2012 Learning Sciences International

1.877.411.7114
Dr. Robert Marzano
Executive Director, Learning Sciences Marzano
Center for Teacher and Leadership Evaluation
and CEO of MRL
BECOMING A
REFLECTIVE
TEACHER
Michael Toth,
CEO, Learning Sciences International
2012 Learning Sciences International
1.877.411.7114
Learning Sciences International is pleased to
announce the new LSI Marzano Center
www.MarzanoCenter.com
Follow us on Twitter: @MarzanoCenter
Effective teachers are made,
not born.
2012 Learning Sciences International
1.877.411.7114
Even small improvements in
teacher effectiveness can
have a positive impact on
student achievement.
2012 Learning Sciences International
1.877.411.7114
2012 Learning Sciences International
1.877.411.7114
Start with a common
language of instruction.
2012 Learning Sciences International
1.877.411.7114
2012 Learning Sciences International
1.877.411.7114
The Art & Science of Teaching
is designed as a comprehensive
framework that draws 40 years of
research into a unified whole.
2012 Learning Sciences International
1.877.411.7114
The Art & Science of Teaching
utilizes 10 design questions and
41 strategies to help teachers plan
each unit of instruction..
2012 Learning Sciences International
1.877.411.7114
The framework is both flexible and
specific. It provides enough complexity
to diagnose instructional improvement
areas and generate feedback sufficient
to raise student achievement.
877.411.7114
2012 Learning Sciences International 1.877.411.7114
Q1: What will I do to establish and communicate learning
goals, track student progress, and celebrate success?
877.411.7114
2012 Learning Sciences International 1.877.411.7114
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?
877.411.7114
2012 Learning Sciences International 1.877.411.7114
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?
877.411.7114
2012 Learning Sciences International 1.877.411.7114
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?
877.411.7114
2012 Learning Sciences International 1.877.411.7114
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?
877.411.7114
2012 Learning Sciences International 1.877.411.7114
Q6: What will I do to establish or maintain classroom
rules and procedures?
877.411.7114
2012 Learning Sciences International 1.877.411.7114
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?
877.411.7114
2012 Learning Sciences International 1.877.411.7114
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?
877.411.7114
2012 Learning Sciences International 1.877.411.7114
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?
877.411.7114
2012 Learning Sciences International 1.877.411.7114
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?
2012 Learning Sciences International
1.877.411.7114
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
2012 Learning Sciences International
1.877.411.7114
Supervising:
The Art and Science of Teaching
SEGMENTS ENACTED
ON THE SPOT
ROUTINE SEGMENTS
CONTENT-SPECIFIC
SEGMENTS
Supervising: The Art and Science of Teaching
ENACTED ON THE SPOT
INVOLVES ROUTINES
ADDRESSES CONTENT
SPECFIC WAYS
Interacting With
New Knowledge
Practicing and
Deepening
Generating and
Testing
Hypotheses
Learning Goals and Feedback
Rules and Procedures
Student Engagement
High Expectations
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2012 Learning Sciences International 1.877.411.7114
2012 Learning Sciences International
1.877.411.7114
Have teachers set
yearly growth goals.
2012 Learning Sciences International
1.877.411.7114
Each teacher generates
a personal profile across
the elements of your model
of teaching.
2012 Learning Sciences International
1.877.411.7114
Innovating
4
Applying
3
Developing
2
Beginning
1
Not Using
0
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.
2012 Learning Sciences International
1.877.411.7114
Stages of Learning
a New Skill
Cognitive
Phase
Shaping
Phase
Autonomous
Phase
Graph of Progress
on Growth Continuum
2012 Learning Sciences International 1.877.411.7114
2012 Learning Sciences International
1.877.411.7114
Have teachers engage
in focused practice.
2012 Learning Sciences International
1.877.411.7114
Focus on specific steps.
2012 Learning Sciences International
1.877.411.7114
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.
2012 Learning Sciences International
1.877.411.7114
Innovating
4
Applying
3
Developing
2
Beginning
1
Not Using
0
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.
2012 Learning Sciences International
1.877.411.7114
Develop a Protocol.
(Usually done for behaviors that have
not been well articulated in the literature.)
2012 Learning Sciences International
1.877.411.7114
Protocol for
Effective Relationships:
I will focus on students who seem disenfranchised in my
class and those with whom I dont 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.
2012 Learning Sciences International
1.877.411.7114
Innovating
4
Applying
3
Developing
2
Beginning
1
Not Using
0
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.
2012 Learning Sciences International
1.877.411.7114
Develop Fluency.
