The Marzano Causal Teacher Evaluation Model Alignment to InTASC Model Core Teaching Standards

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1 The Marzan Causal Teacher Evaluatin Mdel Alignment t InTASC Mdel Cre Teaching Standards Exclusive partners with Dr. Rbert J. Marzan fr the Causal Teacher Evaluatin Mdel Learning Sciences Internatinal 175 Crnell Rad, Suite 18 Blairsville, PA Page 1

2 Cntents Preface... 3 Marzan Causal Teacher Evaluatin Mdel Map f Dmains The Marzan Teacher Evaluatin Mdel Alignment t the InTASC Mdel Cre Teaching Standards... 6 InTASC Mdel Cre Teaching Standards THE LEARNER AND LEARNING I. Standard #1: Learner II. Standard #2: Learning Differences III. Standard #3: Learning CONTENT IV. Standard #4: Cntent Knwledge V. Standard #5: Applicatin f Cntent VI. Standard #6: Assessment VII. Standard #7: Planning fr Instructin VIII. Standard #8: Instructinal IX. Standard #9: Prfessinal Learning and Ethical Practice X. Standard #10: Leadership and Cllabratin Research Base and Validatin Studies n the Marzan Causal Teacher Evaluatin Mdel, April The Research Base frm which the Mdel was Develped Experimental/Cntrl Studies Crrelatinal Studies Technlgy Studies Summary References Page 2

3 Preface Federal initiatives (e.g. Race t the Tp) and state legislatin call fr rigrus, transparent, and fair evaluatin systems that differentiate teacher effectiveness based n student achievement as described by value-added mdels. Subsequently, there is an increased need fr a teacher evaluatin mdel that als includes a cmprehensive, rbust, and research-based descriptin f teacher effectiveness that can measure the effectiveness f teachers using bservatin prtcls, classrm artifacts, prtflis, student wrk, and prfessinal grwth plans. The gal f an effective evaluatin system is fr teachers t incrementally increase their expertise in teaching year t year and, therefre, incrementally increase their ability t raise student learning gains year t year. Dr. Marzan s Causal Teacher Evaluatin Mdel (herein referred t as the Marzan Teacher Evaluatin Mdel) is based n his acclaimed Art and Science f Teaching framewrk, which defines instructinal strategies identified by research t increase student learning gains. The Marzan Teacher Evaluatin Mdel clsely aligns with state teaching standards thrugh the develpment f clear criteria fr success and a student data mdule that ties student achievement t teacher evaluatin using data clsest t the classrm. The Interstate Teacher Assessment and Supprt Cnsrtium (InTASC) Mdel Cre Teaching Standards 1 describe what teachers need t knw and be able t d. The Marzan Teacher Evaluatin Mdel parallels this effrt and prvides a means fr teachers t translate the standards int their daily practice. 1 Surce: CCSSO s Interstate Teacher Assessment and Supprt Cnsrtium, InTASC Mdel Cre Teaching Standards: A Resurce fr State Dialgue, (April 2011). Website: Page 3

4 Marzan Causal Teacher Evaluatin Mdel Map f Dmains 1-4 Page 4

5 Page 5

6 The Marzan Teacher Evaluatin Mdel Alignment t the InTASC Mdel Cre Teaching Standards Marzan Evaluatin Mdel InTASC Mdel Cre Dmains 1, 2, 3, and 4 Teaching Standards DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS I. Lessn Segments Invlving Rutine Events Design Questin #1: What will I d t establish and cmmunicate learning gals, track student prgress, and celebrate success? 1. Prviding Clear Learning Gals and Scales (Rubrics) Standard 1: Learner 2. Tracking Student Prgress Standard 1: Learner Standard 9: Prfessinal Learning and Ethical Practice 3. Celebrating Success Design Questin #6: What will I d t establish and maintain classrm rules and prcedures? 4. Establishing Classrm Rutines 5. Organizing the Physical Layut f the Classrm II. Lessn Segments Addressing Cntent Design Questin #2: What will I d t help students effectively interact with new knwledge? 6. Identifying Critical Infrmatin Standard 1: Learner Standard 4: Cntent Knwledge 7. Organizing Students t Interact with New Standard 1: Learner Page 6

7 Knwledge 8. Previewing New Cntent Standard 1: Learner Standard 4: Cntent Knwledge 9. Chunking Cntent int Digestible Bites Standard 1: Learner Standard 4: Cntent Knwledge Standard 9: Prfessinal Learning and Ethical Practices 10. Prcessing f New Infrmatin Standard 1: Learner 11. Elabrating n New Infrmatin 12. Recrding and Representing Knwledge Standard 4: Cntent Knwledge 13. Reflecting n Learning Standard 1: Learner Standard 4: Cntent Knwledge Standard 5: Applicatin f Cntent Page 7

8 Design Questin #3: What will I d t help student practice and deepen their understanding f new knwledge? 14. Reviewing Cntent Standard 1: Learner 15. Organizing Students t Practice and Deepen Knwledge 16. Using Hmewrk 17. Examining Similarities and Differences 18. Examining Errrs in Reasning 19. Practicing Skills,, and Prcesses 20. Revising Knwledge Standard 4: Cntent Knwledge Standard 5: Applicatin f Cntent Design Questin #4: What will I d t help students generate and test hyptheses abut new knwledge? 21. Organizing Students fr Cgnitively Cmplex Tasks 22. Engaging Students in Cgnitively Cmplex Tasks Invlving Hypthesis Generatin and Testing Standard 4: Cntent Knwledge Standard 5: Applicatin f Cntent 23. Prviding Resurces and Guidance Standard 1: Learner Standard 4: Cntent Knwledge Standard 5: Applicatin f Cntent III. Lessn Segments Enacted n the Spt Design Questin #5: What will I d t engage students? 24. Nticing When Students are Nt Engaged Standard 1: Learner Page 8

