MARZANO TEACHER EVALUATION FRAMEWORK

Terry Brenner, Ed. D. Director, Curriculum, Instruction, Assessment & Professional Development Grand Forks Public Schools, ND

NDCEL Fall Conference October, 2014

Grand Forks Public School District’s Journey

Grass Roots Conversations 20082010 Feedback from committees comprised of teachers •Feedback from principals •AdvancED Feedback—”pockets of excellence” •Comprehensive Organizational Study—classroom size and student achievement •District Strategic Plan •

Priority Area 3: Promote practices which attract and retain high quality staff. Goal 4: Develop a staff evaluation model that promotes effectiveness. o

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Strategy 1: Review the current research on evaluation models. Strategy 2: Develop a plan for collaborative involvement of stakeholders in model development and implementation.

Committee Identification and Invitation Administrative recommendation of teachers and principals with a heavier weight on teacher involvement on the committee (totaling 18 members) representing elementary, middle, high school and special education.

Dear Kim:

The newly written school district Strategic Plan includes the following Priority Area #3 statement: Promote practices which attract and retain high-quality staff. Goal #4 of that Priority Area states "develop a staff evaluation model that promotes effectiveness" (see attached document, p. 19). Given the above information, you are being invited to be a member of the District Staff Evaluation Committee, a committee that will research, examine, and ultimately recommend an evaluation system to the Grand Forks School Board and Grand Forks Air Force Base School Board who will review and, subsequently via approval, bring up to date the school district's teacher evaluation policy. The committee has met once already, however it is our intent to add more voices to the group, thus the invitation. This endeavor will take a series of meetings, possible sub-committee meetings, and stamina as we work throughout this school year. Two books have been ordered for each committee member: 1) The Art and Science of Teaching (Marzano); 2) Teacher Evaluation to Enhance Professional Practice (Danielson & McGreal). Additionally, webinars will be scheduled with representatives of the aforementioned authors as well as a third option that I anticipate will generate from our conversations. The recommended time line for our work is between now and the end of the school year with a June 15, 2012, completion date. The following dates are meetings scheduled between 3:30-5:00 pm at MSEC:

Oct. 3 & Oct. 10; Nov. 10 & Dec. 8; Jan. 3 & Jan. 26; Feb. 9 & Mar. 8; April/May TBD by Committee Please RSVP your willingness to participate--or not--on this most valuable committee by Friday, September 30. If you are able to attend 6 of the 8 meetings, I would call you a "committee member" :-). In advance, thank you for your consideration. Respectfully, Dr. Terry Brenner, Director

Note: Many teachers said “thanks but no thanks” for whatever reason.

Research and Evaluation Committee convened 1-2 times per month for half-day work sessions. Subs provided for applicable teachers. 

Reviewed Marzano, Danielson and a third model that could be introduced by anyone on the committee. 

Read: The Art and Science of Teaching (Marzano) & Teacher Evaluation to Enhance Professional Practice (Danielson & McGreal) 

Phone conference with Dr. Laura Goe, principal investigator of highly effective teaching with the Understanding Teaching Quality Research Group at ETS in Princeton, New Jersey 

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Networked with various school districts in Florida, Illinois, Idaho, and North Dakota

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Networked with Idaho Department of Education personnel

Had webinars with Learning Sciences International on iObservation and its relationship with Marzano and Danielson 

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Brought Dr. Peggy Schooling on site for two PD days with the committee

Committee’s Agreed Upon Guiding Principles: 1. Teachers are committed to students and their learning. 

All students can learn

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Equitable treatment

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Recognize differences

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Adjust practices to meet student needs

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Foster self-esteem, character and civic-mindedness

Committee’s Agreed Upon Guiding Principles: 2.

Teachers know the subjects they teach and how to teach those subjects to students.

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Understands central concepts of content

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Provide meaningful learning experiences

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Use a variety of inquiry tools to encourage critical and analytical thinking

Committee’s Agreed Upon Guiding Principles: 3. Teachers are responsible for managing and monitoring student learning. 

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Maintain and alter the instructional setting for learner engagement Variety of instructional techniques Multiple methods of assessment that measure student growth and understanding Clearly communicate student performance to parents

Committee’s Agreed Upon Guiding Principles: 4. Teachers think systematically about their practice and learn from experience. 

Model virtues expected of students such as:   

     

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curiosity tolerant fairness respect for diversity appreciation of cultural differences ability to reason take multiple perspectives to be creative and take risks problem-solving

Make principled judgments that provide sound practice based on literature and experience Are life-long learners Critically examine practice and expand knowledge

Committee’s Agreed Upon Guiding Principles: 5. Teachers are members of learning communities.  Collaborate with colleagues to continually improve instructional policy, curriculum development, and staff development

Concluding Research and Evaluation Statement: The ultimate goal of teacher evaluation should be… to improve teaching and learning.

A unanimous committee decision!

Selection of Marzano Grounded in meta analysis research. Grounded in effective instructional strategies that are observable and measurable within a system. Rooted in common language that can be articulated across grade levels a curricular areas. Packaged in a way that provides for evaluation equity across the district. Transparent with Policy or the revision thereof.

Communication Use of 4 Staff Meetings throughout the school year to set the stage for “what’s to come”.

