1. BECOMING A REFLECTIVE TEACHER
Dr. Robert Marzano Executive Director, Learning Sciences Marzano Center for Teacher and Leadership Evaluation and CEO of MRL
Michael Toth, CEO, Learning Sciences International

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Learning Sciences International is pleased to announce the new LSI Marzano Center
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3. Effective teachers are made, not born.
© 2012 Learning Sciences International

4. Even small improvements in teacher effectiveness can have a positive impact on student achievement.
© 2012 Learning Sciences International

5. Start with a common language of instruction.

7. The Art & Science of Teaching is designed as a comprehensive framework that draws 40 years of research into a unified whole.

8. The Art & Science of Teaching utilizes 10 design questions and 41 strategies to help teachers plan each unit of instruction..

9. The framework is both flexible and specific
The framework is both flexible and specific. It provides enough complexity to diagnose instructional improvement areas and generate feedback sufficient to raise student achievement.

10. Q1: What will I do to establish and communicate learning
goals, track student progress, and celebrate success?

11. Q1: What will I do to establish and communicate learning
goals, track student progress, and celebrate success?
Q2: What will I do to help students effectively interact with new knowledge?

12. Q1: What will I do to establish and communicate learning
goals, track student progress, and celebrate success?
Q2: What will I do to help students effectively interact with new knowledge?
Q3: What will I do to help students practice and deepen
their understanding of new knowledge?

13. Q1: What will I do to establish and communicate learning
goals, track student progress, and celebrate success?
Q2: What will I do to help students effectively interact with new knowledge?
Q3: What will I do to help students practice and deepen
their understanding of new knowledge?
Q4: What will I do to help students generate and test
hypotheses about new knowledge?

14. Q1: What will I do to establish and communicate learning
goals, track student progress, and celebrate success?
Q2: What will I do to help students effectively interact with new knowledge?
Q3: What will I do to help students practice and deepen
their understanding of new knowledge?
Q4: What will I do to help students generate and test
hypotheses about new knowledge?
Q5: What will I do to engage students?

15. Q6: What will I do to establish or maintain classroom
rules and procedures?

16. Q6: What will I do to establish or maintain classroom
rules and procedures?
Q7: What will I do to recognize and acknowledge adherence to and lack of adherence to classroom rules and procedures?

17. Q6: What will I do to establish or maintain classroom
rules and procedures?
Q7: What will I do to recognize and acknowledge adherence
to and lack of adherence to classroom rules and procedures?
Q8: What will I do to establish and maintain effective
relationships with students?

18. Q6: What will I do to establish or maintain classroom
rules and procedures?
Q7: What will I do to recognize and acknowledge adherence
to and lack of adherence to classroom rules and procedures?
Q8: What will I do to establish and maintain effective
relationships with students?
Q9: What will I do to communicate high expectations for all students?

19. Q6: What will I do to establish or maintain classroom
rules and procedures?
Q7: What will I do to recognize and acknowledge adherence
to and lack of adherence to classroom rules and procedures?
Q8: What will I do to establish and maintain effective
relationships with students?
Q9: What will I do to communicate high expectations for all students?
Q10: What will I do to develop effective lessons organized
into a cohesive unit?

20. Fundamental Segments of Classroom Instruction
Segments that are routine components of every lesson
Content-specific lesson segments
Segments that must be enacted on the spot

21. SEGMENTS ENACTED ON THE SPOT
Supervising: The Art and Science of Teaching
SEGMENTS ENACTED ON THE SPOT
ROUTINE SEGMENTS
CONTENT-SPECIFIC SEGMENTS

22. ADDRESSES CONTENT SPECFIC WAYS
Supervising: The Art and Science of Teaching
ENACTED ON THE SPOT
Student Engagement
INVOLVES ROUTINES
Learning Goals and Feedback
Rules and Procedures
Teacher-Student Relationships
Adherence to Rules and Procedures
ADDRESSES CONTENT SPECFIC WAYS
Interacting With New Knowledge
Practicing and
Deepening
Generating and Testing Hypotheses
High Expectations
© 2012 Learning Sciences International

23. Have teachers set yearly growth goals.

24. Each teacher generates a personal profile across the elements of your model of teaching.

25. Innovating 4 Applying 3 Developing 2 Beginning 1 Not Using
New strategies are created to meet needs of specific students or class as a whole.
Strategy is used and monitored to see if it has desired effect.
Strategy is used but in a mechanistic way.
Strategy is used but pieces are missing.
Strategy is called for, but not used.

26. Stages of Learning a New Skill
Cognitive Phase
Shaping Phase
Autonomous Phase

27. Graph of Progress on Growth Continuum
© 2012 Learning Sciences International

28. Have teachers engage in focused practice.

29. Focus on specific steps.

30. Comparison Matrix:
Identify the elements you wish to compare and write them at the top of each column.
Identify the attributes on which you wish to compare the elements, and write them in the rows.
In each cell, record how the elements are similar (note that similarities will be the same for multiple cells). In each cell, also record how the elements are different (note that differences will not be the same in each cell).
Summarize what you have learned about the elements.

