D
Design Que
estion #1: What
W
will I do
d to establiish and com
mmunicate learning go
oals, track s
student
p
progress, an
nd celebratte success?
?
1
1. Providin
ng Clear Lea
arning Goalls and Scale
es (Rubrics
s)
T
The teacher pro
ovides a clearly
y stated learnin
ng goal accomp
panied by scale
e or rubric thatt describes leve
els of performa
ance
rrelative to the le
earning goal.
T
Teacher Evide
ence
 Teacher has
s a learning goal posted so th
hat all students can see it
 The learning
g goal is a clear statement of knowledge or information as opposed to an
n activity or asssignment
 Teacher ma
akes reference to the learning goal througho
out the lesson
 Teacher has
s a scale or rub
bric that relates
s to the learning
g goal posted sso that all stude
ents can see itt
 Teacher ma
akes reference to the scale or rubric throughout the lesson
S
Student Evidence
 When asked
d, students can
n explain the learning goal forr the lesson
 When asked
d, students can
n explain how th
heir current acttivities relate to
o the learning g
goal
 When asked
d, students can
n explain the meaning of the le
evels of perform
mance articula
ated in the scale
e or rubric
S
Scale Levels: (choose one)
ctive +
Highly Effective
Highly Effec
S
Scale
P
Providing
c
clear learning
g
goals and
s
scales
(rubrics)
Needs Improvem
ment/Developin
ng
Unsatisfa
actory
Not A
Applicable
Unsa
atisfactory
Highly Effective +
Hig
ghly Effective
Effecttive
Needs
Imp
provement/Deve
eloping
Adapts and
d
creates new
w
strategies for
f
unique stud
dent
needs and
situations in
order for th
he
desired effect to
be evident in all
students.
des a clearly
Provid
stated
d learning goal
accom
mpanied by a
scale or rubric that
descrribes levels of
perforrmance and
monittors for
evidence of the
majorrity of students
underrstanding of the
e
learning goal and
evels of
the le
perforrmance.
Provides a clearly
stated learrning
goal accom
mpanied
by a scale or
rubric that
describes llevels of
performancce, but
the majoritty of
students arre not
monitored for the
desired efffect of
the strateg
gy.
Use
es strategy
inco
orrectly or with parts
misssing.
R
Reflection Que
estions
P
Providing
c
clear learning
g
goals and
s
scales
(rubrics)
Effective
Strate
egy was
called
d for but
not exxhibited.
Highly Effective +
High
hly Effective
Effective
e
Needs
Impro
ovement/Develo
oping
Unsattisfactory
What are you
y
learning ab
bout
your students as
you adapt and
create new
w
strategies?
?
How might you
adaptt and create
new strategies
s
for
provid
ding clearly
stated
d learning
goals
s and rubrics
that address
a
the
uniqu
ue student
needs and
situattions?
In addition to
providing a cllearly
stated learnin
ng
goal accompa
anied
by a scale or rubric
that describess
levels of
performance,, how
can you mon itor
students
understandin g of
goal
the learning g
and the levelss of
performance?
?
How can you provid
de a
clearlly stated learning
goal a
accompanied b
by a
scale
e or rubric that
descrribes levels of
performance?
How ca
an you
begin to
o
incorpo
orate some
aspectss of this
strategyy into your
instructtion?
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
Page 1
2
2. Tracking
g Student Progress
P
T
The teacher fac
cilitates tracking
g of student progress on one or more learniing goals using
g a formative ap
pproach to asssessment.
T
Teacher Evide
ence
 Teacher helps student tracck their individuual progress onn the learning ggoal
 Teacher usees formal and informal
i
means
s to assign sco
ores to studentss on the scale or rubric depicting student sta
atus on the
le
earning goal
 Teacher chaarts the progreess of the entiree class on the learning goal
S
Student Evidence
 When askedd, students cann describe their status relativee to the learninng goal using thhe scale or rubric
 Students syystematically uppdate their stattus on the learnning goal
S
Scale Levels: (choose one)
Highly Effective +
Highly Effective
S
Scale
T
Tracking
s
student
p
progress
Ne
eeds Improvem
ment/Developin
ng
Unsatisfa
actory
Not A
Applicable
Highly Efffective +
Highly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Adapts an
nd
creates new
strategies
s for
unique stu
udent
needs and
s in
situations
order for the
t
desired efffect to
be eviden
nt in all
students.
Facilitates tracking
g
of sttudent
prog
gress using a
form
mative
approach to
essment and
asse
mon
nitors for
evid
dence of the
exte
ent to which the
e
majo
ority of
stud
dents
understand their
leve
el of
perfformance.
Facilitates
tracking of
student pro
ogress
using a form
mative
approach to
o
assessmen
nt, but
the majorityy of
students arre not
monitored ffor the
desired effe
ect of
the strategyy.
Usess strategy
incorrrectly or with p
parts
misssing.
Strateg
gy was
called for but not
exhibitted.
Highly Efffective +
Highly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Unsattisfactory
What are you
learning about
a
your stude
ents as
you adaptt and
create new
strategies
s?
w might you
How
ada
apt and create
new
w strategies forr
facilitating
cking of
trac
stud
dent progress
usin
ng a formative
app
proach to
assessment, that
add
dress unique
stud
dent needs
and
d situations?
In addition tto
facilitating
tracking of
gress
student prog
using a form
mative
approach to
o
assessmentt, how
can you mo
onitor
o
the extent to
which stude
ents
understand their
level of
performance
e?
R
Reflection Que
estions
T
Tracking
s
student
p
progress
Effective
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
How can you facilita
ate
trackiing of student
progrress using a
forma
ative approach to
assesssment?
Unsa
atisfactory
How ca
an you
begin to
o
incorpo
orate some
aspectss of this
strategyy into your
instructtion?
Page 2
3
3. Celebratting Studen
nt Success*
T
The teacher pro
ovides students
s with recognitiion of their currrent status and
d their knowledge gain relative
e to the learnin
ng goal.
T
Teacher Evide
ence
 Teacher acknowledges stuudents who haave achieved a certain score oon the scale orr rubric
 Teacher acknowledges stuudents who haave made gainss in their knowleedge and skill relative to the learning goal
 Teacher acknowledges annd celebrates thhe final status and progress oof the entire claass
 Teacher usees a variety of ways to celebrrate success




Show of hands
Certific
cation of succe
ess
Parentt notification
Round
d of applause
S
Student Evidence
 Student shoow signs of pridde regarding thheir accomplishhments in the cclass
 When askedd, students sayy they want to continue
c
to ma
ake progress
S
Scale Levels: (choose one)
Highly
Highly Effective +
y Effective
S
Scale
C
Celebrating
s
success
Unsatisfacctory
Not Ap
pplicable
Effectiive
Needs
Impro
ovement/Develo
oping
Unsa
atisfactory
Provides students
s
with
recognitio
on of their
current sta
atus and their
knowledge gain relative
to the learrning goal and
monitors for
f evidence off
the extentt to which the
majority of
o students are
motivated
d to enhance
their statu
us.
Provides
students w
with
recognitio n of
ent
their curre
status and
d their
knowledge
e gain
relative to the
learning g oal,
but the ma
ajority
of studentts are
not monito
ored
for the dessired
effect of th
he
strategy.
Usess strategy
incorrrectly or with p
parts
missing.
Strateg
gy was
called ffor but not
exhibite
ed.
Highly
Effective +
Highly
y Effective
Effectiv
ve
Needs
Imp
provement/Deve
eloping
Unsa
atisfactory
What are yo
ou
learning
about your
s
students as
you adapt
and create
new
strategies?
ht you adapt
How migh
and creatte new
strategies
s for
providing students
with recognition of
their curre
ent status
and their knowledge
gain relattive to the
learning goal
g
that
address unique
u
student needs
n
and
situations
s?
In addition to
o
providing stu
udents
with recognittion of
their current status
owledge
and their kno
gain relative to the
learning goall, how
can you mon
nitor the
extent to whi ch
students are
motivated to
enhance theiir
status?
w can you provvide
How
students with
eir
reccognition of the
currrent status and
d their
kno
owledge gain re
elative
to tthe learning go
oal?
How can you
begin
n to
incorrporate
some
e aspects
of this strategy
into yyour
instru
uction?
Highly
Effective +
Adapts and
d
creates new
w
strategies fo
or
unique
student
needs and
situations in
n
order for the
e
desired effe
ect
to be eviden
nt
in all
students.
R
Reflection Que
estions
C
Celebrating
s
success
Effective
E
Needs Improveme
ent/Developing
g
High
hly Effective
Student Interviews
S
Student Questtions:
 What learning
l
goal did
d today’s lesson focus on?
 How well
w are you doing on that learrning goal?
 Descriibe the differen
nt levels you ca
an be at on the learning goal.
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
Page 3
4
4. Establishing Classrroom Routines
T
The teacher rev
views expectations regarding rules and proc
cedures to ensu
ure their effecttive execution.
T
Teacher Evide
ence
 Teacher involves students in designing classroom
c
routines
 Teacher use
es classroom meetings
m
to rev
view and proces
ss rules and prrocedures
 Teacher rem
minds students of rules and prrocedures
 Teacher ask
ks students to restate
r
or expla
ain rules and procedures
 Teacher pro
ovides cues or signals
s
when a rule or proced
dure should be used
S
Student Evidence
 Students follow clear routin
nes during clas
ss
 When asked
d, students can
n describe established rules and
a proceduress
 When asked
d, students des
scribe the class
sroom as an orderly place
 Students rec
cognize cues and
a signals by the
t teacher
 Students reg
gulate their own behavior
S
Scale Levels: (choose one)
Highly
Highly Effective +
y Effective
S
Scale
E
Establishing
c
classroom
rroutines
Highly Efffective +
Adapts and
creates new
n
strategies
s for
unique sttudent
needs an
nd
situations
s in
order for the
desired effect
e
to
be eviden
nt in all
students..
R
Reflection Que
estions
E
Establishing
c
classroom
rroutines
Effective
E
Needs Improveme
ent/Developing
g
Hiighly Effective
Esttablishes and
reviews
pectations
exp
regarding rules
d procedures
and
and
d monitors for
evid
dence of the
exte
ent to which
the majority of
stud
dents
und
derstand the
rule
es and
procedures.
Highly Efffective +
Hiighly Effective
What are
e you
learning about
a
your stud
dents as
you adap
pt and
create ne
ew
strategies
s?
w might you
How
ada
apt and create
stra
ategies for
establishing and
viewing
rev
exp
pectations,
rule
es, and
pro
ocedures that
add
dress unique
student needs
and
d situations?
Unsatisfacctory
Not Ap
pplicable
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Unsattisfactory
Establishess and
reviews
ns
expectation
regarding ru
ules
and proced ures,
but the majo
ority
of students are
not monitorred for
the desired effect
of the strate
egy.
Usess strategy
incorrrectly or with parts
missing.
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Unsa
atisfactory
How can you establish
and rreview
expectations regard
ding
rules and procedure
es?
an you
How ca
begin to
o
incorpo
orate some
aspectss of this
strategy into your
instructtion?
In addition tto
establishing
g and
reviewing
expectation
ns
regarding ru
ules
and proced
dures,
ou
how can yo
monitor the
e
extent to wh
hich
students
understand
d the
rules and
proceduress?
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
gy was
Strateg
called ffor but not
exhibite
ed.
Page 4
5
5. Organiziing the Phy
ysical Layou
ut of the Cla
assroom forr Learning**
T
The teacher org
ganizes the phy
ysical layout off the classroom
m to facilitate m
movement and ffocus on learning.
T
Teacher Evide
ence
 The physica
al layout of the classroom has
s clear traffic pa
atterns
 The physica
al layout of the classroom prov
vides easy acc
cess to materia
als and centers
 The classroo
om is decorate
ed in a way thatt enhances student learning:

Bulletin boards relate
e to current con
ntent

Studen
nts work is disp
played
S
Student Evidence
 Students mo
ove easily abou
ut the classroom
 Students ma
ake use of materials and learn
ning centers
 Students atttend to examples of their work
k that are displayed
 Students atttend to informa
ation on the bulletin boards
 Students can easily focus on instruction
S
Scale Levels: (choose one)
Highly Effective +
y Effective
Highly
S
Scale
Highly Effective +
O
Organizing the
e
p
physical
la
ayout of the
c
classroom
Needs Improveme
ent/Developing
g
Unsatisfacctory
Not Ap
pplicable
Hiighly Effective
Effec
ctive
Needs
Im
mprovement/Dev
veloping
Uns
satisfactory
Organizes the
physiical layout of th
he
class
sroom to facilita
ate
move
ement and focu
us
on lea
arning and
monittors for evidenc
ce
of the
e impact of the
enviro
onment on the
majorrity of student
learning.
Organize
es the
physical llayout of
the classrroom to
facilitate
movemen
nt and
focus on learning,
but the m
majority of
students are not
monitored
d for the
desired e
effect of
the strate
egy.
Usses strategy
inccorrectly or witth parts
missing.
Stra
ategy was
calle
ed for but
not exhibited.
Highly Effe
ective +
Highly Effective
Effec
ctive
Needs
Im
mprovement/Dev
veloping
Uns
satisfactory
y
What are you
learning ab
bout
your stude
ents as
you adapt and
create new
w
strategies?
?
How might you adapt
and create
c
new
strate
egies for
organ
nizing the
physiical layout of th
he
class
sroom to facilita
ate
move
ement and focu
us
on learning that
addre
ess unique
stude
ent needs and
situattions?
In additio
on to
organizin g the
physical llayout of
the classrroom to
facilitate
nt and
movemen
focus on learning,
how can yyou
monitor th
he impact
of the envvironment
on studen
nt
learning?
?
Ho
ow can you org
ganize
the physical layo
out of
the classroom to
o
facilitate movement and
focus on learning
g?
How
w can you
beg
gin to
inco
orporate
som
me aspects
of th
his
stra
ategy into
you
ur
insttruction?
d
Adapts and
creates new
w
strategies for
f
unique stud
dent
needs and
situations in
order for th
he
desired effe
ect to
be evident in all
students.
R
Reflection Que
estions
O
Organizing the
e
p
physical layou
ut
o
of the
c
classroom
Effective
E
Student Interviews
S
Student Questtions:


What are
a the regularr rules and proc
cedures you arre expected to ffollow in class?
?
How well
w do you do at
a following the
e rules and proc
cedures and w
why?
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
Page 5
Marzano
M
Protocol: Lesson
n Segmen
nts Addre
essing Content
D
Design Que
estion #2: What
W
will I do
o to help students effe
ectively inte
eract with ne
ew knowled
dge?
6. Identtifying Critic
cal Informa
ation
T
The teacher ide
entifies a lesson or part of a le
esson as involv
ving important iinformation to w
which studentss should pay pa
articular
a
attention.
T
Teacher Evide
ence
 Teacher beg
gins the lesson
n by explaining why upcoming
g content is imp
portant
 Teacher tells students to get
g ready for so
ome important information
i
 Teacher cue
es the importan
nce of upcomin
ng information in some indirecct fashion

Tone of
o voice

Body position
p

Level of excitement
S
Student Evidence
 When asked
d, students can
n describe the level of importa
ance of the info
ormation addressed in class
 When asked
d, students can
n explain why th
he content is im
mportant to payy attention to
 Students vis
sibly adjust their level of enga
agement
S
Scale Levels: (choose one)
Highly Effec
ctive +
Highly Effective
S
Scale
Id
dentifying
c
critical
information
Highly Efffective +
Ne
eeds Improvem
ment/Developin
ng
Unsatisfa
actory
Not A
Applicable
Highly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
gnals to
Sig
students which
ntent is critical
con
verrsus noncrittical and
mo
onitors for
evid
dence of the
extent to which
the
e majority of
students are
ending to
atte
crittical
info
ormation.
Signals to
students wh
hich
content is ccritical
versus non-critical, but the
majority of
students arre not
monitored ffor the
desired effe
ect of
the strategyy.
Usess strategy
incorrrectly or with p
parts
missing.
Highly Efffective +
Hiighly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Unsattisfactory
What are
e you
learning about
a
your stud
dents as
you adap
pt and
create ne
ew
strategies
s?
w might you
How
ada
apt and create
new
w strategies
for identifying
critical
info
ormation that
add
dress unique
student needs
d situations?
and
In addition tto
signaling to
o
hich
students wh
content is ccritical
versus non-critical, how
w
might you
monitor the
extent to wh
hich
students atttend
to critical
?
information?
How can you signal to
stude
ents which conttent
is crittical versus non
ncritica
al?
How ca
an you
begin to
o
incorpo
orate some
aspect of this
strategyy in your
instructtion?
Adapts and
creates new
n
strategies
s for
unique sttudent
needs an
nd
situations
s in
order for the
desired effect
e
to
be eviden
nt in all
students..
R
Reflection Que
estions
Id
dentifying
c
critical
information
Effective
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
Unsatisfactory
gy was
Strateg
called ffor but not
exhibite
ed.
Page 6
7. Orga
anizing Stud
dents to Inte
eract with New
N
Knowle
edge
T
The teacher org
ganizes studen
nts into small grroups to facilita
ate the processsing of new info
ormation.
T
Teacher Evide
ence
 Teacher has
s established ro
outines for stud
dent grouping and
a student intteraction in gro
oups
 Teacher org
ganizes studentts into ad hoc groups
g
for the lesson
l

Diads

Triads
s

Small groups up to about
a
5
S
Student Evidence
 Students mo
ove to groups in an orderly fashion
 Students ap
ppear to unders
stand expectations about appropriate behavvior in groups

Respe
ect opinions of others

Add th
heir perspective
e to discussions

Ask an
nd answer questions
S
Scale Levels: (choose one)
Highly Effective +
Highly Effective
S
Scale
O
Organizing
s
students to
interact with
n
new knowledg
ge
Highly Efffective +
Ne
eeds Improvem
ment/Developin
ng
Unsatisfa
actory
Hiighly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Org
ganizes
stud
dents into
sma
all groups to
facilitate the
pro
ocessing of
new
w knowledge
for the majority of
dents and
stud
monitors for
dence of
evid
gro
oup
pro
ocessing.
Organizes
students intto
small group
ps to
facilitate the
e
processing of
edge,
new knowle
but the majo
ority
of students are
not monitore
ed for
the desired effect
of the strate
egy.
Uses strategy
incorrrectly or with parts
missing.
Highly Efffective +
Hiighly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
What are
e you
learning about
a
your stud
dents as
you adap
pt and
create ne
ew
strategies
s?
w might you
How
ada
apt and create
new
w strategies
for organizing
students to
eract with new
inte
kno
owledge that
add
dress unique
student needs
and
d situations?
Adapts and
creates new
n
strategies
s for
unique sttudent
needs an
nd
situations
s in
order for the
e
to
desired effect
be eviden
nt in all
students.
R
Reflection Que
estions
O
Organizing
s
students to
interact with
n
new knowledg
ge
Effective
In addition tto
organizing
students intto
small group
ps to
facilitate the
e
processing of
edge,
new knowle
how can yo
ou
oup
monitor gro
processes?
?
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
How can you organize
stude
ents into small
group
ps to facilitate tthe
proce
essing of new
know
wledge?
Not A
Applicable
Unsattisfactory
gy was
Strateg
called ffor but not
exhibite
ed.
Unsattisfactory
How ca
an you
begin to
o
incorpo
orate some
aspect of this
strategyy in your
instructtion?
Page 7
8. Previewing New
w Content
T
The teacher engages students
s in activities th
hat help them link what they a
already know to
o the new conttent about to be
e
a
addressed and facilitates thes
se linkages.
T
Teacher Evide
ence
 Teacher use
es preview que
estion before re
eading
 Teacher use
es K-W-L strate
egy or variation
n of it
 Teacher ask
ks or reminds students
s
what they
t
already kn
now about the ttopic
 Teacher pro
ovides an advanced organizerr

Outline
e

Graph
hic organizer
 Teacher has
s students brainstorm
 Teacher use
es anticipation guide
 Teacher use
es motivational hook/launchin
ng activity

Anecd
dotes

Short selection from video
 Teacher use
es word splash activity to connect vocabularry to upcoming
g content
S
Student Evidence
 When asked
d, students can
n explain linkag
ges with prior knowledge
 When asked
d, students make predictions about upcomin
ng content
 When asked
d, students can
n provide a purp
pose for what they
t
are about to learn
 Students ac
ctively engage in previewing activities
a
S
Scale Levels: (choose one)
Highly Effec
ctive +
Highly Effective
S
Scale
P
Previewing
n
new content
Highly Effectiive +
Ne
eeds Improvem
ment/Developin
ng
Unsatisfa
actory
Highly Effective
Effective
e
Needs
Impro
ovement/Develo
oping
es students
Engage
in learn
ning
activitie
es that
require them to
w and link
preview
new knowledge to
as been
what ha
address
sed and
monitorrs for
evidenc
ce of the
extent to
t which the
majority
y of
studentts are
making linkages.
Engages stud ents
in learning acttivities
that require th
hem to
preview and li nk
ge to
new knowledg
what has been
n
addressed, bu
ut the
majority of stu
udents
are not monito
ored
for the desired
d
effect of the
strategy.
Usess strategy
incorrrectly or with p
parts
missiing.
Highly Effectiive +
Highly
y Effective
Effective
e
Needs
Impro
ovement/Develo
oping
What are you
u
learning abou
ut
your students
s as
you adapt and
create new
strategies?
How miight you
adapt and
a create
new strrategies for
preview
wing new
contentt that
address
s unique
studentt needs and
situations?
In addition to
dents
engaging stud
in learning acttivities
that require th em to
preview and li nk
new knowledg
ge to
what has been
n
addressed, ho
ow can
you also moni tor the
extent to whic h
students are m
making
linkages?
Adapts and
creates new
strategies forr
unique student
needs and
situations in
order for the
desired effec
ct to
be evident in all
students.
R
Reflection Que
estions
P
Previewing
n
new content
Effective
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
ge
How can you engag
ents in learning
g
stude
activiities that requirre
them
m to preview and
d
link n
new knowledge
e to
what has been
addre
essed?
Not A
Applicable
Unsa
atisfactory
gy was
Strateg
called ffor but not
exhibite
ed.
Unsa
atisfactory
an you
How ca
begin to
incorpo
orate some
aspect of this
strategy in your
instructtion?
Page 8
9. Chun
nking Conte
ent*
B
Based on stude
ent needs, the teacher
t
breaks
s the content in
nto small chunkks (i.e. digestible bites) of info
ormation that ca
an be
e
easily processe
ed by students.
T
Teacher Evide
ence
 Teacher stops at strategic points in a verrbal presentatio
on
 While playin
ng a video tape
e, the teacher tu
urns the tape off
o at key junctu
ures
 While provid
ding a demonsttration, the teac
cher stops at strategic
s
points
 While students are reading
g information or stories orally as a class, the
e teacher stopss at strategic po
oints
S
Student Evidence
 When asked
d, students can
n explain why th
he teacher is stopping at vario
ous points
 Students ap
ppear to know what
w
is expecte
ed of them whe
en the teacher sstops at strateg
gic points
S
Scale Levels: (choose one)
Highly Effective +
Highly Effective
S
Scale
C
Chunking
c
content into
d
digestible bites
Highly Eff
ffective +
Ne
eeds Improvem
ment/Developin
ng
Unsatisfa
actory
Not A
Applicable
Hiighly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Bre
eaks input
exp
periences into
sma
all chunks
bas
sed on student
nee
eds and
monitors for
dence of the
evid
exte
ent to which
chu
unks are
app
propriate for
the majority of
the students.
Breaks inpu
ut
experiencess into
small chunkks
based on sttudent
needs, but tthe
majority of
e not
students are
monitored ffor the
desired effe
ect of
the strategyy.
Usess strategy
incorrrectly or with p
parts
missiing.
Highly Efffective +
Hiighly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Unsa
atisfactory
What are you
learning about
a
your students as
you adap
pt and
create ne
ew
strategies
s?
w might you
How
ada
apt and create
new
w strategies
for chunking
ntent into
con
digestible bites
that address
unique student
eds and
nee
situ
uations?
In addition tto
breaking inp
put
experiencess into
small chunkks
based on sttudent
needs, how
w can
you also mo
onitor
o
the extent to
which chun ks are
appropriate
e?
How can you breakk
inputt experiences in
nto
d on
small chunks based
stude
ent needs?
How ca
an you
begin to
orate some
incorpo
aspect of this
strategy in your
instructtion?
nd
Adapts an
creates new
strategies
s for
unique student
needs and
situations
s in
order for the
desired effect
e
to
be eviden
nt in all
students.
R
Reflection Qu
uestions
C
Chunking
c
content into
d
digestible bites
Effective
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
Unsa
atisfactory
Strateg
gy was
called ffor but not
exhibite
ed.
Page 9
10. Processing of New
N
Informa
ation With Students*
S
D
During breaks in the presentation of content, the teacher engages studen
nts in actively p
processing new
w information.
T
Teacher Evide
ence
 Teacher has
s group membe
ers summarize new informatio
on
 Teacher em
mploys formal group processin
ng strategies

