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The Marzano Educator Evaluation Model includes both:

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teacher development and measurement

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How many elements does the Marzano model have during instruction (Domain 1)?

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41

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How many total elements are in the Marzano Evaluation Model

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60

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The Marzano Framework reflects the complexity of teaching by including:

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daily decisions/moves

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Specificity in the Marzano framework includes

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diagnostics and actionable feedback

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In the Marzano framework the validation is to actually improve teaching as measured in student learning gains at both the

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element and framework levels

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The Marzano framework links

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teaching teaching to student learning

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Great teachers are incredibly

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intentional

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common language

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similar definition that everyone understands and uses

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The first learning goal of the Marzano raining is to:

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understand the common language and organization of the 2014 Marzano Framework

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The second learning goal of the Marzano raining is to:

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describe the desired effect of each design question

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The third learning goal of the Marzano raining is to:

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describe the role and impact of teacher planning including the importance of intentional planning for dominant use of strategies

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The fourth learning goal of the Marzano raining is to:

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begin to identify the appropriate lesson segment and design question in an observation

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A study of what works in Oklahoma Schools found that those who use elements of Marzano correctly see an average of:

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16 percent increase in student achievement

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The Adams 50 study concluded that the more strategies that teachers used correctly

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the more student achievement increased

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The most important factor in removing obstacles from student achievement and teacher development is

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common language

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All teachers can increase their expertise from year to year, which produces

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gains in student achievement from year to year

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The most important person in a student's academic life is the

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teacher

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The second most important person in the student's academic life is the

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principal

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An average teacher at the 50th percentile will move the students

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one year worth of growth

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A teacher at the 75th percentile will grow students

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58 percentile points

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A teacher at the 90th percentile will grow students

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68 percentile points

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A teacher at the 98th percentile will grow students

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77 percentile points

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Domain 1 classroom strategies and behaviors

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has a causal effect on student achievement

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Domain 2 planning and preparing

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is where it all starts

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Domain 3 reflecting on teaching

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has a causal effect on planning

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Domain 4 collegiality and professionalism

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has no causal relationship

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Domain 4

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is like a veil that lays over all the other domains

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It is critically important the the principal and teachers know the

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desired effect for the design questions

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The goal of the framework is to

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increase teacher pedagogy

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In developing teachers one of the key factors is

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trust

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The five elements to support teacher expertise are

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common language, focused feedback and deliberate practice, opportunity to discuss teaching and learning, clear criteria and a plan for success, recognition of progress

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The Marzano Framework goes from general to

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specific

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one of the keys of a lesson segment is

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addressing content

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some of the 41 strategies that have proved to be extremely good at increasing student achievement are called

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Marzano's high probability strategies

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For each chunk of critical information

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introduce new knowledge, practice and deepen, hypothesis generation

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role of planning

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1. group standards, write goals for unit with scales 2. create daily learning targets, assessments, activities, and assignments, break targets into chunks of critical information 3. introduce new knowledge 4. practice and deepen knowledge 5. hypothesis generation

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lesson segment addressing content

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gradual release of responsibility

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Design question 2 - What will I do to help students effectively interact with new knowledge?

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sage on the stage

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Design question 3 - What will I do to help students practice and deepen their understanding of new knowledge?

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students as consumers, turning the learning

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Design question 4 - What will I do to help students generate and test hypotheses?

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guide on the side

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stand and deliver only

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students will do poorly on standardized tests

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teach the thinking

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small chunks of content need to be processed during critical-input experience

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The order really affects student knowledge in which design question?

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2 Helping students interact with new knowledge

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You have to inspect what you

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expect

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I know if a teacher knows their content in design question

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6 Identify critical information

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DQ 5 is all aout

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engagement

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Element 6 critical content

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does the teacher know what he or she is doing?

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In what domain is the last design question posted?

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Domain 2

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How many domains are in the teacher evaluation system?

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4

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What are the segment names?

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routine events, content, enacted-on-the-spot

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How many design questions are there in total?

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10

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How many elements are there in all the domains?

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60

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What is another name for categories of instructional strategies?

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Elements

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In what domain is the last design question located?

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Domain 2

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Why is there much focus on Domain 1

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Most direct impact on student achievement

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Which domain does not have a causal effect relationship to any other domains

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4

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Which design question is about engagement and why is it so important?

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Must pay attention to learn

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What is the main goal of the Marzano Teacher Evaluation model?

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growth over time

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The "tipping point" for student achievement is at which level?

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applying

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should have been using strategy but was not. (altercation in back of room and nothing was done)

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not using

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trying to use the strategy but making a mistake or leaving a part out (sharing goal but not scale, or goal and scale but scale is generic)

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beginning

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using the strategy correctly BUT you are not monitoring the majority of students - (0-50%) engaged

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developing

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monitors and obtains evidence that the majority of students display the desired effect - (51-99%)

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applying

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adapts and creates new strategies to meet the needs of specific student or the whole class so that every student reaches the desired effect (100%)

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innovating

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learning goal

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Identifies what the student will learn or be able to do over time and within a unit of instruction and is created from state and national standards (This is what the scale is made from)

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learning target

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day to day curricular targets that scaffold with excalating complexity and align with the different levels of taxonomy and formal scale.

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activity

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is the relationship between a teacher, a student and the content (teacher directed)

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assignment

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the relationship between the student and the content

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proficiency target

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3.0 on the scale (corresponds with the applying level)

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Knowledge Utilization

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decision-making, problem solving, experimenting, investigating

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Analysis

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matching, classifying, analyzing errors, generalizing, specifying

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Comprehension

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integrating, symbolizing

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Retrieval

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recognizing, recalling, executing

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The taxonomy that equates with the proficiency level of applying is

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analysis

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The learning goal goes into level

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3

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The learning target

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students need

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activities and assignments can be measured by a

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rubric

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The gatekeeper element (24)

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noticing when students are not engaged

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