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Committee members created PPT “talking points” for principals to use in concert with a committee member, when applicable  Sample

Communication (Teacher Appraisal Presentation PPT)  Sub-Committee Work  Communication,

Handbook (GFPS Teacher Growth and Evaluation Handbook)

Implementation Non-Negotiables

Communication You can’t communicate too much. Establish open lines of communication with all stakeholders. Partner with the bargaining unit in the development, design and implementation of the evaluation system.

Hold regular meetings with the Steering Committee for Teacher Evaluation during implementation. Begin communication as early as possible.

Insure transparency at every level and a willingness to listen and make needed adjustments. Acknowledge that we are all learning together.

Implementation Non-Negotiables Professional Development Professional development is designed to build capacity at the school and district level.

Branding of our system. “Coaching for Growth” Use multiple resources for learning such as face to face, video, webinars Professional learning communities. Outside experts are used to provide support and learning. Strategically planned and ongoing throughout the implementation years.

CHALLENGES Finding a balance between time available and the magnitude of work involved in the teacher evaluation system implementation for teachers and administrators. Ensuring the new evaluation system is implemented with fidelity and increased capacity of all. In the ever decreasing budget world, ensuring that a dedicated fund source is found to continue our work.

OPPORTUNITIES Continuing Communication/Courageous Conversations around the integration of all of our initiatives under the framework of quality instruction and ensuring that this framework is the district initiative and not viewed as another ad on initiative for teachers and administrators. Implementing while learning. Taking advantage of this opportunity to align all of our work and guarding it very carefully.

Domain 1:

Classroom Strategies and Behaviors

Domain 2:

Planning and Preparing

Domain 3:

Reflecting on Teaching

Domain 4:

Collegiality and Professionalism

Domain 1 Authentic Learning Map 2013-14

2013-14

2012-13

2012-13

It will take 2 school years to complete Domain 1

Domain 1: Classroom Strategies and Behaviors Within Domain, we are concentrating on Design Questions 5 and 6. DQ 5: Engaging Students DQ 6: Establishing Routines and Procedures

DQ5: Engaging Students 14. 15. 16. 17. 18. 19. 20. 21.

Noticing When Students Are Not Engaged Using Academic Games Managing Response Rates Using Physical Movement Maintaining a Lively Pace Demonstrating Intensity and Enthusiasm Using Friendly Controversy Providing Opportunities for Students to Talk About Themselves 22. Presenting Unusual or Intriguing Information

DQ6: Establishing Rules and Procedures 4. 5.

Establishing Classroom Routines Organizing the Physical Layout of the Classroom

DQ7: Recognizing Adherence to Rules and Procedures 33. Demonstrating “Withitness” 34. Applying Consequences for Lack of Adhering to Rules and Procedures 35. Acknowledging Adherence to Rules and Procedures

DQ8: Establishing and Maintaining Effective Relationships with Students 36. Understanding Students’ Interests and Background 37. Using Verbal and Nonverbal Behaviors that Indicate Affection for Students 38. Displaying Objectivity and Control

DQ9: Communicating High Expectations for All Students 39. Demonstrating Value and Respect for Low Expectancy Students 40. Asking Questions of Low Expectancy Students 41. Probing Incorrect Answers with Low Expectancy Students

These elements can be observed and addressed in formal and informal observations.

iObservation Electronic Portal for administrators and teachers

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Feedback is immediate

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Affirming feedback supported by video vignettes of other teachers using desired instructional strategies 

4 Domains and GFPS Narrow Slice in Year 1 (Learning Map)

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Sampling of iObservation

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Teacher Growth and Evaluation Handbook (separate document found on District website) 

In Summation

The Roadmap Consists of: 1. Identify prospective committee members 2. Invite committee members to join & commit 3. Study and review of the research 4. Communicate Findings 5. Identify Guiding Principles to inform the work 6. Communicate Guiding Principles 7. Network with school districts around the country 8. Sample the evaluation instruments through Webinars 9. Use a rubric to assess evaluation instruments 10. Select the Evaluation model 11. Communicate the selection and the process used 12. Ongoing professional development 13. Implement in phases

IMPLEMENTATION EVALUATION

Marzano Teacher Evaluation

2014 data generated by Kris Arason, aspiring Ph.D. candidate at UND & RRHS Principal

Participants

Marzano Teacher Evaluation

Results for Each Construct

Marzano Teacher Evaluation

CHANGE Construct Questions

Marzano Teacher Evaluation

PROFESSIONAL DEVELOPMENT Construct

Marzano Teacher Evaluation

TEACHER IMPROVEMENT Construct

Marzano Teacher Evaluation

RELIABILITY OF INSTRUMENT Construct

Marzano Teacher Evaluation

SATISFACTION with Instrument

Marzano Teacher Evaluation

Key Findings •More professional development for teachers is needed in explaining the instrument scoring system on elements •No significant difference in teachers’ perceptions on the implementation as it relates to the demographics •Teachers are satisfied with the three-year implementation schedule (89.5%)

Marzano Teacher Evaluation

Creating Time for Principals to Observe/Evaluate 2013-14 Year

The Breakthrough Coach training for all administrators and administrative assistants using the following implementable non-negotiable steps: 1. 2. 3. 4.

Clean Office Administrative Assistant Controls Calendar Admin & Admin Assistant meet daily 1-2 Coaching Days per week

From this….

to this….

Q and A Session

Contact: [email protected] District Web Site: www.gfschools.org Department: Curriculum, Instruction, Assessment & Professional Development