Marzano Evaluation Rubric WorkshopMarzano Evaluation Rubric WorkshopSeptember 23September 23rdrd Santa Rosa, FLSanta Rosa, FL

Amy Gropper, MS, NBCTagropper.depd@gmail.com

Learning GoalsLearning Goals

Today you will gain a stronger understanding of and comfort

level with the Santa Rosa Marzano Teacher

Evaluation Rubric.

NormsNormsWe will share our ideas and be open to other’s ideas with active listening

We will be respectful and professional.

We will put technology on manner mode as appropriate.

We will be prepared to participate and be engaged.

ScheduleSchedule

8:00 Workshop begins

Mid-Morning Break – 10 min.

11:30 – 12:30 Lunch

Mid-Afternoon Break – 10 min.

3:00 Workshop ends

Parking Lot 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.

Begin at the beginning…Begin at the beginning…

Florida has mandated a new evaluation criteria

Each district will create their own version using Marzano or Danielson

Santa Rosa has chosen Marzano.

Begin at the beginning…Begin at the beginning…

Marzano presents 4 domains leading to student achievement

1 = Classroom Strategies and Behaviors2 = Planning and Preparing3 = Reflecting on Teaching4 = Collegiality and Professionalism

Well-Articulated Knowledge Base for Teaching

Begin at the beginning…Begin at the beginning…

Focused Feedback

Opportunities to Observe and Discuss Expertise

Clear Criteria and Plan for Success

Recognition of Expertise

Begin at the beginning…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…

Let’s talk about the Let’s talk about the measurement scale…measurement scale…

Highly Effective v. Effective v. Developing Perfectly &/or expertly executed – nothing missing Element

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 adequate

What is the teacher doing? What are the students doing?

Remember…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!

Addressing ContentAddressing Content

Addressing ContentAddressing 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?

Interacting with New Interacting with New KnowledgeKnowledge“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)

What will you do to help students effectively interact with new knowledge?

Critical-Input experiences (designed input activities) – these are the learning experiences considered critical to understanding content - should be identified and highlighted by teachers

Interacting with New Interacting with New KnowledgeKnowledge

What are the strategies suggested?

PreviewingSmall Chunks

MacrostrategiesSummarizing and note-takingNonlinguistic representationsQuestioningReflectionCooperative Learning

What will you do to help students effectively interact with new knowledge?

Interacting with New Interacting with New KnowledgeKnowledge

Do ThisDo 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 example

What will you do to help students effectively interact with new knowledge?

Share OutShare Out

Long-Term Knowledge Long-Term Knowledge RetentionRetention

starts with organized starts with organized practicepractice

What will you do to help students practice and deepen new knowledge?

What is the purpose of grouping students?

Is there ONE way to group?

What are the benefits?

Organized practice…Organized practice…Do This: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.

What will you do to help students practice and deepen new knowledge?

Share OutShare Out

What is hypothesis What is hypothesis generation and how does it generation and how does it look in the classroom?look in the classroom?

Making an educated guess or prediction about an outcome and then trying to confirm or disconfirm it!

Project basedComprehensive

Student-centered with teacher as facilitator

Do This:Do 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?

SO, what does it look like?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.

Different Types of InquiryDifferent Types of Inquiry

1. Experimental Inquiry – involves observation first

1. Problem-Solving Tasks – use knowledge in an unusual context or with constraints

1. Decision-Making Tasks – using a matrix along with research

1. Investigation Tasks – Testing hypotheses about past, present, or future events (What really happened? What would happen if….)

1. Student designed tasks

Let’s return to the rubricLet’s return to the rubric

What will you do to help students generate and test hypotheses about new knowledge? (organizing & engaging)

Do This:Do This:

1. Find the two elements focused on students generating hypotheses.2. Read complete scales for both elements3. Underline distinguishing words

4. 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.

Providing resources and Providing resources and guidanceguidance

What will you do to provide students with resources and guidance?

AvailableApproachableInteractEnjoyVolunteers all available resources

DebriefDebrief

What did you notice?

Did you see any of the Addressing Content elements?

Problem-Solving Tasks – use knowledge in Problem-Solving Tasks – use knowledge in an unusual context or with constraintsan unusual context or with constraints

Does this look like something you do with your students?

Enacted on the SpotEnacted on the Spot

Enacted on the SpotEnacted on the Spot

What 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?

