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 Objectives Learning 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 Expertise 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. Common Language of Instruction Recognition of progress Teacher Expertise Clear Criteria for Success and Plan for Success Focused Feedback and Deliberate Practice Opportunity to Observe and Discuss Teaching and Learning Marzano Causal Model When these strategies are used, here is the typical effect on raising student achievement (percentile gain corrected): Note Taking 17% Building Vocabulary 20% Practice 14% Effort and Recognition 14% Setting Goals/Objectives 25% Graphic Organizers 13% Student Discussion/Chunking 17% Homework 15% Summarizing 19% 20% Tracking Student Progress and Using Scoring Scales 34% Identifying Similarities and Differences Interactive Games 20% Nonlinguistic Representations 17% 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 Lesson Segment Addressing Content Lesson Segment Enacted on the Spot Design Question 1: What will I do to establish and communicate learning goals, track student progress, and celebrate success? Design Question 2: What will I do to help students effectively interact with the new knowledge? Design Question 5: What will I do to engage students? Design Question 6: What will I do to establish or maintain classroom rules and procedures? Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge? Design Question 7: What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures? Design Question 4: What will I do to help students generate and test hypotheses about new knowledge? 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. The Marzano Art and Science of Teaching Framework: Domains 2-4 Domain 2: Planning and Preparing Domain 3: Reflecting on Teaching Domain 4: Collegiality and Professionalism Planning and Preparing for Lessons and Units Evaluating Personal Performance Promoting a Positive Environment Planning and Preparing for Use of Resources and Technology Developing and Implementing a Professional Growth Plan Promoting Exchange of Ideas and Strategies 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 Promoting District and School Development 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 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? 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 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: Student 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 What else do you see the teacher do? 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 students do? Classroom Visit Elementary School Example Middle School ELA Example High School Social Studies Example High School Dance Example Navigating the Protocol Scale Not Using Strategy was called for but not exhibited. Beginning Developing Uses strategy incorrectly Facilitates tracking of student or with parts missing. progress using a formative approach to assessment, but the majority of students are not monitored for the desired effect of the strategy. Applying Innovating 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. Applying 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? Innovating What are you learning about your students as you adapt and create new strategies? Reflection Questions Not Using How can you begin to incorporate some aspects of this strategy into your instruction? Beginning How can you facilitate tracking of student progress using a formative approach to assessment? Developing 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? 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 4 Observations 1 announced long form 2 announced & 1 unannounced; can 2 unannounced be either long form or All are long form, but 1 short form 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 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?