31. Innovating 4 Applying 3 Developing 2 Beginning 1 Not Using
New strategies are created to meet needs of specific students or class as a whole.
Strategy is used and monitored to see if it has desired effect.
Strategy is used but in a mechanistic way.
Strategy is used but pieces are missing.
Strategy is called for, but not used.

32. Develop a Protocol. (Usually done for behaviors that have not been well articulated in the literature.)

33. Protocol for Effective Relationships:
I will focus on students who seem disenfranchised in my class and those with whom I don’t have a good rapport.
When a student does something well, I will compliment him or her.
I will find out information about my students and use that knowledge in my interactions with them.

34. Innovating 4 Applying 3 Developing 2 Beginning 1 Not Using
New strategies are created to meet needs of specific students or class as a whole.
Strategy is used and monitored to see if it has desired effect.
Strategy is used but in a mechanistic way.
Strategy is used but pieces are missing.
Strategy is called for, but not used.

35. Develop Fluency.

36. K-W-L
Students identify what they know about the topic, and the teacher records this information under the K on a chart.
Students list what they want to know about a topic, and the teacher records this information under the W on the chart.
After a lesson, the students identify and list things that they learned, and the teacher records this under the L on the chart.

37. Innovating 4 Applying 3 Developing 2 Beginning 1 Not Using
New strategies are created to meet needs of specific students or class as a whole.
Strategy is used and monitored to see if it has desired effect.
Strategy is used but in a mechanistic way.
Strategy is used but pieces are missing.
Strategy is called for, but not used.

38. Make Adaptations.

39. K-W-L
Students identify what they know about the topic, and the teacher records this information under the K on a chart.
Students list what they want to know about a topic, and the teacher records this information under the W on the chart.
After a lesson, the students identify and list things that they learned, and the teacher records this under the L on the chart.

40. Innovating 4 Applying 3 Developing 2 Beginning 1 Not Using
New strategies are created to meet needs of specific students or class as a whole.
Strategy is used and monitored to see if it has desired effect.
Strategy is used but in a mechanistic way.
Strategy is used but pieces are missing.
Strategy is called for, but not used.

41. Integrate several strategies to create a macro strategy.

42. K-W-L
Students identify what they know about the topic, and the teacher records this information under the K on a chart.
Students list what they want to know about a topic, and the teacher records this information under the W on the chart.
After a lesson, the students identify and list things that they learned, and the teacher records this under the L on the chart.

43. Innovating 4 Applying 3 Developing 2 Beginning 1 Not Using
New strategies are created to meet needs of specific students or class as a whole.
Strategy is used and monitored to see if it has desired effect.
Strategy is used but in a mechanistic way.
Strategy is used but pieces are missing.
Strategy is called for, but not used.

44. Provide teachers with focused feedback.

45. 9/12
I used a bubble map to introduce the writing process. It was not very effective at first because I explained how the map works instead of showing students how to use it. The class seemed to like the exercise though, so I would like to keep trying to use the maps.
9/14
Today, we used bubble maps to brainstorm ideas for an essay. Once my students had selected a topic for their essay, they mapped out main ideas and details using another bubble map. It worked well, but the bubbles tended to get disorganized.
10/19
Today, I tried asking students to use bubble maps to compare two things, and it worked really well. They drew the two things they were comparing in two big bubbles on the left and right of a page, and then wrote descriptors and facts in bubbles around them. Then they connected the big bubbles to all the descriptors and facts that applied to them. There were some really interesting maps that helped the kids see connections that they hadn’t realized before.

46. 10/20
Today, the counselor came in to do a career lesson and I asked her to use a bubble map as a part of her lesson, because the kids were already familiar with it. They really caught on to the idea of putting themselves in the center bubble, and then filling in their life goals in the surrounding bubbles. Some of them even made bubbles to show what they would have to do to achieve their goals.
10/22
Now that my students are comfortable with bubble maps, we’ve started using them to show relationships, and a few of my students even adapted the bubble map for use with pictures. Almost like a storyboard, they planned out narrative pieces by drawing different events from their stories, and then found connections between the events and characters by drawing lines.

47. Video Data

48. Student Survey Data

49. Learning Goals and Feedback
My teacher clearly communicates what I am supposed to be learning during lessons.
I disagree
I agree
I strongly agree
2. My teacher helps me see how well I am doing during each unit.
3. My teacher notices when I do well.

