MARZANO CAUSAL MODEL: A FRAMEWORK FOR TEACHING AND LEARNING

Essential Questions

• Why shift to the Marzano Causal Model?• How does the model support continuous improvement?

• What are the key features of our APPR agreement?

Today’s Goal and ObjectivesLearning Goal: Participants will understand how the Marzano Teacher Evaluation Model supports teacher growth through feedback

Participants will:

1. Understand the common language and organization of the Marzano Framework and how it serves to support growth and teacher expertise.

2. Recognize those strategies within the Marzano Model that are already a part of their current instructional practice.

3. Apply the Model to a sample lesson.

4. Learn about the elements of the district’s APPR plan.

Why Shift from Danielson to Marzano?

Dr. Marzano In His Own Words…What is the relationship between effective teaching and student achievement?

Teacher ExpertiseThere is an expectation that all teachers can increase their expertise from year to year, which, in turn, produces gains in student achievement from year to year with a powerful cumulative effect.

Teacher Expertise

Common Language of Instruction

Focused Feedback

and Deliberate Practice

Opportunity to Observe

and Discuss Teaching and

Learning

Clear Criteria for Success and Plan for

Success

Recognition of progress

Marzano Causal ModelWhen these strategies are used, here is the typical effect on raising student achievement (percentile gain corrected):

Building Vocabulary 20%

Effort and Recognition 14%

Graphic Organizers 13%

Homework 15%

Identifying Similarities and Differences 20%

Interactive Games 20%

Nonlinguistic Representations 17%

Note Taking 17%

Practice 14%

Setting Goals/Objectives 25%

Student Discussion/Chunking 17%

Summarizing 19%

Tracking Student Progress and Using Scoring Scales

34%

Haystead & Marzano.(2009).

Exploring The Framework

Domains, Lesson Segments, Design Questions and Elements

Marzano Causal Model: Four Domains of Professional Practice

Domain 1:Classroom Strategies

& Behaviors

Domain 2: Planning & Preparation

Domain 3:Reflecting on

Teaching

Domain 4: Professionalism &

Collegiality

The Marzano Art and Science of Teaching Framework: Domain 1

Lesson Segment Involving Routine

Events

Design Question 1: What will I do to establish and

communicate learning goals, track student progress, and

celebrate success?

Design Question 6: What will I do to establish or maintain

classroom rules and procedures?

Lesson Segment Addressing Content

Design Question 2: What will I do to help students effectively

interact with the new knowledge?

Design Question 3: What will I do to help students practice

and deepen their understanding of new

knowledge?

Design Question 4: What will I do to help students generate

and test hypotheses about new knowledge?

Lesson Segment Enacted on the Spot

Design Question 5: What will I do to engage students?

Design Question 7: What will I do to recognize and

acknowledge adherence and lack of adherence to classroom

rules and procedures?

Design Question 8: What will I do to establish and maintain

effective relationships with students?

Design Question 9: What will I do to communicate high

expectations for all students?

Narrowing the Focus: Design Questions

Find a Partner…

Think

Pair

Share

Select a DQ that piques your interest, resonates for

you as a teacher, or provokes questions for you

about your practice.

Share with a partner.

Domain 2:

Planning and Preparing

Planning and Preparing for Lessons and Units

Planning and Preparing for Use of Resources

and Technology

Planning and Preparing for the Needs of

English Language Learners

Planning and Preparing for the Needs of

Students Receiving Special Education

Planning and Preparing for the Needs of

Students Who Lack Support for Schooling

Domain 3:

Reflecting on Teaching

Evaluating Personal Performance

Developing and Implementing a

Professional Growth Plan

Domain 4:

Collegiality and Professionalism

Promoting a Positive Environment

Promoting Exchange of Ideas and Strategies

Promoting District and School Development

The Marzano Art and Science of Teaching Framework: Domains 2-4

Domain 1: Classroom Behaviors & Strategies

Self Assessment

Review the Marzano Learning Map for Domain 1.

