The Marzano Educator Evaluation Model includes both:
teacher development and measurement
How many elements does the Marzano model have during instruction (Domain 1)?
41
How many total elements are in the Marzano Evaluation Model
60
The Marzano Framework reflects the complexity of teaching by including:
daily decisions/moves
Specificity in the Marzano framework includes
diagnostics and actionable feedback
In the Marzano framework the validation is to actually improve teaching as measured in student learning gains at both the
element and framework levels
The Marzano framework links
teaching teaching to student learning
Great teachers are incredibly
intentional
common language
similar definition that everyone understands and uses
The first learning goal of the Marzano raining is to:
understand the common language and organization of the 2014 Marzano Framework
The second learning goal of the Marzano raining is to:
describe the desired effect of each design question
The third learning goal of the Marzano raining is to:
describe the role and impact of teacher planning including the importance of intentional planning for dominant use of strategies
The fourth learning goal of the Marzano raining is to:
begin to identify the appropriate lesson segment and design question in an observation
A study of what works in Oklahoma Schools found that those who use elements of Marzano correctly see an average of:
16 percent increase in student achievement
The Adams 50 study concluded that the more strategies that teachers used correctly
the more student achievement increased
The most important factor in removing obstacles from student achievement and teacher development is
common language
All teachers can increase their expertise from year to year, which produces
gains in student achievement from year to year
The most important person in a student's academic life is the
teacher
The second most important person in the student's academic life is the
principal
An average teacher at the 50th percentile will move the students
one year worth of growth
A teacher at the 75th percentile will grow students
58 percentile points
A teacher at the 90th percentile will grow students
68 percentile points
A teacher at the 98th percentile will grow students
77 percentile points
Domain 1 classroom strategies and behaviors
has a causal effect on student achievement
Domain 2 planning and preparing
is where it all starts
Domain 3 reflecting on teaching
has a causal effect on planning
Domain 4 collegiality and professionalism
has no causal relationship
Domain 4
is like a veil that lays over all the other domains
It is critically important the the principal and teachers know the
desired effect for the design questions
The goal of the framework is to
increase teacher pedagogy
In developing teachers one of the key factors is
trust
The five elements to support teacher expertise are
common language, focused feedback and deliberate practice, opportunity to discuss teaching and learning, clear criteria and a plan for success, recognition of progress
The Marzano Framework goes from general to
specific
one of the keys of a lesson segment is
addressing content
some of the 41 strategies that have proved to be extremely good at increasing student achievement are called
Marzano's high probability strategies
For each chunk of critical information
introduce new knowledge, practice and deepen, hypothesis generation
role of planning
1. group standards, write goals for unit with scales
2. create daily learning targets, assessments, activities, and assignments, break targets into chunks of critical information
3. introduce new knowledge
4. practice and deepen knowledge
5. hypothesis generation
lesson segment addressing content
gradual release of responsibility
Design question 2 - What will I do to help students effectively interact with new knowledge?
sage on the stage
Design question 3 - What will I do to help students practice and deepen their understanding of new knowledge?
students as consumers, turning the learning
Design question 4 - What will I do to help students generate and test hypotheses?
guide on the side
students will do poorly on standardized tests
teach the thinking
small chunks of content need to be processed during critical-input experience
The order really affects student knowledge in which design question?
2 Helping students interact with new knowledge
You have to inspect what you
expect
I know if a teacher knows their content in design question
6 Identify critical information
DQ 5 is all aout
engagement
Element 6 critical content
does the teacher know what he or she is doing?
In what domain is the last design question posted?
Domain 2
Domain 1
How many domains are in the teacher evaluation system?
4
What are the segment names?
routine events, content, enacted-on-the-spot
How many design questions are there in total?
10
How many elements are there in all the domains?
60
What is another name for categories of instructional strategies?
Elements
In what domain is the last design question located?
Domain 2
Why is there much focus on Domain 1
Most direct impact on student achievement
Which domain does not have a causal effect relationship to any other domains
4
Which design question is about engagement and why is it so important?
Must pay attention to learn
What is the main goal of the Marzano Teacher Evaluation model?
growth over time
The "tipping point" for student achievement is at which level?
applying
should have been using strategy but was not. (altercation in back of room and nothing was done)
not using
trying to use the strategy but making a mistake or leaving a part out (sharing goal but not scale, or goal and scale but scale is generic)
beginning
using the strategy correctly BUT you are not monitoring the majority of students - (0-50%) engaged
developing
monitors and obtains evidence that the majority of students display the desired effect - (51-99%)
applying
adapts and creates new strategies to meet the needs of specific student or the whole class so that every student reaches the desired effect (100%)
innovating
learning goal
Identifies what the student will learn or be able to do over time and within a unit of instruction and is created from state and national standards (This is what the scale is made from)
learning target
day to day curricular targets that scaffold with excalating complexity and align with the different levels of taxonomy and formal scale.
activities and assignments
activity
is the relationship between a teacher, a student and the content (teacher directed)
assignment
the relationship between the student and the content
proficiency target
3.0 on the scale (corresponds with the applying level)
Knowledge Utilization
decision-making, problem solving, experimenting, investigating
Analysis
matching, classifying, analyzing errors, generalizing, specifying
Comprehension
integrating, symbolizing
Retrieval
recognizing, recalling, executing
The taxonomy that equates with the proficiency level of applying is
analysis
The learning goal goes into level
3
The learning target
students need
activities and assignments can be measured by a
rubric
The gatekeeper element (24)
noticing when students are not engaged
