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…ThinkPair
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
EducationPlanning 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 AssessmentReview 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 progressThe 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
Navigating the ProtocolScale
Not Using Beginning Developing Applying InnovatingStrategy 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 InnovatingHow 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 & EvaluationSome 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 ObservationsLong 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?