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Marzano Causal Model: A Framework for Teaching and Learning

Marzano Causal Model: A Framework for Teaching and Learning. Essential Questions Why shift to the Marzano Causal Model? How does the model support continuous improvement? What are the key features of our APPR agreement?. Today’s Goal and Objectives.

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Marzano Causal Model: A Framework for Teaching and Learning

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  1. Marzano Causal Model: A Framework for Teaching and Learning

  2. Essential Questions • Why shift to the Marzano Causal Model? • How does the model support continuous improvement? • What are the key features of our APPR agreement?

  3. Today’s Goal and Objectives Learning Goal: Participants will understand how the Marzano Teacher Evaluation Model supports teacher growth through feedback Participants will: • Understand the common language and organization of the Marzano Framework and how it serves to support growth and teacher expertise. • Recognize those strategies within the Marzano Model that are already a part of their current instructional practice. • Apply the Model to a sample lesson. • Learn about the elements of the district’s APPR plan.

  4. Why Shift from Danielson to Marzano?

  5. What is the relationship between effective teaching and student achievement? Dr. Marzano In His Own Words…

  6. Teacher Expertise There is an expectation that all teachers can increase their expertise from year to year, which, in turn, produces gains in student achievement from year to year with a powerful cumulative effect.

  7. Marzano Causal Model When these strategies are used, here is the typical effect on raising student achievement (percentile gain corrected): Haystead & Marzano.(2009).

  8. Exploring The Framework Domains, Lesson Segments, Design Questions and Elements

  9. Marzano Causal Model: Four Domains of Professional Practice Domain 1: Classroom Strategies & Behaviors Domain 2: Planning & Preparation Domain 3:Reflecting on Teaching Domain 4: Professionalism & Collegiality

  10. The Marzano Art and Science of Teaching Framework: Domain 1

  11. Narrowing the Focus: Design Questions Find a Partner… Think Pair Share Select a DQ that piques your interest, resonates for you as a teacher, or provokes questions for you about your practice. Share with a partner.

  12. The Marzano Art and Science of Teaching Framework: Domains 2-4

  13. Domain 1: Classroom Behaviors & Strategies

  14. Self Assessment Review the Marzano Learning Map for Domain 1. For each of the 41 elements, indicate the following: ✔ I am comfortable applying this instructional strategy or behavior and it’s a part of my practice. ? I want to learn more about this strategy or behavior. Share your observations/reflections with a partner

  15. What will I do to establish and communicate learning goals, track student progress & celebrate success? District-wide Goal: Design Question 1 • #1: Provide clear learning goals and scales (rubrics) • #2: Tracking student progress • #3: Celebrating success How are these elements part of your current practice as a classroom teacher/specialist?

  16. Digging into Design Question 1 Element #2: Tracking student progress The teacher facilitates tracking of student progress on one or more learning goals using a formative approach to assessment. What are three ways you track student progress in your classroom?

  17. Navigating the Protocol

  18. Classroom Visit

  19. Elementary School Example

  20. Middle School ELA Example

  21. High School Social Studies Example

  22. High School Dance Example

  23. Navigating the Protocol

  24. Teacher Observation & Evaluation Some Big Ideas to Remember • We engage in sustained, reflective dialogue about instruction with supervisors and colleagues to continuously improve our practice • Think of the observation/evaluation process as one-on-one professional development • Remain open to constructive feedback • Seek progress, not perfection!

  25. Features of Harrison’s APPR Plan

  26. APPR PLAN • Teachers will participate with principals, directors/supervisors in goal setting meetings to be held at opening conferences: • Goal #1-District-slected: DQ1 • Goal #2-Developed by principal/supervisor • Goal #3-Chosen by teacher • Goals are based on Design Questions or Element Clusters (not individual elements of practice)

  27. Classroom Observations

  28. Long & Short Form Observations Long Form Observations: • Full class period • More data points/feedback provided • Pre and post observation conferences occur Short Form Observations: • Minimum of 10 minutes in duration • Fewer data points/feedback provided • Post observation at the request of teacher or observer

  29. Observations Continued… • Post observation conferences for long-forms will occur within 5 school days of observation. • Observation report will be provided to teachers within 5 school days of post. • Subsequent observations will only occur after 5 school days have passed since the teacher received feedback from the last long form observation.

  30. Beginning-of-Year Conferences Reflective Questions • Which design question or element cluster do I plan to target for professional growth this year? • What do I anticipate will be challenging for me in the year ahead? • How can my supervisor and colleaguessupport my professional growth?

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