Providing clear learning goals and scales RE 2 Tracking student progress RE 3 Celebrating success Enacted on the Spot EOS 3 Managing response rates 2.2 Planning and Preparing for the Use of Materials and Technology Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, video tapes) Planning for the use of available technology such as interactive white boards, voting technologies and one-to-one computer 2011 Learning Sciences International. iobservation is a registered trademark of and provided by Learning Sciences International. Assessment 3 of 3

36 CONTINUOUS IMPROVEMENT, RESPONSIBILITY, AND ETHICS 1a Designs purposeful professional goals to strengthen the effectiveness of instruction based on students' needs Continuous Improv Respon Ethics Florida Department of Education Support for Local Education Agencies FEAPS Crosswalk to Marzano Art and Science of Teaching b) Continuous Improvement, Responsibility and Ethics 1. Continuous Improvement. The effective educator consistently: DOMAIN 2: PLANNING AND PREPARING DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM 2.3 Planning and Preparing for Special Needs Students Planning and preparing for the needs of English language learners Planning and preparing for the needs of special education students Routine Events 3.1 Evaluating Personal Performance 4.1 Promoting a Positive Environment RE 2 Tracking student progress RE 3 Celebrating success Identifying specific areas of pedagogical strength and weakness Content Evaluating the effectiveness of individual lessons and units Promoting positive interactions with colleagues Promoting positive interactions with students and parents Planning and preparing for the needs of students who come from C 11 Homework Evaluating the effectiveness of specific pedagogical strategies and 4.2 Promoting Exchange of Ideas and Strategies home environments that offer little Enacted on the Spot behaviors across different categories support for schooling EOS 16 Demonstrating value and respect for low expectancy students EOS 17 Asking questions of low expectancy students of students (i.e., different socio-economic groups, different ethnic groups) Seeking mentorship for areas of need and interest Mentoring other teachers and sharing ideas and strategies 3.2 Developing a Professional Growth Plan 4.3 Promoting District and School Development Developing a written growth plan Adhering to district and school rules Monitoring progress relative to the and procedures professional growth plan Participating in district and school initiatives 2011 Learning Sciences International. iobservation is a registered trademark of and provided by Learning Sciences International. 1 of 2

37 CONTINUOUS IMPROVEMENT, RESPONSIBILITY, AND ETHICS 1b Examines and uses data-informed research to improve instruction and student achievement 1c Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement 1d Engages in targeted professional growth opportunities and reflective practices 1e Implements knowledge and skills learned in professional development in the teaching and learning process Continuous Improv Respon Ethics Florida Department of Education Support for Local Education Agencies FEAPS Crosswalk to Marzano Art and Science of Teaching b) Continuous Improvement, Responsibility and Ethics 1. Continuous Improvement. The effective educator consistently: DOMAIN 2: PLANNING AND PREPARING DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM 2011 Learning Sciences International. iobservation is a registered trademark of and provided by Learning Sciences International. 2 of 2

38 Florida Department of Education Support for Local Education Agencies FEAPS Crosswalk to Marzano Art and Science of Teaching b) Continuous Improvement, Responsibility and Ethics 2. Professional Responsibility and Ethical Conduct. Understanding that educators are held to a high moral standard in the community, the effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida, pursuant to State Board of Education Rules 6B-1.006, F.A.C. and fulfills the expected obligations to students, the public and the education profession. PROFESSIONAL RESPONSIBILITY AND ETHICAL CONDUCT 2a Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida DOMAIN 2: PLANNING AND PREPARING DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM Enacted on the Spot 4.1 Promoting a Positive Environment EOS 16 Demonstrating value and respect for low expectancy students EOS 17 Asking questions of low expectancy students Promoting positive interactions with colleagues Promoting positive interactions with students and parents 4.3 Promoting District and School Development Adhering to district and school rules and procedures Participating in district and school initiatives Prof Respon & Ethical Conduct 2011 Learning Sciences International. iobservation is a registered trademark of and provided by Learning Sciences International. 1 of 1

