1. Marzano Evaluation Rubric Workshop September 23rd Santa Rosa, FL
Amy Gropper, MS, NBCT

2. Learning Goals
Today you will gain a stronger understanding of and comfort level with the Santa Rosa Marzano Teacher Evaluation Rubric.

3. Norms
We will share our ideas and be open to other’s ideas with active listening
We will be respectful and professional.
We will put technology on manner mode as appropriate.
We will be prepared to participate and be engaged.

4. Schedule 8:00 Workshop begins Mid-Morning Break – 10 min.
11:30 – 12:30 Lunch
Mid-Afternoon Break – 10 min.
3:00 Workshop ends

5. Parking Lot  
Feel free to write any thoughts, comments or questions on a Post-it note and place it on the Parking Lot page by the door.

6. Begin at the beginning…
Florida has mandated a new evaluation criteria
Each district will create their own version using Marzano or Danielson
Santa Rosa has chosen Marzano.

7. Begin at the beginning…
Marzano presents 4 domains leading to student achievement
1 = Classroom Strategies and Behaviors
2 = Planning and Preparing
3 = Reflecting on Teaching
4 = Collegiality and Professionalism
Well-Articulated Knowledge Base for Teaching

8. Begin at the beginning…
Focused Feedback
Opportunities to Observe and Discuss Expertise
Clear Criteria and Plan for Success
Recognition of Expertise

9. Begin at the beginning…
Santa Rosa has used 11 elements from Domain 1 of Marzano’s design based on 9 Instructional Design Questions.
These will frame the criteria through which teachers will be evaluated.
Let’s take a look…

10. Let’s talk about the measurement scale…
Highly Effective v. Effective v. Developing
Perfectly &/or expertly executed – nothing missing
Element present, but lacking in detail or clarity - “I like the direction of this lesson, but it would be more effective if…”
An attempt at element has been made, but not adequate
What is the teacher doing? What are the students doing?

11. You ARE the teacher, but you are not the practice of teaching!
Remember…
You ARE the teacher, but you are not the practice of teaching!
Try to distinguish between what you do (or don’t do) in the classroom, and who you are!

12. Addressing Content

13. (both organizing and engaging)
Addressing Content
What will you do to help students effectively interact with new knowledge?
What will you do to help students practice and deepen new knowledge?
What will you do to help students generate and test hypotheses about new knowledge?
(both organizing and engaging)
What will you do to provide students with resources and guidance?

14. Interacting with New Knowledge
“What is needed…is a comprehensive approach that allows for student construction of meaning while interacting with the content, the teacher, and other students.” (Marzano, 2007)
Critical-Input experiences (designed input activities) – these are the learning experiences considered critical to understanding content - should be identified and highlighted by teachers
What will you do to help students effectively interact with new knowledge?

15. Interacting with New Knowledge
What are the strategies suggested?
Previewing
Small Chunks
Macrostrategies
Summarizing and note-taking
Nonlinguistic representations
Questioning
Reflection
Cooperative Learning
What will you do to help students effectively interact with new knowledge?

16. Interacting with New Knowledge
Do This:
Read one of these strategies from the handouts on your table.
When done, introduce the strategy to your table – make sure you give an example
Share Out
What will you do to help students effectively interact with new knowledge?

17. Long-Term Knowledge Retention starts with organized practice
What is the purpose of grouping students?
Is there ONE way to group?
What are the benefits?
What will you do to help students practice and deepen new knowledge?

18. Organized practice… Do This:
Think of your favorite group procedure and related activity.
Please write it down and swap papers with someone in your group.
Now, read your paper aloud to your group one at a time.
Choose one to share with the larger group.
Share Out
What will you do to help students practice and deepen new knowledge?

19. What is hypothesis generation and how does it look in the classroom?
Making an educated guess or prediction about an outcome and then trying to confirm or disconfirm it!
Project based
Comprehensive
Student-centered with teacher as facilitator
Do This:
Take a moment to think about a student-centered project you do with your students.
Are students ‘generating a hypothesis?
Are they seeking to prove or disprove something?

