Presentation on theme: "Marzano Evaluation Rubric Workshop September 23rd Santa Rosa, FL"— Presentation transcript:
1 Marzano Evaluation Rubric Workshop September 23rd Santa Rosa, FL Amy Gropper, MS, NBCT
2 Learning GoalsToday you will gain a stronger understanding of and comfort level with the Santa Rosa Marzano Teacher Evaluation Rubric.
3 NormsWe will share our ideas and be open to other’s ideas with active listeningWe will be respectful and professional.We will put technology on manner mode as appropriate.We will be prepared to participate and be engaged.
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 criteriaEach district will create their own version using Marzano or DanielsonSanta Rosa has chosen Marzano.
7 Begin at the beginning… Marzano presents 4 domains leading to student achievement1 = Classroom Strategies and Behaviors2 = Planning and Preparing3 = Reflecting on Teaching4 = Collegiality and ProfessionalismWell-Articulated Knowledge Base for Teaching
8 Begin at the beginning… Focused FeedbackOpportunities to Observe and Discuss ExpertiseClear Criteria and Plan for SuccessRecognition 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. DevelopingPerfectly &/or expertly executed – nothing missingElement 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 adequateWhat 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!
13 (both organizing and engaging) Addressing ContentWhat 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 teachersWhat will you do to help students effectively interact with new knowledge?
15 Interacting with New Knowledge What are the strategies suggested?PreviewingSmall ChunksMacrostrategiesSummarizing and note-takingNonlinguistic representationsQuestioningReflectionCooperative LearningWhat 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 exampleShare OutWhat 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 OutWhat 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 basedComprehensiveStudent-centered with teacher as facilitatorDo 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 firstProblem-Solving Tasks – use knowledge in an unusual context or with constraintsDecision-Making Tasks – using a matrix along with researchInvestigation 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 elements3. Underline distinguishing words4. 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 AvailableApproachableInteractEnjoyVolunteers all available resourcesWhat will you do to provide students with resources and guidance?
25 Does this look like something you do with your students? DebriefWhat did you notice?Did you see any of the Addressing Content elements?Problem-Solving Tasks – use knowledge in an unusual context or with constraintsDoes this look like something you do with your students?
27 Enacted on the SpotWhat 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 SpotRecognize and acknowledge adherence or lack of adherence to rules and procedures (consequences)?NEED: ConsistencyFairnessVerbal and Non-VerbalStudent believes the teacher appreciates his/her good behavior.Bad behavior ≠ Bad childWhat will you do to recognize and acknowledge adherence or lack of adherence to rules and procedures? (consequences)
29 Enacted on the SpotRecognize and acknowledge adherence or lack of adherence to rules and procedures (with-it-ness)Eyes in the back of your headChoose your battlesEye contactProfessional & proactiveWhat 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 learnersRequire same level of thinking skill equallyProvides both non-verbal and verbal cuesStudents 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 elements3.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 EventsWhat 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 EventsLearning GoalsKnowUnderstandDo/Be able to…OREmphasize the KNOWLEDGE that students will potentially gainEstablish 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 agreement3. understand the relationship between organisms4. investigate the defining characteristics of fables and fairy talesNOT A GOALGOALGOALNOT 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 agreement3. understand the relationship between organisms4. investigate the defining characteristics of fables and fairy talesACTIVITYACTIVITY
39 Learning Goals & Activities Do This:With your group, please generateA list of goal stems you hope to see in your classroomsA 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 ProgressOnce 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 fromEstablish and communicate learning goals, track student progress, and celebrate success
42 Self- & Peer-Assessment Formative AssessmentWhat does it look like?Thumbs up/downExit CardOral QuestioningQuizJournal EntryStudent ConferenceSummaryObservationSelf- & Peer-AssessmentWhat 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 GoalRubric or Scale to assess mastery of learning goalYou 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 EventsLearning GoalsStudent ProgressCelebrating SuccessAddressing ContentInteracting with new knowledgePractice and deepen new knowledgeOrganizing and engaging in hypothesis generating & testingProviding resources and guidanceEnacted on the SpotWith-it-nessRules & Procedures and applying consequencesDemonstrating value and respectReflection 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 ToolDo 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 upWas 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 thoughtsLet’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