For each of the 41 elements, indicate the following:

✔ I am comfortable applying this instructional strategy or behavior and it’s a part of my practice.

? I want to learn more about this strategy or behavior.

Share your observations/reflections with a partner

What will I do to establish and communicate learning goals, track student progress & celebrate success?

• #1: Provide clear learning goals and scales (rubrics)• #2: Tracking student progress• #3: Celebrating success

How are these elements part of your current practice as a classroom teacher/specialist?

District-wide Goal: Design Question 1

Digging into Design Question 1

Element #2: Tracking student progress

The teacher facilitates tracking of student progress on one or more learning goals using a formative approach to assessment.

What are three ways you track student progress in your classroom?

Navigating the Protocol2. Tracking student progress

The teacher facilitates tracking of student progress on one or more learning goals using a formative approach to assessment.

Teacher Evidence: Teacher helps student track their individual

progress on the learning goal Teacher uses formal and informal means to

assign scores to students on the scale or rubric depicting student status on the learning goal

Teacher charts the progress of the entire class on the learning goal

Student Evidence: When asked, students can describe their status

relative to the learning goal using the scale or rubric

Students systematically update their status on the learning goal

What else do you see the teacher do? What else do you see the students do?

Classroom Visit

Elementary School Example

Middle School ELA Example

High School Social Studies Example

High School Dance Example

Navigating the ProtocolScale        

Not Using Beginning Developing Applying Innovating

Strategy was called for but not exhibited.

Uses strategy incorrectly or with parts missing.

Facilitates tracking of student progress using a formative approach to assessment, but the majority of students are not monitored for the desired effect of the strategy.

Facilitates tracking of student progress using a formative approach to assessment and monitors for evidence of the extent to which the majority of students understand their level of performance.

Adapts and creates new strategies for unique student needs and situations in order for the desired effect to be evident in all students.

 Reflection Questions

Not Using Beginning Developing Applying Innovating

How can you begin to incorporate some aspects of this strategy into your instruction?

How can you facilitate tracking of student progress using a formative approach to assessment?

In addition to facilitating tracking of student progress using a formative approach to assessment, how can you monitor the extent to which students understand their level of performance?

How might you adapt and create new strategies for facilitating tracking of student progress using a formative approach to assessment, that address unique student needs and situations?

What are you learning about your students as you adapt and create new strategies?

Teacher Observation & Evaluation

Some Big Ideas to Remember

• We engage in sustained, reflective dialogue about instruction with supervisors and colleagues to continuously improve our practice

• Think of the observation/evaluation process as one-on-one professional development

• Remain open to constructive feedback• Seek progress, not perfection!

Features of Harrison’s APPR Plan

APPR PLAN Teachers will participate with principals,

directors/supervisors in goal setting meetings to be held at opening conferences:

• Goal #1-District-slected: DQ1• Goal #2-Developed by principal/supervisor• Goal #3-Chosen by teacher

Goals are based on Design Questions or Element Clusters (not individual elements of practice)

Classroom Observations

TENURED TEACHERS PROBATIONARY TEACHERS

2 Observations 1 announced long form 1 unannounced; can

be either long form or short form

4 Observations 2 announced &

2 unannounced All are long form, but 1

can be replaced by 3 short form observations

Long & Short Form Observations

Long Form Observations: Full class period More data points/feedback provided Pre and post observation conferences occur

Short Form Observations: Minimum of 10 minutes in duration Fewer data points/feedback provided Post observation at the request of teacher or observer

Observations Continued…Post observation conferences for long-forms will

occur within 5 school days of observation.Observation report will be provided to teachers

within 5 school days of post.Subsequent observations will only occur after 5

school days have passed since the teacher received feedback from the last long form observation.

Beginning-of-Year ConferencesReflective Questions

• Which design question or element cluster do I plan to target for professional growth this year?

• What do I anticipate will be challenging for me in the year ahead?

• How can my supervisor and colleaguessupport my professional growth?