9 Standard 4: Cntent Knwledge 25. Using Academic Games Standard 1: Learner Standard 4: Cntent Knwledge Standard 5: Applicatin f Cntent 26. Managing Respnse Rates Standard 1: Learner Standard 4: Cntent Knwledge 27. Using Physical Mvement Standard 1: Learner 28. Maintaining a Lively Pace Standard 1: Learner 29. Demnstrating Intensity and Enthusiasm Standard 4: Cntent Knwledge 30. Using Friendly Cntrversy Standard 1: Learner Page 9

10 31. Prviding Opprtunities fr Students t Talk abut Themselves Standard 4: Cntent Knwledge Standard 5: Applicatin f Cntent Standard 1: Learner Standard 5: Applicatin f Cntent 32. Presenting Unusual r Intriguing Infrmatin Standard 1: Learner Standard 4: Cntent Knwledge Standard 5: Applicatin f Cntent Design Questin #7: What will I d t recgnize and acknwledge adherence r lack f adherence t rules and prcedures? 33. Demnstrating Withitness Standard 1: Learner Standard 4: Cntent Knwledge 34. Applying Cnsequences fr Lack f Adherence t Rules and Prcedures 35. Acknwledging Adherence t Rules and Prcedures Design Questin #8: What will I d t establish and maintain effective relatinships with students? Standard 1: Learner Standard 10: Leadership and Cllabratin Page 10

11 36. Understanding Students Interests and Backgrund Standard 1: Learner Standard 4: Cntent Knwledge Standard 9: Prfessinal Learning and Ethical Practices 37. Using Verbal and Nnverbal Behavirs that Indicate Affectin fr Students Standard 1: Learner 38. Displaying Objectivity and Cntrl Standard 1: Learner Standard 4: Cntent Knwledge Standard 9: Prfessinal Learning and Ethical Practices Design Questin #9: What will I d t cmmunicate high expectatins fr all students? 39. Demnstrating Value and Respect fr Lw Expectancy Students Standard 1: Learner Standard 10: Leadership and Cllabratin 40. Asking Questins f Lw Expectancy Students Standard 1: Learner 41. Prbing Incrrect Answers with Lw Expectancy Students DOMAIN 2: PLANNING AND PREPARING Standard 10: Leadership and Cllabratin Page 11

12 I. Planning and Preparing fr Lessns and Units 42. Effective Scafflding f Infrmatin with Lessns Standard 1: Learner Standard 7: Planning fr Instructin Standard 10: Leadership and Cllabratin 43. Lessns within Units Standard 1: Learner Standard 7: Planning fr Instructin 44. Attentin t Established Cntent Standards Standard 4: Cntent Knwledge Standard 5: Applicatin f Cntent Standard 7: Planning fr Instructin Standard 9: Prfessinal Learning and Ethical Practices II. Planning and Preparing fr Use f Resurces and Technlgy 45. Use f Available Traditinal Resurces Standard 1: Learner 46. Use f Available Technlgy Standard 4: Cntent Knwledge Standard 5: Applicatin f Cntent Standard 7: Planning fr Instructin III. Planning and Preparing fr Needs f English Language Learners 47. Needs f English Language Learners Standard 1: Learner Standard 4: Cntent Knwledge Standard 5: Applicatin f Cntent Page 12

13 IV. Planning and Preparing fr Needs f Students Receiving Special Educatin 48. Needs f Students Receiving Special Educatin V. Planning and Preparing fr Needs f Students Wh Lack Supprt fr Schling 49. Needs f Students Wh Lack Supprt fr Schling DOMAIN 3: REFLECTING ON TEACHING I. Evaluating Persnal Perfrmance 50. Identifying Areas f Pedaggical Strength and Weakness 51. Evaluating the Effectiveness f Individual Lessns and Units 52. Evaluating the Effectiveness f Specific Pedaggical and Behavirs Standard 7: Planning fr Instructin Standard 9: Prfessinal Learning and Ethical Practices Standard 1: Learner Standard 4: Cntent Knwledge Standard 5: Applicatin f Cntent Standard 7: Planning fr Instructin Standard 10: Leadership and Cllabratin Standard 9: Prfessinal Learning and Ethical Practices Standard 10: Leadership and Cllabratin II. Develping and Implementing a Prfessinal Grwth Plan 53. Develping a Written Grwth and Plan 54. Mnitring Prgress Relative t the Prfessinal Grwth and Plan Standard 9: Prfessinal Learning and Ethical Practices Standard 10: Leadership and Cllabratin DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM I. Prmting a Psitive Envirnment 55. Prmting Psitive Interactins with Clleagues Standard 7: Planning fr Instructin Standard 9: Prfessinal Learning and Ethical Practices Page 13

14 56. Prmting Psitive Interactins abut Students and Parents Standard 10: Leadership and Cllabratin Standard 1: Learner Standard 9: Prfessinal Learning and Ethical Practices Standard 10: Leadership and Cllabratin II. Prmting Exchange f Ideas and 57. Seeking Mentrship fr Areas f Need r Interest Standard 1: Learner Standard 4: Cntent Knwledge Standard 5: Applicatin f Cntent Standard 7: Planning fr Instructin Standard 9: Prfessinal Learning and Ethical Practices Standard 10: Leadership and Cllabratin 58. Mentring Other Teachers and Sharing Ideas and Standard 1: Learner Standard 7: Planning fr Instructin Standard 9: Prfessinal Learning and Ethical Practices Standard 10: Leadership and Cllabratin Page 14

15 III. Prmting District and Schl 59. Adhering t District and Schl Rule and Prcedures 60. Participating in District and Schl Initiatives Standard 9: Prfessinal Learning and Ethical Practices Standard 10: Leadership and Cllabratin Page 15