Jigsaw
w

Reciprrocal Teaching

Conce
ept attainment
S
Student Evidence
 When asked
d, students can
n explain what they
t
have just learned
 Students volunteer predictions
 Students voluntarily ask cla
arification ques
stions
 Groups are actively discus
ssing the content

Group
p members ask each other and answer ques
stions about the
e information

Group
p members mak
ke predictions about
a
what the
ey expect next
S
Scale Levels: (choose one)
ctive +
Highly Effective
Highly Effec
S
Scale
P
Processing ne
ew
information
Ne
eeds Improvem
ment/Developin
ng
Unsatisfa
actory
Highly Efffective +
Highly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
nd
Adapts an
creates new
n
strategies
s for
unique sttudent
needs an
nd
situations
s in
order for the
desired effect
e
to
be eviden
nt in all
students.
Eng
gages students
s
in summarizing,
pred
dicting, and
que
estioning
activities and
mon
nitors for
evid
dence of the
exte
ent to which
the activities
enh
hance the
majority of
stud
dents’
und
derstanding.
Engages
students in
summarizin
ng,
and
predicting, a
questioning
g
ut the
activities, bu
majority of
students are
e not
monitored fo
for the
desired effe
ect of
the strategyy.
Usess strategy
parts
incorrrectly or with p
missing.
Highly Eff
ffective +
Highly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
What are you
learning about
a
your stud
dents as
you adap
pt and
create ne
ew
strategies
s?
How
w might you
ada
apt and create
new
w strategies
for processing
new
w information
thatt address
uniq
que student
nee
eds and
situ
uations?
In addition to
o
engaging
students in
summarizing
g,
predicting, a
and
questioning
activities, ho
ow
can you mo nitor
the extent to
o
which the
activities en hance
students’
understandi ng?
R
Reflection Qu
uestions
P
Processing ne
ew
information
Effective
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
ge
How can you engag
ents in
stude
summ
marizing,
predicting, and
questtioning activitie
es?
Not A
Applicable
Unsattisfactory
Strateg
gy was
called ffor but not
exhibite
ed.
Unsattisfactory
an you
How ca
begin to
o
incorpo
orate some
aspect of this
strategyy in your
instructtion?
Page 1
10
11. Elabo
orating on New
N
Inform
mation
T
The teacher asks questions or engages stud
dents in activitie
es that require elaborative infferences that g
go beyond what was
e
explicitly taughtt.
T
Teacher Evide
ence
 Teacher ask
ks explicit ques
stions that requ
uire students to
o make elabora
ative inferencess about the con
ntent
 Teacher ask
ks students to explain
e
and deffend their inferences
 Teacher pre
esents situation
ns or problems that require infferences
S
Student Evidence
 Students volunteer answerrs to inferentiall questions
 Students pro
ovide explanations and “prooffs” for inferences
S
Scale Levels: (choose one)
Highly Effective +
Highly Effective
S
Scale
E
Elaborating on
n
n
new informatio
on
Highly Efffective +
Adapts and
n
creates new
strategies
s for
unique sttudent
needs an
nd
situations
s in
order for the
e
to
desired effect
be eviden
nt in all
students..
R
Reflection Que
estions
E
Elaborating on
n
n
new informatio
on
Effective
Ne
eeds Improvem
ment/Developin
ng
Highly Effective
Eng
gages
students in
ans
swering
infe
erential
que
estions and
mo
onitors for
evidence of the
exttent to which
the
e majority of
students
ela
aborate on
what was
exp
plicitly taught.
Unsatisfa
actory
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Engages
students in
answering
inferential
questions, b
but
the majorityy of
students arre not
monitored ffor the
desired effe
ect of
the strategyy.
Usess strategy
incorrrectly or with parts
missing.
Highly Efffective +
Highly Effective
Effectiv
ve
What are
e you
learning about
a
your stud
dents as
you adap
pt and
create ne
ew
strategies
s?
Ho
ow might you
ada
apt and create
new
w strategies
for elaborating on
n
new
w information
tha
at address
uniique student
nee
eds and
situ
uations?
In addition to
engaging
students in
answering
inferential
questions, how
can you mo
onitor
the extent tto
which stude
ents
elaborate o
on
what was
aught?
explicitly ta
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
Needs
Impro
ovement/Develo
oping
How can you engag
ge
ents in answeriing
stude
infere
ential questionss?
Not A
Applicable
Unsatisfactory
Strateg
gy was
called ffor but not
exhibite
ed.
Unsa
atisfactory
How ca
an you
begin to
incorpo
orate some
aspect of this
strategy in your
instructtion?
Page 1
11
12. Reco
ording and Representin
R
ng Knowled
dge
T
The teacher engages students
s in activities th
hat help them record
r
their und
derstanding of new content in
n linguistic wayys and/or
rrepresent the content in nonlin
nguistic ways.
T
Teacher Evide
ence
 Teacher ask
ks students to summarize
s
the information they have learne
ed
 Teacher ask
ks students to generate
g
notes
s that identify critical informatiion in the conte
ent
 Teacher ask
ks students to create
c
nonlingu
uistic representtations for new
w content

Graph
hic organizers

Picture
es

Pictog
graphs

Flow charts
c
 Teacher ask
ks students to create
c
mnemon
nics that organize the contentt
S
Student Evidence
 Students’ su
ummaries and notes include critical
c
content
 Students’ no
onlinguistic rep
presentations in
nclude critical content
c
 When asked
d, students can
n explain main points of the le
esson
S
Scale Levels: (choose one)
Highly Effective +
Highly Effective
S
Scale
R
Recording and
d
rrepresenting
k
knowledge
Ne
eeds Improvem
ment/Developin
ng
Unsatisfa
actory
Not A
Applicable
Highly Efffective +
Highly
H
Effective
Effec
ctive
Needs
Im
mprovement/Dev
veloping
Uns
satisfactory
Adapts and
n
creates new
strategies
s for
unique sttudent
needs an
nd
situations
s in
order for the
e
to
desired effect
be eviden
nt in all
students.
Eng
gages students
s
in activities
a
that
help
p them record
their understandin
ng
of new
n
content in
linguistic ways
and
d/or in
non
nlinguistic ways
s
and
d monitors for
evid
dence of the
exte
ent to which thiis
enh
hances the
majority of
dents’
stud
und
derstanding.
Engages students
es that
in activitie
help them
m record
their
understan
nding of
new conte
ent in
linguistic w
ways
and/or in
nonlinguisstic ways,
but the m ajority of
students a
are not
monitored
d for the
desired efffect of
the strateg
gy.
Usses strategy
inccorrectly or with
h parts
miissing.
Strategy was
calle
ed for but
not e
exhibited.
R
Reflection Qu
uestions
R
Recording and
d
rrepresenting
k
knowledge
Effective
Highly Efffective +
Highly Effective
Effecttive
Needs
Im
mprovement/Dev
veloping
Uns
satisfactory
e you
What are
learning about
a
your stud
dents as
you adap
pt and
create ne
ew
strategies
s?
How
w might you
ada
apt and create
new
w strategies
for recording and
representing
kno
owledge that
add
dress unique
stud
dent needs
and
d situations?
In addition tto
engaging sttudents in
activities tha
at help
them record
d their
understandiing of
new contentt in
linguistic wa
ays
and/or in
nonlinguisticc ways,
how can you
u monitor
the extent to
o which
this enhanc es
students’
understandiing?
Ho
ow can you eng
gage
stu
udents in activiities
tha
at help them re
ecord
the
eir understanding of
ne
ew content in lin
nguistic
wa
ays and/or in
no
onlinguistic wayys?
How
w can you
begiin to
inco
orporate
som
me aspect
of th
his strategy
in yo
our
instrruction?
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
Page 1
12
13. Refle
ecting on Le
earning
T
The teacher engages students
s in activities th
hat help them reflect
r
on their learning and th
he learning pro
ocess.
T
Teacher Evide
ence
 Teacher ask
ks students to state
s
or record what they are clear about an
nd what they arre confused about
 Teacher ask
ks students to state
s
or record how hard they
y tried
 Teacher ask
ks students to state
s
or record what they might have done tto enhance their learning
S
Student Evidence
 When asked
d, students can
n explain what they
t
are clear about
a
and wha
at they are conffused about
 When asked
d, students can
n describe how hard they tried
d
 When asked
d, students can
n explain what they
t
could have done to enha
ance their learn
ning
S
Scale Levels: (choose one)
ctive +
Highly Effective
Highly Effec
S
Scale
Highly Efffective +
R
Reflecting on
le
earning
Ne
eeds Improvem
ment/Developin
ng
Unsatisfa
actory
Not A
Applicable
Hiighly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Eng
gages students
s
in re
eflecting on
their own learning
g
d the learning
and
process and
monitors for
evid
dence of the
exte
ent to which
the majority of
dents selfstud
ass
sess their
und
derstanding
and
d effort.
Engages
students in
reflecting o n their
ng and
own learnin
the learning
g
process, bu
ut the
majority of
students arre not
monitored ffor the
desired effe
ect of
the strategyy.
Usess strategy
parts
incorrrectly or with p
missing.
Strateg
gy was
called ffor but not
exhibite
ed.
Highly Efffective +
Highly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Unsattisfactory
What are you
a
learning about
your students as
you adapt and
create ne
ew
strategies
s?
How
w might you
ada
apt and create
new
w strategies
for reflecting on
learrning that
add
dress unique
stud
dent needs
and
d situations?
In addition tto
engaging
students in
n their
reflecting on
own learning
g and
the learning
g
process, how
w can
you monitorr the
extent to wh
hich
students sellfassess theirr
understandiing
and effort?
How can you engag
ge
ents in reflecting on
stude
their o
own learning a
and
the le
earning processs?
How ca
an you
begin to
o
incorpo
orate some
aspect of this
strategyy in your
instructtion?
Adapts an
nd
creates new
strategies
s for
unique sttudent
needs and
situations
s in
order for the
e
to
desired effect
be eviden
nt in all
students.
R
Reflection Que
estions
R
Reflecting on
le
earning
Effective
Unsatisfactory
Student Intervie
ews
S
Student Questtions:
 Why iss the informatio
on that you are learning today
y important?
 How do
d you know wh
hat are the mos
st important thiings to pay atte
ention to?
 What are
a the main po
oints of this les
sson?
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
Page 1
13
D
Design Que
estion #3: What
W
will I do
o to help students prac
ctice and de
eepen theirr understanding of
n
new knowle
edge?
14. Revie
ewing Conttent
T
The teacher engages students
s in a brief reviiew of content that
t
highlights the critical info
ormation.
T
Teacher Evide
ence
 Teacher beg
gins the lesson
n with a brief review of content
 Teacher use
es specific strategies to review
w information

