current trends in educator evaluation

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Current Trends in Educator Evaluation

Robert J. Marzano


The old system won’t be tolerated anymore?


What should be the purpose of teacher evaluation?

Developing Teachers 5 4

Equal Shares 3 2

Measuring Teachers 1

Relationships Between Different Leadership Levels

District Leader Evalua0on

District Leader Effec0veness

School Leader Evalua0on

School Leader Effec0veness

Teacher Evalua0on

Teacher Effec0veness

Student Learning

•  Hierarchical evaluation, as we define it, refers to a system in which the district leader evaluation system is designed to support school leaders in the execution of their duties.

•  Similarly, the school leader evaluation system is designed to support teachers in the execution of their duties.

•  Finally, the teacher evaluation system is designed to enhance the achievement of individual students.

Hierarchical Evaluation

A hierarchical evaluation system has at least two defining characteristics:

(1) cascading domains of influence, and

(2) correlated rubric structures.

Hierarchical Evaluation

Achievement Instruc0on Curriculum Coopera0on and Collabora0on Climate Resources

District Domain 1 A data-‐driven

focus on student learning

District Domain 2 Con4nuous

improvement of instruc4on

District Domain 3 Guaranteed and viable curriculum

District Domain 4 Coopera4on and collabora4on

District Domain 5 District climate

District Domain 6 Resource alloca4on

School Domain 1 A data-‐driven


School Domain 2 Con4nuous


School Domain 3 Guaranteed and viable curriculum

School Domain 4 Coopera4on and collabora4on

School Domain 5 School climate

Teacher Domain 4: Collegiality and professionalism

Teacher Domain 3: Reflec4ng on teaching Teacher Domain 2:

Planning and preparing Teacher Domain 1: Classroom strategies

and behaviors

Achievement of Individual Students

Cascading Domains of Influence


Student Achievement

Teacher Pedagogical Skill

Evaluation/Supervision


Should our evaluation system have a lot of elements or very few

elements?

Teacher Evaluation Model


(1) Providing clear learning goals and scales (2) Tracking student progress (3) Celebrating success (4) Establishing classroom rules and procedures (6) Identifying critical information


(8) Previewing new content (9) Chunking content into “digestible bites” (11) Elaborating on new information (12) Recording and representing knowledge (14) Reviewing content


(17) Examining similarities and differences (18) Examining errors in reasoning (19) Practicing skills, strategies, & processes (24) Noticing and reacting when students are not engaged (26) Managing response rates


Even small increments in teacher effectiveness can have a positive effect on student achievement.


What must a district or school do?


What must a district or school do?

n  Develop a common language of teaching.

n  Provide opportunities for focused feedback and practice.

n  Provide opportunities for observing and discussing effective teaching.

n  Require individual teacher growth and development plans on a yearly basis.


Q1: What will I do to establish and communicate learning goals, track student progress, and celebrate success?



Q2: What will I do to help students effectively interact with new knowledge?




Q3: What will I do to help students practice and deepen their understanding of new knowledge?





Q4: What will I do to help students generate and test hypotheses about new knowledge?





Q4: What will I do to help students generate and test hypotheses about new knowledge?

Q5: What will I do to engage students?


Q6: What will I do to establish or maintain classroom rules and procedures?



Q7: What will I do to recognize and acknowledge adherence to and lack of adherence to classroom rules and procedures?




Q8: What will I do to establish and maintain effective relationships with students?




Q8: What will I do to establish and maintain effective relationships with students?

Q9: What will I do to communicate high expectations for all students?


ROUTINE SEGMENTS

SEGMENTS ENACTED ON THE SPOT

Supervising

The Art and Science of Teaching

CONTENT-SPECIFIC SEGMENTS

Learning Goals and Feedback

Rules and Procedures

INVOLVES ROUTINES

ENACTED ON THE SPOT Student Engagement

High Expectations

T

each

er–S

tude

nt R

elat

ions

hips

Adherence to R

ules and Procedures

Generating and Testing Hypotheses

Practicing and

Deepening

Interacting With New

Knowledge

Supervising

The Art and Science of Teaching

ADDRESSES CONTENT IN SPECIFIC WAYS


Use a scale that is designed to track

growth

Innovating 4

Applying 3

Developing 2

Beginning 1

Not Using 0

New strategies are created to meet needs of specific students or class as a whole.

Strategy is used and monitored to see if it has desired effect.

Strategy is used but in a mechanistic way.

Strategy is used but pieces are missing.

Strategy is called for, but not used.


Innovating 4

Applying 3

Developing 2

Beginning 1

Not Using 0

I ensure that the strategy has the desired effect on all students by making adaptations or creating new strategies.

I use the strategy and monitor to see if it has the desired effect on students.

I use the strategy without errors or omissions but I don’t monitor its effects on students.

I use the strategy incorrectly or with parts missing.

I should use the strategy but I don’t.


Helping teachers move from Not Using (0) to Beginning (1) n  Give teachers information about the research

regarding the importance of the element that has been chosen.

n  Tell teachers about the various specific strategies on which they might focus.

n  Select a strategy and begin talking about the steps involved.


Helping teachers move from Beginning (1) to Developing (2) n  Make sure teachers have a firm grasp of the

steps involved in the target strategy.

n  Provide opportunities for teachers to practice the selected strategy.

n  Help teachers identify errors and missing pieces in their execution of the selected strategy.


Helping teachers move from Developing (2) to Applying(3) n  Help teachers become aware of the “desired

effects” of the selected strategy.

n  Help teachers develop techniques to monitor whether the selected strategy is having the desired effect on at least the majority of the students.


Helping teachers move from Applying (3) to Innovating (4) n  Help teachers determine which students for

whom the selected strategy is not having the desired effect.

n  Help teachers develop new strategies or adaptations of the selected strategy that will ensure that it is having the desired effect on ALL students.


What can a district or school do?






Scoring teachers’ pedagogical skills


Sampling Error

n  Teacher self-perception n  Three announced observations n  Walk-throughs n  Video recordings n  Teacher challenges


VAMs


Five types of growth scores

n  State test VAMs n  End of course or benchmark VAMs n  Common assessments n  SLOs n  Student surveys

Teacher Evaluation Metrics

Focus: Instructional Practice

•  50% of total •  What metrics do we need to

collect to measure teacher instructional practice?

•  How do we assign weight to the practices with direct impact on student achievement?

•  How do we acknowledge improvement over time and focus on deliberate practice?

•  How do we account for a teacher’s experience level?

44

Student Growth, 50%

Instruc0onal Prac0ce 50%

Recommended Approach Composite Status Score + Growth Score

45

Status Score, 25%

Improvement Score, 25%

Instruc0onal Prac0ce50%

Composite Status Scale for Category I Teachers •  Category I Teachers: 1-3 years of service •  Percentages based on number of elements for which

data is available •  Percentages can be adjusted

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Highly Effec0ve (4) Effec0ve (3) Needs Improvement (2) Unsa0sfactory (1)

D1:

65% of scores at Level 2 or higher D2:

D3:

D4:

Note: Scores are based on the Marzano scale: Innova4ng (4), Applying (3), Developing (2), Beginning (1) and Not Using (0)

75% of scores at Level 2 or higher AND

≥15% of scores at Level 3 or higher



Composite Status Scale for Category II Teachers


D1:


D3:

D4:

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•  Category II Teachers: 4-10 years of service •  Percentages based on number of elements for which




≥50% of scores at Level 3 or higher AND

≥15% at Level 4


≥50% of scores at Level 3 or higher AND

≥25% at Level 4




<75% of scores at Level 2 or higher

Composite Status for Category III Teachers


D1:


D3:

D4:

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•  Category III Teachers: Beyond 10 years of service •  Percentages based on number of elements for which




≥50% of scores at Level 4






<85% of scores at Level 2 or higher

Teacher Growth Scale •  Domain 1: results-oriented •  Domains 2 – 4: growth-oriented

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Growth Highly Effec0ve (4) Effec0ve (3) Needs Improvement or

Developing (2) Unsa0sfactory (1)

Domain 1 Achieves Level 4

on all 3 target Elements Achieves minimum Level 3 on all 3 target Elements

Achieves minimum Level 2 on all 3 target Elements

Achieves minimum Level 1 on all 3 target Elements

Domain 2 Achieves Level 4 on target Element

OR Demonstrates growth of 3 Levels on target Element

Demonstrates growth of 2 Levels on target Element*

Demonstrates growth of 1 Level on target Element*

Demonstrates no growth in target Element* Domain 3

Domain 4

Note: Scores are based on the Marzano scale: Innova4ng (4), Applying (3), Developing (2), Beginning (1) and Not Using (0) *If, by this criterion, the teacher achieves Level 4 on the target Element, they would be considered Highly Effec4ve


Another way of looking at levels of performance

n  Initial status teacher n  Professional status teacher n  Mentor teacher n  Master teacher

Achievement Instruc0on Curriculum Coopera0on and Collabora0on Climate Resources

District Domain 1 A data-‐driven


District Domain 2 Con4nuous


District Domain 3 Guaranteed and viable curriculum

District Domain 4 Coopera4on and collabora4on

District Domain 5 District climate

District Domain 6 Resource alloca4on

School Domain 1 A data-‐driven


School Domain 2 Con4nuous


School Domain 3 Guaranteed and viable curriculum

School Domain 4 Coopera4on and collabora4on

School Domain 5 School climate

Teacher Domain 4: Collegiality and professionalism

Teacher Domain 3: Reflec4ng on teaching Teacher Domain 2:

Planning and preparing Teacher Domain 1: Classroom strategies

and behaviors

Achievement of Individual Students

Cascading Domains of Influence


What can a district or school do?





current trends in educator evaluation

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