Introduction to the Marzano Teacher Evaluation Model for USD 259

The Big Picture The evaluation process was jointly developed by USD 259 Administration and UTW. The Marzano Model was chosen by committee that had Administrators, Teachers, and UTW representation to replace the Danielson Model. We will be using an electronic tool called iObservation to conduct observations, provide feedback and to finalize evaluations. Administrators are going through training and certification now. Teachers will be trained next fall. You can share what Administrator training has looked like. Teachers will receive iObservation training in October 2015 – you can share some quick highlights about your experience with this tool.

Teacher Categories Currently Five Categories of Teachers Category A: Probationary Teachers in 1st or 2nd year of teaching. Category A with Peer Consultant: Same as Category A, but one evaluation done by Peer Consultant. Category B: Probationary Teachers in final year of probation. Category B-Plan of Assistance: Non-probationary teachers on a Plan of Assistance (POA). Category C: Non-Probationary teachers in years 4+. There is no change in these categories of teachers. They merely reflect state law regarding teacher evaluations. Identify the category you fall into and mark it. Also, note whether or not you will change categories over the next three years. This could change how you will be scored on your evaluation.

Future Option Category D Teachers: Undefined at this point, but held in reserve for future use with exemplary or “All Star” experienced teachers. For any old timers out there, this would be similar to the alternative evaluation option from long ago. Teachers who excel would be given alternatives to the standard evaluation, though we have no idea what this alternative would be, or if we will even add on this category, at this point.

Evaluation Critical definitions

Types of Observations Formal Observation An announced observation that is at least 30 minutes in length. The teacher will be required to submit his or her lesson plan in a district approved format (see negotiated agreement) at least 24 hours in advance of the observation. A post observation conference would be held within five school days of the observation. The definitions that follow help determine what will be required of teachers in each of the categories we just covered. Note that you would likely observe 6 to 8 elements during this time.

Types of Observations Informal Observation: An observation that can be announced or unannounced, but is at least 15 minutes in length. The teacher is not required to submit a lesson plan ahead of time. A post observation conference would be held within five school days of the observation. Not that you would likely observe 4 elements during this time.

Types of Observations Walkthrough Observations An unannounced quick observation of at least three minutes in length. No lesson plan is required ahead of time. No post observation conference is required. Teacher would receive feedback via the iObservation system – note that you would likely observe 2 to 3 elements during this time (and may only see 1).

Types of Observations Targeted Observations Announced observations at least ten minutes in length that focus on a specific Lesson Segment, Design Question, and/or Element. A pre-conference would be held at least 24 hours in advance and a post conference would be held within five school days of the observation. Used either in POA or Assistive Process observations as per the POA / Assistive Process or at teacher request as a part of a growth plan.

Minimum Frequency of Observations During Your Evaluation Year Category A Teachers Formal Observations: two required by the 60th day of each semester. Informal Observations: none. Walkthroughs: ten required prior to evaluation. Targeted Observations: only at administrator’s recommendation. Here are the details for each category of teacher. This is the minimum – additional observations can be included. When possible it is requested that walkthroughs be conducted by multiple evaluators.

Minimum Frequency of Observations During Your Evaluation Year Category A (with Peer Consultant) Teachers Formal Observations: 1 by administrator by the 60th day of 1st Semester; 1 by peer consultant by the 60th day of 2nd Semester. Informal Observations: none. Walkthroughs: ten required prior to evaluation. Targeted Observation: only at administrator’s recommendation. Here are the details for each category of teacher. This is the minimum – additional observations can be included. When possible it is requested that walkthroughs be conducted by multiple evaluators.

Minimum Frequency of Observations During Your Evaluation Year Category B Teachers Formal Observations: one during first semester. Informal Observations: one by February 15th. Walkthroughs: ten required prior to evaluation. Targeted Observations: only at administrator’s recommendation. Here are the details for each category of teacher. This is the minimum – additional observations can be included. When possible it is requested that walkthroughs be conducted by multiple evaluators.

Minimum Frequency of Observations During Your Evaluation Year Category B-POA Teachers Formal Observations: one during 1st semester. Informal Observations: one by February 15th. Walkthroughs: ten required prior to evaluation. Targeted Observations: required as defined by POA or Assistive Process. Here are the details for each category of teacher. This is the minimum – additional observations can be included. When possible it is requested that walkthroughs be conducted by multiple evaluators.