50. “As your teacher, I’ve been trying to wait a little while before calling on someone to answer a question. How does this change the way you think when questions are asked

51. Student Achievement Data

52. Proof at the classroom level. Ask teachers to…
Identify two groups of students with whom you can teach the same content
Teach both groups using the selected strategy in one class but not the other
Compare the results

54. Provide opportunities for teachers to observe and discuss teaching.

55. Types of Opportunities:
Videos of other teachers
Coaching colleagues
Instructional

56. Instructional Rounds Teams are guided by lead teacher.
Rounds can be short or long in duration.
Primary focus is for observers to compare and contrast their practice with observed practice.
Instructional rounds might be used to provide feedback to teachers observed.

57. How do you fit reflective practice into your state teacher evaluation model?

58. Answer: Use it as the basis of your professional development plan for different elements of your state model. Remember, all state models have a relatively large section involving instruction.

59. EFFECTIVE SUPERVISION Supporting The Art and Science of Teaching

60. What must a district or school do?

61. Develop a Common Language of Teaching.

62. Four Domains for a Common Language of Teaching
Domain 1: Classroom strategies and behaviors
Domain 2: Planning and preparing
Domain 3: Reflecting on teaching
Domain 4: Collegiality and professionalism

63. What makes this teacher evaluation model different?

64. What makes this teacher evaluation model different?

65. Through reflective practice and self-assessment, teachers take responsibility for their own learning growth.

66. The Goal: The expectation is that all teachers can increase their expertise from year to year which produces gains in student achievement from year to year with a powerful cumulative effect.

67. Marzano Causal Teacher Evaluation Model Embeds Deliberate Practice
21st Century Approach to Supporting and Supervising Teaching and Learning
Marzano Causal Teacher Evaluation Model Embeds Deliberate Practice
Deliberate Practice
Teacher Behaviors
Student Learning Gains
Copyright Learning Sciences International

68. Art and Science of Teaching Teacher Evaluation Model
LSI
Art and Science of Teaching Teacher Evaluation Model
STUDENT ACHIEVEMENT
Domain 1: Classroom Strategies and Behaviors (41 Elements)
Routine Segments (5 Elements)
Content Segments (18 Elements)
On the Spot Segments (18 Elements)
Domain 4: Collegiality and Professionalism (6 Elements)
Promoting a Positive Environment
(2 Elements)
Promoting Exchange of Ideas (2 Elements)
Promoting District and School Development (2 Elements)
Domain 4: Collegiality and Professionalism (6 Elements)
Promoting a Positive Environment
(2 Elements)
Promoting Exchange of Ideas (2 Elements)
Promoting District and School Development (2 Elements)
Domain 2: Planning and Preparing (8 Elements)
Lesson and Units (3 Elements)
Use of Materials and Technology (2 Elements)
Special Needs of Students (3 Elements)
Facilitator Notes:
Domain 3: Reflecting on Teaching (5 Elements)
Evaluating Personal Performance (3 Elements)
Professional Growth Plan (2 Elements)
Copyright 2011 Learning Sciences International

69. Status Score Weighting System
Recommended weight for each domain (60 Total Elements)
Domain 1: 68%, 41 Elements
Domain 2: 14%, 8 Elements
Domain 3: 8%, 5 Elements
Domain 4: 10%, 6 Elements
Percentages can be adjusted by the district
Why a weighted average?
This weighting system distinguishes the Marzano Model from traditional evaluation models in that Domain 1 carries the most weight as these strategies are directly related to student learning.
It places the most emphasis on the domain proven by research to have the most direct, CAUsAL impact on student achievement

70. Final Rating Instructional Practice Score =
LSI
Final Rating
Instructional Practice Score =
Status Score combined with Deliberate Practice Score
Districts have the option of using a combination of scores a status score and deliberate practice score, as recommended by the state or use only the status score. A status score is an aggregation of teacher’s ratings across all elements within the framework that result in a score. Status referring to one point in time (end of year evaluation). Deliberate practice score measures progress against specifically targeted elements for improvement, recognizes teacher’s deliberate practice, and expects that teachers grow every year
A combination of scores is recommended because it:
Provides a more comprehensive look at instructional practice and
Strengthens the validity of the information that is gathered
The method for calculating these scores will be discussed at length
Copyright 2011 Learning Sciences International

71. Learning Sciences Implementation Services:
Observer training and certification
Inter-rater reliability training
Onsite Coaching – support for struggling observers
Teacher workshops
iObservation instructional improvement data system for teacher and principal growth, development and evaluation
© 2012 Learning Sciences International

72. iObservation Platform for Teacher Growth, Development and Evaluation

73. What is iObservation? Performance Management & Growth System
Formative Feedback via Walkthroughs & Observations
Teachers Self & Peer Observations and Instructional Rounds
Teacher Formal and Informal Evaluation Observations
Teacher Growth Plans and Pre/Post Observation Conferences
Professional Development via Reflection & Resource Library

74. Dr. Marzano’s Framework in iObservation
Teacher Self Assessment & Growth Plans
Formal & Informal Observation
Walkthroughs and Coach Review
Peer Observation
Instructional Rounds

75. For More Information or to Attend a Demonstration:
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