Transcript Connecting Teaching Practices to Student Data

Dr. Robert Marzano
Causal Teacher Evaluation Model
Michael Toth, CEO, Learning Sciences International Marzano Center
for Teacher and Leadership Evaluation
PBCS Domain 1 Assessment
PERCENTAGE CORRECT BY LESSON
SEGMENT
100%
92%
90%
80%
72%
75%
70%
60%
50%
40%
30%
20%
10%
0%
Lesson Segment Involving Routine
Events
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Lesson Segment Addressing Content
www.iObservation.com
Lesson Segment Enacted on the Spot
D1 Assessment Results
• Overall 73% Correct
• Strongest DQs: 1 and 9
• Weakest DQs: 8 and 3
Percentage Correct by Question Category
100%
96%
95%
88%
90%
82%
79%
80%
74%
73%
71%
70%
67%
60%
48%
50%
40%
30%
20%
10%
0%
DQ1
DQ2
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DQ3
877.411.7114
DQ4
www.iObservation.com
DQ5
DQ6
DQ7
DQ8
DQ9
Framework
Most Frequently Missed Question
(21% Correct)
The purpose of developing procedural
knowledge through practice is which of
the following?
A. Deepening Understanding
B. Learning from Experts
C. Fluency and Automaticity
D. Modeling and Rehearsal
Most Frequently Missed Question
(21% Correct)
The purpose of developing procedural
knowledge through practice is which of
the following?
A. Deepening Understanding
B. Learning from Experts
C. Fluency and Automaticity
D. Modeling and Rehearsal
2nd-Most Frequently Missed Question
(32% Correct)
Which is most likely to be an effective
method of assuring that students adhere
to classroom rules and procedures?
A. Positive Reinforcement
B. Punishment
C. A Combination of Punishment and
Positive Reinforcement
D. No Reinforcement for Either Positive
or Negative Behavior
2nd-Most Frequently Missed Question
(32% Correct)
Which is most likely to be an effective
method of assuring that students adhere
to classroom rules and procedures?
A. Positive Reinforcement
B. Punishment
C. A Combination of Punishment and
Positive Reinforcement
D. No Reinforcement for Either Positive
or Negative Behavior
3rd-Most Frequently Missed Question
(43% Correct)
Which of the following is an effective way
for a teacher to build relationships with
students in her class?
A. Reacting to Students in a Natural,
Emotional Way
B. Using Sarcasm to Connect to Student
Sense of Humor
C. Individualizing Rewards and
Consequences for Students
D. Displaying Emotional Objectivity
3rd-Most Frequently Missed Question
(43% Correct)
Which of the following is an effective way
for a teacher to build relationships with
students in her class?
A. Reacting to Students in a Natural,
Emotional Way
B. Using Sarcasm to Connect to Student
Sense of Humor
C. Individualizing Rewards and
Consequences for Students
D. Displaying Emotional Objectivity
Tension Between Evaluation
Scoring and Growth Scoring
Dominate vs. Non-Dominant Elements
Can a lesson plan help identify
dominant elements?
A well-crafted lesson plan identifies:
• Unit goal and scale showing learning
progression scaffolded across lessons and the
daily lesson objective that fits into the learning
progression
• Content DQ focus of the lesson or lesson
segment: 2, 3 or 4
• Intentional use of strategies in activities and
assignments to achieve the daily lesson
objective
Domain 1
Learning Goal
“What”
Daily Objective
Day-to-Day Instructional Target
“How”
Activity
Assignment
Guided learning experiences that
take place in a classroom setting
Learning experiences designed to
be completed independently in a
class or as a homework opportunity
to extend classroom learning
CREATING SCALE TASKS
AND ASSESSMENTS
Level
Four
Level Three
Level Two
Level One
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877.411.7114
www.iObservation.com
Level Four: Knowledge
Utilization
Decision Making, Problem Solving,
Experimenting, Investigating
Level Three: Analysis
Matching, Classifying, Analyzing
Errors, Generalizing, Specifying
Level Two: Comprehension
Integrating, Symbolizing
Level One: Retrieval
Recognizing,
Recalling, Executing
Scaffolding of Content
Learning Goal
Daily Objective
Activities &
Assignments
© 2010 Learning Sciences International
877.411.7114
www.iObservation.com
• Would have a formal scale
that represents a learning
progression toward meeting
the goal or standard at a level
3.0
• Would not have a formal
scale
• Align with the cognitive levels
of the learning goal scale
• May be monitored through
“Informal Scale”
• Would not have a formal
scale
• Are designed to support
learning at specific levels
of the learning goal scale.
• May be monitored through
“Informal Scale”
Observation Practices
• Discuss with teachers (knowing your
teachers)
• Innovating/applying
• Small group innovating
• Share and discuss a draft of
observation in iObservation prior to
finalizing
• Teachers may submit factual evidence in
rebuttal, but should not be argumentative
For More Information:
www.MarzanoCenter.com
www.MarzanoEvaluation.com
www.iObservation.com
www.LearningSciences.com