Minimum Frequency of Observations During Your Evaluation Year Category C Teachers Formal Observations: none. Informal Observations: two required (one prior to the 60th day of each semester). Walkthroughs: ten required prior to evaluation. Targeted Observations: only at administrator’s recommendation. Here are the details for each category of teacher. This is the minimum – additional observations can be included. When possible it is requested that walkthroughs be conducted by multiple evaluators.

Minimum Frequency of Observations During Your Evaluation Year Category D Teachers Formal Observations: undefined. Informal Observations: undefined. Walkthroughs: undefined. Targeted Observations: undefined.

Evaluation The Roll Out Cycles

Four Domains & Weighting Domain 1: Classroom Strategies & Behaviors Year 1, 100%; Year 2, 78%; Year 3, 68%. Domain 2: Planning & Preparing Year 1, 0%; Year 2, 14%; Year 3, 14%. Domain 3: Reflecting on Teaching Year 1, 0%; Year 2, 8%; Year 3, 8%. Domain 4: Collegiality & Professionalism Year 1, 0%; Year 2, 0%; Year 3,10%. This is the breakdown of what teachers will be evaluated on during each year of the three year roll out process. REVIEW the 4 domains using the posters provided.  Please note that even though we begin with Domain 1, if a teacher needs help in a specific area the principal can refer him or her to specific elements of other domains to help with improvement.

What to Focus on When Domain 1: begins during the 2015-2016 school year. Domains 2 & 3: begin during the 2016-2017 school year. Growth Plan added as part of the final evaluation. Start tracking Domain 4 during 2016-17 school year, but do not include in evaluation. Domain 4: begins during the 2017 – 2018 school year.

Evaluation - Roll Out Cycle 2014-15: Selected teachers in a hold harmless capacity. Teachers who must be evaluated by state law will be evaluated under the Danielson model. 2015 – 2016: All Category A & Category B Teachers, along with Teachers in their 1st year of Category C. 2016 – 2017: All of the above plus 1/3 of teachers at each site with five or more years of experience. The Roll Out Cycle identifies the schedule for bringing all teachers into the evaluation system.

Evaluation - Roll Out Cycle (cont.) 2017 – 2018: All Category A & B teachers, all teachers in first year of Category C, plus the second group of 1/3 of teachers with five plus years of experience. 2018 -2019: All Category A & B teachers, all teachers in first year of Category C, plus the third group of 1/3 of teachers with five plus years of experience. 2019 -2020+: All Category A & B teachers, all teachers in first year of Category C, plus the rotating 1/3 of teachers with five plus years of experience so that each experience teacher is evaluated every three years as per state statute. HR will identify which teachers in Category C will be evaluated each year based on their place in their 3 year cycle. Current Category C teachers will be randomly assigned by IST into the 3 different groups.

Evaluation What is the difference between an observation and an evaluation?

Evaluation Score vs Observation Rating Observation is a Rating Scale which includes Not using (0) Beginning (1) Developing (2) Applying (3) Innovating (4) Evaluation Scoring is a 4 point scale that includes Highly Effective Effective Developing Unsatisfactory The feedback and rating that teachers will receive is different from their evaluation score – the rating is based on the standard Marzano 5 point rating scale that teachers will see in more depth in the fall. This rates the appropriate use of the strategy that was evident within the classroom (or the lack of a strategy that should have been evident). The Evaluation Score is a combination of all of the ratings call Conjunctive Scoring. This will be fully explained in the fall, but the basic idea is that a teacher does not have to be perfect in order to score Effective or Highly Effective.

What does the Rating Scale looks like Not Using Beginning Developing Applying Innovating 1 2 3 4 Strategy was called for but not exhibited Uses strategy incorrectly or with parts missing Uses strategy correctly, but the desired effect is displayed with less than the majority of students Uses strategy correctly and monitors for and obtains evidence that the majority of students display the desired effect Adapts and creates NEW strategies to meet the needs of specific students or the whole class in order for the desired effect to be displayed with all students. This is the standard rating scale that would be made specific to each strategy (please note that each element is a strategy family not a specific strategy that they have to use).

