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© 2012 Learning Sciences International 1.877.411.7114 Dr. Robert Marzano Executive Director, Learning Sciences Marzano Center for Teacher and Leadership Evaluation and CEO of MRL BECOMING A REFLECTIVE TEACHER Michael Toth, CEO, Learning Sciences International

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  • 2012 Learning Sciences International1.877.411.7114

    Dr. Robert MarzanoExecutive Director, Learning Sciences Marzano Center for Teacher and Leadership Evaluation and CEO of MRL

    BECOMING A REFLECTIVE TEACHER

    Michael Toth,CEO, Learning Sciences International

  • 2012 Learning Sciences International1.877.411.7114

    Learning Sciences International is pleased to announce the new LSI Marzano Center

    www.MarzanoCenter.comFollow us on Twitter: @MarzanoCenter

  • Effective teachers are made,not born.

    2012 Learning Sciences International1.877.411.7114

  • Even small improvements in teacher effectiveness can have a positive impact on

    student achievement.

    2012 Learning Sciences International1.877.411.7114

  • 2012 Learning Sciences International1.877.411.7114

    Start with a common language of instruction.

  • 2012 Learning Sciences International1.877.411.7114

  • 2012 Learning Sciences International1.877.411.7114

    The Art & Science of Teaching is designed as a comprehensive framework that draws 40 years of

    research into a unified whole.

  • 2012 Learning Sciences International1.877.411.7114

    The Art & Science of Teaching utilizes 10 design questions and

    41 strategies to help teachers plan each unit of instruction..

  • 2012 Learning Sciences International1.877.411.7114

    The framework is both flexible and specific. It provides enough complexity to diagnose instructional improvement areas and generate feedback sufficient

    to raise student achievement.

  • 877.411.7114 2012 Learning Sciences International 1.877.411.7114

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

  • 877.411.7114 2012 Learning Sciences International 1.877.411.7114

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

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

  • 877.411.7114 2012 Learning Sciences International 1.877.411.7114

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

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

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

  • 877.411.7114 2012 Learning Sciences International 1.877.411.7114

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

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

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

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

  • 877.411.7114 2012 Learning Sciences International 1.877.411.7114

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

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

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

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

    Q5: What will I do to engage students?

  • 877.411.7114 2012 Learning Sciences International 1.877.411.7114

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

  • 877.411.7114 2012 Learning Sciences International 1.877.411.7114

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

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

  • 877.411.7114 2012 Learning Sciences International 1.877.411.7114

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

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

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

  • 877.411.7114 2012 Learning Sciences International 1.877.411.7114

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

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

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

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

  • 877.411.7114 2012 Learning Sciences International 1.877.411.7114

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

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

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

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

    Q10: What will I do to develop effective lessons organizedinto a cohesive unit?

  • 2012 Learning Sciences International1.877.411.7114

    Fundamental Segments of Classroom Instruction

    Segments that are routine components of every lesson

    Content-specific lesson segments

    Segments that must be enacted on the spot

  • 2012 Learning Sciences International1.877.411.7114

    Supervising: The Art and Science of Teaching

    SEGMENTS ENACTED ON THE SPOT

    ROUTINE SEGMENTS

    CONTENT-SPECIFIC SEGMENTS

  • Supervising: The Art and Science of Teaching

    ENACTED ON THE SPOT

    INVOLVES ROUTINES

    ADDRESSES CONTENT SPECFIC WAYS

    Interacting With New Knowledge

    Practicing andDeepening

    Generating and Testing

    Hypotheses

    Learning Goals and Feedback

    Rules and Procedures

    Student Engagement

    High Expectations

    Teac

    her-S

    tude

    nt R

    elat

    ions

    hips

    Adh

    eren

    ce to

    Rul

    es a

    nd P

    roce

    dure

    s

    2012 Learning Sciences International 1.877.411.7114

  • 2012 Learning Sciences International1.877.411.7114

    Have teachers set yearly growth goals.

  • 2012 Learning Sciences International1.877.411.7114

    Each teacher generates a personal profile across

    the elements of your model of teaching.

  • 2012 Learning Sciences International1.877.411.7114

    Innovating4

    Applying3

    Developing2

    Beginning1

    Not Using0

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

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

    Strategy is usedbut in a mechanistic way.

    Strategy is used but pieces aremissing.

    Strategy is called for, but not used.