16 InTASC Mdel Cre Teaching Standards THE LEARNER AND LEARNING Teaching begins with the learner. T ensure that each student learns new knwledge and skills, teachers must understand that learning and develpmental patterns vary amng individuals, that learners bring unique individual differences t the learning prcess, and that learners need supprtive and safe learning envirnments t thrive. Effective teachers have high expectatins fr each and every learner and implement develpmentally apprpriate, challenging learning experiences within a variety f learning envirnments that help all learners meet high standards and reach their full ptential. Teachers d this by cmbining a base f prfessinal knwledge, including an understanding f hw cgnitive, linguistic, scial, emtinal, and physical develpment ccurs, with the recgnitin that learners are individuals wh bring differing persnal and family backgrunds, skills, abilities, perspectives, talents and interests. Teachers cllabrate with learners, clleagues, schl leaders, families, members f the learners cmmunities, and cmmunity rganizatins t better understand their students and maximize their learning. Teachers prmte learners acceptance f respnsibility fr their wn learning and cllabrate with them t ensure the effective design and implementatin f bth self-directed and cllabrative learning. I. Standard #1: Learner The teacher understands hw learners grw and develp, recgnizing that patterns f learning and develpment vary individually within and acrss the cgnitive, linguistic, scial, emtinal, and physical areas, and designs and implements develpmentally apprpriate and challenging learning experiences. Perfrmances The teacher regularly assesses individual and grup perfrmance in rder t design and mdify instructin t meet learners needs in each area f develpment (cgnitive, linguistic, scial, emtinal, and physical) and scafflds the next level f develpment. The teacher creates develpmentally apprpriate instructin that takes int accunt individual learners strengths, interests, and needs and that enables each learner t advance and accelerate his/her learning. The teacher cllabrates with families, cmmunities, clleagues, and ther prfessinals t prmte learner grwth and develpment. Essential Knwledge The teacher understands hw learning ccurs-- hw learners cnstruct knwledge, acquire skills, and develp disciplined thinking prcesses--and knws hw t use instructinal strategies that prmte student learning. The teacher understands that each learner s cgnitive, linguistic, scial, emtinal, and physical develpment influences learning and knws hw t make instructinal decisins that build n learners strengths and needs. The teacher identifies readiness fr learning, and understands hw develpment in any ne area may affect perfrmance in thers. The teacher understands the rle f language and culture in learning and knws hw t mdify instructin t make language cmprehensible and instructin relevant, accessible, and challenging. Critical Dispsitins The teacher respects learners differing strengths and needs and is cmmitted t using this infrmatin t further each learner s develpment. Page 16

17 The teacher is cmmitted t using learners strengths as a basis fr grwth, and their miscnceptins as pprtunities fr learning. The teacher takes respnsibility fr prmting learners grwth and develpment. The teacher values the input and cntributins f families, clleagues, and ther prfessinals in understanding and supprting each learner s develpment. II. Standard #2: Learning Differences The teacher uses understanding f individual differences and diverse cultures and cmmunities t ensure inclusive learning envirnments that enable each learner t meet high standards. Perfrmances The teacher designs, adapts, and delivers instructin t address each student s diverse learning strengths and needs and creates pprtunities fr students t demnstrate their learning in different ways. The teacher makes apprpriate and timely prvisins (e.g., pacing fr individual rates f grwth, task demands, cmmunicatin, assessment, and respnse mdes) fr individual students with particular learning differences r needs. The teacher designs instructin t build n learners prir knwledge and experiences, allwing learners t accelerate as they demnstrate their understandings. The teacher brings multiple perspectives t the discussin f cntent, including attentin t learners persnal, family, and cmmunity experiences and cultural nrms. The teacher incrprates tls f language develpment int planning and instructin, including strategies fr making cntent accessible t English language learners and fr evaluating and supprting their develpment f English prficiency. The teacher accesses resurces, supprts, and specialized assistance and services t meet particular learning differences r needs. Essential Knwledge The teacher understands and identifies differences in appraches t learning and perfrmance and knws hw t design instructin that uses each learner s strengths t prmte grwth. The teacher understands students with exceptinal needs, including thse assciated with disabilities and giftedness, and knws hw t use strategies and resurces t address these needs. The teacher knws abut secnd language acquisitin prcesses and knws hw t incrprate instructinal strategies and resurces t supprt language acquisitin. The teacher understands that learners bring assets fr learning based n their individual experiences, abilities, talents, prir learning, and peer and scial grup interactins, as well as language, culture, family, and cmmunity values. The teacher knws hw t access infrmatin abut the values f diverse cultures and cmmunities and hw t incrprate learners experiences, cultures, and cmmunity resurces int instructin. Critical Dispsitins The teacher believes that all learners can achieve at high levels and persists in helping each learner reach his/her full ptential. The teacher respects learners as individuals with differing persnal and family backgrunds and varius skills, abilities, perspectives, talents, and interests. The teacher makes learners feel valued and helps them learn t value each ther. Page 17

18 The teacher values diverse languages and dialects and seeks t integrate them int his/her instructinal practice t engage students in learning. III. Standard #3: Learning The teacher wrks with thers t create envirnments that supprt individual and cllabrative learning, and that encurage psitive scial interactin, active engagement in learning, and self mtivatin. Perfrmances The teacher cllabrates with learners, families, and clleagues t build a safe, psitive learning climate f penness, mutual respect, supprt, and inquiry. The teacher develps learning experiences that engage learners in cllabrative and self-directed learning and that extend learner interactin with ideas and peple lcally and glbally. The teacher cllabrates with learners and clleagues t develp shared values and expectatins fr respectful interactins, rigrus academic discussins, and individual and grup respnsibility fr quality wrk. The teacher manages the learning envirnment t actively and equitably engage learners by rganizing, allcating, and crdinating the resurces f time, space, and learners attentin. The teacher uses a variety f methds t engage learners in evaluating the learning envirnment and cllabrates with learners t make apprpriate adjustments. The teacher cmmunicates verbally and nnverbally in ways that demnstrate respect fr and respnsiveness t the cultural backgrunds and differing perspectives learners bring t the learning envirnment. The teacher prmtes respnsible learner use f interactive technlgies t extend the pssibilities fr learning lcally and glbally. The teacher intentinally builds learner capacity t cllabrate in face-t-face and virtual envirnments thrugh applying effective interpersnal cmmunicatin skills. Essential Knwledge The teacher understands the relatinship between mtivatin and engagement and knws hw t design learning experiences using strategies that build learner selfdirectin and wnership f learning. The teacher knws hw t help learners wrk prductively and cperatively with each ther t achieve learning gals. The teacher knws hw t cllabrate with learners t establish and mnitr elements f a safe and prductive learning envirnment including nrms, expectatins, rutines, and rganizatinal structures. The teacher understands hw learner diversity can affect cmmunicatin and knws hw t cmmunicate effectively in differing envirnments. The teacher knws hw t use technlgies and hw t guide learners t apply them in apprpriate, safe, and effective ways. Critical Dispsitins The teacher is cmmitted t wrking with learners, clleagues, families, and cmmunities t establish psitive and supprtive learning envirnments. The teacher values the rle f learners in prmting each ther s learning and recgnizes the imprtance f peer relatinships in establishing a climate f learning. Page 18

19 The teacher is cmmitted t supprting learners as they participate in decisin making, engage in explratin and inventin, wrk cllabratively and independently, and engage in purpseful learning. The teacher seeks t fster respectful cmmunicatin amng all members f the learning cmmunity. The teacher is a thughtful and respnsive listener and bserver. CONTENT Teachers must have a deep and flexible understanding f their cntent areas and be able t draw upn cntent knwledge as they wrk with learners t access infrmatin, apply knwledge in real wrld settings, and address meaningful issues t assure learner mastery f the cntent. Tday s teachers make cntent knwledge accessible t learners by using multiple means f cmmunicatin, including digital media and infrmatin technlgy. They integrate crss-disciplinary skills (e.g., critical thinking, prblem slving, creativity, cmmunicatin) t help learners use cntent t prpse slutins, frge new understandings, slve prblems, and imagine pssibilities. Finally, teachers make cntent knwledge relevant t learners by cnnecting it t lcal, state, natinal, and glbal issues. IV. Standard #4: Cntent Knwledge The teacher understands the central cncepts, tls f inquiry, and structures f the discipline(s) he r she teaches and creates learning experiences that make the discipline accessible and meaningful fr learners t assure mastery f the cntent. Perfrmances The teacher effectively uses multiple representatins and explanatins that capture key ideas in the discipline, guide learners thrugh learning prgressins, and prmte each learner s achievement f cntent standards. The teacher engages students in learning experiences in the discipline(s) that encurage learners t understand, questin, and analyze ideas frm diverse perspectives s that they master the cntent. The teacher engages learners in applying methds f inquiry and standards f evidence used in the discipline. The teacher stimulates learner reflectin n prir cntent knwledge, links new cncepts t familiar cncepts, and makes cnnectins t learners experiences. The teacher recgnizes learner miscnceptins in a discipline that interfere with learning, and creates experiences t build accurate cnceptual understanding. The teacher evaluates and mdifies instructinal resurces and curriculum materials fr their cmprehensiveness, accuracy fr representing particular cncepts in the discipline, and apprpriateness fr his/ her learners. The teacher uses supplementary resurces and technlgies effectively t ensure accessibility and relevance fr all learners. The teacher creates pprtunities fr students t learn, practice, and master academic language in their cntent. The teacher accesses schl and/r district-based resurces t evaluate the learner s cntent knwledge in their primary language. Essential Knwledge The teacher understands majr cncepts, assumptins, debates, prcesses f inquiry, and ways f knwing that are central t the discipline(s) s/he teaches. Page 19

20 The teacher understands cmmn miscnceptins in learning the discipline and hw t guide learners t accurate cnceptual understanding. The teacher knws and uses the academic language f the discipline and knws hw t make it accessible t learners. The teacher knws hw t integrate culturally relevant cntent t build n learners backgrund knwledge. The teacher has a deep knwledge f student cntent standards and learning prgressins in the discipline(s) s/he teaches. Critical Dispsitins The teacher realizes that cntent knwledge is nt a fixed bdy f facts but is cmplex, culturally situated, and ever evlving. S/he keeps abreast f new ideas and understandings in the field. The teacher appreciates multiple perspectives within the discipline and facilitates learners critical analysis f these perspectives. The teacher recgnizes the ptential f bias in his/her representatin f the discipline and seeks t apprpriately address prblems f bias. The teacher is cmmitted t wrk tward each learner s mastery f disciplinary cntent and skills. V. Standard #5: Applicatin f Cntent The teacher understands hw t cnnect cncepts and use differing perspectives t engage learners in critical thinking, creativity, and cllabrative prblem slving related t authentic lcal and glbal issues. Perfrmances The teacher develps and implements prjects that guide learners in analyzing the cmplexities f an issue r questin using perspectives frm varied disciplines and crss-disciplinary skills (e.g., a water quality study that draws upn bilgy and chemistry t lk at factual infrmatin and scial studies t examine plicy implicatins). The teacher engages learners in applying cntent knwledge t real wrld prblems thrugh the lens f interdisciplinary themes (e.g., financial literacy, envirnmental literacy). The teacher facilitates learners use f current tls and resurces t maximize cntent learning in varied cntexts. The teacher engages learners in questining and challenging assumptins and appraches in rder t fster innvatin and prblem slving in lcal and glbal cntexts. The teacher develps learners cmmunicatin skills in disciplinary and interdisciplinary cntexts by creating meaningful pprtunities t emply a variety f frms f cmmunicatin that address varied audiences and purpses. The teacher engages learners in generating and evaluating new ideas and nvel appraches, seeking inventive slutins t prblems, and develping riginal wrk. The teacher facilitates learners ability t develp diverse scial and cultural perspectives that expand their understanding f lcal and glbal issues and create nvel appraches t slving prblems. The teacher develps and implements supprts fr learner literacy develpment acrss cntent areas. Page 20

