Marzano Evaluation Rubric Workshop September 23 rd Santa Rosa, FL

1. Marzano Evaluation Rubric WorkshopSeptember 23rdSanta Rosa, FL Amy Gropper, MS, NBCT agropper.depd@gmail.com

2. Learning Goals Today you will gain a stronger understanding of and comfort level with the Santa Rosa Marzano Teacher Evaluation Rubric.

3. Norms We 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.

4. Schedule 8:00 Workshop begins Mid-Morning Break – 10 min. 11:30 – 12:30 Lunch Mid-Afternoon Break – 10 min. 3:00 Workshop ends

5. 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.

6. 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.

7. Begin at the beginning… • Marzano presents 4 domains leading to student achievement • 1 = Classroom Strategies and Behaviors • 2 = Planning and Preparing • 3 = Reflecting on Teaching • 4 = Collegiality and Professionalism • Well-Articulated Knowledge Base for Teaching

8. Begin at the beginning… Focused Feedback Opportunities to Observe and Discuss Expertise Clear Criteria and Plan for Success Recognition of Expertise

9. 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…

10. Let’s talk about the measurement scale… Highly Effective v. Effectivev. 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?

11. 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!

12. Addressing Content

13. Addressing Content What 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?

14. Interacting with New Knowledge “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) Critical-Input experiences (designed input activities) – these are the learning experiences considered critical to understanding content - should be identified and highlighted by teachers What will you do to help students effectively interact with new knowledge?

15. Interacting with New Knowledge • What are the strategies suggested? • Previewing • Small Chunks • Macrostrategies • Summarizing and note-taking • Nonlinguistic representations • Questioning • Reflection • Cooperative Learning What will you do to help students effectively interact with new knowledge?

16. Interacting with New Knowledge Do 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 Share Out What will you do to help students effectively interact with new knowledge?

17. Long-Term Knowledge Retention starts with organized practice What is the purpose of grouping students? Is there ONE way to group? What are the benefits? What will you do to help students practice and deepen new knowledge?

18. Organized practice… 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. Share Out What will you do to help students practice and deepen new knowledge?

19. What is hypothesis generation and how does it look in the classroom? Making an educated guess or prediction about an outcome and then trying to confirm or disconfirm it! Project based Comprehensive Student-centered with teacher as facilitator 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?

20. 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.

21. Different Types of Inquiry • Experimental Inquiry – involves observation first • Problem-Solving Tasks – use knowledge in an unusual context or with constraints • Decision-Making Tasks – using a matrix along with research • Investigation Tasks – Testing hypotheses about past, present, or future events (What really happened? What would happen if….) • Student designed tasks

22. Let’s return to the rubric Do This: 1. Find the two elements focused on students generating hypotheses. 2. Read complete scales for both elements 3. 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. What will you do to help students generate and test hypotheses about new knowledge? (organizing & engaging)

23. Providing resources and guidance Available Approachable Interact Enjoy Volunteers all available resources What will you do to provide students with resources and guidance?

25. Debrief What did you notice? Did you see any of the Addressing Content elements? Problem-Solving Tasks – use knowledge in an unusual context or with constraints Does this look like something you do with your students? 

26. Enacted on the Spot

27. Enacted 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?

28. Enacted on the Spot Recognize and acknowledge adherence or lack of adherence to rules and procedures (consequences)? NEED: Consistency Fairness Verbal and Non-Verbal Student believes the teacher appreciates his/her good behavior. Bad behavior ≠ Bad child What will you do to recognize and acknowledge adherence or lack of adherence to rules and procedures? (consequences)

29. Enacted on the Spot Recognize and acknowledge adherence or lack of adherence to rules and procedures (with-it-ness) • Eyes in the back of your head Choose your battles Eye contact • Professional & proactive What will you do to recognize and acknowledge adherence or lack of adherence to rules and procedures? (with-it-ness)

30. Enacted on the Spot Communicate high expectations for all students Engages ALL learners Require same level of thinking skill equally Provides 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?

31. 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

32. Story Time! 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)

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

35. Routine Events What will I do to establish and communicate learning goals, track student progress, and celebrate success? Let’s return to the rubric and identify some distinguishing language…

36. Routine Events Learning Goals Know Understand Do/Be able to… OR Emphasize the KNOWLEDGE that students will potentially gain Establish and communicate learning goals, track student progress, and celebrate success.

37. 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

38. 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

39. Learning Goals & Activities Goals Activities • Do This: • With your group, please generate • A list of goal stems you hope to see in your classrooms • 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.

40. Student Progress Once you have established the target (goal), students must have a way of measuring their progress toward that target if they are to improve. 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! Establish and communicate learning goals, track student progress, and celebrate success

41. About formative 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 precedeslocal 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

42. Formative Assessment What does it look like? Thumbs up/down Exit Card Oral Questioning Quiz Journal Entry Student Conference Summary Observation Self- & Peer-Assessment What else? Establish and communicate learning goals, track student progress, and celebrate success

43. Formative 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

44. 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!

45. Celebrating Success 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

47. Putting it together…(Part 1) 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.

48. Let’s Review the categories and elements… Routine Events Learning Goals Student Progress Celebrating Success Addressing Content Interacting with new knowledge Practice and deepen new knowledge Organizing and engaging in hypothesis generating & testing Providing resources and guidance Enacted on the Spot With-it-ness Rules & Procedures and applying consequences Demonstrating value and respect Reflection Questions will help guide discussion of teaching practice

49. 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.)

50. Planning Tool 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.