  • 2012 Learning Sciences International1.877.411.7114

    Stages of Learning a New Skill

    Cognitive Phase

    Shaping Phase

    Autonomous Phase

  • Graph of Progress on Growth Continuum

    2012 Learning Sciences International 1.877.411.7114

  • 2012 Learning Sciences International1.877.411.7114

    Have teachers engage in focused practice.

  • 2012 Learning Sciences International1.877.411.7114

    Focus on specific steps.

  • 2012 Learning Sciences International1.877.411.7114

    Comparison Matrix:

    Identify the elements you wish to compare and write them at the top of each column.

    Identify the attributes on which you wish to compare the elements, and write them in the rows.

    In each cell, record how the elements are similar (note that similarities will be the same for multiple cells). In each cell, also record how the elements are different (note that differences will not be the same in each cell).

    Summarize what you have learned about the elements.

  • 2012 Learning Sciences International1.877.411.7114

    Innovating4

    Applying3

    Developing2

    Beginning1

    Not Using0

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

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

    Strategy is usedbut in a mechanistic way.

    Strategy is used but pieces aremissing.

    Strategy is called for, but not used.

  • 2012 Learning Sciences International1.877.411.7114

    Develop a Protocol.

    (Usually done for behaviors that have not been well articulated in the literature.)

  • 2012 Learning Sciences International1.877.411.7114

    Protocol for Effective Relationships:

    I will focus on students who seem disenfranchised in my class and those with whom I dont have a good rapport.

    When a student does something well, I will compliment him or her.

    I will find out information about my students and use that knowledge in my interactions with them.

  • 2012 Learning Sciences International1.877.411.7114

    Innovating4

    Applying3

    Developing2

    Beginning1

    Not Using0

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

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

    Strategy is usedbut in a mechanistic way.

    Strategy is used but pieces aremissing.

    Strategy is called for, but not used.

  • 2012 Learning Sciences International1.877.411.7114

    Develop Fluency.

  • 2012 Learning Sciences International1.877.411.7114

    K-W-L

    Students identify what they know about the topic, and the teacher records this information under the K on a chart.

    Students list what they want to know about a topic, and the teacher records this information under the W on the chart.

    After a lesson, the students identify and list things that they learned, and the teacher records this under the L on the chart.

  • 2012 Learning Sciences International1.877.411.7114

    Innovating4

    Applying3

    Developing2

    Beginning1

    Not Using0

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

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

    Strategy is usedbut in a mechanistic way.

    Strategy is used but pieces aremissing.

    Strategy is called for, but not used.

  • 2012 Learning Sciences International1.877.411.7114

    Make Adaptations.

  • 2012 Learning Sciences International1.877.411.7114

    K-W-L

    Students identify what they know about the topic, and the teacher records this information under the K on a chart.

    Students list what they want to know about a topic, and the teacher records this information under the W on the chart.

    After a lesson, the students identify and list things that they learned, and the teacher records this under the L on the chart.

  • 2012 Learning Sciences International1.877.411.7114

    Innovating4

    Applying3

    Developing2

    Beginning1

    Not Using0

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

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

    Strategy is usedbut in a mechanistic way.

    Strategy is used but pieces aremissing.

    Strategy is called for, but not used.

  • 2012 Learning Sciences International1.877.411.7114

    Integrate several strategies to create a macro strategy.

  • 2012 Learning Sciences International1.877.411.7114

    K-W-L

    Students identify what they know about the topic, and the teacher records this information under the K on a chart.

    Students list what they want to know about a topic, and the teacher records this information under the W on the chart.

    After a lesson, the students identify and list things that they learned, and the teacher records this under the L on the chart.

  • 2012 Learning Sciences International1.877.411.7114

    Innovating4

    Applying3

    Developing2

    Beginning1

    Not Using0

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

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

    Strategy is usedbut in a mechanistic way.

    Strategy is used but pieces aremissing.

    Strategy is called for, but not used.

  • 2012 Learning Sciences International1.877.411.7114

    Provide teachers with focused feedback.

  • 2012 Learning Sciences International1.877.411.7114

    9/12 I used a bubble map to introduce the writing process. It was not very effective at first because I explained how the map works instead of showing students how to use it. The class seemed to like the exercise though, so I would like to keep trying to use the maps.

    9/14 Today, we used bubble maps to brainstorm ideas for an essay. Once my students had selected a topic for their essay, they mapped out main ideas and details using another bubble map. It worked well, but the bubbles tended to get disorganized.

    10/19 Today, I tried asking students to use bubble maps to compare two things, and it worked really well. They drew the two things they were comparing in two big bubbles on the left and right of a page, and then wrote descriptors and facts in bubbles around them. Then they connected the big bubbles to all the descriptors and facts that applied to them. There were some really interesting maps that helped the kids see connections that they hadnt realized before.

