Marzano Teacher Evaluation Model

Video Transcription

Welcome, I'm Tricia Fyfe. And in today's video lesson, we'll cover the lesson titled "Marzano Teacher Evaluation Model." As we learn about this topic, we'll use the following question to guide our learning in this tutorial-- what are the background, purpose, and domains of the Marzano teacher evaluation model?

In our last lesson, we looked at the Danielson Teacher Evaluation Model. Today, we will explore another well-used model, the Marzano Teacher Evaluation Model. Over 5,000 research studies spanning a range of 50 years and across a wide-reaching sample of schools, states, districts, teachers, and students are used to outline much of Marzano's work.

And this work was used to develop the 2013 version of Marzano's Model for Teacher Evaluation. Marzano used these findings to build a model centered around what works in teaching and learning. And therefore, this model is consistent with the Race to the Top requirements that are based on improving teacher quality and student access to highly qualified teachers.

Here's a list of these works by Marzano that helped develop this teacher evaluation model. Be sure to look these over, and maybe take a screenshot for future reference. Connecting teacher practices and student achievement is a goal here for Marzano.

Not only is it essential to make connections for students and their levels of achievement, but also to help support our essential design principles that should be considered by teachers and leaders when thinking about organization in the classroom. These are used to guide teachers. Not only does this model and the elements within it require student evidence, but it also requires teacher evidence. This is true for each element of the rubric.

Let's talk for a moment about Marzano's Evaluation Model. In this model, there are four domains and 60 different elements. Let's look at the domains of this model.

Domain I is classroom strategies and behaviors. Here there are 41 elements, all of which are observable behaviors and strategies easily identifiable in a teacher observation. The elements connect to three major areas-- segments that involve routines, segments enacted on the spot, and segments involving content.

Let's look more specifically at a certain section of this evaluation model here. The last three elements of Domain 1-- Elements 21, 22, and 23-- fall under the design question, what will I do to help students generate and test hypotheses about new knowledge? Element 21 is organizing students for cognitively complex tasks.

22 is engaging students in cognitively complex tasks involving hypothesis generation and testing. And 23 is providing resource and guidance. All three of these elements go back to the importance of guiding students to generate and question new knowledge that comes from the content.

Domain 2 is planning and preparing, and there are eight elements here in Domain 2. The elements connect to the following three areas-- planning and preparing for lessons and units, planning and preparing for the use of materials and technology, and planning and preparing for special needs of students. In this section, there are three elements-- Number 6, which is planning and preparing for the needs of English language learners, 7-- planning and preparing for the needs of special education students-- and 8-- planning and preparing for the needs of students who come from home environments that offer little support for schooling. These are all three essential to working with students with various needs.

In Domain 3, Reflecting on Teaching, there are five elements that connect to the following two areas-- evaluating personal performance, and developing and implementing a professional growth plan. This area has two connected elements-- Element 4-- developing a written growth and development plan, and 5-- monitoring progress relative to the professional growth and development plan. Both of these elements go back to the importance of creating a plan for professional growth.

The last domain, Number 4, is collegiality and professionalism. And there are six elements here in Domain 4. These six elements connect to the following three areas-- promoting a positive environment, promoting exchange of ideas and strategies, and promoting district and school development. Here, the connected elements are 5-- adhering to district and school rules and procedures, and Element 6-- participating in district and school initiatives. Both of these are essential to the process of development in schools and districts.

Let's take a look at some examples of this model in use. The first example we will consider is a teacher that is leading a class or meeting with her students. She's gathered all of her third-grade students together in a circle, and they're having a class discussion on what it looks like to be a good member of a group, by talking about different group roles and jobs, since they're going to be doing some group work coming up.

This teacher is using Domain 1-- design question-- what do I do to establish and maintain classroom rules and procedures? Which includes Element Number 4, establishing and maintaining classroom rules and procedures. This activity will help sett and guide classroom behavior and group expectations.

In Domain 2, planning and preparing specifically for the area of planning for special needs of students, Elements 6 and 7 come into play. The teacher might use this information in time for discussion to help prepare students for the planning and preparation needed for both the English language learners, as well as the special education students in the classroom. The teacher might also use Domain 3's Element 2 and Number 3-- evaluating the effectiveness of individual lessons in units, and evaluating the effectiveness of specific pedagogical strategies and behaviors across different categories of students throughout this activity.

Finally, in Domain 4, this teacher might potentially touch on Element 2-- promoting positive interactions about students and parents. The classroom meeting could be a great way to get positive feedback about students.

Let's take a look at one more example. For this example, we'll consider a teacher that has set up stations for her students to use during a math lesson on perimeter and area of squares and rectangles. At each station, there's an activity for that group of students to complete. One is an independent activity. One is a hands-on activity with different materials to measure with. And the last station is a virtual manipulative program to explore with the group.

The students have been grouped intentionally with students of various abilities in each group. In Domain 1, this scenario utilizes the following design question-- what will I do to help students generate and test hypotheses about new knowledge? This question encompasses Element 21, organizing students for cognitively complex tasks, Element 22, engaging students in cognitively complex tasks involving hypothesis generation and testing, and 23, providing resources and guidance. By using intentional groupings and setting up learning stations with different tasks, students can learn actively.

In Domain 2 specifically, the area of planning and preparing for use of materials and technology, this lesson addresses Element 5-- planning and preparing for the use of available technology such as interactive whiteboards, response systems, and computers. In Domain 3, reflecting on teaching, this teacher might focus on Element 1, 2, and 3, which are identifying specific areas of pedagogical strengths and weakness within Domain 1, evaluating the effectiveness of individual lessons and units, and evaluating the effectiveness of specific pedagogical strategies and behaviors across different categories of students. These all fall under the category of evaluating personal performance. Lastly, in Domain 4, collegiality and professionalism, this teacher might use the lesson to focus on Element 3, which is seeking mentorship for areas of mean or interest, and Element 4, mentoring other teachers and sharing ideas and strategies, which both fall under the category of promoting exchange of ideas and strategies.

So let's talk about what we learned today. We looked at the question, what are the background, purpose, and domains of the Marzano Teacher Evaluation Model? In this lesson, we looked at the Marzano Teacher Evaluation Model and all of the four domains and elements within. We looked at two specific examples. And I showed you where the domains and elements from the Marzano model fit into each example.

Now that you're more familiar with these concepts, let's reflect. Think of a teaching situation that you can apply some of the elements from the Marzano Teacher Evaluation Model to. How easy or hard was it to find evidence in these four domains?

Thanks for joining me today in discussing the lesson, "Marzano Teacher Evaluation Model." I hope you found value in this video lesson and the components of it, and are able to apply these ideas and resources to your own teaching. For more information on how to apply what you've learned in this video, please see the Additional Resources section that accompanies this video presentation. The Additional Resource section includes hyperlinks useful for applications of course material, including a brief description of each resource.