39 Research Base and Validation Studies on the Marzano Evaluation Model, April 2011 Appendix 9 Research Base and Validation Studies on the Marzano Evaluation Model The Marzano Evaluation Model is currently being used by the Florida Department of Education (DOE) as a model that districts can use or adapt as their evaluation model. That Marzano Evaluation Model is based on a number of previous, related works that include: What Works in Schools (Marzano, 2003), Classroom Instruction that Works (Marzano, Pickering, & Pollock, 2001), Classroom Management that Works (Marzano, Pickering, & Marzano, 2003), Classroom Assessment and Grading that Work (Marzano, 2006), The Art and Science of Teaching (Marzano, 2007), Effective Supervision: Supporting the Art and Science of Teaching (Marzano, Frontier, & Livingston, 2011). Each of these works was generated from a synthesis of the research and theory. Thus the mode can be considered an aggregation of the research on those elements that have traditionally been shown to correlate with student academic achievement. The model includes four domains: Domain 1: Classroom Strategies and Behaviors Domain 2: Preparing and Planning Domain 3: Reflecting on Teaching Domain 4: Collegiality and Professionalism The four domains include 60 elements: 41 in Domain 1, 8 elements in Domain 2, 5 elements in Domain 3 and 6 elements in Domain 4. The specifics of each domain are listed in Figure 1. For a detailed discussion of these elements see Effective Supervision: Supporting the Art and Science of Teaching (Marzano, Frontier, & Livingston, 2011). Figure 1: Elements of the Marzano Evaluation Model Domain 1: Classroom Strategies and Behaviors Routine Segments Design Question #1: What will I do to establish and communicate learning goals, track student progress, and celebrate success? 1. Providing clear learning goals and scales (rubrics) 2. Tracking student progress 3. Celebrating success Design Question #6: What will I do to establish and maintain classroom rules and procedures? 4. Establishing classroom rules and procedures 5. Organizing the physical layout of the classroom 2011 Robert J. Marzano. The Marzano Evaluation Model can only be digitized in iobservation. Page 1 iobservation is a registered trademark of Learning Sciences International

40 Research Base and Validation Studies on the Marzano Evaluation Model, April 2011 Content Segments Design Question #2: What will I do to help students effectively interact with new knowledge? 1. Identifying critical information 2. Organizing students to interact with new knowledge 3. Previewing new content 4. Chunking content into digestible bites 5. Processing new information 6. Elaborating on new information 7. Recording and representing knowledge 8. Reflecting on learning Design Question #3: What will I do to help student practice and deepen their understanding of new knowledge? 9. Reviewing content 10. Organizing students to practice and deepen knowledge 11. Using homework 12. Examining similarities and differences 13. Examining errors in reasoning 14. Practicing skills, strategies, and processes 15. Revising knowledge Design Question #4: What will I do to help students generate and test hypotheses about new knowledge? 16. Organizing students for cognitively complex tasks 17. Engaging students in cognitively complex tasks involving hypothesis generation and testing 18. Providing resources and guidance Segments Enacted on the Spot Design Question #5: What will I do to engage students? 1. Noticing when students are not engaged 2. Using academic games 3. Managing response rates 4. Using physical movement 5. Maintaining a lively pace 6. Demonstrating intensity and enthusiasm 7. Using friendly controversy 8. Providing opportunities for students to talk about themselves 9. Presenting unusual or intriguing information 2011 Robert J. Marzano. The Marzano Evaluation Model can only be digitized in iobservation. Page 2 iobservation is a registered trademark of Learning Sciences International