20. SO, what does it look like?
Complete a science lab where students first make a prediction based on observation (Think Mythbusters!)
After discussing the impact of the social upheaval of the 60s, a teacher might ask what students would predict that generation is like now. Would their past experience impact their present behavior?
A language arts teacher asks students to rewrite a paragraph without using any conjunctions, first predicting how the lack of conjunctions will affect their writing and meaning.

21. Different Types of Inquiry
Experimental Inquiry – involves observation first
Problem-Solving Tasks – use knowledge in an unusual context or with constraints
Decision-Making Tasks – using a matrix along with research
Investigation Tasks – Testing hypotheses about past, present, or future events (What really happened? What would happen if….)
Student designed tasks

22. Let’s return to the rubric
Do This:
1. Find the two elements focused on students generating hypotheses.
2. Read complete scales for both elements
3. Underline distinguishing words
4. With a partner, discuss a hypotheses generating activity and appropriate grouping strategy you might do in your class. (3 min.)
5. Go to another table and share out. (4 min.)
6. Be prepared to share ideas whole group and discuss.
What will you do to help students generate and test hypotheses about new knowledge? (organizing & engaging)

23. Providing resources and guidance
Available
Approachable
Interact
Enjoy
Volunteers all available resources
What will you do to provide students with resources and guidance?

25. Does this look like something you do with your students? 
Debrief
What did you notice?
Did you see any of the Addressing Content elements?
Problem-Solving Tasks – use knowledge in an unusual context or with constraints
Does this look like something you do with your students? 

26. Enacted on the Spot

27. Enacted on the Spot
What will you do to recognize and acknowledge adherence or lack of adherence to rules and procedures? (with-it-ness and consequences)
What will you do to communicate high expectations for all students?

28. Bad behavior ≠ Bad child
Enacted on the Spot
Recognize and acknowledge adherence or lack of adherence to rules and procedures (consequences)?
NEED: Consistency
Fairness
Verbal and Non-Verbal
Student believes the teacher appreciates his/her good behavior.
Bad behavior ≠ Bad child
What will you do to recognize and acknowledge adherence or lack of adherence to rules and procedures? (consequences)

29. Enacted on the Spot
Recognize and acknowledge adherence or lack of adherence to rules and procedures (with-it-ness)
Eyes in the back of your head
Choose your battles
Eye contact
Professional & proactive
What will you do to recognize and acknowledge adherence or lack of adherence to rules and procedures? (with-it-ness)

30. Enacted on the Spot Communicate high expectations for all students
Engages ALL learners
Require same level of thinking skill equally
Provides both non-verbal and verbal cues
Students believe the teacher cares and does not allow negative comments.
A word about expectations…
What will you do to communicate high expectations for all students?

31. Let’s return to the rubric…
1. Find the three Enacted on the Spot elements.
2. Read complete scales for both elements
3.Underline distinguishing words

32. Story Time!
Do This:
Think of a time when you witnessed a teacher who demonstrated with-it-ness, fairness, and high expectations.
Share with your table group what that person did to demonstrate these things. What were the behaviors you could point at and say, “There! That’s _____!”
Develop a list of these behaviors at your table (on chart paper) and be ready to post that list when time is called. ( minutes)

34. Modified 5E Template Santa Rosa/Marzano Evaluation Rubric
Lesson Plan graphic organizer to help you plan

35. Routine Events
What will I do to establish and communicate learning goals, track student progress, and celebrate success?
Let’s return to the rubric and identify some distinguishing language…

36. Emphasize the KNOWLEDGE that students will potentially gain
Routine Events
Learning Goals
Know
Understand
Do/Be able to… OR
Emphasize the KNOWLEDGE that students will potentially gain
Establish and communicate learning goals, track student progress, and celebrate success.

37. Goal or No Goal? Students will… NOT A GOAL
1. successfully complete activity 3a at the end of ch.3.
2. be able to determine subject/verb agreement
3. understand the relationship between organisms
4. investigate the defining characteristics of fables and fairy tales
NOT A GOAL
GOAL
GOAL
NOT A GOAL

38. So, what are these? Students will…
1. successfully complete activity 3a at the end of ch.3.
2. be able to determine subject/verb agreement
3. understand the relationship between organisms
4. investigate the defining characteristics of fables and fairy tales
ACTIVITY
ACTIVITY

39. Learning Goals & Activities
Do This:
With your group, please generate
A list of goal stems you hope to see in your classrooms
A list of activity stems or verbs you might expect to see students doing.
Establish and communicate learning goals, track student progress, and celebrate success.