2012 Learning Sciences International
1.877.411.7114
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.
2012 Learning Sciences International
1.877.411.7114
Innovating
4
Applying
3
Developing
2
Beginning
1
Not Using
0
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.
2012 Learning Sciences International
1.877.411.7114
Make Adaptations.
2012 Learning Sciences International
1.877.411.7114
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.
2012 Learning Sciences International
1.877.411.7114
Innovating
4
Applying
3
Developing
2
Beginning
1
Not Using
0
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.
2012 Learning Sciences International
1.877.411.7114
Integrate several strategies
to create a macro strategy.
2012 Learning Sciences International
1.877.411.7114
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.
2012 Learning Sciences International
1.877.411.7114
Innovating
4
Applying
3
Developing
2
Beginning
1
Not Using
0
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.
2012 Learning Sciences International
1.877.411.7114
Provide teachers with
focused feedback.
2012 Learning Sciences International
1.877.411.7114
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 hadnt realized before.
2012 Learning Sciences International
1.877.411.7114
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, weve 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.
2012 Learning Sciences International
1.877.411.7114
Video Data
2012 Learning Sciences International
1.877.411.7114
Student Survey Data
2012 Learning Sciences International
1.877.411.7114
Learning Goals
and Feedback
1. 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.
I disagree I agree I strongly agree
3. My teacher notices when I do well.
I disagree I agree I strongly agree
2012 Learning Sciences International
1.877.411.7114
As your teacher, Ive 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
2012 Learning Sciences International
1.877.411.7114
Student Achievement Data
2012 Learning Sciences International 1.877.411.7114
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
2012 Learning Sciences International
1.877.411.7114
2012 Learning Sciences International
1.877.411.7114
Provide opportunities for
teachers to observe and
discuss teaching.
2012 Learning Sciences International
1.877.411.7114
Types of Opportunities:
Videos of other teachers
Coaching colleagues
Instructional
2012 Learning Sciences International
1.877.411.7114
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.
2012 Learning Sciences International
1.877.411.7114
How do you fit reflective
practice into your state
teacher evaluation model?
2012 Learning Sciences International
1.877.411.7114
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.
2012 Learning Sciences International
1.877.411.7114
EFFECTIVE SUPERVISION
Supporting The Art and Science of Teaching
2012 Learning Sciences International
1.877.411.7114
What makes this teacher
evaluation model different?
2012 Learning Sciences International 1.877.411.7114
Through reflective practice
and self-assessment, teachers
take responsibility for their own
learning growth.
2012 Learning Sciences International 1.877.411.7114
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.
2012 Learning Sciences International 1.877.411.7114
Marzano Causal Teacher Evaluation
Model Embeds Deliberate Practice
Deliberate
Practice
Teacher
Behaviors
Student
Learning
Gains
2012 Learning Sciences International 1.877.411.7114
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 2: Planning and Preparing (8 Elements)
Lesson and Units (3 Elements)
Use of Materials and Technology (2 Elements)
Special Needs of Students (3 Elements)
Domain 3: Reflecting on Teaching (5 Elements)
Evaluating Personal Performance (3 Elements)
Professional Growth Plan (2 Elements)
Domain 4:
Collegiality
and
Professionalis
m (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
Professionalis
m (6 Elements)
Promoting a
Positive
Environment
(2 Elements)
Promoting
Exchange of
Ideas (2
Elements)
Promoting
District and
School
Development
(2 Elements)
2012 Learning Sciences International 1.877.411.7114
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
2012 Learning Sciences International 1.877.411.7114
Final Rating
Instructional Practice Score =
Status Score combined with Deliberate Practice Score
Status
Score
20%
Deliberate
Practice
Score
30%
Instructional
Practice
Student
Growth
2012 Learning Sciences International 1.877.411.7114
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
1.877.411.7114
2012 Learning Sciences International 1.877.411.7114
iObservation
Platform for Teacher Growth, Development
and Evaluation
2012 Learning Sciences International 1.877.411.7114
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
2012 Learning Sciences International 1.877.411.7114
Dr. Marzanos Framework
in iObservation
Teacher Self Assessment & Growth Plans
Formal & Informal Observation
Walkthroughs and Coach Review
Peer Observation
Instructional Rounds
2012 Learning Sciences International 1.877.411.7114
For More Information or
to Attend a Demonstration:
www.MarzanoCenter.com
www.MarzanoEvaluation.com
www.iObservation.com
www.LearningScience.com
Follow us on Twitter: @MarzanoCenter