What the Four Levels of Performance Mean Highly Effective Distinguished Consistently Exceeds Expectations Strategies called for are used correctly in all students All students are monitored for the desired effect and strategy differentiated based on student need Use of strategies creates the desired effect in all students The next four slides are meant to explain the four levels of performance without any numbers. They give us a way of talking about the quality of teaching that both establishes a clear label and identifies specific indicators that evaluators are looking for as the make their observations.

What the Four Levels of Performance Mean Effective: Proficient /Accomplished Consistently Meets Expectations Strategies called for are used correctly The majority of students are monitored for the desired effect and strategy differentiated based on some students need Use of strategies creates the desired effect in the majority of students

What the Four Levels of Performance Mean Developing: Improving Skills / Novice / Learning / Basic Inconsistently Meets Expectations The strategies used were not consistently appropriate for the lesson, students, and/or curriculum The majority of students are not monitored for the desired effect Strategies were not differentiated based on student needs The use of strategies does not create the desired effect in the majority of students

What the Four Levels of Performance Mean Unsatisfactory: Unacceptable / Inadequate Performance Consistently Fails to Meet Expectations The strategies were either not used when called for or used incorrectly There was little or no monitoring of students for the desired effect The vast majority of students do not demonstrate the desired effect from the use of strategies It is unclear what the desired effect on students is or if clear it was not achieve with the majority of students

Evaluation How is the Evaluation Score Determined?

How You Will be Scored 2015 -16, Category A & B teachers Domain 1 only. Highly Effective: at least 55% at level 4 with 0% at level 0. Effective: at least 55% at level 3 or higher. Developing: Less than 55% at level 3 or higher and less than 50% at level 1 or 0. Unsatisfactory: Greater than or equal to 50% at level 1 or 0. The scoring of an evaluation in the Marzano model is very different from what most of us are used to and is called “conjunctive scoring.” This will be fully explained in the fall, but the basic idea is that a teacher does not have to be perfect in order to score Effective or Highly Effective. Over the Roll Out Cycle, the standards will increase as both teachers and administrators gain greater understanding and expertise of the elements of the system. As we go over the next few slides, find the slide that matches your category as a teacher. This determines how you will be scored.

How You Will be Scored 2015 – 16, Category POA & C teachers Domain 1 only. Highly Effective: at least 65% at level 4 with 0% at level 0. Effective: at least 65% at level 3 or higher. Developing: less than 65% at level 3 or higher & less than 50% at level 1 or 0. Unsatisfactory: Greater than or equal to 50% at level 1 or 0.

How You Will be Scored 2016 – 2017, Category A & B Domains 1, 2, & 3. Highly Effective: At least 60% at Level 4 with 0% at level 0. Effective: At least 60% at level 3 or higher. Developing: Less than 60% at Level 3 or higher and less than 50% at Level 1 or 0. Unsatisfactory: Greater than or equal to 50% at Level 1 or 0.

How You Will be Scored 2016 – 2017 Category POA & C teachers Domains 1, 2, & 3 included. Highly Effective: At least 70% at Level 4 with 0% at Level 0. Effective: At least 70% at Level 3 or higher. Developing: Less than 70% at Level 3 or higher and less than 50% at Level 1 or 0. Unsatisfactory: Greater than or equal to 50% at Level 1 or 0.

How You Will be Scored 2017 – 2018, Category A & B teachers Domains 1, 2, 3, & 4 included. Highly Effective: At least 65% at Level 4 with 0% at Level 0. Effective: At least 65% at Level 3 or higher. Developing: Less than 65% at Level 3 or higher and less than 50% at Level 1 or 0. Unsatisfactory: Greater than or equal to 50% at Level 1 or 0.

How You Will be Scored 2017 – 2018, Category POA and C teachers Domains 1, 2, 3, & 4 included. Highly Effective: At least 75% at Level 4 with 0% at Level 0. Effective: At least 75% at Level 3 or higher. Developing: Less than 75% at Level 3 or higher and less than 50% at Level 1 or 0. Unsatisfactory: Greater than or equal to 50% at Level 1 or 2.

Next Steps August Training on Marzano October Training on iObservation Continued Training on Domain 1 over 15-16 school year