Enacted on the SpotEnacted on the Spot

What will you do to recognize and acknowledge adherence or lack of adherence to rules and procedures? (consequences)

Recognize and acknowledge adherence or lack of adherence to rules and procedures (consequences)?

NEED: ConsistencyFairnessVerbal and Non-Verbal

Student believes the teacher appreciates his/her good behavior.

Bad behavior Bad behavior ≠≠ Bad child Bad child

Enacted on the SpotEnacted on the SpotRecognize and acknowledge adherence or lack of adherence to rules and procedures (with-it-ness)

Eyes in the back of your head

What will you do to recognize and acknowledge adherence or lack of adherence to rules and procedures? (with-it-ness)

Choose your battles

Eye contact

Professional & proactive

Enacted on the SpotEnacted on the SpotCommunicate high expectations for all students

Engages ALL learnersRequire same level of thinking skill

equallyProvides both non-verbal and verbal cues

Students 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?

Let’s return to the rubric…Let’s return to the rubric…

1. Find the three Enacted on the Spot elements.

2. Read complete scales for both elements

3.Underline distinguishing words

Story Time!Story Time!Do This: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. (12 -15 minutes)

Modified 5E TemplateModified 5E TemplateSanta Rosa/Marzano Evaluation Santa Rosa/Marzano Evaluation Rubric Rubric Lesson Plan graphic organizer to help you plan

Routine EventsRoutine Events

Let’s return to the rubric and identify some distinguishing language…

What will I do to establish and communicate learning goals, track

student progress, and celebrate success?

Routine EventsRoutine Events

KnowUnderstandDo/Be able to…

OREmphasize the KNOWLEDGE that

students will potentially gain

Learning Goals

Establish and communicate learning goals, track student progress, and celebrate success.

Goal or No Goal?Goal or No Goal?Students will…1. successfully complete activity 3a at the end of ch.3.

2. be able to determine subject/verb agreement

3. understand the relationship between organisms

4. investigate the defining characteristics of fables and fairy tales

NOT A GOAL

GOAL

GOAL

NOT A GOAL

So, what are these?So, what are these?

Students will…1. successfully complete activity 3a at the end of ch.3.

2. be able to determine subject/verb agreement

3. understand the relationship between organisms

4. investigate the defining characteristics of fables and fairy tales

ACTIVITY

ACTIVITY

Learning Goals & Learning Goals & ActivitiesActivities

Do This:

With your group, please generate 1.A list of goal stems you hope to see in your classrooms

2.A list of activity stems or verbs you might expect to see students doing.

Establish and communicate learning goals, track student progress, and celebrate success.

Activities

Goals

Student ProgressStudent ProgressOnce you have established the target (goal), students must have a way of measuring their progress toward that target if they are to improve.

Establish and communicate learning goals, track student progress, and celebrate success

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!

About formative About formative assessments…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 from http://www.learnnc.org/lp/pages/5212.

Establish and communicate learning goals, track student progress, and celebrate success

Formative AssessmentFormative AssessmentWhat does it look like?

Thumbs up/downExit Card

Oral QuestioningQuiz

Journal EntryStudent Conference

SummaryObservation

Self- & Peer-Assessment

What else?

Establish and communicate learning goals, track student progress, and celebrate success

Formative AssessmentsFormative 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

What about the Rubric?What about the Rubric?

Learning Goal

Rubric or Scale to assess mastery of learning goal

You don’t need a rubric for EVERY formative assessment you do!

Celebrating SuccessCelebrating Success

Do This: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

Putting it together…(Part Putting it together…(Part 1)1)Do This: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.

Let’s Review the categories Let’s Review the categories and elements…and elements…Routine Events

Learning GoalsStudent ProgressCelebrating Success

Addressing ContentInteracting with new knowledgePractice and deepen new knowledgeOrganizing and engaging in hypothesis generating &

testingProviding resources and guidance

Enacted on the SpotWith-it-nessRules & Procedures and applying consequencesDemonstrating value and respect

Reflection Questions will help guide discussion of teaching practice

Using the planning tool…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.)

Planning ToolPlanning Tool

Do This:Do 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.

Lesson Study & Rubric Lesson Study & Rubric “roll-out”“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)?

Wrapping upWrapping up

Today you will gain a stronger understanding of and comfort level

with the Santa Rosa Marzano Teacher Evaluation Tool.

Was the learning goal accomplished today?

Final thoughtsFinal 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 Gropperagropper.depd@gmail.com