marzano evaluation rubric workshop september 23 rd santa rosa, fl amy gropper, ms, nbct...
TRANSCRIPT
Marzano Evaluation Rubric WorkshopMarzano Evaluation Rubric WorkshopSeptember 23September 23rdrd Santa Rosa, FLSanta Rosa, FL
Amy Gropper, MS, [email protected]
Learning GoalsLearning Goals
Today you will gain a stronger understanding of and comfort
level with the Santa Rosa Marzano Teacher
Evaluation Rubric.
NormsNormsWe will share our ideas and be open to other’s ideas with active listening
We will be respectful and professional.
We will put technology on manner mode as appropriate.
We will be prepared to participate and be engaged.
ScheduleSchedule
8:00 Workshop begins
Mid-Morning Break – 10 min.
11:30 – 12:30 Lunch
Mid-Afternoon Break – 10 min.
3:00 Workshop ends
Parking Lot Parking Lot
Feel free to write any thoughts, comments or questions on a Post-it note and place it on the Parking Lot
page by the door.
Begin at the beginning…Begin at the beginning…
Florida has mandated a new evaluation criteria
Each district will create their own version using Marzano or Danielson
Santa Rosa has chosen Marzano.
Begin at the beginning…Begin at the beginning…
Marzano presents 4 domains leading to student achievement
1 = Classroom Strategies and Behaviors2 = Planning and Preparing3 = Reflecting on Teaching4 = Collegiality and Professionalism
Well-Articulated Knowledge Base for Teaching
Begin at the beginning…Begin at the beginning…
Focused Feedback
Opportunities to Observe and Discuss Expertise
Clear Criteria and Plan for Success
Recognition of Expertise
Begin at the beginning…Begin at the beginning…
Santa Rosa has used 11 elements from Domain 1 of Marzano’s design based on 9 Instructional Design Questions.
These will frame the criteria through which teachers will be evaluated.
Let’s take a look…
Let’s talk about the Let’s talk about the measurement scale…measurement scale…
Highly Effective v. Effective v. Developing Perfectly &/or expertly executed – nothing missing Element
present, but lacking in detail or clarity - “I like the direction of this lesson, but it would be more effective if…”
An attempt at element has been made, but not adequate
What is the teacher doing? What are the students doing?
Remember…Remember…
You ARE the teacher, but you are not the practice of
teaching!Try to distinguish between what you do (or don’t do) in the classroom, and who
you are!
Addressing ContentAddressing Content
Addressing ContentAddressing ContentWhat will you do to help students effectively interact with new knowledge?
What will you do to help students practice and deepen new knowledge?
What will you do to help students generate and test hypotheses about new knowledge?
(both organizing and engaging)
What will you do to provide students with resources and guidance?
Interacting with New Interacting with New KnowledgeKnowledge“What is needed…is a comprehensive approach that allows for student construction of meaning while interacting with the content, the teacher, and other students.” (Marzano, 2007)
What will you do to help students effectively interact with new knowledge?
Critical-Input experiences (designed input activities) – these are the learning experiences considered critical to understanding content - should be identified and highlighted by teachers
Interacting with New Interacting with New KnowledgeKnowledge
What are the strategies suggested?
PreviewingSmall Chunks
MacrostrategiesSummarizing and note-takingNonlinguistic representationsQuestioningReflectionCooperative Learning
What will you do to help students effectively interact with new knowledge?
Interacting with New Interacting with New KnowledgeKnowledge
Do ThisDo This::
Read one of these strategies from the handouts on your table.
When done, introduce the strategy to your table – make sure you give an example
What will you do to help students effectively interact with new knowledge?
Share OutShare Out
Long-Term Knowledge Long-Term Knowledge RetentionRetention
starts with organized starts with organized practicepractice
What will you do to help students practice and deepen new knowledge?
What is the purpose of grouping students?
Is there ONE way to group?
What are the benefits?
Organized practice…Organized practice…Do This:Do This:
Think of your favorite group procedure and related activity.
Please write it down and swap papers with someone in your group.
Now, read your paper aloud to your group one at a time.
Choose one to share with the larger group.
What will you do to help students practice and deepen new knowledge?
Share OutShare Out
What is hypothesis What is hypothesis generation and how does it generation and how does it look in the classroom?look in the classroom?
Making an educated guess or prediction about an outcome and then trying to confirm or disconfirm it!
Project basedComprehensive
Student-centered with teacher as facilitator
Do This:Do This:Take a moment to think about a student-centered project you do with your students. Are students ‘generating a hypothesis? Are they seeking to prove or disprove something?
SO, what does it look like?SO, what does it look like?
Complete a science lab where students first make a prediction based on observation (Think Mythbusters!)
After discussing the impact of the social upheaval of the 60s, a teacher might ask what students would predict that generation is like now. Would their past experience impact their present behavior?
A language arts teacher asks students to rewrite a paragraph without using any conjunctions, first predicting how the lack of conjunctions will affect their writing and meaning.
Different Types of InquiryDifferent Types of Inquiry
1. Experimental Inquiry – involves observation first
1. Problem-Solving Tasks – use knowledge in an unusual context or with constraints
1. Decision-Making Tasks – using a matrix along with research
1. Investigation Tasks – Testing hypotheses about past, present, or future events (What really happened? What would happen if….)
1. Student designed tasks
Let’s return to the rubricLet’s return to the rubric
What will you do to help students generate and test hypotheses about new knowledge? (organizing & engaging)
Do This:Do This:
1. Find the two elements focused on students generating hypotheses.2. Read complete scales for both elements3. Underline distinguishing words
4. With a partner, discuss a hypotheses generating activity and appropriate grouping strategy you might do in your class. (3 min.)
5. Go to another table and share out. (4 min.)
6. Be prepared to share ideas whole group and discuss.
Providing resources and Providing resources and guidanceguidance
What will you do to provide students with resources and guidance?
AvailableApproachableInteractEnjoyVolunteers all available resources
DebriefDebrief
What did you notice?
Did you see any of the Addressing Content elements?
Problem-Solving Tasks – use knowledge in Problem-Solving Tasks – use knowledge in an unusual context or with constraintsan unusual context or with constraints
Does this look like something you do with your students?
Enacted on the SpotEnacted on the Spot
Enacted on the SpotEnacted on the Spot
What will you do to recognize and acknowledge adherence or lack of adherence to rules and procedures? (with-it-ness and consequences)
What will you do to communicate high expectations for all students?
Enacted on the SpotEnacted on the Spot
What will you do to recognize and acknowledge adherence or lack of adherence to rules and procedures? (consequences)
Recognize and acknowledge adherence or lack of adherence to rules and procedures (consequences)?
NEED: ConsistencyFairnessVerbal and Non-Verbal
Student believes the teacher appreciates his/her good behavior.
Bad behavior Bad behavior ≠≠ Bad child Bad child
Enacted on the SpotEnacted on the SpotRecognize and acknowledge adherence or lack of adherence to rules and procedures (with-it-ness)
Eyes in the back of your head
What will you do to recognize and acknowledge adherence or lack of adherence to rules and procedures? (with-it-ness)
Choose your battles
Eye contact
Professional & proactive
Enacted on the SpotEnacted on the SpotCommunicate high expectations for all students
Engages ALL learnersRequire same level of thinking skill
equallyProvides both non-verbal and verbal cues
Students believe the teacher cares and does not allow negative comments.
A word about expectations…
What will you do to communicate high expectations for all students?
Let’s return to the rubric…Let’s return to the rubric…
1. Find the three Enacted on the Spot elements.
2. Read complete scales for both elements
3.Underline distinguishing words
Story Time!Story Time!Do This:Do This:
Think of a time when you witnessed a teacher who demonstrated with-it-ness, fairness, and high expectations.
Share with your table group what that person did to demonstrate these things. What were the behaviors you could point at and say, “There! That’s _____!”
Develop a list of these behaviors at your table (on chart paper) and be ready to post that list when time is called. (12 -15 minutes)
Modified 5E TemplateModified 5E TemplateSanta Rosa/Marzano Evaluation Santa Rosa/Marzano Evaluation Rubric Rubric Lesson Plan graphic organizer to help you plan
Routine EventsRoutine Events
Let’s return to the rubric and identify some distinguishing language…
What will I do to establish and communicate learning goals, track
student progress, and celebrate success?
Routine EventsRoutine Events
KnowUnderstandDo/Be able to…
OREmphasize the KNOWLEDGE that
students will potentially gain
Learning Goals
Establish and communicate learning goals, track student progress, and celebrate success.
Goal or No Goal?Goal or No Goal?Students will…1. successfully complete activity 3a at the end of ch.3.
2. be able to determine subject/verb agreement
3. understand the relationship between organisms
4. investigate the defining characteristics of fables and fairy tales
NOT A GOAL
GOAL
GOAL
NOT A GOAL
So, what are these?So, what are these?
Students will…1. successfully complete activity 3a at the end of ch.3.
2. be able to determine subject/verb agreement
3. understand the relationship between organisms
4. investigate the defining characteristics of fables and fairy tales
ACTIVITY
ACTIVITY
Learning Goals & Learning Goals & ActivitiesActivities
Do This:
With your group, please generate 1.A list of goal stems you hope to see in your classrooms
2.A list of activity stems or verbs you might expect to see students doing.
Establish and communicate learning goals, track student progress, and celebrate success.
Activities
Goals
Student ProgressStudent ProgressOnce you have established the target (goal), students must have a way of measuring their progress toward that target if they are to improve.
Establish and communicate learning goals, track student progress, and celebrate success
More formative assessments = higher student achievement (Assessments must tie back to the learning goal & be scored according to the rubric/scale!)
Research by Fuchs & Fuchs (1986) shows that 2 formative assessments/week resulted in a 30 point
%ile gain in student achievement!
About formative About formative assessments…assessments…
“Formative assessment is a process used by teachers and students during instruction that provides explicit feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes. Formative assessment is a method of continually evaluating students’ academic needs and development within the classroom and precedes local benchmark assessments and state-mandated summative assessments.” “In order to show students how to close the gap between where they are academically and where they want to be, teachers must help students evaluate their progress in the learning process and give them explicit, descriptive feedback specific to the learning task.”
Coffey, H. (2009). Formative Assessment. Learn NC: K-12 Teaching and Learning. Retrieved from http://www.learnnc.org/lp/pages/5212.
Establish and communicate learning goals, track student progress, and celebrate success
Formative AssessmentFormative AssessmentWhat does it look like?
Thumbs up/downExit Card
Oral QuestioningQuiz
Journal EntryStudent Conference
SummaryObservation
Self- & Peer-Assessment
What else?
Establish and communicate learning goals, track student progress, and celebrate success
Formative AssessmentsFormative Assessments
Sample Learning Goal:Students will understand the major events leading up to the development of the atomic bomb, starting with Einstein’s publication of the theory of special relativity in 1905 and ending with the development of the two bombs Little Boy and Fat Man in 1945.
What formative assessments (both formal and informal) might you assign to gauge student
progress toward the above goal?
Establish and communicate learning goals, track student progress, and celebrate success
What about the Rubric?What about the Rubric?
Learning Goal
Rubric or Scale to assess mastery of learning goal
You don’t need a rubric for EVERY formative assessment you do!
Celebrating SuccessCelebrating Success
Do This:Do This:
With a partner, create a list of what celebrating success looks like in your classroom. What should one expect to see during a classroom visit?
Be ready to share with the group.
Establish and communicate learning goals, track student progress, and celebrate success
Putting it together…(Part Putting it together…(Part 1)1)Do This:Do This:
Think of a unit of instruction coming up.
Using your modified 5E template, complete the 2nd box, filling in your Unit Overview, Learning Goal, etc.
When you are done, share with the group.
Let’s Review the categories Let’s Review the categories and elements…and elements…Routine Events
Learning GoalsStudent ProgressCelebrating Success
Addressing ContentInteracting with new knowledgePractice and deepen new knowledgeOrganizing and engaging in hypothesis generating &
testingProviding resources and guidance
Enacted on the SpotWith-it-nessRules & Procedures and applying consequencesDemonstrating value and respect
Reflection Questions will help guide discussion of teaching practice
Using the planning tool…Using the planning tool…
How might you use this graphic organizer to make sure you are addressing the elements?
Look closely at the different E’s, and see if there’s a connection you can make…
(Hint – There is no one right answer…the organizer and the rubric both allow for change and a dynamic classroom.)
Planning ToolPlanning Tool
Do This:Do This:
With your table, go through the elements and jot down where the different elements might be seen in the planning tool. (For example, the Unit Overview box will most closely correlate to your Routine Events elements.)
Write one or two examples as you work through the tool.
Lesson Study & Rubric Lesson Study & Rubric “roll-out”“roll-out”What is Lesson Study?
How will you present the Marzano rubric to your colleagues back at
your school. How will you help them feel confident about it (or at least
more comfortable)?
Wrapping upWrapping up
Today you will gain a stronger understanding of and comfort level
with the Santa Rosa Marzano Teacher Evaluation Tool.
Was the learning goal accomplished today?
Final thoughtsFinal thoughtsLet’s return to the Parking Lot…
Please write one additional comment.
Make a comment regarding the effectiveness of this workshop AND/OR one important thing
you’ve learned or strategy you will implement.
Thank you!