  • 2012 Learning Sciences International1.877.411.7114

    10/20 Today, the counselor came in to do a career lesson and I asked her to use a bubble map as a part of her lesson, because the kids were already familiar with it. They really caught on to the idea of putting themselves in the center bubble, and then filling in their life goals in the surrounding bubbles. Some of them even made bubbles to show what they would have to do to achieve their goals.

    10/22 Now that my students are comfortable with bubble maps, weve started using them to show relationships, and a few of my students even adapted the bubble map for use with pictures. Almost like a storyboard, they planned out narrative pieces by drawing different events from their stories, and then found connections between the events and characters by drawing lines.

  • 2012 Learning Sciences International1.877.411.7114

    Video Data

  • 2012 Learning Sciences International1.877.411.7114

    Student Survey Data

  • 2012 Learning Sciences International1.877.411.7114

    Learning Goals and Feedback

    1. My teacher clearly communicates what I am supposed to be learning during lessons.

    I disagree I agree I strongly agree

    2. My teacher helps me see how well I am doing during each unit.

    I disagree I agree I strongly agree

    3. My teacher notices when I do well.

    I disagree I agree I strongly agree

  • 2012 Learning Sciences International1.877.411.7114

    As your teacher, Ive been trying to wait a little while before calling on

    someone to answer a question. How does this change the way you think

    when questions are asked

  • 2012 Learning Sciences International1.877.411.7114

    Student Achievement Data

  • 2012 Learning Sciences International 1.877.411.7114

    Proof at the classroom level. Ask teachers to

    Identify two groups of students with whom you can teach the same content

    Teach both groups using the selected strategy in one class but not the other

    Compare the results

  • 2012 Learning Sciences International1.877.411.7114

  • 2012 Learning Sciences International1.877.411.7114

    Provide opportunities for teachers to observe and

    discuss teaching.

  • 2012 Learning Sciences International1.877.411.7114

    Types of Opportunities:

    Videos of other teachers

    Coaching colleagues

    Instructional

  • 2012 Learning Sciences International1.877.411.7114

    Instructional Rounds

    Teams are guided by lead teacher. Rounds can be short or long in duration. Primary focus is for observers to compare and

    contrast their practice with observed practice. Instructional rounds might be used to provide

    feedback to teachers observed.

  • 2012 Learning Sciences International1.877.411.7114

    How do you fit reflective practice into your state

    teacher evaluation model?

  • 2012 Learning Sciences International1.877.411.7114

    Answer:

    Use it as the basis of your professional development plan for

    different elements of your state model.

    Remember, all state models have a relatively large section involving instruction.

  • 2012 Learning Sciences International1.877.411.7114

    EFFECTIVE SUPERVISIONSupporting The Art and Science of Teaching

  • 2012 Learning Sciences International1.877.411.7114

    What makes this teacher evaluation model different?

  • 2012 Learning Sciences International 1.877.411.7114

    Through reflective practice and self-assessment, teacherstake responsibility for their own

    learning growth.

  • 2012 Learning Sciences International 1.877.411.7114

    The Goal: The expectation is that all teachers can increase their expertise from year to year which produces gains in student achievement from year to year with a powerful cumulative effect.

  • 2012 Learning Sciences International 1.877.411.7114

    Marzano Causal Teacher Evaluation Model Embeds Deliberate Practice

    Deliberate Practice

    Teacher Behaviors

    Student Learning

    Gains

  • 2012 Learning Sciences International 1.877.411.7114

    Art and Science of TeachingTeacher Evaluation Model

    STUDENT ACHIEVEMENT

    Domain 1: Classroom Strategies and Behaviors (41 Elements)Routine Segments (5 Elements)Content Segments (18 Elements)On the Spot Segments (18 Elements)

    Domain 2: Planning and Preparing (8 Elements)Lesson and Units (3 Elements)Use of Materials and Technology (2 Elements)Special Needs of Students (3 Elements)

    Domain 3: Reflecting on Teaching (5 Elements) Evaluating Personal Performance (3 Elements)Professional Growth Plan (2 Elements)

    Domain 4: Collegiality

    and Professionalism (6 Elements)

    Promoting a Positive

    Environment (2 Elements)

    Promoting Exchange of

    Ideas (2 Elements)

    Promoting District and

    School Development (2 Elements)

    Domain 4: Collegiality

    and Professionalism (6 Elements)