Summ
mary

Proble
em that must be
e solved using previous inform
mation

Questions that requirre a review of content
c

Demonstration

Brief practice
p
test or exercise
S
Student Evidence
 When asked
d, students can
n describe the previous
p
content on which ne
ew lesson is based
 Student resp
ponses to class
s activities indicate that they recall
r
previous content
S
Scale Levels: (choose one)
Highly Effective +
y Effective
Highly
S
Scale
R
Reviewing
c
content
Highly Efffective +
Needs Improveme
ent/Developing
g
Unsatisfacctory
Not Ap
pplicable
Unsattisfactory
Hiighly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Eng
gages
stud
dents in a
brie
ef review of
con
ntent that
highlights the
critical
info
ormation and
monitors for
evid
dence of the
exte
ent to which
the majority of
dents can
stud
recall and
des
scribe previous
s
con
ntent.
Engages
students in a
brief review
w of
content thatt
highlights th
he
critical
information,, but
the majorityy of
students are
e not
monitored fo
for the
desired effe
ect of
the strategyy.
Uses strategy
incorrrectly or with parts
missing.
Highly Efffective +
Highly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
What are
e you
learning about
a
your stud
dents as
you adap
pt and
create ne
ew
strategies
s?
How might you
ada
apt and create
new
w strategies
for reviewing
ntent that
con
add
dress unique
student needs
and
d situations?
In addition tto,
engaging
students in a
brief review
w of
content, ho w can
you monitorr the
extent to wh
hich
students ca
an
recall and
describe
previous
content?
Adapts and
n
creates new
strategies
s for
unique sttudent
needs an
nd
situations
s in
order for the
e
to
desired effect
be eviden
nt in all
students.
R
Reflection Qu
uestions
R
Reviewing
c
content
Effective
E
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
ge
How can you engag
stude
ents in a brief
review
w of content th
hat
highliights the critica
al
mation?
inform
Strateg
gy was
called ffor but not
exhibite
ed.
Unsattisfactory
an you
How ca
begin to
o
incorpo
orate some
aspect of this
strategyy in your
instructtion?
Page 1
14
15. Orga
anizing Stud
dents to Pra
actice and Deepen
D
Kno
owledge
T
The teacher uses grouping in ways that facillitate practicing
g and deepenin
ng knowledge.
T
Teacher Evide
ence
 Teacher org
ganizes studentts into groups with
w the expres
ssed idea of de
eepening their kknowledge of informational co
ontent
 Teacher org
ganizes studentts into groups with
w the expres
ssed idea of pra
acticing a skill, strategy, or prrocess
S
Student Evidence
 When asked
d, students exp
plain how the group work supp
ports their learn
ning
 While in groups students in
nteract in explic
cit ways to dee
epen their know
wledge of inform
mational content or, practice a skill,
sstrategy, or process

Asking
g each other qu
uestions

Obtain
ning feedback from
f
their peers
s
S
Scale Levels: (choose one)
Highly Effective +
Highly Effective
S
Scale
O
Organizing
s
students to
p
practice and
d
deepen
k
knowledge
Highly Efffective +
Adapts and
n
creates new
strategies
s for
unique sttudent
needs an
nd
situations
s in
order for the
e
to
desired effect
be eviden
nt in all
students.
R
Reflection Qu
uestions
O
Organizing
s
students to
p
practice and
d
deepen
k
knowledge
Effective
Ne
eeds Improvem
ment/Developin
ng
Hiighly Effective
Org
ganizes
stud
dents into
gro
oups to
pra
actice and
dee
epen their
kno
owledge and
monitors for
dence of the
evid
exte
ent to which
the group work
ends the
exte
majjority of
stud
dents’
learning.
Highly Efffective +
Hiighly Effective
What are
e you
learning about
a
your stud
dents as
you adap
pt and
create ne
ew
strategies
s?
w might you
How
ada
apt and create
new
w strategies
for organizing
students to
pra
actice and
dee
epen
kno
owledge that
add
dress unique
student needs
d situations?
and
Unsatisfa
actory
Not A
Applicable
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Organizes
students intto
groups to
d
practice and
deepen the ir
knowledge, but
the majorityy of
students are
e not
monitored fo
for the
desired effe
ect of
the strategyy.
Uses strategy
incorrrectly or with parts
missing.
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Unsattisfactory
How can you organize
stude
ents into groupss to
practiice and deepen
n
their kknowledge?
an you
How ca
begin to
o
incorpo
orate some
aspect of this
strategyy in your
instructtion?
In addition tto
organizing
students intto
groups to
d
practice and
deepen the ir
knowledge, how
can you alsso
monitor the
hich
extent to wh
the group w
work
extends the
eir
learning?
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
Unsattisfactory
Strateg
gy was
called ffor but not
exhibite
ed.
Page 1
15
16. Using Homeworrk
W
When appropria
ate (as oppose
ed to routinely) the teacher de
esigns homewo
ork to deepen sstudents’ knowledge of inform
mational
ccontent or, prac
ctice a skill, stra
ategy, or proce
ess.
T
Teacher Evide
ence
 Teacher com
mmunicates a clear
c
purpose for
f homework
 Teacher exttends an activitty that was beg
gun in class to provide
p
studen
nts with more time
 Teacher ass
signs a well cra
afted homework
k assignment that allows stud
dents to practicce and deepen their knowledg
ge
in
ndependently
S
Student Evidence
 When asked
d, students can
n describe how the homework
k assignment w
will deepen theiir understandin
ng of informatio
onal
ccontent or, help
p them practice
e a skill, strateg
gy, or process
 Students ask clarifying que
estions of the homework
h
that help them und
derstand its purrpose
S
Scale Levels: (choose one)
Highly Effec
ctive +
Highly Effective
S
Scale
U
Using
h
homework
Highly Efffective +
Ne
eeds Improvem
ment/Developin
ng
Unsatisfa
actory
Not A
Applicable
Highly Effective
Effectiv
ve
Needs
Imprrovement/Develloping
Unsa
atisfactory
When
app
propriate (as
opp
posed to
routtinely) assigns
hom
mework that is
des
signed to
dee
epen
kno
owledge of
info
ormational
con
ntent or,
prac
ctice a skill,
stra
ategy, or
proc
cess and
mon
nitors for
evid
dence of the
exte
ent to which
the majority of
stud
dents
und
derstand the
hom
mework.
When appro
opriate
(as opposed
d to
routinely) asssigns
homework tthat is
designed to
o
deepen
knowledge of
informationa
al
content or,
practice a sskill,
strategy, or
process, bu
ut the
majority of
students are
e not
monitored fo
or the
desired effe
ect of
the strategyy.
Usess strategy
incorrectly or with p
parts
misssing.
egy was
Strate
called
d for but not
exhibiited.
Highly Efffective +
Hiighly Effective
Effectiv
ve
Needs
Imprrovement/Develloping
Unsa
atisfactory
What are you
a
learning about
your students as
you adap
pt and
create ne
ew
strategies
s?
How
w might you
ada
apt and create
new
w strategies
for assigning
hom
mework that
add
dress unique
stud
dent needs
and
d situations?
In addition tto
assigning
homework tthat is
designed to
o
deepen
of
knowledge o
informationa
al
content or p
practice
a skill, strate
egy, or
process, ho
ow can
you also mo
onitor
the extent to
o which
the group w
work
extends the
eir
learning?
How
w can you assig
gn
hom
mework that is
desi gned to deepe
en
wledge of
know
inforrmational conte
ent or
pracctice a skill, stra
ategy,
or prrocess?
How ccan you
begin to
incorp
porate
some aspect of
this sttrategy in
your in
nstruction?
Adapts an
nd
creates new
s for
strategies
unique student
needs and
situations
s in
order for the
desired effect
e
to
be eviden
nt in all
students.
R
Reflection Que
estions
U
Using
h
homework
Effective
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
Page 1
16
17. Exam
mining Similarities and
d Difference
es
W
When the conte
ent is informatio
onal, the teach
her helps students deepen the
eir knowledge b
by examining ssimilarities and
d
differences.
T
Teacher Evide
ence
 Teacher eng
gages students
s in activities th
hat require stud
dents to examin
ne similarities a
and differencess between conttent

Comparison activities
s

Classifying activities

Analog
gy activities

Metap
phor activities
 Teacher fac
cilitates the use
e of these activiities to help stu
udents deepen their understa nding of conten
nt

Ask sttudents to summarize what th
hey have learne
ed from the acttivity

Ask sttudents to expla
ain how the acttivity has added to their unde
erstanding
S
Student Evidence
 Student artiffacts indicate th
hat their knowledge has been
n extended as a result of the a
activity
 When asked
d about the activity, student re
esponses indic
cate that they h
have deepened
d their understa
anding
 When asked
d, students can
n explain simila
arities and differences
 Student artiffacts indicate th
hat they can identify similaritie
es and differen
nces
S
Scale Levels: (choose one)
Highly Effective +
Highly Effective
S
Scale
E
Examining
s
similarities and
d
differences
Highly Efffective +
Ne
eeds Improvem
ment/Developin
ng
Unsatisfa
actory
Highly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
When content is
info
ormational,
eng
gages students
in activities
a
that
requ
uire them to
exa
amine
similarities and
diffe
erences, and
mon
nitors for
evid
dence of the
exte
ent to which
the majority of
the students are
epening their
dee
kno
owledge.
When conte
ent is
informationa
al,
engages stu
udents
in activities that
m to
require them
examine
and
similarities a
differences,, but
the majorityy of
students are
e not
monitored fo
or the
desired effe
ect of
the strategyy.
Usess strategy
incorrrectly or with p
parts
missing.
Highly Efffective +
Hiighly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
What are
e you
learning about
a
your stud
dents as
you adap
pt and
create ne
ew
strategies
s?
w might you
How
ada
apt and create
new
w strategies
for examining
milarities and
sim
diffferences that
add
dress unique
student needs
d situations?
and
Adapts an
nd
creates new
n
strategies
s for
unique sttudent
needs an
nd
situations
s in
order for the
desired effect
e
to
be eviden
nt in all
students.
R
Reflection Que
estions
E
Examining
s
similarities and
d
differences
Effective
In addition tto
engaging
students in
examining
and
similarities a
differences,, how
can you mo
onitor
the extent to
o
which the
e
students are
deepening ttheir
knowledge?
?
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
How can you engag
ge
stude
ents in activitiess
that rrequire them to
o
exam
mine similaritiess
and d
differences?
Not A
Applicable
Unsattisfactory
gy was
Strateg
called ffor but not
exhibite
ed.
Unsattisfactory
an you
How ca
begin to
o
incorpo
orate some
aspect of this
strategyy in your
instructtion?
Page 1
17
18. Exam
mining Errors in Reaso
oning
W
When content is informationall, the teacher helps
h
students deepen
d
their kn
nowledge by e
examining their own reasoning
g or the
lo
ogic of the information as pre
esented to them
m.
T
Teacher Evide
ence
 Teacher asks students to examine inform
mation for errorrs or informal fa
allacies

Faulty
y logic

Attack
ks

Weak reference

Misinfo
ormation
 Teacher asks students to examine the sttrength of suppport presented for a claim
ment of a clear claim