21 Essential Knwledge The teacher understands the ways f knwing in his/her discipline, hw it relates t ther disciplinary appraches t inquiry, and the strengths and limitatins f each apprach in addressing prblems, issues, and cncerns. The teacher understands hw current interdisciplinary themes (e.g., civic literacy, health literacy, glbal awareness) cnnect t the cre subjects and knws hw t weave thse themes int meaningful learning experiences. The teacher understands the demands f accessing and managing infrmatin as well as hw t evaluate issues f ethics and quality related t infrmatin and its use. The teacher understands hw t use digital and interactive technlgies fr efficiently and effectively achieving specific learning gals. The teacher understands critical thinking prcesses and knws hw t help learners develp high level questining skills t prmte their independent learning. The teacher understands cmmunicatin mdes and skills as vehicles fr learning (e.g., infrmatin gathering and prcessing) acrss disciplines as well as vehicles fr expressing learning. The teacher understands creative thinking prcesses and hw t engage learners in prducing riginal wrk. The teacher knws where and hw t access resurces t build glbal awareness and understanding, and hw t integrate them int the curriculum. Critical Dispsitins The teacher is cnstantly explring hw t use disciplinary knwledge as a lens t address lcal and glbal issues. The teacher values knwledge utside his/her wn cntent area and hw such knwledge enhances student learning. The teacher values flexible learning envirnments that encurage learner explratin, discvery, and expressin acrss cntent areas. INSTRUCTIONAL PRACTICE Effective instructinal practice requires that teachers understand and integrate assessment, planning, and instructinal strategies in crdinated and engaging ways. Beginning with their end r gal, teachers first identify student learning bjectives and cntent standards and align assessments t thse bjectives. Teachers understand hw t design, implement and interpret results frm a range f frmative and summative assessments. This knwledge is integrated int instructinal practice s that teachers have access t infrmatin that can be used t prvide immediate feedback t reinfrce student learning and t mdify instructin. Planning fcuses n using a variety f apprpriate and targeted instructinal strategies t address diverse ways f learning, t incrprate new technlgies t maximize and individualize learning, and t allw learners t take charge f their wn learning and d it in creative ways. VI. Standard #6: Assessment The teacher understands and uses multiple methds f assessment t engage learners in their wn grwth, t mnitr learner prgress, and t guide the teacher s and learner s decisin making. Perfrmances The teacher balances the use f frmative and summative assessment as apprpriate t supprt, verify, and dcument learning. Page 21

22 The teacher designs assessments that match learning bjectives with assessment methds and minimizes surces f bias that can distrt assessment results. The teacher wrks independently and cllabratively t examine test and ther perfrmance data t understand each learner s prgress and t guide planning. The teacher engages learners in understanding and identifying quality wrk and prvides them with effective descriptive feedback t guide their prgress tward that wrk. The teacher engages learners in multiple ways f demnstrating knwledge and skill as part f the assessment prcess. The teacher mdels and structures prcesses that guide learners in examining their wn thinking and learning as well as the perfrmance f thers. The teacher effectively uses multiple and apprpriate types f assessment data t identify each student s learning needs and t develp differentiated learning experiences. The teacher prepares all learners fr the demands f particular assessment frmats and makes apprpriate accmmdatins in assessments r testing cnditins, especially fr learners with disabilities and language learning needs. The teacher cntinually seeks apprpriate ways t emply technlgy t supprt assessment practice bth t engage learners mre fully and t assess and address learner needs. Essential Knwledge The teacher understands the differences between frmative and summative applicatins f assessment and knws hw and when t use each. The teacher understands the range f types and multiple purpses f assessment and hw t design, adapt, r select apprpriate assessments t address specific learning gals and individual differences, and t minimize surces f bias. The teacher knws hw t analyze assessment data t understand patterns and gaps in learning, t guide planning and instructin, and t prvide meaningful feedback t all learners. The teacher knws when and hw t engage learners in analyzing their wn assessment results and in helping t set gals fr their wn learning. The teacher understands the psitive impact f effective descriptive feedback fr learners and knws a variety f strategies fr cmmunicating this feedback. The teacher knws when and hw t evaluate and reprt learner prgress against standards. The teacher understands hw t prepare learners fr assessments and hw t make accmmdatins in assessments and testing cnditins, especially fr learners with disabilities and language learning needs. Critical Dispsitins The teacher is cmmitted t engaging learners actively in assessment prcesses and t develping each learner s capacity t review and cmmunicate abut their wn prgress and learning. The teacher takes respnsibility fr aligning instructin and assessment with learning gals. The teacher is cmmitted t prviding timely and effective descriptive feedback t learners n their prgress. The teacher is cmmitted t using multiple types f assessment prcesses t supprt, verify, and dcument learning. Page 22