41 Research Base and Validation Studies on the Marzano Evaluation Model, April 2011 Design Question #7: What will I do to recognize and acknowledge adherence or lack of adherence to rules and procedures? 10. Demonstrating withitness 11. Applying consequences for lack of adherence to rules and procedures 12. Acknowledging adherence to rules and procedures Design Question #8: What will I do to establish and maintain effective relationships with students? 13. Understanding students interests and background 14. Using verbal and nonverbal behaviors that indicate affection for students 15. Displaying objectivity and control Design Question #9: What will I do to communicate high expectations for all students? 16. Demonstrating value and respect for low expectancy students 17. Asking questions of low expectancy students 18. Probing incorrect answers with low expectancy students Domain 2: Planning and Preparing Planning and Preparing for Lessons and Units 1. Planning and preparing for effective scaffolding of information within lessons 2. Planning and preparing for lessons within units that progress toward a deep understanding and transfer of content 3. Planning and preparing for appropriate attention to established content standards Planning and Preparing for Use of Materials and Technology 1. Planning and preparing for the use of available traditional resources for upcoming units and lessons (e.g., manipulatives, video tapes) 2. Planning for the use of available technology such as interactive white boards, voting technologies and one-to-one computer Planning and Preparing for Special Needs of Students 1. Planning and preparing for the needs of English language learners 2. Planning and preparing for the needs of special education students 3. Planning and preparing for the needs of students who come from home environments that offer little support for schooling 2011 Robert J. Marzano. The Marzano Evaluation Model can only be digitized in iobservation. Page 3 iobservation is a registered trademark of Learning Sciences International

42 Research Base and Validation Studies on the Marzano Evaluation Model, April 2011 Domain 3: Reflecting on Teaching Evaluating Personal Performance 1. Identifying specific areas of pedagogical strength and weakness 2. Evaluating the effectiveness of individual lessons and units 3. Evaluating the effectiveness of specific pedagogical strategies and behaviors across different categories of students (i.e., different socio-economic groups, different ethnic groups) Developing and Implementing a Professional Growth Plan 1. Developing a written growth and development plan 2. Monitoring progress relative to the professional growth plan Domain 4: Collegiality and Professionalism Promoting a Positive Environment 1. Promoting positive interactions about colleagues 2. Promoting positive interactions about students and parents Promoting Exchange of Ideas and Strategies 1. Seeking mentorship for areas of need or interest 2. Mentoring other teachers and sharing ideas and strategies Promoting District and School Development 1. Adhering to district and school rules and procedures 2. Participating in district and school initiatives As indicated in Figure 1, Domain 1 contains 41 elements ( ); Domain 2 contains 8 elements ( ); Domain 3 contains 5 elements (3 +2) and Domain 4 contains 6 elements ( ). Given that 41 of the 60 elements in the model are from Domain 1, the clear emphasis in the Marzano model is what occurs in the classroom the strategies and behaviors teachers use to enhance student achievement. This emphasis differentiates it from some other teacher evaluation models. Teacher status and growth can be assessed in each component of the model in a manner that is consistent with the Florida DOE guidelines and the requirements of Race to the Top legislation Robert J. Marzano. The Marzano Evaluation Model can only be digitized in iobservation. Page 4 iobservation is a registered trademark of Learning Sciences International

43 Research Base and Validation Studies on the Marzano Evaluation Model, April 2011 The Research Base from Which the Model Was Developed Each of the works (cited above) from which the model was developed report substantial research on the elements they address. For example, The Art and Science of Teaching includes over 25 tables reporting the research on the various elements of Domain 1. These tables report the findings from meta-analytic studies and the average effect sizes computed in these studies. In all, over 5,000 studies (i.e., effect sizes) are covered in the tables representing research over the last five decades. The same can be said for the other titles listed above. Thus, one can say that the model was initially based on thousands of studies that span multiple decades and these studies were chronicled and catalogued in books that have been widely disseminated in the United States. Specifically, over 2,000,000 copies of the books cited above have been purchased and disseminated to K-12 educators across the United States. Experimental/Control Studies Perhaps one of the more unique aspects of the research on this model is that it has a growing number of experimental/control studies that have been conducted by practicing teachers on the effectives of specific strategies in their classrooms. This is unusual in the sense that these studies are designed to establish a direct causal link between elements of the model and student achievement. Studies that use correlation analysis techniques (see next section) can establish a link between elements of a model and student achievement; however, causality cannot be easily inferred. Other evaluation models currently used throughout the country only have correlational data regarding the relationship between their elements and student achievement. To date over 300 experimental/control studies have been conducted. Those studies involved over 14,000 students, 300 teachers, across 38 schools in 14 districts. The average effect size for strategies addressed in the studies was.42 with some studies reporting effect sizes of 2.00 and higher. An average effect size of.42 is associated with a 16 percentile point gain in student achievement. Stated differently: on the average, when teachers use the classroom strategies and behaviors in the Marzano Evaluation Model, their typical student achievement increased by 16 percentile points. However, great gains (i.e., those associated with an effect size of 2.00) can be realized if specific strategies are use in specific ways. Correlational Studies As mentioned above, correlational studies are the most common approach to examining the validity of an evaluation model. Such studies have been, and continue to be conducted, on various elements of the Marzano Evaluation Model. For example, such study was recently conducted in the state of Oklahoma as a part of their examination of elements that are related to student achievement in K-12 schools (see What Works in Oklahoma Schools: Phase I Report and What Works in Oklahoma School: Phase II Report, by Marzano Research Laboratory, 2010 and 2011 respectively). Those studies involved 59 schools, 117 teachers and over 13,000 K-12 students. Collectively, those reports indicate positive relationships with various elements of the Marzano Evaluation Model across the domains. Specific emphasis was placed on 2011 Robert J. Marzano. The Marzano Evaluation Model can only be digitized in iobservation. Page 5 iobservation is a registered trademark of Learning Sciences International