Statem

Eviden
nce for the claim presented

Qualifiiers presented showing excep
ptions to the cla
aim
S
Student Evidence
 When askedd, students cann describe erroors or informal fallacies
f
in info
ormation
 When askedd, students cann explain the ovverall structuree of an argument presented too support a claim
 Student artifacts indicate that
t
they can id
dentify errors in
n reasoning.
S
Scale Levels: (choose one)
Highly Effective +
Highly Effective
S
Scale
E
Examining
e
errors in
rreasoning
Ne
eeds Improvem
ment/Developin
ng
Unsatisfa
actory
Not A
Applicable
Highly Effec
ctive +
Hig
ghly Effective
Effec
ctive
Needs
Im
mprovement/Dev
veloping
Uns
satisfactory
Adapts and
creates new
w
strategies fo
or
unique stud
dent
needs and
n order
situations in
for the desirred
effect to be
evident in all
a
students.
When
n content is
inform
mational,
engag
ges students in
n
activities that require
them to examine
their own
o
reasoning
g
or the
e logic of
inform
mation as
prese
ented to them
and monitors
m
for
evide
ence of the
exten
nt to which the
majorrity of students
s
are deepening their
know
wledge.
When conttent is
information
nal,
engages sstudents
in activitiess that
require the
em to
examine th
heir own
reasoning or the
formation
logic of info
as presentted to
them, but tthe
majority off students
are not mo
onitored
for the dessired
effect of th
he
strategy.
Usses strategy
inccorrectly or witth parts
missing.
ategy was
Stra
ed for but
calle
not exhibited.
Hig
ghly Effective
Effecttive
Needs
Im
mprovement/Dev
veloping
Uns
satisfactory
How might you
adap
pt and create
new strategies
s
for
exam
mining their
own reasoning or
the lo
ogic of
inform
mation that
addre
ess unique
stude
ent needs and
situattions?
In addition tto
engaging sttudents in
examining t heir own
reasoning o
or the
logic of inforrmation
as presente
ed to
them, how ccan you
monitor the extent to
which the sttudents
are deepeniing their
knowledge?
?
ow can you engage
Ho
udents in activities
stu
that require them
m to
exxamine their ow
wn
re
easoning or the
e logic of
infformation as
prresented to the
em?
How
w can you
beg
gin to
inco
orporate
som
me aspect
of th
his
stra
ategy in
you
ur
insttruction?
R
Reflection Que
estions
Highly Effec
ctive +
E
Examining
e
errors in
rreasoning
Effective
What are yo
ou
learning abo
out
your studen
nts as
you adapt and
a
create new
strategies?
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
Page 1
18
19. Practticing Skills
s, Strategies
s, and Proc
cesses
W
When the conte
ent involves a skill,
s
strategy, or
o process, the teacher engag
ges students in
n practice activities that help tthem
d
develop fluency
y.
T
Teacher Evide
ence
 Teacher engages studentss in massed annd distributed practice
p
activitie
es that are app
propriate to the
eir current abilityy to
e
execute a skill, strategy, or pro
ocess

Guided practice if stu
udents cannot perform the skill, strategy, or process indep
pendently

Indepe
endent practice
e if students ca
an perform the skill,
s
strategy, o
or process inde
ependently
S
Student Evidence
 Students peerform the skill,, strategy, or prrocess with inccreased confideence
 Students peerform the skill,, strategy, or prrocess with inccreased compeetence
S
Scale Levels: (choose one)
Highly Effective +
Highly Effective
S
Scale
P
Practicing
s
skills,
s
strategies, and
d
p
processes
Highly Efffective +
Ne
eeds Improvem
ment/Developin
ng
Unsatisfa
actory
Hiighly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Wh
hen content
invo
olves a skill,
stra
ategy, or
pro
ocess,
eng
gages
students in
pra
actice activities
and
d monitors for
evid
dence of the
extent to which
the
e practice is
incrreasing the
majority of
students’ fluency.
When conte
ent
involves a sskill,
strategy, orr
process,
engages
students in
practice
ut the
activities, bu
majority of
e not
students are
monitored fo
for the
desired effe
ect of
the strategyy.
Uses strategy
incorrrectly or with pa
arts
missing.
Highly Efffective +
Hiighly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
e you
What are
learning about
a
your stud
dents as
you adap
pt and
create ne
ew
strategies
s?
w might you
How
ada
apt and create
pra
actice activities
tha
at increase
flue
ency and
add
dress unique
student needs
and
d situations?
In addition tto
engaging
students in
practice
ow
activities, ho
can you mo
onitor
the extent to
o
which the
practice is
increasing
ency?
student flue
Adapts and
creates new
n
strategies
s for
unique sttudent
needs an
nd
situations
s in
order for the
e
to
desired effect
be eviden
nt in all
students.
R
Reflection Que
estions
P
Practicing
s
skills,
s
strategies, and
d
p
processes
Effective
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
How can you engag
ge
stude
ents in practice
activitties when conttent
involvves a skill,
strate
egy, or processs?
Not A
Applicable
Unsattisfactory
Strategy was
called ffor but not
exhibite
ed.
Unsattisfactory
How ca
an you
begin to
o
incorpo
orate some
aspect of this
strategyy in your
instructtion?
Page 1
19
20. Revis
sing Knowledge
T
The teacher engages students
s in revision of previous know
wledge about co
ontent addresssed in previouss lessons.
T
Teacher Evide
ence
 Teacher asks students to examine previoous entries in their
t
academic notebooks or n
notes
 The teacher engages the whole
w
class in an examination of how the cu
urrent lesson cchanged percep
ptions and
u
understandings
s of previous co
ontent
 Teacher has students expplain how their understanding
u
has changed
S
Student Evidence
 Students make correctionss to informationn previously recorded about ccontent
 When askedd, students cann explain previoous errors or misconceptions
m
s they had abou
ut content
S
Scale Levels: (choose one)
Highly Effective +
Highly Effective
S
Scale
Highly Efffective +
R
Revising
k
knowledge
Ne
eeds Improvem
ment/Developin
ng
Unsatisfa
actory
Not A
Applicable
Hiighly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Eng
gages students
s
in re
evision of
previous content
and
d monitors for
evid
dence of the
exte
ent to which
thes
se revisions
dee
epen the
majjority of
stud
dents’
und
derstanding.
Engages
students in
revision of
previous co
ontent,
but the majjority
of students are
not monitorred for
the desired
d effect
egy.
of the strate
Uses strategy
incorrrectly or with parts
missing.
Highly Efffective +
Highly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Unsattisfactory
What are you
learning about
a
your students as
you adap
pt and
create ne
ew
strategies
s?
w might you
How
ada
apt and create
new
w strategies
for revising
ntent that
con
add
dress unique
stud
dent needs
and
d situations?
In addition to
o
engaging
students in
revision of
ntent,
previous con
how can you
u
monitor the extent
to which the
ese
revisions de
eepen
students’
understandi ng?
ge
How can you engag
stude
ents in the revission
of pre
evious content?
?
How ca
an you
begin to
o
incorpo
orate some
aspect of this
strategyy in your
instructtion?
Adapts an
nd
creates new
n
strategies
s for
unique sttudent
needs an
nd
situations
s in
order for the
desired effect
e
to
be eviden
nt in all
students.
R
Reflection Que
estions
R
Revising
k
knowledge
Effective
Unsattisfactory
gy was
Strateg
called ffor but not
exhibite
ed.
Student Intervie
ews
S
Student Questtions:
 How did
d this lesson add
a to your und
derstanding of the content?
 What changes
c
did yo
ou make in you
ur understandin
ng of the conten
nt as a result o
of the lesson?
 What do
d you still nee
ed to understan
nd better?
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
Page 2
20
D
Design Que
estion #4: What
W
will I do
o to help students gen
nerate and test hypothe
eses about new
k
knowledge?
?
21. Orga
anizing Stud
dents for Co
ognitively Complex
C
Tas
sks
T
The teacher org
ganizes the cla
ass in such a way
w as to facilita
ate students wo
orking on comp
plex tasks that require them to
o generate
a
and test hypoth
heses.
T
Teacher Evide
ence
 Teacher esttablishes the need to generatte and test hypotheses
 Teacher orgganizes studennts into groups to generate annd test hypotheeses
S
Student Evidence
 When askedd, students desscribe the impoortance of geneerating and tessting hypothesees about contennt
 When askedd, students expplain how groups support theiir learning
 Students usse group activitties to help them generate and test hypothesses
S
Scale Levels: (choose one)
Highly Effective +
Highly Effective
S
Scale
O
Organizing
s
students for
c
cognitively
c
complex tasks
s
Highly Efffective +
Ne
eeds Improvem
ment/Developin
ng
Unsatisfa
actory
Hiighly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Org
ganizes
students into
oups to
gro
facilitate working
on cognitively
com
mplex tasks
and
d monitors for
evid
dence of the
extent to which
gro
oup processes
facilitate
gen
nerating and
testting
hyp
potheses for
the majority of
students.
Organizes
students intto
groups to
facilitate wo
orking
on cognitive
ely
complex tassks,
but the majo
ority
of students are
not monitorred for
the desired effect
egy.
of the strate
Uses strategy
incorrrectly or with parts
missing.
Highly Efffective +
Hiighly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
What are
e you
learning about
a
your stud
dents as
you adap
pt and
create ne
ew
strategies
s?
How
w might you
ada
apt and create
new
w strategies
for organizing
students to
com
mplete
cog
gnitively
com
mplex tasks?
In addition tto
organizing
students in
groups for
cognitively
complex tassks,
how can yo u
monitor the
hich
extent to wh
group proce
esses
facilitate
and
generating a
testing
hypothesess?
Adapts and
creates new
n
strategies
s for
unique sttudent
needs an
nd
situations
s in
order for the
desired effect
e
to
be eviden
nt in all
students.
R
Reflection Que
estions
O
Organizing
s
students for
c
cognitively
c
complex tasks
s
Effective
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
How can you organize
stude
ents in groups tto
facilittate working on
n
cogniitively complexx
taskss?
Not A
Applicable
Unsattisfactory
gy was
Strateg
called ffor but not
exhibite
ed.
Unsattisfactory
How ca
an you
begin to
o
incorpo
orate some
aspect of this
strategyy in your
instructtion?
Page 2
21
22. Enga
aging Stude
ents in Cogn
nitively Com
mplex Tasks
s Involving Hypothesis
s Generatio
on and
Testiing
T
The teacher engages students
s in complex ta
asks (e.g. decis
sion making, prroblem solving, experimental inquiry, investigation)
th
hat require them to generate and test hypottheses.
T
Teacher Evide
ence
 Teacher engages studentss with an expliccit decision maaking, problem solving, experiimental inquiry, or investigatioon task
hat requires them to generate
th
e and test hypo
otheses
 Teacher faccilitates studentts generating their own individdual or group ttask that requirres them to gennerate and testt
h
hypotheses
S
Student Evidence
 Students arre clearly working on tasks thaat require them
m to generate a
and test hypoth eses
 When askedd, students cann explain the hyypothesis they are testing
 When askedd, students cann explain whethher their hypothhesis was conffirmed or discoonfirmed
 Student arttifacts indicate that they can engage
e
in decis
sion making, p roblem solving
g, experimental inquiry, or inve
estigation
S
Scale Levels: (choose one)
Highly Effec
ctive +
Highly Effective
S
Scale
E
Engaging
s
students in
c
cognitively
c
complex tasks
s
involving
h
hypothesis
g
generation and
d
testing
Highly Efffective +
nd
Adapts an
creates new
s for
strategies
unique student
needs and
situations
s in
order for the
desired effect
e
to
be eviden
nt in all
students.
R
Reflection Que
estions
E
Engaging
s
students in
c
cognitively
c
complex tasks
s
involving
h
hypothesis
g
generation and
d
testing
Effective
Ne
eeds Improvem
ment/Developin
ng
Unsatisfa
actory
Highly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Eng
gages
stud
dents in
cog
gnitively
com
mplex tasks
(e.g
g. decision
mak
king, problem
solv
ving,
exp
perimental
inqu
uiry,
inve
estigation) and
mon
nitors for
evid
dence of the
exte
ent to which
the majority of
dents are
stud
gen
nerating and
testting
hyp
potheses.
Engages
students in
cognitively
complex tassks
(e.g. decisio
on
making, pro
oblem
solving,
experimenta
al
inquiry,
investigation
n), but
the majorityy of
students are
e not
monitored fo
or the
desired effe
ect of
the strategyy.
Usess strategy
incorrrectly or with p
parts
missing.
Not A
Applicable
Unsattisfactory
gy was
Strateg
called ffor but not
exhibite
ed.
Highly Efffective +
Hig
ghly Effective
Effectiv
ve
Needs
Imp
provement/Deve
eloping
Unsa
atisfactory
What are you
a
learning about
your students as
pt and
you adap
create ne
ew
strategies
s?
How
w might you
ada
apt and
cre
eate new
stra
ategies for
org
ganizing
students to
com
mplete
cog
gnitively
com
mplex
tasks?
In addition to
dents in
engaging stud
groups for cog
gnitively
complex taskss,
involving hypo
othesis
generation an
nd
testing, how ccan you
monitor the exxtent to
which studentts are
generating an
nd
heses?
testing hypoth
w can you engage
How
stud
dents in cognittively
com
mplex tasks invvolving
hyp
pothesis genera
ation
and
d testing?
How can you
begin
n to
porate
incorp
some
e aspect of
this sstrategy in
your
instru
uction?
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
Page 2
22
23. Providing Stude
ents with Re
esources an
nd Guidanc
ce*
T
The teacher actts as resource provider and guide
g
as studen
nts engage in ccognitively com
mplex tasks
T
Teacher Evide
ence
 Teacher maakes himself/heerself availablee to students whho need guidannce or resourcees