23 The teacher is cmmitted t making accmmdatins in assessments and testing cnditins, especially fr learners with disabilities and language learning needs. The teacher is cmmitted t the ethical use f varius assessments and assessment data t identify learner strengths and needs t prmte learner grwth. VII. Standard #7: Planning fr Instructin The teacher plans instructin that supprts every student in meeting rigrus learning gals by drawing upn knwledge f cntent areas, curriculum, crss-disciplinary skills, and pedaggy, as well as knwledge f learners and the cmmunity cntext. Perfrmances The teacher individually and cllabratively selects and creates learning experiences that are apprpriate fr curriculum gals and cntent standards, and are relevant t learners. The teacher plans hw t achieve each student s learning gals, chsing apprpriate strategies and accmmdatins, resurces, and materials t differentiate instructin fr individuals and grups f learners. The teacher develps apprpriate sequencing f learning experiences and prvides multiple ways t demnstrate knwledge and skill. The teacher plans fr instructin based n frmative and summative assessment data, prir learner knwledge, and learner interest. The teacher plans cllabratively with prfessinals wh have specialized expertise (e.g., special educatrs, related service prviders, language learning specialists, librarians, media specialists) t design and jintly deliver as apprpriate learning experiences t meet unique learning needs. The teacher evaluates plans in relatin t shrt- and lng-range gals and systematically adjusts plans t meet each student s learning needs and enhance learning. Essential Knwledge The teacher understands cntent and cntent standards and hw these are rganized in the curriculum. The teacher understands hw integrating crss-disciplinary skills in instructin engages learners purpsefully in applying cntent knwledge. The teacher understands learning thery, human develpment, cultural diversity, and individual differences and hw these impact nging planning. The teacher understands the strengths and needs f individual learners and hw t plan instructin that is respnsive t these strengths and needs. The teacher knws a range f evidence-based instructinal strategies, resurces, and technlgical tls and hw t use them effectively t plan instructin that meets diverse learning needs. The teacher knws when and hw t adjust plans based n assessment infrmatin and learner respnses. The teacher knws when and hw t access resurces and cllabrate with thers t supprt student learning (e.g., special educatrs, related service prviders, language learner specialists, librarians, media specialists, cmmunity rganizatins). Critical Dispsitins The teacher respects learners diverse strengths and needs and is cmmitted t using this infrmatin t plan effective instructin. Page 23

24 The teacher values planning as a cllegial activity that takes int cnsideratin the input f learners, clleagues, families, and the larger cmmunity. The teacher takes prfessinal respnsibility t use shrt- and lng-term planning as a means f assuring student learning. The teacher believes that plans must always be pen t adjustment and revisin based n learner needs and changing circumstances. VIII. Standard #8: Instructinal The teacher understands and uses a variety f instructinal strategies t encurage learners t develp deep understanding f cntent areas and their cnnectins, and t build skills t apply knwledge in meaningful ways. Perfrmances The teacher uses apprpriate strategies and resurces t adapt instructin t the needs f individuals and grups f learners. The teacher cntinuusly mnitrs student learning, engages learners in assessing their prgress, and adjusts instructin in respnse t student learning needs. The teacher cllabrates with learners t design and implement relevant learning experiences, identify their strengths, and access family and cmmunity resurces t develp their areas f interest. The teacher varies his/her rle in the instructinal prcess (e.g., instructr, facilitatr, cach, audience) in relatin t the cntent and purpses f instructin and the needs f learners. The teacher prvides multiple mdels and representatins f cncepts and skills with pprtunities fr learners t demnstrate their knwledge thrugh a variety f prducts and perfrmances. The teacher engages all learners in develping higher rder questining skills and metacgnitive prcesses. The teacher engages learners in using a range f learning skills and technlgy tls t access, interpret, evaluate, and apply infrmatin. The teacher uses a variety f instructinal strategies t supprt and expand learners cmmunicatin thrugh speaking, listening, reading, writing, and ther mdes. The teacher asks questins t stimulate discussin that serves different purpses (e.g., prbing fr learner understanding, helping learners articulate their ideas and thinking prcesses, stimulating curisity, and helping learners t questin). Essential Knwledge The teacher understands the cgnitive prcesses assciated with varius kinds f learning (e.g., critical and creative thinking, prblem framing and prblem slving, inventin, memrizatin and recall) and hw these prcesses can be stimulated. The teacher knws hw t apply a range f develpmentally, culturally, and linguistically apprpriate instructinal strategies t achieve learning gals. The teacher knws when and hw t use apprpriate strategies t differentiate instructin and engage all learners in cmplex thinking and meaningful tasks. The teacher understands hw multiple frms f cmmunicatin (ral, written, nnverbal, digital, visual) cnvey ideas, fster self expressin, and build relatinships. The teacher knws hw t use a wide variety f resurces, including human and technlgical, t engage students in learning. Page 24

25 The teacher understands hw cntent and skill develpment can be supprted by media and technlgy and knws hw t evaluate these resurces fr quality, accuracy, and effectiveness. Critical Dispsitins The teacher is cmmitted t deepening awareness and understanding the strengths and needs f diverse learners when planning and adjusting instructin. The teacher values the variety f ways peple cmmunicate and encurages learners t develp and use multiple frms f cmmunicatin. The teacher is cmmitted t explring hw the use f new and emerging technlgies can supprt and prmte student learning. The teacher values flexibility and reciprcity in the teaching prcess as necessary fr adapting instructin t learner respnses, ideas, and needs. PROFESSIONAL RESPONSIBILITY Creating and supprting safe, prductive learning envirnments that result in learners achieving at the highest levels is a teacher s primary respnsibility. T d this well, teachers must engage in meaningful and intensive prfessinal learning and self-renewal by regularly examining practice thrugh nging study, self-reflectin, and cllabratin. A cycle f cntinuus self-imprvement is enhanced by leadership, cllegial supprt, and cllabratin. Active engagement in prfessinal learning and cllabratin results in the discvery and implementatin f better practice fr the purpse f imprved teaching and learning. Teachers als cntribute t imprving instructinal practices that meet learners needs and accmplish their schl s missin and gals. Teachers benefit frm and participate in cllabratin with learners, families, clleagues, ther schl prfessinals, and cmmunity members. Teachers demnstrate leadership by mdeling ethical behavir, cntributing t psitive changes in practice, and advancing their prfessin. IX. Standard #9: Prfessinal Learning and Ethical Practice The teacher engages in nging prfessinal learning and uses evidence t cntinually evaluate his/her practice, particularly the effects f his/her chices and actins n thers (learners, families, ther prfessinals, and the cmmunity), and adapts practice t meet the needs f each learner. Perfrmances The teacher engages in nging learning pprtunities t develp knwledge and skills in rder t prvide all learners with engaging curriculum and learning experiences based n lcal and state standards. The teacher engages in meaningful and apprpriate prfessinal learning experiences aligned with his/her wn needs and the needs f the learners, schl, and system. Independently and in cllabratin with clleagues, the teacher uses a variety f data (e.g., systematic bservatin, infrmatin abut learners, research) t evaluate the utcmes f teaching and learning and t adapt planning and practice. The teacher actively seeks prfessinal, cmmunity, and technlgical resurces, within and utside the schl, as supprts fr analysis, reflectin, and prblem-slving. The teacher reflects n his/her persnal biases and accesses resurces t deepen his/her wn understanding f cultural, ethnic, gender, and learning differences t build strnger relatinships and create mre relevant learning experiences. Page 25

