Elements of the Marzano Teacher Evaluation Model

Element 1: Providing clear learning goals and scales (rubrics) Element 2: Tracking student progress Element 3: Celebrating success

Element 4: Establishing and maintaining classroom rules and procedures Element 5: Organizing the physical layout of the classroom

Element 6: Identifying critical information Element 7: Organizing students to interact with new knowledge Element 8: Previewing new content Element 9: Chunking content into "digestible bites" Element 10: Helping students process new information Element 11: Helping students elaborate on new information Element 12: Helping students record and represent knowledge Element 13: Helping students reflect on their learning

Element 14: Reviewing content Element 15: Organizing students to practice and deepen knowledge Element 16: Using homework Element 17: Helping students examine similarities and differences Element 18: Helping students examine errors in reasoning Element 19: Helping students practice skills, strategies, and processes Element 20: Helping students revise knowledge

Element 21: Organizing students for cognitively complex tasks Element 22: Engaging students in cognitively complex tasks involving hypothesis generation and testing Element 23: Providing resources and guidance

Element 24: Noticing when students are not engaged Element 25: Using academic games Element 26: Managing response rates Element 27: Using physical movement Element 28: Maintaining a lively pace Element 29: Demonstrating intensity and enthusiasm Element 30: Using friendly controversy Element 31: Providing opportunities for students to talk about themselves Element 32: Presenting unusual or intriguing information

Element 33: Demonstrating "withitness" Element 34: Applying consequences for lack of adherence to rules and procedures Element 35: Acknowledging adherence to rules and procedures

Element 36: Understanding students' interests and backgrounds Element 37: Using verbal and nonverbal behaviors that indicate affection for students Element 38: Displaying objectivity and contro

Element 39: Demonstrating value and respect for low-expectancy students Element 40: Asking questions of low-expectancy students Element 41: Probing incorrect answers with low-expectancy students

Element 1: Planning and preparing for effective scaffolding of information within lessons Element 2: Planning and preparing for lessons within a unit that progress toward a deep understanding and transfer of content Element 3: Planning and preparing for appropriate attention to established content standards

Element 4: Planning and preparing for the use of available materials for upcoming units and lessons Element 5: Planning and preparing for the use of available technologies such as interactive whiteboards, response systems, and computers

Element 6: Planning and preparing for the needs of English language learners Element 7: Planning and preparing for the needs of special education students Element 8: Planning and preparing for the needs of students who come from home environments that offer little support for schooling

Element 1: Identifying specific areas of pedagogical strength and weakness within Domain 1 Element 2: Evaluating the effectiveness of individual lessons and units Element 3: Evaluating the effectiveness of specific pedagogical strategies and behaviors across different categories of students

Element 4: Developing a written growth and development plan Element 5: Monitoring progress relative to the professional growth and development plan

Element 1: Promoting positive interactions about colleagues Element 2: Promoting positive interactions about students and parents

Element 3: Seeking mentorship for areas of need or interest Element 4: Mentoring other teachers and sharing ideas and strategies

Element 5: Adhering to district and school rules and procedures Element 6: Participating in district and school initiatives