44 Research Base and Validation Studies on the Marzano Evaluation Model, April 2011 Domain 1 particularly in the Phase II report. Using state mathematics and reading test data, 96% of the 82 correlations (i.e., 41 correlations for mathematics and 41 for reading) were found to be positive with some as high as.40 and greater. A.40 correlation translates to an effect size (i.e., standardized mean difference) of.87 which is associated with a 31 percentile point gain in student achievement. These studies also aggregated data across the nine design questions in Domain 1. All correlations were positive for this aggregated data. Seven of those correlations ranged from.33 to.40. These correlations translate into effect sizes of.70 and higher. High correlations such as these were also reported for the total number of Domain 1 strategies teachers used in a school. Specifically the number of Domain 1 strategies teachers used in school had a.35 correlation with reaching proficiency and a.26 correlation with mathematics proficiency. Technology Studies Another unique aspect of the research conducted on the model is that its effects have been examined in the context of technology. For example, a two year study was conducted to determine (in part) the relationship between selected elements from Domain 1 and the effectiveness of interactive whiteboards in enhancing student achievement (see Final Report: A Second Year Evaluation Study of Promethean ActivClassroom by Haystead and Marzano, 2010). In all, 131 experimental/control studies were conducted across the spectrum of grade levels. Selected elements of Domain 1 were correlated with the effect sizes for use of the interactive white boards. All correlations for Domain 1 elements were positive with some as high as.70. This implies that the effectiveness of the interactive whiteboards as used in these 131 studies was greatly enhanced by the use of Domain 1 strategies. Summary In summary, the Marzano Evaluation Model was designed using literally thousands of studies conducted over the past five or more decades and published in books that have been widely used by K-12 educators. In addition, experimental/control studies have been conducted that establish a more direct causal linkages with enhanced student achievement that can be made with other types of data analysis. Correlation studies (the more typical approach to examining the viability of a model) have also been conducted indicating positive correlations between the elements of the model and student mathematics and reading achievement. Finally, the model has been studied as to its effects on the use of technology (i.e., interactive whiteboards) and found it to be highly correlated with the effectiveness of that technology Robert J. Marzano. The Marzano Evaluation Model can only be digitized in iobservation. Page 6 iobservation is a registered trademark of Learning Sciences International