26 The teacher advcates, mdels, and teaches safe, legal, and ethical use f infrmatin and technlgy including apprpriate dcumentatin f surces and respect fr thers in the use f scial media. Essential Knwledge The teacher understands and knws hw t use a variety f self-assessment and prblem-slving strategies t analyze and reflect n his/her practice and t plan fr adaptatins/adjustments. The teacher knws hw t use learner data t analyze practice and differentiate instructin accrdingly. The teacher understands hw persnal identity, wrldview, and prir experience affect perceptins and expectatins, and recgnizes hw they may bias behavirs and interactins with thers. The teacher understands laws related t learners rights and teacher respnsibilities (e.g., fr educatinal equity, apprpriate educatin fr learners with disabilities, cnfidentiality, privacy, apprpriate treatment f learners, reprting in situatins related t pssible child abuse). The teacher knws hw t build and implement a plan fr prfessinal grwth directly aligned with his/her needs as a grwing prfessinal using feedback frm teacher evaluatins and bservatins, data n learner perfrmance, and schl- and systemwide pririties. Critical Dispsitins The teacher takes respnsibility fr student learning and uses nging analysis and reflectin t imprve planning and practice. The teacher is cmmitted t deepening understanding f his/her wn frames f reference (e.g., culture, gender, language, abilities, ways f knwing), the ptential biases in these frames, and their impact n expectatins fr and relatinships with learners and their families. The teacher sees him/herself as a learner, cntinuusly seeking pprtunities t draw upn current educatin plicy and research as surces f analysis and reflectin t imprve practice. The teacher understands the expectatins f the prfessin including cdes f ethics, prfessinal standards f practice, and relevant law and plicy. X. Standard #10: Leadership and Cllabratin The teacher seeks apprpriate leadership rles and pprtunities t take respnsibility fr student learning, t cllabrate with learners, families, clleagues, ther schl prfessinals, and cmmunity members t ensure learner grwth, and t advance the prfessin. Perfrmances The teacher takes an active rle n the instructinal team, giving and receiving feedback n practice, examining learner wrk, analyzing data frm multiple surces, and sharing respnsibility fr decisin making and accuntability fr each student s learning. The teacher wrks with ther schl prfessinals t plan and jintly facilitate learning n hw t meet diverse needs f learners. The teacher engages cllabratively in the schl-wide effrt t build a shared visin and supprtive culture, identify cmmn gals, and mnitr and evaluate prgress tward thse gals. Page 26

27 The teacher wrks cllabratively with learners and their families t establish mutual expectatins and nging cmmunicatin t supprt learner develpment and achievement. Wrking with schl clleagues, the teacher builds nging cnnectins with cmmunity resurces t enhance student learning and well being. The teacher engages in prfessinal learning, cntributes t the knwledge and skill f thers, and wrks cllabratively t advance prfessinal practice. The teacher uses technlgical tls and a variety f cmmunicatin strategies t build lcal and glbal learning cmmunities that engage learners, families, and clleagues. The teacher uses and generates meaningful research n educatin issues and plicies. The teacher seeks apprpriate pprtunities t mdel effective practice fr clleagues, t lead prfessinal learning activities, and t serve in ther leadership rles. The teacher advcates t meet the needs f learners, t strengthen the learning envirnment, and t enact system change. The teacher takes n leadership rles at the schl, district, state, and/r natinal level and advcates fr learners, the schl, the cmmunity, and the prfessin. Essential Knwledge The teacher understands schls as rganizatins within a histrical, cultural, plitical, and scial cntext and knws hw t wrk with thers acrss the system t supprt learners. The teacher understands that alignment f family, schl, and cmmunity spheres f influence enhances student learning and that discntinuity in these spheres f influence interferes with learning. The teacher knws hw t wrk with ther adults and has develped skills in cllabrative interactin apprpriate fr bth face-t-face and virtual cntexts. The teacher knws hw t cntribute t a cmmn culture that supprts high expectatins fr student learning. Critical Dispsitins The teacher actively shares respnsibility fr shaping and supprting the missin f his/her schl as ne f advcacy fr learners and accuntability fr their success. The teacher respects families beliefs, nrms, and expectatins and seeks t wrk cllabratively with learners and families in setting and meeting challenging gals. The teacher takes initiative t grw and develp with clleagues thrugh interactins that enhance practice and supprt student learning. The teacher takes respnsibility fr cntributing t and advancing the prfessin. The teacher embraces the challenge f cntinuus imprvement and change. Page 27

28 Research Base and Validatin Studies n the Marzan Causal Teacher Evaluatin Mdel, April 2011 The Marzan Causal Teacher Evaluatin Mdel 2 (Marzan Teacher Evaluatin Mdel) is based n a number f previus, related wrks that include: What Wrks in Schls (Marzan, 2003), Classrm Instructin that Wrks (Marzan, Pickering, & Pllck, 2001), Classrm Management that Wrks (Marzan, Pickering, & Marzan, 2003), Classrm Assessment and Grading that Wrk (Marzan, 2006), The Art and Science f Teaching (Marzan, 2007), Effective Supervisin: Supprting the Art and Science f Teaching (Marzan, Frntier, & Livingstn, 2011). Each f these wrks was generated frm a synthesis f the research and thery. Thus the mde can be cnsidered an aggregatin f the research n thse elements that have traditinally been shwn t crrelate with student academic achievement. The mdel includes fur dmains: Dmain 1: Classrm and Behavirs Dmain 2: Preparing and Planning Dmain 3: Reflecting n Teaching Dmain 4: Cllegiality and Prfessinalism The fur dmains include 60 elements: 41 elements in Dmain 1, eight elements in Dmain 2, five elements in Dmain 3 and six elements in Dmain 4. Fr a detailed discussin f these elements see Effective Supervisin: Supprting the Art and Science f Teaching (Marzan, Frntier, & Livingstn, 2011). Dmain 1 cntains 41 elements ( ); Dmain 2 cntains eight elements ( ); Dmain 3 cntains five elements (3 + 2); and Dmain 4 cntains six elements ( ). Given that 41 f the 60 elements in the mdel are frm Dmain 1, the clear emphasis in the Marzan mdel is what ccurs in the classrm the strategies and behavirs teachers use t enhance student achievement. This emphasis differentiates it frm sme ther teacher evaluatin mdels. Teacher status and grwth can be assessed in each cmpnent f the mdel in a manner that is cnsistent with the natinal guidelines and the requirements f Race t the Tp initiative. The Research Base frm which the Mdel was Develped Each f the wrks cited abve frm which the Marzan Teacher Evaluatin Mdel was develped reprt substantial research n the elements they address. Fr example, The Art and Science f Teaching includes mre than 25 tables reprting the research n the varius elements f Dmain 1. These tables reprt the findings frm meta-analytic studies and the average effect sizes cmputed in these studies. In all, mre than 5,000 studies (i.e., effect sizes) are cvered in the tables representing research ver the last five decades. The same can be said fr the ther titles listed abve. Thus, ne can say that the mdel was initially based n thusands f studies that span multiple decades and these studies were chrnicled and catalgued in bks that have been widely disseminated in the United States. Specifically, mre than 2,000,000 cpies f the bks cited abve have been purchased and disseminated t K-12 educatrs acrss the United States Rbert J. Marzan. The Marzan Causal Teacher Evaluatin Mdel can nly be digitized in iobservatin. iobservatin is a registered trademark f Learning Sciences Internatinal Page 28

29 Experimental/Cntrl Studies Perhaps ne f the mre unique aspects f the research n the Marzan Teacher Evaluatin Mdel is that a grwing number f experimental/cntrl studies have been cnducted by practicing teachers n the effectiveness f specific strategies in their classrms. This is unusual in the sense that these studies are designed t establish a direct causal link between elements f the mdel and student achievement. Studies that use crrelatin analysis techniques (see next sectin) can establish a link between elements f a mdel and student achievement; hwever, causality cannt be easily inferred. Other evaluatin mdels currently used thrughut the cuntry nly have crrelatinal data regarding the relatinship between their elements and student achievement. T date, mre than 300 experimental/cntrl studies have been cnducted. Thse studies invlved mre than 14,000 students and 300 teachers acrss 38 schls in 14 districts. The average effect size fr strategies addressed in the studies was.42, with sme studies reprting effect sizes f 2.00 and higher. An average effect size f.42 is assciated with a 16 percentile pint gain in student achievement. Stated differently: n the average, when teachers used the classrm strategies and behavirs in the Marzan Teacher Evaluatin Mdel, their typical student achievement increased by 16 percentile pints. Hwever, greater gains (i.e., thse assciated with an effect size f 2.00) can be realized if specific strategies are used in specific ways. Crrelatinal Studies As mentined abve, crrelatinal studies are the mst cmmn apprach t examining the validity f an evaluatin mdel. Such studies have been and cntinue t be cnducted, n varius elements f the Marzan Teacher Evaluatin Mdel. Fr example, a study was recently cnducted in Oklahma as a part f an examinatin f elements related t student achievement in K-12 schls (see What Wrks in Oklahma Schls: Phase I Reprt and What Wrks in Oklahma Schls: Phase II Reprt, by Marzan Research Labratry, 2010 and 2011 respectively). Thse studies invlved 61 schls, 117 teachers and mre than 13,000 K-12 students. Cllectively, thse reprts indicate psitive relatinships with varius elements f the Marzan Teacher Evaluatin Mdel acrss the dmains. Specific emphasis was placed n Dmain 1, particularly in the Phase II reprt. Using state mathematics and reading test data, 96% f the 82 crrelatins (i.e., 41 crrelatins fr mathematics and 41 fr reading) were fund t be psitive with sme as high as.40 and greater. A.40 crrelatin translates t an effect size (i.e., standardized mean difference) f.87 which is assciated with a 31 percentile pint gain in student achievement. These studies als aggregated data acrss the nine design questins in Dmain 1. All crrelatins were psitive fr this aggregated data. Seven f thse crrelatins ranged frm.33 t.40. These crrelatins translate int effect sizes f.70 and higher. High crrelatins such as these were als reprted fr the ttal number f Dmain 1 strategies teachers used in a schl. Specifically, the number f Dmain 1 strategies teachers used in schl had a.35 crrelatin with reaching prficiency and a.26 crrelatin with mathematics prficiency. Technlgy Studies Anther unique aspect f the research cnducted n the Marzan Teacher Evaluatin Mdel is that its effects have been examined in the cntext f technlgy. Fr example, a tw-year study was cnducted in part t determine the relatinship between selected elements frm Dmain 1 and the effectiveness f interactive whitebards in enhancing student achievement (see Final Reprt: A Secnd Year Evaluatin Study f Prmethean ActivClassrm, Haystead and Marzan, 2010). In all, 131 experimental/cntrl studies were cnducted acrss the spectrum f grade levels. Selected elements f Dmain 1 were crrelated with the effect sizes fr use f the interactive whitebards. All crrelatins Page 29

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