1. Marzano Causal Model: A Framework for Teaching and Learning
Facilitator Notes
The approximate time allocation for each section follows:
Section 1: Frame and Why Shift, Rationale for Marzano Model (12:30-1:00) SLIDES 1-6
Section 2: Exploring the Framework (1:00-1:40) SLIDES 7-13
Break (1:40-1:50)
Section 3: Applying the Protocol for Element #2 (1:50-2:30) SLIDES 14-22
Section 4: Harrison Agreement (2:30-3:00) SLIDES 23-28

2. 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?
What are the key features of our APPR agreement?
Will provide an overview

3. Today’s Goal and Objectives
Learning Goal: Participants will understand how the Marzano Teacher Evaluation Model supports teacher growth through feedback
Participants will:
Understand the common language and organization of the Marzano Framework and how it serves to support growth and teacher expertise.
Recognize those strategies within the Marzano Model that are already a part of their current instructional practice.
Apply the Model to a sample lesson.
Learn about the elements of the district’s APPR plan.

4. Why Shift from Danielson to Marzano?
Why shift to the Marzano Causal Model?
Alignment of teahcer modelt o principal model
Common language about teaching and learning
Causal model helps to connect effective teaching to student achievement in a deliberate way

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

6. Teacher Expertise 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
There 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.

7. Marzano Causal Model
When these strategies are used, here is the typical effect on raising student achievement (percentile gain corrected):
Note Taking
17%
Practice
14%
Setting Goals/Objectives
25%
Student Discussion/Chunking
Summarizing
19%
Tracking Student Progress and Using Scoring Scales
34%
Building Vocabulary
20%
Effort and Recognition
14%
Graphic Organizers
13%
Homework
15%
Identifying Similarities and Differences
Interactive Games
Nonlinguistic Representations
17%
Dr. Marzano has examined research across multiple studies to examine the relationship between instructional strategies and student learning.
Specific strategies have been shown to positively impact student learning.
Specific strategies need to be deliberately and intentionally incorporated into a teacher’s practice.
Haystead & Marzano.(2009).

8. Exploring The Framework Domains, Lesson Segments, Design Questions and Elements
Danielson has four domains domains, elements & elements
Marzano has four domains, lesson segments, design questions and elements

9. 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

10. The Marzano Art and Science of Teaching Framework: Domain 1
LSI
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?
Domain 1 is organized into three lesson segments
Design questions are associated with each lesson segment and are meant to help a teacher think through the essential elements associated with lesson and unit design. [copies of this slide needed for participants]
Copyright 2011 Learning Sciences International

11. Narrowing the Focus: Design Questions
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.
Find a Partner… Think Pair Share

12. The Marzano Art and Science of Teaching Framework: Domains 2-4
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
Refer to the other domains as part of the model; don’t go into depth

13. Domain 1: Classroom Behaviors & Strategies
LSI
Domain 1: Classroom Behaviors & Strategies
This slide shows the 9 design questions of Domain 1 with the 41 strategies & behaviors listed. Strategies are instructional practices that teachers use in the classroom. They are also called elements when you move to the protocol. When these strategies are implemented artfully, and at a high level of performance, they have a high probability of positively affecting student achievement.
This is the perfect lead in to planning. For teacher to achieve the high-probability they need to intentionally plan these strategies for use with the right group of students at the right time during instruction.
Copyright 2011 Learning Sciences International

14. Share your observations/reflections with a partner
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
To engage with the 41 elements, provide the directions in this slide.

15. District-wide Goal: Design Question 1
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?
DQ #1 will be a district-wide area of focus or goal for for every teacher. The reason: so we can develop our shared understanding of this design question and deepen our expertise as a faculty related to the three elements of practice associated with this design question.

16. 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?

17. Navigating the Protocol
2. 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?
Orient participants to the protocol for element #2: tracking student progress. Point out the focus statement and emphasize that the teacher & student evidence is illustrative but not comprehensive; it is not a checklist.
Emphasis is on what the observer can observe the teacher and the students saying or doing.

18. LSI
Provide context for the video: grade level, subject, focus on element #2: tracking student progress to practice the protocol
Use the graphic organizer to capture notes while you observe the lesson
Participants then share what evidence they observed the teacher and the students saying/doing
Classroom Visit
Copyright 2011 Learning Sciences International

19. Elementary School Example

20. Middle School ELA Example

21. High School Social Studies Example

22. High School Dance Example

23. Navigating the Protocol
Scale
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
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?
Have participants review the scale and make observations about what distinguishes each level of performance (highlight/underline key words and phrases)
Use the scale to plot the teacher’s performance based on the evidence collected and discussed; discuss as a table then as a large group
How could the reflective questions be useful to help the teacher improve his/her practice?

24. 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!

25. Features of Harrison’s APPR Plan

26. 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)

27. 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

28. 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

29. 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.

30. Beginning-of-Year Conferences
Reflective 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 colleagues support my professional growth?
As time permits, allow teachers time to reflect on these questions and consider where they may want to focus their attention.