45 Research Base and Validation Studies on the Marzano Evaluation Model, April 2011 References Haystead, M. W. & Marzano, R.J. (2010) Final Report: A Second Year Evaluation Study of Promethean ActivClassroom. Englewood, CO: Marzano Research Laboratory (marzanoresearch.com) Haystead, M. W. & Marzano, R.J. (2010). Meta-Analytic Synthesis of Studies Conducted at Marzano Research Laboratory on instructional Strategies. Englewood, CO: Marzano Research Laboratory (marzanoresearch.com) Marzano, R.J. (2003). What works in schools. Alexandria, VA: ASCD Marzano, R. J. (2006).Classroom assessment and grading that work. Alexandria, VA: ASCD. Marzano, R.J. (2007). The art and science of teaching. Alexandria, VA: ASCD Marzano, R. J., Frontier, T., & Livingston, D. (2011). Effective supervision: Supporting the art and science of teaching. Alexandria VA: ASCD Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works. Alexandria, VA: ASCD. Marzano, R.J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works. Alexandria, VA: ASCD Marzano Research Laboratory. (2010) What Works in Oklahoma Schools: Phase I Report. Englewood, CO: Marzano Research Laboratory (marzanoresearch.com) Marzano Research Laboratory. (2011) What Works in Oklahoma Schools: Phase II Report. Englewood, CO: Marzano Research Laboratory (marzanoresearch.com) 2011 Robert J. Marzano. The Marzano Evaluation Model can only be digitized in iobservation. Page 7 iobservation is a registered trademark of Learning Sciences International

46 Appendix 10 CONTEMPORARY RESEARCH ON THE SUPERVISION AND EVALUATION OF TEACHERS Reference List Derived from Marzano, R. J., Frontier, T., Livingston, D., (in press). Supervising the art and science of teaching. Alexandria, VA. ASCD. Learning Sciences International 175 Cornell Road, Suite 18 Blairsville, PA 15717

47 References Barton, P. E. (2006). Needed: Higher standards for accountability. Educational Leadership, 64(3), Burke, P., & Krey, R. (2005). Supervision: A guide to instructional leadership. Springfield, IL: Charles C. Tomas. Burke, P., Krey, R. (2005). Supervision: A guide to instructional leadership (2 nd ed.). Springfield, IL: Charles C. Thomas Publisher. Calandra, B., Brantley-Dias, L., Lee, J. K., & Fox, D. L. (2009, Fall). Using video editing to cultivate novice teachers practice. Journal of Research on Technology in Education, 42(1), Charalambos, V., Michalinos, Z., & Chamberlain, R. (2004). The design of online learning communities: Critical issues. Educational Media International, City, E. A., Elmore, R. F., Fiarman, S. E., & Teitel, L. (2009). Instructional rounds in education: A network approach to improving teaching and learning. Cambridge, MA: Harvard University Press. Cochran-Smith, M., & Power, C. (2010). New direction in teacher preparation. Educational Leadership, 67(8) Coggshall, J. G., Ott. A., & Lasagna, M. (2010). Convergence and contradictions in teachers' perceptions of policy reform ideas. (Retaining Teacher Talent, Report No. 3). Naperville, IL: Learning Point Associates and New York: Public Agenda. Available: Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, Review of Educational Research, 76(1),

48 Cronin, J., Dahlin, M., Adkins, D., & Gage, Kingsbury, G.G. (October, 2007). The proficiency illusion. Washington, DC: Thomas B. Fordham Institute and the Northwest Evaluation Association. (available online at Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2 nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Darling-Hammond, L. (2009). Teaching and the change wars: The professional hypothesis. In A. Hargreaves & M. Fullan (Eds.), Change wars (pp ). Bloomington, IN: Solution Tree. David, J. L. (2010). What research says about using value-added measures to evaluate teachers. Educational Leadership, 67(8), Deci, E. L., Ryan, R. M., & Koestner, R. (2001). The pervasive effects of rewards on intrinsic motivation: Response to Cameron (2001). Review of Educational Research, 71(1), Downey, C. J, Steffy, B. E., English, F. W., Frase, L. E., & Poston, W. K., Jr. (2004). The three-minute classroom walk-through: Changing school supervisory practice one teacher at a time. Thousand Oaks, CA: Corwin Press. Downey, C. J., Steffy, B. E., English, F. W., Frase, L. E., & Poston, W. K. Jr. (2004). The three-minute classroom walk-through: Changing school supervisory practice one teacher at a time. Thousand Oaks, CA: Corwin Press. DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting professional learning communities at work. Bloomington, IN: Solution Tree. DuFour, R., DuFour, R., Eaker, R., & Karhanek, G. (2004). Whatever it takes: How professional learning communities respond when kids don t learn. Bloomington, IN: National Educational Service. 3

49 DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006). Learning by doing: A handbook for professional learning communities at work. Bloomington, IN: Solution Tree. DuFour, R., Eaker, R. & DuFour, R. (2005). On common ground: The power of professional learning communities. Bloomington, IN: Solution Tree. Editorial Projects in Education (2009). The Obama education plan: An education week guide. Ericsson, A., Charness, N., Feltovich, P., & Hoffman, R. (Eds.). (2006). The Cambridge handbook of expertise and expert performance. New York: Cambridge University Press. Ericsson, K. A., & Charness, N. (1994). Expert performance: Its structure and acquisition. American Psychologist, 49(8), Ericsson, K. A., Krampe, R. T., & Tesch-Romer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), Evertson, C., & Weinstein, C. S. (Eds.). (2006). Handbook of classroom management: Research, practice, and contemporary issues. Mahwah, NJ: Erlbaum. Fehr, S. (2001, August). The role of educational supervision in the United States public schools from 1970 to 2000 as reflected in the supervision literature. Doctoral Dissertation, Pennsylvania State University. Foltos, L. (n.d.). Peer coaching: Changing classroom practice and enhancing student achievement. Retrieved March 25, 2010 from Gijbels, D., Dochy, F., Van den Bossche, P., & Segers, M. (2005). Effects of problem-based learning: A meta-analysis from the angle of assessment. Review of Educational Research, 75(1),

50 Good, T. L., & Brophy, J. E. (2003). Looking in classrooms (9 th ed.). Boston: Allyn & Bacon. Grossman, P., & Loeb, S. (2010). Learning from multiple routes. Educational Leadership, 67(8), Haas, M. (2005). Teaching methods for secondary algebra: A meta-analysis of findings. NASSP Bulletin, 89(642), Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), Jackson, C. K. & Bruegmann, E. (2009). Teaching students and teaching each other: The importance of peer learning for teachers. NBER Working Paper Series. Cambridge, MA: National Bureau of Economic Research. Jaffe, R., Moir, E., Swanson, E. & Wheeler, G. (2006). E-mentoring for student success: Online mentoring and professional development for new science teachers. In C. Dede (Ed.), Online professional development for teachers: Emerging models and methods, pp Cambridge, MA: Harvard Education Press. Kane, T. J. & Staiger, D. O. (2005). Using imperfect information to identify effective teachers. Los Angeles, CA: (unpublished paper) School of Public Affairs, University of California-Los Angeles. (Note that this is in Toch and Rothman (2008) King, S. E. (2008, Winter). Inspiring critical reflection in preservice teachers. Physical Educator, 65(1),

51 Kleinman, G. M. (2001). Meeting the need for high quality teachers: E-learning solutions. White paper distributed at the U.S. Department of Education Secretary s No Child Left Behind Leadership Summit, Newton, MA. Education Development Center, Inc. (EDC). Linden, D. E., Bittner, R. A., Muckli, L., Waltz, J. A., Kriegekorte, N., Goebel, R., Singer, W., & Munk, M. H. (2003). Cortical capacity constraints for visual working memory: Dissociation of FMRI load effects in a fronto-parietal network. Neuroimage, 20(3), Mahaffey, D., Lind, K., & Derse, L. (2005). Professional development plan: Educator toolkit. Milwaukee, WI: Wisconsin Department of Public Instruction. Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R. J. (2006). Classroom assessment and grading that work. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R. J. (2006). Classroom assessment and grading that work. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R. J. (2009). Setting the record straight on high yield strategies. Phi Delta Kappan, 91(1), Marzano, R. J. (2010). Developing expert teachers. In R. J. Marzano (Ed.), On excellence in teaching (pp ). Bloomington, IN: Solution Tree Press. 6

52 Marzano, R. J. (2010). Formative assessment and standards-based grading. Bloomington, IN: Marzano Research Laboratory. Marzano, R. J., & Brown, J. L. (2009). A handbook for the Art and Science of Teaching. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R. J., & Kendall, J. S. (2007). The new taxonomy of educational objectives. Thousand Oaks, CA: Corwin Press. Marzano, R. J., & Waters, T. (2009). District leadership that works: Striking the right balance. Bloomington, IN: Solution Tree Press. Marzano, R. J., Pickering, D. J., & Marzano, J. S. (2003). Classroom management that works: Researchbased strategies for every teacher. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R. J., Pickering, J. J., & Pollack, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From research to results. Alexandria, VA: Association for Supervision and Curriculum Development. Mayer, R. E. (2003). Learning and instruction. Upper Saddle River, NJ: Merrill, Prentice Hall. Neufeld, B., & Roper, D. (2003). Coaching: A strategy for developing instructional capacity. Providence, RI: The Annenberg Institute for School Reform. Retrieved March 25, 2010 from 7

53 Newby, T. J., Stepich, D. A., Lehman, J. D., Russell, J. D, & Ottenbreit-Leftwich, A. (2011). Educational technology for teaching and learning (4 th ed.). Boston: Pearson. Reeve, J. (2006). Extrinsic rewards and inner motivation. In C. Evertson, C. M. Weinstein & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp ). Mahwah, NJ: Erlbaum. Reeves, D. B. (2008). Reframing teacher leadership to improve your school. Alexandria, VA: Association for Supervision and Curriculum Development. Rosaen, C. L., Lundeberg, M., Cooper, M., Fritzen, A., & Terpstra, M. (2008, September/October). Noticing noticing: How does investigation of video records change how teachers reflect on their experiences? Journal of Teacher Education, 59(4), Rosenshine, B. (2002). Converging findings on classroom instruction. In A. Molnar (Ed.), School reform proposals: The research evidence. Tempe, AZ: Arizona State University Research Policy Unit. Retrieved June 2006 from Ross, J., & Bruce, C. (2007). Teacher self-assessment: A mechanism for facilitating professional growth. Teaching & Teacher Education, 23(2), doi: /j.tate Sadoski, M., & Paivio, A. (2001). Imagery and text: A dual coding theory of reading and writing. Mahwah, NJ: Lawrence Erlbaum. Schoenfeld, A. H. (2006). Mathematics teaching and learning. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology (2 nd ed., pp Semadeni, J. (2010). When teachers drive their learning. Educational Leadership, 67(8),

54 Sewall, M. (2009, Fall). Transforming supervision: Using video elicitation to support preservice teacherdirected reflective conversations. Issues in Teacher Education, 18(2), Surowiecki, J. (2004). The wisdom of crowds: Why the many are smarter than the few and how collective wisdom shapes business, economics, societies, and nations. New York: Doubleday. Thirunarayanan, M. O. (2004). National Board Certification for Teachers: A billion dollar hoax. Teachers College Record. Date published: February 10, ID Number: Date accessed: 5/18/2010 5:10:20 PM. Toch, T. & Rothman, R. (January, 2008). Rush to judgment: Teacher evaluation in public education. Washington, D.C.: Education Sector. Tucker, P. D., & Stronge, J. H. (2005). Linking teacher evaluation and student learning. Alexandria, VA: Association for Supervision and Curriculum Development. Tucker, P. D., & Stronge, J. H. (2005). Linking teacher evaluation and student learning. Alexandria, VA: Association for Supervision and Curriculum Development. Twadell, E. (2008). Win-win contract negotiation: Collective bargaining for student learning. In The collaborative administrator: Working together as a professional learning community, pp Bloomington, IN: Solution Tree Press. U.S. Department of Education (2002). Meeting the highly qualified teachers challenge: The secretary s annual report on teacher quality. Washington, DC: U.S. Department of Education, Office of Postsecondary Education. Weinstein, R. S. (2002). Reaching higher: The power of expectations in schooling. Cambridge, MA: Harvard University Press. 9

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56 Appendix 11 Meta-Analytic Synthesis of Studies Conducted at Marzano Research Laboratory on Instructional Strategies By Mark W. Haystead & Dr. Robert J. Marzano Marzano Research Laboratory Englewood, CO August, 2009