    Promoting a Positive

    Environment (2 Elements)

    Promoting Exchange of

    Ideas (2 Elements)

    Promoting District and

    School Development (2 Elements)

  • 2012 Learning Sciences International 1.877.411.7114

    Status Score Weighting SystemRecommended weight for each domain (60 Total Elements)

    Domain 1: 68%, 41 Elements Domain 2: 14%, 8 Elements Domain 3: 8%, 5 Elements Domain 4: 10%, 6 Elements

    Percentages can be adjusted by the district

  • 2012 Learning Sciences International 1.877.411.7114

    Final RatingInstructional Practice Score = Status Score combined with Deliberate Practice Score

    Status Score 20%

    Deliberate Practice

    Score30%Instructional

    Practice Student Growth

  • 2012 Learning Sciences International 1.877.411.7114

    Learning Sciences Implementation Services: Observer training and certification Inter-rater reliability training Onsite Coaching support for struggling

    observers Teacher workshops iObservation instructional improvement data

    system for teacher and principal growth, development and evaluation

    2012 Learning Sciences International1.877.411.7114

  • 2012 Learning Sciences International 1.877.411.7114

    iObservationPlatform for Teacher Growth, Development

    and Evaluation

  • 2012 Learning Sciences International 1.877.411.7114

    What is iObservation?

    Performance Management & Growth System Formative Feedback via Walkthroughs & Observations Teachers Self & Peer Observations and

    Instructional Rounds Teacher Formal and Informal Evaluation Observations Teacher Growth Plans and Pre/Post

    Observation Conferences Professional Development via Reflection

    & Resource Library

  • 2012 Learning Sciences International 1.877.411.7114

    Dr. Marzanos Framework in iObservation

    Teacher Self Assessment & Growth Plans Formal & Informal Observation Walkthroughs and Coach Review Peer Observation Instructional Rounds

  • 2012 Learning Sciences International 1.877.411.7114

    For More Information or to Attend a Demonstration:

    www.MarzanoCenter.com

    www.MarzanoEvaluation.com

    www.iObservation.com

    www.LearningScience.com

    Follow us on Twitter: @MarzanoCenter

    BECOMING A REFLECTIVE TEACHERLearning Sciences International is pleased to announce the new LSI Marzano CenterEffective teachers are made,not born.Even small improvements in teacher effectiveness can have a positive impact on student achievement.Start with a common language of instruction.Slide Number 6The Art & Science of Teaching is designed as a comprehensive framework that draws 40 years of research into a unified whole.The Art & Science of Teaching utilizes 10 design questions and 41 strategies to help teachers plan each unit of instruction..The framework is both flexible and specific. It provides enough complexity to diagnose instructional improvement areas and generate feedback sufficient to raise student achievement.Slide Number 10Slide Number 11Slide Number 12Slide Number 13Slide Number 14Slide Number 15Slide Number 16Slide Number 17Slide Number 18Slide Number 19Fundamental Segments of Classroom InstructionSlide Number 21Slide Number 22Have teachers set yearly growth goals.Each teacher generates a personal profile across the elements of your model of teaching.Slide Number 25Stages of Learning a New SkillGraph of Progress on Growth ContinuumHave teachers engage in focused practice.Focus on specific steps.Comparison Matrix:Slide Number 31Develop a Protocol.(Usually done for behaviors that have not been well articulated in the literature.)Protocol for Effective Relationships:Slide Number 34Develop Fluency.K-W-LSlide Number 37Make Adaptations.K-W-LSlide Number 40Integrate several strategies to create a macro strategy.K-W-LSlide Number 43Provide teachers with focused feedback.Slide Number 45Slide Number 46Video DataStudent Survey DataSlide Number 49Slide Number 50Student Achievement DataProof at the classroom level. Ask teachers toSlide Number 53Provide opportunities for teachers to observe and discuss teaching.Types of Opportunities:Instructional RoundsHow do you fit reflective practice into your state teacher evaluation model?Answer: Use it as the basis of your professional development plan for different elements of your state model. Remember, all state models have a relatively large section involving instruction.Slide Number 59Slide Number 60Slide Number 61Slide Number 62Marzano Causal Teacher Evaluation Model Embeds Deliberate Practice Art and Science of TeachingTeacher Evaluation ModelStatus Score Weighting SystemFinal RatingLearning Sciences Implementation Services:iObservationPlatform for Teacher Growth, Development and EvaluationWhat is iObservation?Dr. Marzanos Framework in iObservationFor More Information or to Attend a Demonstration: