In Tulsa’s model, Indicator #9 it states questioning is “primarily at a lower or mid-level of Bloom’s taxonomy which is not aligned with the rigor of Common Core Standards. In the Tulsa model very different elements are all clumped together under one indicator. The teacher would receive only 1 score for all of the elements that are listed above. To show growth, all of the different elements would have to improve at the same time since they are not considered separately. In the Marzano model, these elements would be listed as separate indicators. The teacher would get a score on each one.
In Marzano’s model there are 17 separate indicators, like the one on this slide, that cover the same elements that are all clumped in the one Indicator #9 in Tulsa’s model – questioning, engagement in active learning, guided practice, student skills and interests – each of those areas is specifically addressed in separate indicators. It is specific enough that teachers know exactly what the evaluator is looking for during an observation.
Comparison of the TLE Models
Yukon Public SchoolsTeacher Evaluation Comparisons Presented by YPS Recommendation Team facebook.com/yukonps @YukonDistrict
Teacher Evaluation Comparisons Guiding Question Response What is the biggest factor Effective classroom instruction leading to Yukon students supported by professional having success with Common development and effective Core Standards and PARCC school leadership. Assessments?
Teacher Evaluation Comparisons Guiding Question Response What is Yukon’s strategy for Professional development will deepening teaching and be chunked and implemented learning in order for students on a slow, steady schedule, to reach the level of rigor and focusing on research based classroom practices and complexity involved in the instructional strategies that are Common Core Standards and proven to have significant Assessments? impact on student achievement.
Teacher Evaluation Comparisons Guiding Question Response What is the purpose of Evaluation should lead to Teacher and Leader professional growth and Evaluation? increased student learning. We spend a lot of time on The Evaluation instrument Evaluation. What should it should measure professional accomplish? growth much the same as we measure academic progress.
Teacher Evaluation Comparisons Tulsa Marzano Indicator #9 in the Tulsa Marzano’s model has multiple model speaks to questioning, indicators for each of the guided practice, active three – questioning, guided learning, and knowing practice, and active learning – students interests – all in one giving the teacher multiple indicator. A teacher would opportunities to receive a high receive only one score for all score, and the opportunity for three of those encompassing specific, targeted feedback as professional practices. each of the those practices has multiple resources for professional growth.
Teacher Evaluation Comparisons Tulsa Indicator #9Domain: Instructional Effectiveness Dimension: Involves All LearnersTeacher uses questioning techniques and/or guided practices to involve all students inactive learning.3 — Effective Obs. 1 Obs. 2 Obs. 3Engages most students in active learning experiences 80 percent of the class time.Uses questioning strategies throughout the lesson that are primarily at a lower or mid level ofBlooms taxonomy. Provides wait time for some student response and does random checking forunderstanding. Lesson progresses at a pace that accommodates most student questions andinterests.Recognizes the value of understanding students’ skills and interests.Asks critical thinking questions throughout the lesson and uses questioning techniques to involveall learners.
Teacher Evaluation Comparisons Marzano Indicator #26 26. Managing Response Rates The teacher uses response rate techniques to maintain student engagement in questions. Teacher Evidence Teacher uses wait time Teacher uses response cards Teacher has students use hand signals to respond to questions Teacher uses choral response Teacher uses technology to keep track of students’ responses Teacher uses response chaining Student Evidence Multiple students or the entire class responds to questions posed by the teacher When asked, students can describe their thinking about specific questions posed by the teacher Innovating Applying Developing Beginning Not UsingManaging Adapts and Uses response Uses response Uses strategy Strategy wasresponse rates creates new rate techniques to rate techniques to incorrectly or with called for but not strategies for maintain student maintain student parts missing. exhibited. unique student engagement in engagement in needs and questions and questions. situations. monitors the extent to which the techniques keep students engaged.
Teacher Evaluation Comparisons Tulsa MarzanoTulsa gives rubrics to designate Marzano’s Observationlevels of performance. Protocol has rubrics that include Teacher and Student Evidence that can be observed if the indicator is being used effectively.
Teacher Evaluation Comparisons Tulsa Marzano No evidence of a professional Marzano’s model has easily growth resource for use by a accessible tools that can be leader who must develop used by a leader when plans for remediation and developing remediation and instructional coaching. instructional coaching plans. A common language exists between professional growth, formative observations, and evaluation.
Teacher Evaluation Comparisons Tulsa Marzano Tulsa’s model is summative in Marzano’s model is both nature. Along with the Tulsa formative and summative, all evaluation instrument, The Art in the common language, and Science of Teaching derived from The Art and would serve as the program Science of Teaching. of formative observation and professional growth.
Teacher Evaluation Comparisons Tulsa Marzano The Tulsa model is developed Marzano’s model has been and implemented locally by used nation-wide and is Tulsa Public Schools (TPS) based on 40 years of based on research, but it has research and actual field not yet been used beyond experience as it has been TPS. There is no longitudinal tested in rural, urban, and data on its effectiveness, suburban districts over time. even within TPS.
Teacher Evaluation Comparisons Tulsa Marzano Tulsa Public Schools as the Marzano’s trainers are a certified trainers for the Tulsa network of Master Teachers Evaluation Model. who have practiced the Art and Science of Teaching as professionals in the classroom, both as a teacher and evaluator.
Teacher Evaluation Comparisons Tulsa Marzano The Tulsa model online does Marzano’s online system has not have professional video Video Clips of Master clips. Teachers demonstrating the “best practice” indicator/strategies on the same page with the indicator.
Teacher Evaluation Comparisons Tulsa Marzano The cost difference between The Marzano online the Tulsa and Marzano online instrument is being updated tool has not yet been made in format and lowered in available. The proposed price. online tool for Tulsa is still in development with Barlow Education Management Services.
Teacher Evaluation Comparisons Tulsa Marzano The Tulsa model is an The Marzano model is a evaluation system that has professional development levels of performance on model that involves formative indicators of effectiveness. observation of effective classroom practices, professional growth, and summative evaluation.
Teacher Evaluation Comparisons Guiding QuestionsIn perspective with implementation of the rigorous Common CoreStandards and Assessments explore the following questions:1. Which model will lead to improved planning, teaching, and ultimately student success with high-stakes testing?2. Which model would build more potential for success on the 35% of the educator’s evaluation based on student achievement data?3. Which model would maintain the seamless common language with the professional development plan Yukon has planned?4. Which model is best for the success of students, teachers, and administrators of Yukon Public Schools?• Formal Feedback will be gathered through a Survey Monkey link provided by your administrator.