Application of Marzano (case study/example)

Video Transcription

Hi, my name is Ashley. And today's lesson is titled Application of Marzano. In today's lesson, we will demonstrate how the Marzano teacher evaluation model is applied. We'll look at this in more detail through the use of a scenario and reflective questions to guide you through the evaluation process.

Ms. Kelly is a first-year teacher who teaches third grade in a title I school in Virginia. She will be teaching her third grade students how to add fractions with like denominators during her classroom observation. She has 17 students in her classroom-- nine boys and eight girls. Out of her 17 students, two students have 504 plans to address ADHD. So let's look at some reflective questions based off of this scenario.

If I were Ms. Kelly, how would I respond to the following questions? Suppose you were going to be observed during a lesson. How would you prepare? If it were an announced observation, how would you prepare for the preconference? What questions would you ask your evaluator? What information would you provide your evaluator about your class and your students?

In order to prepare for the preconference, I would have already given my students a preassessment and looked at any type of data from previous years or previously that year to be able to share with my evaluator. This connects with domain 2 of Marzano teacher evaluation model, planning and preparation. Planning and preparation takes place with the use of the preassessment that I will use for my planning.

The questions that I would ask my evaluator-- what would he expect to see when he comes to my classroom? I will ask him what type of classroom management will he be looking for, what type of teaching strategies would he like to see me use. I would want to know is he expecting me to use technology in my lesson. Is it OK if I don't have it in my lesson? This is important for me to understand what my evaluator's expectations look like.

The information that I will provide to the evaluator about my students would be the number of students I have, how many boys versus girls do I have, number of students who receive special education services or have 504 plans.

I might even provide additional information about my students, where I might include that in the afternoons, most of the students are very sluggish. So I have to do a lot of movement activities to get them stimulated. Or maybe I just have a lot of students that struggle in math. So that would be additional information that I would provide to my evaluator.

What kinds of things would you hope to highlight during the announced observation? What teaching strategies would you use? Well, considering Marzano's teacher evaluation model, I would definitely make sure that I show routines being involved. Domain 1 focuses on classroom strategies and behavior. So I want to make sure that I'm expecting the students to follow routines and the routines are second nature.

I would also want my observer to see how precisely and effectively I have planned the lesson by making sure I have everything prepared and everything close by so when I'm ready to transition to the next part of the lesson, I can get my hands on it quickly. I also want my evaluator to see I prepare to respond to questions and concerns of the students. Domain 2 involves planning and preparing, so I want my evaluator to be able to notice my preparation.

The teaching strategies I would use would be the use of routines and transitions to show how I have effectively taught students what to do next, and how to quickly put things away and to get quiet when I need them to so that we can move on to the next part of the lesson.

How might you debrief about the observation with your evaluator? During the postconference, I would evaluate my performance by explaining what I thought went well with the lesson and what things I need to work on. This addresses domain 3 of Marzano's evaluation model reflecting on teaching.

If I feel like my math stations were unproductive, then I would ask my evaluator if he has any suggestions on how I can improve or if he knows of any teachers that have wonderful math stations that I can talk to.

Maybe my evaluator knows of upcoming professional development opportunities that I may attend, which then relates to domain 4, collegiality and professionalism. If I decide to then go to a professional development workshop or to communicate with my colleagues on how to make my math stations better, this will be addressing domain 4.

Based on what your evaluator saw, they decided to conduct two unannounced observations. What kinds of things would you hope to demonstrate during the observation? How would you prepare? If the observation is unannounced, I would hope that my evaluator would come back during the same time when he knows I am teaching math to see if my math stations have improved.

In the meantime, before the observation, I would have hoped that I would have had the opportunity to talk to colleagues and attend professional workshops to get the information I need to successfully implement those strategies to my classroom. I will prepare by talking to teachers who have well-running math stations in their classrooms whether it be teachers in my school building or other teachers that I have met through conferences or workshops.

How might you seek assistance from your evaluator? How would you let them know of your needs? If I need assistance from my evaluator, I could do this face to face through a conversation by setting up an appointment to meet with my principal or send an email asking for strategies, suggestions, or materials that I need in order to make improvements.

You decided that you need ongoing support. What would you put in place? How would you self-monitor? How could the teacher evaluation tool help you with self-monitoring in your growth? To receive ongoing support, I might just continuously meet up with the teacher who was able to help me with my math stations. For example, every Friday afternoon, we would meet and plan the following week's math stations together.

The teacher evaluation tool would help me with self-monitoring because I could use a rubric and decide where I fall in the rubric by the information that is presented. And that will help me to decide whether my stations have improved or if I still need work.

Let's recap what we have discussed in today's lesson. In today's lesson, we explored how the Marzano teacher evaluation model can be applied. We looked at some reflective questions based off of Ms. Kelly's scenario and demonstrated how the model can help prepare the teacher for the preconference, the observation, and the postconference, and can serve as a tool when self-evaluating one's progress.

Use the scenario and questions discussed in today's lesson to help you prepare for the evaluation process using Marzano's teacher evaluation model. Now it's your turn to apply what you've learned in this video. The additional resources section will be super helpful. This section is designed to help you discover useful ways to apply what you've learned here. Each link includes a brief description so you can easily target the resources you want.