1. Dr. Robert Marzano Causal Teacher Evaluation Model
Michael Toth, CEO, Learning Sciences International Marzano Center for Teacher and Leadership Evaluation

2. PBCS Domain 1 Assessment

3. Percentage Correct by Lesson Segment

4. D1 Assessment Results Overall 73% Correct Strongest DQs: 1 and 9
Weakest DQs: 8 and 3

6. Most Frequently Missed Question (21% Correct)
The purpose of developing procedural knowledge through practice is which of the following?
Deepening Understanding
Learning from Experts
Fluency and Automaticity
Modeling and Rehearsal

7. Most Frequently Missed Question (21% Correct)
The purpose of developing procedural knowledge through practice is which of the following?
Deepening Understanding
Learning from Experts
Fluency and Automaticity
Modeling and Rehearsal
Declarative vs. Procedural
U want to become fluid and automatic so that u can concentrate brain activity on more thoughtful pieces.  

8. 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?
Positive Reinforcement
Punishment
A Combination of Punishment and Positive Reinforcement
No Reinforcement for Either Positive or Negative Behavior

9. 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?
Positive Reinforcement
Punishment
A Combination of Punishment and Positive Reinforcement
No Reinforcement for Either Positive or Negative Behavior
The second one is about gaining student compliance with student behavior.  As the number of attention seeking behaviors increases in classrooms, teachers need to be sure they are giving attention for compliance rather than misbehavior, but should make sure there are fair consequences when students are out of compliance.  Positive behavior support training says that teachers should keep track to keep a ratio of 3 to 4 positives for every negative consequence.

10. 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?
Reacting to Students in a Natural, Emotional Way
Using Sarcasm to Connect to Student Sense of Humor
Individualizing Rewards and Consequences for Students
Displaying Emotional Objectivity

11. 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?
Reacting to Students in a Natural, Emotional Way
Using Sarcasm to Connect to Student Sense of Humor
Individualizing Rewards and Consequences for Students
Displaying Emotional Objectivity
The last one is asking about relationships.  A is wrong bcs teachers should remain emotionally steady overall.  1 to 2 emotional outbursts per year is actually a behavior management strategy, but more than that lessens the effect of the strategy and can harm relationships.  The second choice is never a good option because it is internalized as the teacher dislliking them by some students.  The third choice is a beh mgmt strategy.  The 4th choice is what research says needs to be in place to help foster a community.

12. Tension Between Evaluation Scoring and Growth Scoring

13. Dominate vs. Non-Dominant Elements
Score “typical” teaching – what teachers are intentionally focusing on vs. partial or incidental)
Score for growth feedback but don’t want to pull down the teacher’s evaluation score
If it is not a dominate element (teacher did not intend for it to be dominate) then how might we give feedback or even a score but it not count for evaluation? Textbox vs. score, non-evaluative obs, just feedback w/o score?

14. Can a lesson plan help identify dominant elements?

15. 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
Rigor, pacing, routines, etc. are functions of appropriate planning.

16. LSI
Domain 1
Copyright 2011 Learning Sciences International

17. Day-to-Day Instructional Target
LSI
Learning Goal
“What”
Daily Objective
Day-to-Day Instructional Target
Activity
Guided learning experiences that take place in a classroom setting
Assignment
Learning experiences designed to be completed independently in a class or as a homework opportunity to extend classroom learning
“How”
Time: minutes for slides 30-35
Activity Type: Critical input
Facilitation Notes:
Begin by restating the definition of Goal and Objective. Reiterate that Dr. Marzano’s focus is at the Learning Goal level.
An activity is an interaction between the teacher, the learner and the material. An assignment is the interaction between the learner and the materials (done independently).
Ask participants to turn to a shoulder partner and explain the difference between an activity and an assignment in relation to a content area.
Ask them to think about how these typically are recorded in a teacher’s lesson plans.
Share examples from your practice for each concept.
Processing this concept will be important for leaders and teachers.
Note the need for a common language to give a teacher feedback regarding an activity or an assignment.
Copyright 2011 Learning Sciences International

18. Creating Scale Tasks and Assessments
LSI
Level Four: Knowledge Utilization
Decision Making, Problem Solving, Experimenting, Investigating
Level Four
Level Three: Analysis
Matching, Classifying, Analyzing Errors, Generalizing, Specifying
Level Three
Level Two: Comprehension
Integrating, Symbolizing
Activity Type: Critical input
Facilitation Notes
Ask participants if they have ever had a straight A student perform poorly on standardized tests. How can a student do so well in class, but not on assessments that require them to utilize knowledge in new situations?
Introduce the triangle that represents Marzano’s New Taxonomy. Participants will typically want to compare it with Blooms and Webb’s taxonomy's. Spend a few minutes comparing similarities and differences.
Ask--why would we introduce Marzanos Taxonomy when discussing Scale? Encourage administrators to keep levels of difficulty in mind when reviewing the assessment tasks their teachers use. Assessment tasks will be an integral part of any scale development process. Tasks assigned to levels three and four on the scale will reflect tasks at levels three and four on the taxonomy.
As an administrator this may be a place that you could focus professional development if you find trends in assessment tasks that represent lower levels of difficulty.
For teachers, the discussion should center around the need to have assignments at Levels three and four and to write assessments at Levels 3 and
This is meant to be an awareness level activity. Don’t get stuck, the concept is advanced, but important to be aware of when thinking about learning goals and their rigor.
Associated Materials:
Academic Notebook Page: 14—a sample
Level Two
Level One: Retrieval
Recognizing, Recalling, Executing
Level One
Copyright 2011 Learning Sciences International

19. Scaffolding of Content
LSI
Learning Goal
Daily Objective
Activities & Assignments
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”
Are designed to support learning at specific levels of the learning goal scale.
Reiterate that a learning goal will have a scale to measure cognitive attainment of the goal. A daily objective is too specific for a scale, but the teacher will want to measure through informal means, such as an informal scale of a check for understanding
Daily Objective: (i.e. a daily objective will be written to support learning at the level 2.0 on the scale, 3.0, 4.0, etc.).
Copyright 2011 Learning Sciences International

20. 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

21. For More Information: