Marzano School Leader Evaluation Model Day 1 WELCOME AND INTRODUCTIONS 2 1
The Changing and Critical Role of the School Leader Research also shows that one of the greatest factors central office can contribute is to maintain a singular focus on improving instruction. (Marzano and Waters, 2009) From Head Master to Instructional Leader 2
By the End of this Professional Development, Participants Will: Understand how the five domains of the School Leader Evaluation Model will guide school leaders in improving instruction and student achievement. Understand the research that supports the use of the elements and strategies. Use the scale for accurately scoring and giving feedback to school leaders. Understand how to identify areas of strengths and weakness to establish areas of professional development and learning. How Does This Relate To Leaders? One of the greatest barriers to school improvement is the lack of an agreed upon definition of what high quality instruction looks like. What language are we speaking? (Elmore, 2010) 3
Since principals do not directly teach students, what can they do to lead improvements in student achievement at their schools? Establish a Causal Relationship Student Achievement Teacher Actions 1 2 3 4 5 School Leader Actions 4
School s leaders have an impact on student achievement primarily through their influence on teacher s motivation and working conditions. (Louis, K.S., et al., 2010) the contribution of effective leadership is largest when it is needed the most; there are virtually no documented instances of troubled schools being turned around in the absence of intervention by talented leaders.leadership is the catalyst. ( The Wallace Foundation) Research for Marzano School Leader Evaluation Model Four primary documents: 1. The Wallace Foundation study (Louis, Leithwood, Wahlstrom, & Anderson, 2010) 2. The study of what works in Oklahoma schools (Marzano Research Laboratory, 2011) 3. The Marzano, Waters, and McNulty (2005) meta-analysis of school leadership 4. The Marzano (2003) study of effective schooling 5
Profile of Studies Marzano (et al.) Used to Determine the Responsibilities of Effective School Leadership Number of studies: 69 Years of publication: 1978-2001 Total number of included schools: 2,802 Levels involved: (a) Elementary (39 studies, 1,319 schools) (b) Middle/Junior (6 studies, 323 schools) (c) High (10 studies, 371schools) (d) K-8 (8 studies, 290 schools) (e) K-12 (6 studies, 499 schools) Estimated number of teachers: 14,000 Estimated number of students: 1,400,000 School Leadership that Works 21 Responsibilities of the School Leader Responsibility Effect Size Responsibility Effect Size Affirmation.19 Involvement in Curriculum, Assessment, and Instruction Change.25 Knowledge of Curriculum, Instruction, and Assessment Contingent Rewards.24 Monitoring/Evaluating.27 Communication.23 Optimizer.20 Culture.25 Order.25 Discipline.27 Outreach.27 Flexibility.28 Relationships.18 Focus.24 Resources.25 Ideals/Beliefs.22 Situational Awareness.33 Input.25 Visibility.20 Intellectual Stimulation.24.20.25 (Marzano, Waters, McNulty, 2005) 6
John Hattie in Visible Learning Identifies specific instructional leadership behaviors that had the greatest effects on student outcomes as: 1. Promoting and participating in teacher learning and development 2. Planning, coordinating and evaluating teaching and the curriculum 3. Strategic resourcing 4. Establishing goals and expectations 5. Ensuring an orderly and supportive environment Why do We Need a New Evaluation System? What is the goal of evaluation? Is the goal the same for school leaders as for teachers? Does your current school leader evaluation accomplish the goal of evaluation? 7
Dr. Marzano Introduces the School Leader Evaluation Model Beware The Widget Effect Is the Widget Effect the same for School Leaders? Why is over inflation of evaluation scores unfair to a leader? Giving accurate feedback is the key and the challenge. 8
The simplest prescription for improving education must be dollops of feedback. Hattie, 1992 Domain 5: School Climate Domain 1: A Data-Driven Focus on Student Achievement School Leadership Evaluation Model Domain 2: Continuous Improvement of Instruction Domain 4: Communication, Cooperation, and Collaboration Domain 3: A Guaranteed and Viable Curriculum 9
Marzano School Leader Evaluation Model: Domain 1: A Data-Driven Focus on Student Achievement Ensure that the school as a unified whole, as well as individual teachers, has a clear focus on student achievement guided by relevant and timely data. Domain 2: Continuous Improvement of Instruction Ensure that the school as a whole, as well as individual teachers, perceives teacher pedagogical skill as one of the most powerful instruments in enhancing learning and are committed to enhancing those skills on a continuous basis. Domain 3: A Guaranteed and Viable Curriculum Ensure that the school curriculum is designed to optimize learning for all students and that all teachers follow the curriculum. Domain 4: Cooperation and Collaboration Ensure that teachers/staff have and engage in opportunities to address issues critical to the optimal functioning of the school and operate as a cohesive team. Domain 5: School Climate Ensure that all constituents perceive the school as positive and well-functioning. Marzano School Leader Evaluation Model Learning Map, Domains 1-3 10
Marzano School Leader Evaluation Model Learning Map, Domains 4-5 Scoring Scale and Evidences Innovating(4) Applying (3) Developing (2) Beginning (1) Not Using (0) The school leader ensures adjustments are made or new methods are utilized so that all stakeholders sufficiently understand the goals. The school leader ensures clear, measurable goals with specific timelines focused on critical needs regarding improving student achievement are established at the school level AND regularly monitors that everyone has understanding of the goals. The school leader ensures clear, measurable goals with specific timelines focused on critical needs regarding improving student achievement are established at the school level. The school leader attempts to ensure clear, measurable goals with specific timelines focused on critical needs regarding improving student achievement are established at the school level but does not complete the task or does so partially. The school leader does not attempt to ensure clear, measurable goals with specific timelines focused on critical needs regarding improving student achievement are established at the school level. 11
Designed to Support the School Leader Focused domains and elements Developmental with a growth scale Evidence-based Growth oriented through deliberate practice for leader and teacher Supports the common language of instruction Supports teachers improving pedagogical practice through professional development 12
Effective leaders view data as a means not only to pinpoint problems but to understand their nature and causes. Think of evidences as data! Implementation Process End of Year Evaluation Meeting Preevaluation and planning meeting School Leader and Evaluator Monitoring and data collection, ongoing feedback Ongoing conferencing, data collection, observation, and feedback Formal Mid Year review process 13
The Power of Connections School Leadership that Works Marzano, McNulty and Waters, 2005 A vision without a plan is just a dream. A plan without a vision is just drudgery. But a vision with a plan can change the world. Unattributed proverb 14
School Leader Evaluation Model Continuous Improvement of Instruction A Guaranteed and Viable Curriculum Cooperation and Collaboration A Data-Driven Focus on Student Achievement Student Achievement School Climate From Dr. Marzano 15
Domain 1 A Data-Driven Focus on Student Achievement Ensure that the school as a unified whole, as well as individual teachers, has a clear focus on student achievement guided by relevant and timely data. Effective leaders at the district and/or building level ensure that collaborative processes result in nonnegotiable goals (that ALL staff members must act upon) in at least two areas: student achievement and classroom instruction. Wallace Foundation Study 16
Structure ELEMENTS Goals for whole school DOMAIN A Data-Driven Focus on Student Achievement Ensure that the school as a unified whole, as well as individual teachers, has a clear focus on student achievement guided by relevant and timely data. Goals for individual students Data systems for school goals Data systems for individuals School and classroom intervention EVIDENCES Are there Non-Negotiables? In every case, building and district leaders who achieved success had first to determine what was non negotiable what HAD to happen. 17
Expectations of Principals Accept responsibility for the success of their schools Lead with flexibility within the boundaries established by district goals Know and work with the unique context of their own school School Leader Evaluation Model Domain 1 A Data-Driven Focus On Student Achievement Element 1: The school leader ensures clear and measurable goals are established and focused on critical needs regarding improving overall student achievement at the school level. Element 2: The school leader ensures clear and measurable goals are established and focused on critical needs regarding improving achievement of individual students within the school. Element 3: The school leader ensures that data are analyzed, interpreted, and used to regularly monitor progress toward school achievement goals. Element 4: The school leader ensures that data are analyzed, interpreted, and used to regularly monitor progress toward achievement goals for individual students. Element 5: The school leader ensures that appropriate school-level and classroom-level programs and practices are in place to help all students meet individual achievement goals when data indicate interventions are needed. Develop Goals Communicate Goals Track Progress Art and Science of Teaching Teacher Evaluation Model Lesson Segment Involving Routine Events DQ1: Communicating Learning Goals and Feedback Providing Clear Learning Goals and Scales (Rubrics) Tracking Student Progress Celebrating Success 18
Non-Negotiable Goals School-wide: Use achievement data Identify desired knowledge gains Identify priority instructional practices Consider District/state learning requirements Academic standards Common language Teacher evaluation instrument How do you make them SMART? (specific, measurable, attainable, relevant and time-oriented)? What criteria do you use to determine your building or district goals? 19
Domain 1 - Element 1 The school leader ensures clear and measurable goals are established and focused on critical needs regarding improving overall student achievement at the school level. Pull it apart What are the constructs? Domain 1 - Element 1 Scale Innovating (4) The school leader ensures adjustments are made or new methods are utilized so that all stakeholders sufficiently understand the goals. Applying (3) The school leader ensures clear, measurable goals with specific timelines focused on critical needs regarding improving student achievement are established at the school level AND regularly monitors that everyone has understanding of the goals. Developing (2) The school leader ensures clear, measurable goals with specific timelines focused on critical needs regarding improving student achievement are established at the school level. Beginning (1) Not Using (0) The school leader attempts to ensure clear, measurable goals with specific timelines focused on critical needs regarding improving student achievement are established at the school level but does not complete the task or does so partially. The school leader does not attempt to ensure clear, measurable goals with specific timelines focused on critical needs regarding improving student achievement are established at the school level. 20
Effective Leaders Are What are the similarities and differences in these three levels? How do you differentiate the artifacts at each level on the scale? Applying Innovating Developing Evidence 1. How will you know? 2. What is the desired effect? 3. What does it mean to ensure? Take a look at the evidence 21
Proposed Evidences What other evidences support understanding of how a leader is moving towards the desired effect in this element? Scenario Mr. Jameson, school principal, established a school improvement team over the summer to initially examine all student achievement data and to identify primary areas in which student achievement were lagging. After careful analysis, the areas needing most improvement were introduced to the entire faculty and later to the school's community parent group. The initial school improvement team members established and refined the goal statements to ensure they were measureable, included timelines and individual(s) responsible for each goal. 22
What Would Change? What evidences would Mr. Jameson s supervisor find? If he were operating at the Applying Level for this element, what would be different about the evidence? Domain 1 - Element 2 The school leader ensures clear and measureable learning goals are established and focused on critical needs regarding improving achievement of individual students within the school. Pull it apart What are the constructs? 23
Clear, Measurable Goals What are the differences? Effective Leaders Are What are the similarities and differences in these three levels? How do you differentiate the artifacts at each level on the scale? Developing Applying Innovating Evidence What is the desired effect? How does the leader ensure? 24
Proposed Evidences What other evidences support understanding of how a leader is moving towards the desired effect in this element? Scenario Ms. Smith, principal at Something High School, takes data very seriously. She has attempted to gather information from a variety of sources, and makes it readily available. She tells her teachers to be sure to set achievement goals not just for a class or grade level but also for individual students. 25
In general, while principals direct interactions with students in or out of the classroom may be motivating, inspiring, instructive, or otherwise influential most of it is indirect, that is mediated through teachers and others. Kathleen Cotton, 2003 Does the data you get sometimes seem about this useful? 26
Domain 1 - Element 3 The school leader ensures that data are analyzed, interpreted, and used to regularly monitor progress toward school achievement goals. Pull it apart What are the constructs? Domain 1 - Element 4 The school leader ensures that data are analyzed, interpreted, and used to regularly monitor progress toward achievement goals for individual students. 27
Compare and Contrast Element 3 Applying (3) The schoolleader ensures that data are available for tracking overall student achievement AND monitors the extent to which student data are used to track achievement of learning goals and to plan for improving instruction. Element 4 Applying (3) The schoolleader ensures student collected data are available AND monitors the extent to which data are used to track effectiveness of instruction and interventions for all student subgroups. Effective Leaders Are What are the similarities and differences in these three levels? How do you differentiate the artifacts at each level on the scale? Applying Innovating Developing 28
Proposed Evidences What other evidences support understanding of how a leader is moving towards the desired effect in this element? Scenario The school principal has established data walls in a work room near the main office. One wall contains the results of formative assessments in reading and mathematics and another science and writing. Formative assessments are administered approximately once a month or at the conclusion of a major instructional unit. As the year goes on, achievement levels are monitored on a huge chart. The work room is typically open for staff members to visit. A small committee of subject area leaders, chosen by the principal, update the data walls regularly. 29
A System to Interpret Data Scenario Ms. Jones, New Town Middle School principal, has developed, along with her teachers, tools for keeping track of student achievement. Teachers are able to quickly and easily access any student s most recent data. Ms. Jones meets with content area teams monthly and reviews individual data with them, using it to help plan for future instruction and intervention, making sure that student goals are tracked in the process. 30
Domain 1 - Element 5 The school leader ensures that appropriate school-level and classroom-level programs and practices are in place to help all students meet individual achievement goals when data indicate interventions are needed. What Does this Look Like? How do you move past juggling as fast as you can and move towards focused, systematic implementation of targeted programs? Does every student have a fair chance of success? 31
Effective Leaders Are What are the similarities and differences in these three levels? How do you differentiate the artifacts at each level on the scale? Developing Applying Innovating Evidence What is the desired effect? How does the leader ensure? Proposed Evidences What other evidences support understanding of how a leader is moving towards the desired effect in this element? 32
Scenario The school principal, along with the school improvement team, has established intervention programs before school, during school, and after school. Appropriate students are targeted for each time period and intervention. In addition, a Saturday science enrichment camp is established to help increase the science scores at the schools. Identified subject areas are targeted and high performing teachers agree to teach. Attendance is taken during the interventions. What s Missing? Examines Monitors Expands What would the evidence look like and how would he show it? 33
3-2-1 3 - New pieces of knowledge or ideas you re developing related to Domain 1 2 - Strengths you have in this domain and how you will document them 1 - Specific action step you will take to further develop your results in this domain 34
School Leader Evaluation Model Continuous Improvement of Instruction A Guaranteed and Viable Curriculum Cooperation and Collaboration A Data- Driven Focus on Student Achievement Student Achievement School Climate Domain 2 Continuous Improvement of Instruction Actions and behaviors within this domain help ensure that the school as a whole, as well as individual teachers, perceive teacher pedagogical skill as one of the most powerful instruments in enhancing student learning and are committed to enhancing those pedagogical skills on a continuous basis. 35
From Dr. Marzano School Leader Evaluation Model Domain 2 Continuous Improvement of Instruction Element 1: The school leader provides a clear vision as to how instruction should be addressed in the school. Element 2: The school leader effectively supports and retains teachers who continually enhance their pedagogical skills through reflection and professional growth plans. Element 3: The school leader is aware of predominant instructional practices throughout the school. Element 4: The school leader ensures that teachers are provided with clear, ongoing evaluations of their pedagogical strengths and weaknesses that are based on multiple sources of data and are consistent with student achievement data. Element 5: The school leader ensures that teachers are provided with job-embedded professional development that is directly related to their instructional growth goals. Art and Science of Teaching Teacher Evaluation Model Domain 1: Classroom Strategies and Behaviors Domain 2: Reflecting on Teaching Evaluating Personal Performance 50. Identifying Areas of Pedagogical Strength and Weakness 51. Evaluating the Effectiveness of Individual Lessons and Units 52. Evaluating the Effectiveness of Specific Pedagogical Strategies and Behaviors Developing and Implementing a Professional Growth Plan 53. Developing a Written Growth and Development Plan 54. Monitoring Progress Relative to the Professional Growth and Development Plan 36
Continuous Improvement A Return on Your Investment? Continuous Engagement Student Achievement Teacher Expertise Domain 2: Continuous Improvement of Instruction Element 1 Element 2 Element 3 Element 4 Element 5 Instructional Vision and Communication Highly Effective Staff, Professional Reflection and Growth Instructional Practices High Effect Size Strategies and Student Achievement Instructional Initiatives and Professional Learning 37
How can an understanding of Domain 2 assist you in evaluating the performance of school leaders? It Equips You with the Skills Determine how to observe instruction Determine how to diagnose weaknesses in instruction Determine how to diagnose for improved instruction 76 38
A well articulated knowledge base for teaching Recognition of expertise Focused feedback and practice Clear criteria and a plan for success Opportunities to observe and discuss expertise Research: Establish and Communicate Clear Criteria for Instruction A research based framework that describes and defines teaching A means for self assessment and reflection A transparent framework for making decisions A foundation for professional conversation A coherent means to provide formative and summative feedback Common Language of Instruction 39
A model of instruction is powerful if used as a vehicle for communication - as a basis for conversation about effective teaching. Dr. Robert Marzano Domain 2 - Element 1 The school leader provides a clear vision as to how instruction should be addressed in the school. 40
Domain 2 - Element 2 The school leader effectively supports and retains teachers who continually enhance their pedagogical skills through reflection and professional growth plans. Professional Growth Domain 2 - Element 3 The school leader is aware of predominant instructional practices throughout the school. 41
Effective Leaders Would Group 1: Group 2: Pull apart these three elements to identify the constructs. Identify similarities and differences in the three elements. What specific sources of evidence would verify an administrator s achievement at the applying level for each element? Assistant principals What artifacts or documentation would identify an assistant principal at the applying level for Elements 1, 2, and 3? 42
Innovating What artifacts or documentation would demonstrate a leader is innovating at Elements 1, 2, and 3? What other artifacts or documentation would support a leader s movement towards the desired effect of this element? 43
A System of Feedback Self Observation Teachers analyze their own teaching through videotapes Self Reflection Teachers reflect upon their practice Observations Observation of an entire lesson Instructional Rounds Walkthroughs Teacher and administrator teams engage collectively in examining an instructional model or common language of instruction Identify trends and patterns across classrooms, grade levels, schools and district Common and Comprehensive Model of Instruction What Role Can a School Leader Play in Promoting teacher reflection Teachers being able to assess his or her own professional performance Identifying areas of pedagogical strength and weakness Evaluating the effectiveness of lessons and units, and pedagogical strategies and behaviors Assisting teachers to develop and implement professional growth plans Monitoring progress relative to a data driven professional growth and development plan 44
Scenario Mr. Trump has shown a great deal of interest in a new district s new instructional model that he believes will increase teacher effectiveness in his school. He introduces his staff to the model in the beginning of the school year and allocates the necessary resources to support the model. The entire staff has in-service throughout the year on strategies used in the model and he and they together set goals related to this model. When an observer asks a teacher and some students to explain the desired effect of a strategy, they can not explain how the strategy affects their learning. Mr. Trump is operating at the level on Domain 2, Element 1 and would need to to move into the level. Scenario Mr. Trump conducts a survey of his staff after he reads Ms. Buffet s Twitter. Ms. Buffet tweets that she and other teachers do not understand how the new instructional model improves instruction. He utilizes the results from the survey and meets individually with his staff. He reviews their understanding of the instructional model, its effects on student achievement and assists them in creating professional goals to enhance their understanding of the model. He sets future appointments to revisit the classrooms to observe, give specific feedback and lend support. He regularly checks for understanding of the model and its desired effect on students. Mr. Trump is operating at the level on Domain 2 Element 2, and would need to to move into the level. 45
The simplest prescription for improving education must be dollops of feedback. Hattie, 1992 Evidence about teacher evaluation builds into evidence for leader effectiveness. What kind of evidence/documentation do you have about your practices and results regarding teacher evaluation? What could you add? 46
Scenario Mr. Trump has a schedule for addressing each teacher s instructional need. He also has used his School Leadership team to assist him in conducting daily informal walkthroughs. Issues with the use of the predominant instructional practices are addressed with individual teachers. He has also set up a Tip Box for teachers to share what works in their classrooms and to express any needs in implementing instructional practices and needs for future practices. He has also begun to plan ways to celebrate successes for those teachers who are showing outstanding improvements and for those who are assisting their fellow colleagues. Mr. Trump is operating at the level on Domain 2, Element 3 and would need to to move into the level. Scenario Ms. Carter has reviewed the results of the district-mandated parent survey. It shows that 52% of parents of ESE students are not pleased with the level of instructional supports that their children are receiving. Many have complained that the school s new instructional priorities are hurting their child. Ms. Carter thinks the parents are just complaining, so she decides to wait to respond to the parents. She hasn t surveyed her staff or reviewed student data. She doesn t have the time. Her teachers would have told her by now; they are not afraid to tell her if things aren t working. She will look into it after until the results of the state-wide assessment are back. They are due back in July. Mr. Carter is operating at the level of Domain 2, Element 3 and would need to to move into the level. 47
Domain 2 - Element 4 The school leader ensures that teachers are provided with clear, ongoing evaluations of their pedagogical strengths and weaknesses that are based on multiple sources of data and are consistent with student achievement data. When these strategies are used, here is the typical effect on raising student achievement (percentile gain corrected) : Note Taking 17% Building Vocabulary 20% Practice 14% Effort and Recognition 14% Setting Goals/Objectives 25% Graphic Organizers 13% Student Discussion/Chunking 17% Homework 15% Summarizing 19% Tracking Student Progress and Using Scoring Scales 34% Identifying Similarities and Differences 20% Interactive Games 20% Nonlinguistic Representations 17% 48
Opportunities to Observe and Discuss Develop a collaborative, inquirybased culture that shatters the norms of isolation and autonomy thus leading to the establishment of an educational practice that trumps the notion of teaching as an art, a craft or a style. 1. Instructional Rounds 2. Expert Coaches 3. Expert Videos 4. Teacher-led Professional Develop 5. Virtual Communities Elizabeth City, 2009 Effective Leaders Are What are the similarities and differences in these three levels? Innovating How do you differentiate the artifacts at each level on the scale? Developing Applying Evidence What is the desired effect? How does the leader ensure? 49
What other artifacts or documentation would support a leader s movement towards the desired effect of this element? Scenario Dr. Banks has uses a highly specific rubric that provides teachers accurate feedback regarding specific instructional practices. She uses this feedback while observing teachers. She continues to deepen her expertise in use of the scale to reflect the changes in state mandates and instructional models, as well as statewide assessment data. Teachers meet with her to discuss their pedagogical strengths and weaknesses. After the meeting, she makes it a point to do a few more informal observations and ask for documentation from the teacher to determine how they are implementing the instructional plan. She is pleased with what she sees when she checks in on Mr. Asset. At the end of the year she shares with him his student achievement data which shows that his use of non-linguistic representations in developing vocabulary has resulted in a dramatic improvement in his students achievement data with 10 percentile point gains in vocabulary. Dr. Banks is operating at the level on Domain 2, Element 4. 50
Reflection How might a school leader show/prove that they effectively link teacher evaluation data to student achievement data? What can you observe in the school that will show you that student data is being considered in teacher evaluation? Domain 2 - Element 5 The school leader ensures that teachers are provided with job-embedded professional development that is directly related to their instructional growth goals. 51
Domain 2 - Element 5 Professional Development Provide guidance to construct professional growth and development plans. SMART goals (specific, measurable, etc.) Value Added Based on achievement and observation data Provide resources for achievement of goals Encourage teacher- led professional development, peer coaching, study groups Track participation in professional development and correlate with student achievement data Use as formal part of teacher s evaluation. How Will You Ensure? Evaluators: What method and/or type of instrument would you use to assess this element? School Leaders: What evidence might you have to demonstrate your level of proficiency for this element? What evidence would you look for with the above methods/ instruments? 104 52
Scenario Ms. Deposit is aware of her professional development plan because she created the goals along with her principal. While reviewing the results of several observations from her school administrator, she realizes that she hasn t had the time to implement the new instructional practice that she stated she would try. She knows that the administrators are too busy to check in on her. Since she is tenure, she won t worry. Scenario Dr. Vault has delegated the task of providing job-embedded professional development to Mr. Mint. District personnel conducted a brief survey of his teachers. They were not able to answer questions regarding how professional development supports the district initiative in reading. Dr. Vault has to prepare a response to the survey. Dr. Vault is operating at the level on Domain 2, Element 5. 53
3-2-1 3 -New pieces of knowledge or ideas you re developing related to Domain 2 2 -Strengths you have in this domain and how you will document them 1 -Specific action step you will take to further develop your results in this domain Too late, Lois. The Justice League has already fallen and there are too many innocents in jeopardy. It's up to me. - Superman 54
RELOOK AT THE GOALS FOR TODAY. DID YOU MAKE PROGRESS? QUESTIONS FOR TOMORROW? 109 55