40. Student Progress
Once you have established the target (goal), students must have a way of measuring their progress toward that target if they are to improve.
More formative assessments = higher student achievement
(Assessments must tie back to the learning goal & be scored according to the rubric/scale!)
Research by Fuchs & Fuchs (1986) shows that 2 formative assessments/week resulted in a 30 point %ile gain in student achievement!
Establish and communicate learning goals, track student progress, and celebrate success

41. About formative assessments…
“Formative assessment is a process used by teachers and students during instruction that provides explicit feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes. Formative assessment is a method of continually evaluating students’ academic needs and development within the classroom and precedes local benchmark assessments and state-mandated summative assessments.”
“In order to show students how to close the gap between where they are academically and where they want to be, teachers must help students evaluate their progress in the learning process and give them explicit, descriptive feedback specific to the learning task.”
Coffey, H. (2009). Formative Assessment. Learn NC: K-12 Teaching and Learning. Retrieved from
Establish and communicate learning goals, track student progress, and celebrate success

42. Self- & Peer-Assessment
Formative Assessment
What does it look like?
Thumbs up/down
Exit Card
Oral Questioning
Quiz
Journal Entry
Student Conference
Summary
Observation
Self- & Peer-Assessment
What else?
Establish and communicate learning goals, track student progress, and celebrate success

43. Formative Assessments
Sample Learning Goal:
Students will understand the major events leading up to the development of the atomic bomb, starting with Einstein’s publication of the theory of special relativity in 1905 and ending with the development of the two bombs Little Boy and Fat Man in 1945.
What formative assessments (both formal and informal) might you assign to gauge student progress toward the above goal?
Establish and communicate learning goals, track student progress, and celebrate success

44. Rubric or Scale to assess mastery of learning goal
What about the Rubric?
Learning Goal
Rubric or Scale to assess mastery of learning goal
You don’t need a rubric for EVERY formative assessment you do!

45. Celebrating Success Do This:
With a partner, create a list of what celebrating success looks like in your classroom. What should one expect to see during a classroom visit?
Be ready to share with the group.
Establish and communicate learning goals, track student progress, and celebrate success

47. Putting it together…(Part 1)
Do This:
Think of a unit of instruction coming up.
Using your modified 5E template, complete the 2nd box, filling in your Unit Overview, Learning Goal, etc.
When you are done, share with the group.

48. Let’s Review the categories and elements…
Routine Events
Learning Goals
Student Progress
Celebrating Success
Addressing Content
Interacting with new knowledge
Practice and deepen new knowledge
Organizing and engaging in hypothesis generating & testing
Providing resources and guidance
Enacted on the Spot
With-it-ness
Rules & Procedures and applying consequences
Demonstrating value and respect
Reflection Questions will help guide discussion of teaching practice

49. Using the planning tool…
How might you use this graphic organizer to make sure you are addressing the elements?
Look closely at the different E’s, and see if there’s a connection you can make…
(Hint – There is no one right answer…the organizer and the rubric both allow for change and a dynamic classroom.)

50. Planning Tool
Do This:
With your table, go through the elements and jot down where the different elements might be seen in the planning tool.
(For example, the Unit Overview box will most closely correlate to your Routine Events elements.)
Write one or two examples as you work through the tool.

52. Lesson Study & Rubric “roll-out”
What is Lesson Study?
How will you present the Marzano rubric to your colleagues back at your school. How will you help them feel confident about it (or at least more comfortable)?

53. Wrapping up
Was the learning goal accomplished today?
Today you will gain a stronger understanding of and comfort level with the Santa Rosa Marzano Teacher Evaluation Tool.

54. Please write one additional comment.
Final thoughts
Let’s return to the Parking Lot…
Please write one additional comment.
Make a comment regarding the effectiveness of this workshop AND/OR one important thing you’ve learned or strategy you will implement.
Thank you!
Amy Gropper