Circula
ates around the
e room

Provid
des easy acces
ss to himself/he
erself
 Teacher inte
eracts with stud
dents during the class to dete
ermine their nee
eds for hypothe
esis generation
n and testing ta
asks
 Teacher volunteers resourrces and guidan
nce as needed
d by the entire cclass, groups o
of students, or individual stude
ents
S
Student Evidence
 Students seeek out the teaccher for advicee and guidance regarding hyppothesis generaation and testinng tasks
 When askedd, students cann explain how the
t teacher pro
ovides assistan
nce and guidan
nce in hypothessis generation a
and testing
ta
asks
S
Scale Levels: (choose one)
ctive +
Highly Effective
Highly Effec
S
Scale
Highly Efffective +
P
Providing
rresources and
d
g
guidance
Ne
eeds Improvem
ment/Developin
ng
Unsatisfa
actory
Hiighly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Actts as a guide
and
d resource
pro
ovider as
stud
dents engage
in cognitively
c
com
mplex tasks
and
d monitors for
evid
dence of the
exte
ent to which
the majority of
dents request
stud
and
d use
guid
dance and
resources.
Acts as a gu
uide
and resourcce
provider as
ngage
students en
in cognitive ly
complex tassks,
but the majo
ority
of students are
not monitore
ed for
the desired effect
egy.
of the strate
Uses strategy
incorrrectly or with parts
missing.
Highly Efffective +
Hiighly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
What are you
learning about
a
your stud
dents as
you adap
pt and
create ne
ew
strategies
s?
w might you
How
ada
apt and create
new
w strategies
for providing
sources and
res
guidance?
In addition tto
acting as a guide
and resourcce
provider, ho
ow
can you mo
onitor
the extent to
o
which stude
ents
request and
d use
guidance an
nd
resources?
Adapts an
nd
creates new
n
strategies
s for
unique sttudent
needs an
nd
situations
s in
order for the
e
to
desired effect
be eviden
nt in all
students.
R
Reflection Qu
uestions
P
Providing
rresources and
d
g
guidance
Effective
How can you act ass a
guide
e and resource
provid
der as studentss
engag
ge in cognitively
comp
plex tasks?
Not A
Applicable
Unsattisfactory
Strategy was
called ffor but not
exhibite
ed.
Unsattisfactory
an you
How ca
begin to
o
incorpo
orate some
aspect of this
strategyy in your
instructtion?
Stude
ent Interview
ws
S
Student Questtions:
 How did
d this lesson help
h
you apply or use what yo
ou have learne
ed?
 What change
c
has this lesson made
e about your un
nderstanding off the content?
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
Page 2
23
Marrzano Prrotocol: Lesson Segments Ena
acted on the Spo
ot
D
Design Que
estion #5: What
W
will I do
d to engage
e students?
?
24. Notic
cing and Re
eacting whe
en Students
s are Not En
ngaged*
T
The teacher sca
ans the room making
m
note of when students
s are not engag
ged and takes overt action.
T
Teacher Evide
ence
 Teacher nottices when specific students or
o groups of stu
udents are not engaged
 Teacher nottices when the energy level in
n the room is lo
ow
 Teacher tak
kes action to re--engage students
S
Student Evidence
 Students ap
ppear aware of the fact that th
he teacher is taking note of the
eir level of eng
gagement
 Students try
y to increase their level of eng
gagement when
n prompted
 When asked
d, students exp
plain that the te
eacher expects high levels of engagement
S
Scale Levels: (choose one)
ctive +
Highly Effective
Highly Effec
S
Scale
N
Noticing when
n
s
students are not
n
e
engaged
Highly Efffective +
Adapts and
a
creates new
s for
strategies
unique student
needs and
situations
s in
order for the
e
to
desired effect
be eviden
nt in all
students.
R
Reflection Que
estions
Highly Efffective +
N
Noticing when
n
s
students are not
n
e
engaged
What are you
a
learning about
your students as
you adapt and
create ne
ew
strategies
s?
Effective
Ne
eeds Improvem
ment/Developin
ng
Unsatisfa
actory
Hiighly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Sca
ans the room
making note of
en students
whe
are
e not engaged
and
d takes action
and
d monitors for
evid
dence of the
exte
ent to which
the majority of
dents restud
eng
gage.
Scans the ro
room
making note
e of
when stude
ents
are not enga
aged
and takes a
action,
but the majo
ority
of students are
ed for
not monitore
the desired effect
egy.
of the strate
Uses strategy
incorrrectly or with pa
arts
missin
ng.
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Hiighly Effective
How
w might you
ada
apt and create
new
w strategies
for noticing when
students are not
eng
gaged that
add
dress unique
student needs
and
d situations?
In addition tto
scanning th
he
room, maki ng
en
note of whe
e not
students are
engaged an
nd
taking actio
on,
how can yo
ou
monitor the
e
hich
extent to wh
students re-engage?
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
How ccan you scan tthe
room making note o
of
when
n students are n
not
engag
ged and take
action
n to engage
stude
ents?
Not A
Applicable
Unsattisfactory
Strategy was
called fo
for but not
exhibite
ed.
Unsattisfactory
an you
How ca
begin to
o
incorpo
orate some
aspectss of this
strategyy into your
instructtion?
Page 2
24
25. Using Academic
c Games
T
The teacher uses academic games and inco
onsequential co
ompetition to m
maintain studen
nt engagement..
T
Teacher Evide
ence
 Teacher use
es structured games such as Jeopardy, family feud, and th
he like
 Teacher dev
velops impromptu games suc
ch as making a game out of w
which answer m
might be correct for a given qu
uestion
 Teacher use
es friendly com
mpetition along with
w classroom
m games
S
Student Evidence
 Students en
ngage in the ga
ames with some
e enthusiasm
 When asked
d, students can
n explain how th
he games keep
p their interest and help them
m learn or remember content
S
Scale Levels: (choose one)
Highly Effec
ctive +
Highly Effective
S
Scale
U
Using academ
mic
g
games
Ne
eeds Improvem
ment/Developin
ng
Unsatisfa
actory
Highly Efffective +
Hig
ghly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
nd
Adapts an
creates ne
ew
strategies
s for
unique stu
udent
needs and
d
situations in
t
order for the
desired efffect to
be eviden
nt in all
students.
Uses academic
gam
mes and
inco
onsequential
com
mpetition to
main
ntain student
enga
agement and
mon
nitors for
evidence of the
ent to which
exte
the majority
m
of
stud
dents focus on
the academic
a
conttent of the
gam
me.
Uses acade
emic
games and
ntial
inconsequen
competition to
udent
maintain stu
engagemen
nt, but
the majorityy of
students are
e not
monitored fo
or the
desired effe
ect of
the strategyy.
Usess strategy
incorrrectly or with p
parts
missiing.
R
Reflection Que
estions
U
Using academ
mic
g
games
Effective
Not A
Applicable
Unsattisfactory
gy was
Strateg
called ffor but not
exhibite
ed.
Highly Efffective +
Hig
ghly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Unsatisfactory
What are you
a
learning about
your stude
ents as
you adaptt and
create new
w
strategies
s?
How
w might you
adapt and create
new
w strategies for
usin
ng academic
gam
mes and
inco
onsequential
com
mpetition to
main
ntain student
engagement that
address unique
stud
dent needs
and situations?
In addition tto
using acade
emic
games and
inconseque ntial
competition to
udent
maintain stu
engagemen
nt, how
can you mo
onitor
the extent to
o
which stude
ents
focus on the
e
academic co
ontent
of the game
e?
How can you use
nd
acade
emic games an
incon
nsequential
comp
petition to main
ntain
stude
ent engagemen
nt?
How ca
an you
begin to
o
incorpo
orate this
strategy into your
instructtion?
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
Page 2
25
26. Mana
aging Response Rates
s
T
The teacher uses response ra
ate techniques to maintain stu
udent engagem
ment in question
ns.
T
Teacher Evide
ence
 Teacher use
es wait time
 Teacher use
es response ca
ards
 Teacher has
s students use hand signals to respond to questions
 Teacher uses choral response
 Teacher use
es technology to
t keep track of students’ resp
ponses
 Teacher use
es response ch
haining
S
Student Evidence
 Multiple stud
dents or the en
ntire class respo
onds to questio
ons posed by th
he teacher
 When asked
d, students can
n describe theirr thinking aboutt specific questtions posed byy the teacher
S
Scale Levels: (choose one)
ctive +
Highly Effective
Highly Effec
S
Scale
M
Managing
rresponse rates
s
Highly Efffective +
Ne
eeds Improvem
ment/Developin
ng
Unsatisfa
actory
Not A
Applicable
Highly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
es response
Use
rate
e techniques
to maintain
m
stud
dent
eng
gagement in
que
estions and
mon
nitors for
evid
dence of the
exte
ent to which
the techniques
ep the majority
kee
of students
s
eng
gaged.
Uses respo nse
ques
rate techniq
to maintain
student
engagemen
nt in
questions, b
but the
majority of
e not
students are
monitored fo
or the
desired effe
ect of
the strategyy.
Uses strategy
incorrrectly or with parts
missing.
Highly Efffective +
Highly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Unsattisfactory
What are you
a
learning about
your students as
you adapt and
create ne
ew
strategies
s?
How
w might you
ada
apt and create
new
w response
rate
e techniques
to maintain
m
stud
dent
eng
gagement in
que
estions that
add
dress unique
stud
dent needs
and
d situations?
How can you use
onse rate
respo
techn
niques to mainttain
stude
ent engagemen
nt in
questtions?
How ca
an you
begin to
o
incorpo
orate this
strategyy into your
instructtion?
Adapts and
a
creates new
strategies
s for
unique student
needs and
situations
s in
order for the
t
desired effect to
nt in all
be eviden
students.
R
Reflection Que
estions
M
Managing
rresponse rates
s
Effective
In addition tto
using respo
onse
rate techniq
ques
to maintain
student
engagemen
nt in
questions, h
how
can you mo
onitor
the extent to
o
which the
techniques keep
students
engaged?
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
Unsattisfactory
Strateg
gy was
called ffor but not
exhibite
ed.
Page 2
26
27. Using Physical Movement
T
The teacher uses physical mo
ovement to maiintain student engagement.
e
T
Teacher Evide
ence
 Teacher has
s students stan
nd up and stretc
ch or related ac
ctivities when ttheir energy is low
 Teacher use
es activities tha
at require stude
ents to physically move to resspond to questiions

Vote with
w your feet

Go to the part of the room that reprresents the ans
swer you agree
e with
 Teacher has
s students phys
sically act out or
o model conte
ent to increase energy and en
ngagement
 Teacher use
e give-one-get--one activities that
t
require stu
udents to move
e about the room
m
S
Student Evidence
 Students en
ngage in the physical activities
s designed by the
t teacher
 When asked
d, students can
n explain how th
he physical mo
ovement keepss their interest a
and helps them
m learn
S
Scale Levels: (choose one)
Highly Effec
ctive +
Highly Effective
S
Scale
U
Using physica
al
m
movement
Highly Efffective +
Ne
eeds Improvem
ment/Developin
ng
Unsatisfa
actory
Highly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Use
es physical
mov
vement to
maiintain student
eng
gagement and
mon
nitors for
evid
dence of the
exte
ent to which
thes
se activities
enh
hance the
majjority of
stud
dents’
eng
gagement.
Uses physiccal
movement tto
maintain stu
udent
engagemen
nt, but
the majorityy of
students are
e not
monitored fo
or the
desired effe
ect of
the strategyy.
Uses strategy
incorrrectly or with parts
missing.
Highly Efffective +
Highly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
What are you
a
learning about
your students as
you adapt and
create ne
ew
strategies
s?
How
w might you
ada
apt and create
new
w physical
mov
vement
tech
hniques to
maiintain student
eng
gagement that
add
dress unique
stud
dent needs
and
d situations?
In addition tto
using physiccal
movement tto
maintain stu
udent
engagemen
nt, how
can you mo
onitor
the extent to
o
which these
e
activities en
nhance
student
engagemen
nt?
nd
Adapts an
creates new
s for
strategies
unique student
needs and
situations
s in
order for the
desired effect
e
to
be eviden
nt in all
students.
R
Reflection Que
estions
U
Using physica
al
m
movement
Effective
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
How can you use
physiical movement to
mainttain student
engag
gement?
Not A
Applicable
Unsattisfactory
gy was
Strateg
called ffor but not
exhibite
ed.
Unsattisfactory
How ca
an you
begin to
o
incorpo
orate this
strategyy into your
instructtion?
Page 2
27
28. Maintaining a Liively Pace
T
The teacher uses pacing techniques to main
ntain students’ engagement.
T
Teacher Evide
ence
 Teacher em
mploys crisp tran
nsitions from one activity to another
 Teacher alte
ers pace appro
opriately (i.e. sp
peeds up and slows
s
down)
S
Student Evidence
 Students qu
uickly adapt to transitions
t
and re-engage when a new activvity is begun
 When asked
d about the pac
ce of the class, students desc
cribe it as not to
oo fast or not to
oo slow
S
Scale Levels: (choose one)
ctive +
Highly Effective
Highly Effec
S
Scale
M
Maintaining a
lively pace
Highly Efffective +
Ne
eeds Improvem
ment/Developin
ng
Unsatisfa
actory
Highly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Use
es pacing
tech
hniques to
maintain
dents’
stud
eng
gagement and
monitors for
evid
dence of the
exte
ent to which
thes
se techniques
kee
ep the majority
of students
s
eng
gaged.
Uses pacing
g
techniques to
maintain
students’
nt, but
engagemen
the majorityy of
students are
e not
monitored fo
or the
desired effe
ect of
the strategyy.
Uses strategy
incorrrectly or with parts
missing.
Highly Efffective +
Hiighly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
What are
e you
learning about
a
your stud
dents as
you adap
pt and
create ne
ew
strategies
s?
w might you
How
ada
apt and create
new
w pacing
techniques that
dress unique
add
student needs
d situations?
and
Adapts and
a
creates new
n
strategies
s for
unique sttudent
needs an
nd
situations
s in
order for the
e
to
desired effect
be eviden
nt in all
students.
R
Reflection Que
estions
M
Maintaining a
lively pace
Effective
In addition tto
pacing
techniques to
maintain
students’
nt,
engagemen
how can yo u
monitor the
hich
extent to wh
students ke
eep
engaged?
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
How can you use
pacin
ng techniques tto
mainttain students’
gement?
engag
Not A
Applicable
Unsattisfactory
gy was
Strateg
called ffor but not
exhibite
ed.
Unsattisfactory
an you
How ca
begin to
o
incorpo
orate this
strategyy into your
instructtion?
Page 2
28
29. Demonstrating Intensity
I
an
nd Enthusia
asm
T
The teacher demonstrates inte
ensity and enth
husiasm for the
e content in a vvariety of ways.
T
Teacher Evide
ence
 Teacher des
scribes persona
al experiences that relate to the
t content
 Teacher signals excitemen
nt for content by:
cal gestures

Physic

Voice tone
atization of info
ormation

Drama
 Teacher ove
ertly adjusts en
nergy level
S
Student Evidence
 When asked
d, students say
y that the teach
her “likes the co
ontent” and “like
es teaching”
 Students’ atttention levels increase when the teacher de
emonstrates en
nthusiasm and intensity for the
e content
S
Scale Levels: (choose one)
Highly Effec
ctive +
Highly Effective
S
Scale
D
Demonstrating
g
intensity and
e
enthusiasm
Highly Efffective +
a
Adapts and
creates new
n
strategies for
unique student
nd
needs an
situations
s in
order for the
desired effect
e
to
be evident in all
students.
R
Reflection Que
estions
D
Demonstrating
g
intensity and
e
enthusiasm
Effective
Ne
eeds Improvem
ment/Developin
ng
Hiighly Effective
monstrates
Dem
inte
ensity and
enthusiasm for
the content in a
varriety of ways
and
d monitors for
evid
dence of the
exte
ent to which
the majority of
stud
dents’
eng
gagement
incrreases.
Highly Efffective +
Hiighly Effective
e you
What are
learning about
your stud
dents as
you adap
pt and
create ne
ew
strategies?
How
w might you
ada
apt and create
new
w techniques
for demonstrating
inte
ensity and
entthusiasm for
the content that
add
dress unique
student needs
d situations?
and
Unsatisfa
actory
Not A
Applicable
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Unsatisfactory
Demonstrattes
intensity an
nd
m for
enthusiasm
the content in a
ways,
variety of w
ority
but the majo
of students are
not monitorred for
the desired effect
of the strate
egy.
Usess strategy
incorrrectly or with p
parts
missiing.
gy was
Strateg
called ffor but not
exhibite
ed.
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Unsatisfactory
How can you
demo
onstrate intensity
and e
enthusiasm forr the
conte
ent in a variety of
wayss?
How ca
an you
begin to
incorpo
orate this
strategy into your
instructtion?
In addition tto
demonstratting
intensity an
nd
enthusiasm
m for
the contentt in a
ways,
variety of w
how can yo
ou
monitor the
e
extent to wh
hich
students ke
eep
engaged?
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
Page 2
29
30. Using Friendly Controversy
C
y Among Sttudents (tea
am talk)*
T
The teacher uses friendly controversy techniques to mainta
ain student eng
gagement.
T
Teacher Evide
ence
 Teacher stru
uctures mini-de
ebates about th
he content
 Teacher has
s students exam
mine multiple perspectives
p
an
nd opinions abo
out the contentt
 Teacher elic
cits different op
pinions on conte
ent from memb
bers of the classs
S
Student Evidence
 Students en
ngage in friendly controversy activities
a
with enhanced
e
enga
agement
 When asked
d, students des
scribe friendly controversy
c
acttivities as “stim
mulating,” “fun,” and so on.
 When asked
d, students exp
plain how a friendly controvers
sy activity help
ped them betterr understand th
he content
S
Scale Levels: (choose one)
ctive +
Highly Effective
Highly Effec
S
Scale
U
Using friendly
c
controversy
Highly Efffective +
Ne
eeds Improvem
ment/Developin
ng
Unsatisfa
actory
Highly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Use
es friendly
con
ntroversy
tech
hniques to
maiintain student
eng
gagement and
mon
nitors for
evid
dence of the
effe
ect on the
majjority of
stud
dents’
eng
gagement.
Uses friend ly
controversyy
techniques to
udent
maintain stu
engagemen
nt, but
the majorityy of
students are
e not
monitored fo
for the
desired effe
ect of
the strategyy.
Usess strategy
incorrrectly or with p
parts
missing.
Highly Efffective +
Hiighly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
What are
e you
learning about
a
your stud
dents as
you adap
pt and
create ne
ew
strategies
s?
How
w might you
ada
apt and create
new
w techniques
for using friendly
con
ntroversy to
maintain student
gagement that
eng
add
dress unique
stud
dent needs
and
d situations?
Adapts and
n
creates new
strategies
s for
unique sttudent
needs an
nd
situations
s in
order for the
e
to
desired effect
be eviden
nt in all
students.
R
Reflection Que
estions
U
Using friendly
c
controversy
Effective
In addition tto
using friend
dly
controversyy
techniques to
maintain stu
udent
engagemen
nt,
how can yo
ou
monitor the
extent to wh
hich
students ke
eep
engaged?
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
How can you use
dly controversyy
friend
techn
niques to mainttain
stude
ent engagemen
nt?
Not A
Applicable
Unsattisfactory
Strateg
gy was
called ffor but not
exhibite
ed.
Unsattisfactory
How ca
an you
begin to
o
incorpo
orate this
strategyy into your
instructtion?
Page 3
30
31. Providing Oppo
ortunities fo
or Students to Approprriately Talk about Them
mselves*
T
The teacher pro
ovides students
s with opportun
nities to relate what
w
is being a
addressed in cllass to their personal interestss.
T
Teacher Evide
ence
 Teacher is aware
a
of studen
nt interests and
d makes conne
ections betwee n these interessts and class co
ontent
 Teacher stru
uctures activitie
es that ask stud
dents to make connections be
etween the con
ntent and their personal intere
ests
 When stude
ents are explain
ning how content relates to their personal intterests, the tea
acher appears encouraging and
in
nterested
S
Student Evidence
 Students en
ngage in activities that require
e them to make
e connections b
between their p
personal interessts and the con
ntent
 When asked
d, students exp
plain how makin
ng connections
s between conttent and their p
personal interessts engages th
hem and
h
helps them bettter understand the content
S
Scale Levels: (choose one)
ctive +
Highly Effective
Effective
Ne
eeds Improvem
ment/Developin
ng
Unsatisfa
actory
Not A
Applicable
Highly Effec
S
Scale
P
Providing
o
opportunities
ffor students to
o
talk about
themselves
Highly Efffective +
Hiighly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
a
Adapts and
creates new
n
strategies
s for
unique sttudent
needs an
nd
situations
s in
order for the
desired effect
e
to
be eviden
nt in all
students..
ovides
Pro
stud
dents with
opp
portunities to
rela
ate what is
being addressed
in class
c
to their
perrsonal interests
s
and
d monitors for
evid
dence of the
exte
ent to which
these activities
enh
hance the
majjority of
stud
dents’
eng
gagement.
Provides
students witth
opportunitie
es to
relate what is
essed
being addre
in class to ttheir
personal
interests, bu
ut the
majority of
students are
e not
monitored ffor the
desired effe
ect of
the strategyy.
Usess strategy
incorrrectly or with p
parts
missing.
Highly Efffective +
Hiighly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
e you
What are
learning about
a
your stud
dents as
you adap
pt and
create ne
ew
strategies
s?
How
w might you
ada
apt and create
new
w techniques
for providing
students with
opp
portunities to
rela
ate what is
being addressed
c
to their
in class
perrsonal
inte
erests that
add
dress unique
student needs
and
d situations?
In addition tto
providing
students witth
opportunitie
es to
relate what is
essed
being addre
in class to ttheir
personal
ow
interests, ho
can you mo
onitor
the extent to
o
which these
e
activities
enhance stu
udent
engagemen
nt?
Unsattisfactory
gy was
Strateg
called ffor but not
exhibite
ed.
R
Reflection Que
estions
P
Providing
o
opportunities
ffor students to
o
talk about
themselves
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
de
How can you provid
ents with
stude
opportunities to rela
ate
what is being
addre
essed in class to
their personal
intere
ests?
Unsattisfactory
How ca
an you
begin to
o
incorpo
orate this
strategy into your
instructtion?
Page 3
31
32. Prese
enting Unus
sual or Intriguing Inforrmation
T
The teacher uses unusual or intriguing
i
inform
mation about th
he content in a manner that e
enhances stude
ent engagemen
nt.
T
Teacher Evide
ence
 Teacher sys
stematically pro
ovides interesting facts and de
etails about the
e content
 Teacher enc
courages stude
ents to identify interesting info
ormation aboutt the content
 Teacher eng
gages students
s in activities lik
ke “Believe it or not” about the
e content
 Teacher use
es guest speak
kers to provide unusual inform
mation about th e content
S
Student Evidence
 Students’ atttention increas
ses when unusual information
n is presented a
about the conte
ent
 When asked
d, students exp
plain how the unusual informa
ation makes the
em more intere
ested in the con
ntent
S
Scale Levels: (choose one)
Highly Effective +
Highly Effective
S
Scale
Highly Efffective +
P
Presenting
u
unusual or
intriguing
information
Ne
eeds Improvem
ment/Developin
ng
Unsatisfa
actory
Hiighly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
es unusual or
Use
intrriguing
info
ormation about
the content and
monitors for
evid
dence of the
extent to which
this
s information
enh
hances the
majjority of
students’ interest
in the content.
Uses unusu
ual or
intriguing
information about
the content,, but
the majorityy of
students are
e not
monitored fo
for the
desired effe
ect of
the strategyy.
Uses strategy
incorrrectly or with parts
missing.
Highly Efffective +
Hiighly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
What are
e you
learning about
a
your stud
dents as
you adap
pt and
create ne
ew
strategies
s?
How
w might you
ada
apt and create
new
w techniques
for using unusual
or intriguing
i
info
ormation aboutt
the
e content that
add
dress unique
student needs
d situations?
and
In addition tto
using unusu
ual or
intriguing
information about
the content , how
onitor
can you mo
o
the extent to
which this
information
enhances
students’ in
nterest
in the conte
ent?
Adapts and
creates new
n
strategies
s for
unique sttudent
needs an
nd
situations
s in
order for the
desired effect
e
to
be eviden
nt in all
students..
R
Reflection Que
estions
P
Presenting
u
unusual or
intriguing
information
Effective
How can you use
ual or intriguing
g
unusu
inform
mation about th
he
conte
ent?
Not A
Applicable
Unsattisfactory
gy was
Strateg
called ffor but not
exhibite
ed.
Unsattisfactory
How ca
an you
begin to
o
incorpo
orate this
strategyy into your
instructtion?
Student Intervie
ews
S
Student Questtions:



How engaged
e
were you
y in this lesson?
What are
a some thing
gs that keep your attention?
What are
a some thing
gs that made yo
ou bored?
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
Page 3
32
D
Design Que
estion #7: What
W
will I do
d to recogn
nize and ack
knowledge adherence or lack of
a
adherence to
t rules and
d procedure
es?
33. Demonstrating “Withitness
“
s”
T
The teacher uses behaviors associated
a
with “withitness” to
o maintain adhe
erence to ruless and procedure
es.
T
Teacher Evide
ence
 Teacher phy
ysically occupie
es all quadrantts of the room
 Teacher sca
ans the entire room making ey
ye contact with
h all students
 Teacher rec
cognizes potenttial sources of disruption and deals with the m immediatelyy
 Teacher pro
oactively addres
sses inflammattory situations
S
Student Evidence
 Students rec
cognize that the teacher is aw
ware of their be
ehavior
 When asked
d, students des
scribe the teach
her as “aware of
o what is going
g on” or “has e
eyes on the bacck of his/her he
ead”
S
Scale Levels: (choose one)
Highly
Highly Effective +
y Effective
S
Scale
D
Demonstrating
g
““withitness”
Highly Efffective +
a
Adapts and
creates new
n
strategie
es for
unique student
nd
needs an
situations
s in
order forr the
desired effect
e
to
be evident in all
students.
R
Reflection Que
estions
D
Demonstrating
g
““withitness”
Effective
E
Needs Improveme
ent/Developing
g
Highly Effective
Uses behaviors
ass
sociated with
“withitness” and
mo
onitors for
evidence of the
effe
ect on the
ma
ajority of
stu
udents’
beh
havior.
Unsatisfacctory
Not Ap
pplicable
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Unsattisfactory
Uses behavviors
associated with
“withitness””, but
the majorityy of
students arre not
monitored ffor the
desired effe
ect of
the strategyy.
Usess strategy
incorrrectly or with p
parts
missing.
Needs
Impro
ovement/Develo
oping
Highly Efffective +
Highly Effective
Effectiv
ve
e you
What are
learning about
your stud
dents as
you adap
pt and
create ne
ew
strategie
es?
Ho
ow might you
ada
apt and create
new
w techniques
for using
beh
haviors
ass
sociated with
“wiithitness” that
add
dress unique
stu
udent needs
and
d situations?
In addition tto,
using behavviors
associated with
“withitness,,” how
can you mo
onitor
the effect o
on
students’
behavior?
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
How can you use
behavviors associate
ed
with ““withitness”?
gy was
Strateg
called ffor but not
exhibite
ed.
Unsattisfactory
How ca
an you
begin to
o
incorpo
orate this
strategyy into your
instructtion?
Page 3
33
34. Applying Conse
equences fo
or Lack of Adherence
A
tto Rules and Procedurres
T
The teacher applies conseque
ences for not fo
ollowing rules and
a proceduress consistently a
and fairly.
T
Teacher Evide
ence
 Teacher pro
ovides nonverbal signals when
n students’ beh
havior is not ap
ppropriate

Eye co
ontact

Proxim
mity

Tap on
n the desk

Shakin
ng head, no
 Teacher pro
ovides verbal siignals when stu
udents’ behavio
or is not appro priate

Tells students
s
to stop
p

Tells students
s
that th
heir behavior is in violation of a rule or proce
edure
 Teacher use
es group contin
ngency consequences when appropriate
a
(i.e
e. whole group must demonsttrate a specific behavior)
 Teacher involves the home
e when approp
priate (i.e. make
es a call home to parents to h
help extinguish inappropriate behavior)
 Teacher use
es direct cost consequences
c
when
w
appropria
ate (e.g. studen
nt must fix som
mething he or sshe has broken)
S
Student Evidence
 Students cease inappropriate behavior when
w
signaled by
b the teacher
 Students ac
ccept conseque
ences as part of
o the way class
s is conducted
 When asked
d, students des
scribe the teach
her as fair in ap
pplication of rulles
S
Scale Levels: (choose one)
Highly
Highly Effective +
y Effective
S
Scale
A
Applying
c
consequences
s
ffor lack of
a
adherence to
rrules and
p
procedures
Needs Improveme
ent/Developing
g
Unsatisfacctory
Not Ap
pplicable
Highly Efffective +
Highly
H
Effective
Effec
ctive
Needs
Imp
provement/Deve
eloping
Adapts and
a
creates new
n
strategies for
unique sttudent
needs an
nd
situations
s in
order for the
e
to
desired effect
be evident in all
students.
App
plies
con
nsequences forr
not following rules
s
and
d procedures
con
nsistently and
fairly, and monitorrs
e
for evidence of the
ent to which
exte
rule
es and
procedures are
follo
owed by the
majjority of
stud
dents.
Applies
conseque
ences
for not folllowing
rules and
d
es
procedure
consisten
ntly and
fairly, butt the
of
majority o
students are not
d for the
monitored
desired e
effect of
the strate
egy.
Use
es strategy
inco
orrectly or with
h parts
misssing.
Highly Efffective +
Highly
H
Effective
Effec
ctive
Needs
Imp
provement/Deve
eloping
Unsatisfactory
What are
e you
learning about
your stud
dents as
you adap
pt and
create ne
ew
strategies?
How
w might you
ada
apt and create
new
w strategies an
nd
techniques for
app
plying
con
nsequences forr
nott following rules
s
and
d procedures
con
nsistently and
fairrly that address
s
unique student
eds and
nee
situ
uations?
How
w can you app
ply
con
nsequences forr not
follo
owing rules and
pro
ocedures consisstently
and
d fairly?
How can you
begin
n to
incorrporate this
strate
egy into
your
uction?
instru
R
Reflection Que
estions
A
Applying
c
consequences
s
ffor lack of
a
adherence to
rrules and
p
procedures
Effective
E
In additio
on to,
applying
conseque
ences
for not folllowing
rules and
d
es
procedure
consisten
ntly and
fairly, how
w can
you moni tor the
extent to which
d
rules and
es are
procedure
followed?
?
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
Unsatisfactory
Strattegy was
called for but
exhibited.
not e
Page 3
34
35. Ackn
nowledging Adherence
e to Rules and
a Proced ures
T
The teacher consistently and fairly acknowle
edges adherenc
ce to rules and
d procedures.
T
Teacher Evide
ence
 Teacher proovides nonverbbal signals that a rule or proceedure has beenn followed:

Smile

Nod off head

High Five
F
 Teacher givves verbal cuess that a rule or procedure hass been followedd:

Thank
ks students for following a rule
e or procedure

Descriibes student be
ehaviors that adhere to rule or
o procedure
 Teacher notifies the homee when a rule or
o procedure ha
as been followe
ed
 Teacher usees tangible reccognition when a rule or proceedure has beenn followed:

Certific
cate of merit

Token
n economies
S
Student Evidence
 Students apppear appreciative of the teaccher acknowleddging their posiitive behavior
 When askedd, students desscribe teacher as appreciativee of their good behavior
 The number of students adhering to rules and procedures increases
S
Scale Levels: (choose one)
Highly Effective +
Highly Effective
S
Scale
A
Acknowledgin
ng
a
adherence to
rrules and
p
procedures
Ne
eeds Improvem
ment/Developin
ng
Unsatisfa
actory
Not A
Applicable
Highly Effe
ective +
Hig
ghly Effective
Effecttive
Needs
Imp
provement/Deve
eloping
nd
Adapts an
creates ne
ew
strategies for
udent
unique stu
needs and
d
situations in
he
order for th
desired efffect to
be evidentt in all
students.
nowledges
Ackn
adhe
erence to rules
and procedures
p
consistently and
fairly, and monitors
for ev
vidence of the
exten
nt to which
new actions affect
m
of
the majority
stude
ents’ behavior.
Acknowledg
ges
adherence to rules
and proced ures
consistentlyy and
fairly, but th
he
majority of sstudents
are not mon
nitored
for the desi red
e
effect of the
strategy.
es strategy
Use
inco
orrectly or with
h parts
misssing.
Highly Effe
ective +
Hig
ghly Effective
Effecttive
Needs
Imp
provement/Deve
eloping
Unsatisfactory
y
What are you
learning ab
bout
your stude
ents as
you adapt and
create new
w
strategies?
?
How might you
pt and create
adap
new strategies and
niques for
techn
acknowledging
erence to rules
adhe
and procedures
p
consistently and
fairly
y that address
uniqu
ue student
need
ds and
situations?
In addition tto,
acknowledg
ging
adherence to rules
dures
and proced
consistentlyy and
fairly, how ccan you
monitor the
e extent
to which ne
ew
actions affe
ect
students’ be
ehavior?
How
w can you
ackknowledge
adh
herence to rule
es and
pro
ocedures consisstently
and
d fairly?
How can you
n to
begin
incorrporate this
strate
egy into
your
uction?
instru
R
Reflection Que
estions
A
Acknowledgin
ng
a
adherence to
rrules and
p
procedures
Effective
Unsatisfactory
Strattegy was
called for but
not e
exhibited.
Student Intervie
ews
S
Student Questtions:
 How well
w did you do at following cla
assroom rules and
a procedure
es during this le
esson?
 What are
a some thing
gs that helped you
y follow the rules
r
and proce
edures?
 What are
a some thing
gs that didn’t he
elp you follow the rules and p rocedures?
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
Page 3
35
D
Design Que
estion #8: What
W
will I do
d to establiish and ma intain effec
ctive relation
nships with
h
s
students?
36. Ackn
nowledging Students’ Interests
I
an
nd Backgro unds*
T
The teacher uses students’ interests and background to prroduce a climatte of acceptancce and community.
T
Teacher Evide
ence
 Teacher has side discussiions with studeents about evennts in their livess
 Teacher has discussions with
w students about
a
topics in which
w
they are
e interested
 Teacher builds student intterests into lesssons
S
Student Evidence
 When askedd, students desscribe the teacher as someonne who knows tthem and/or is interested in thhem
 Students reespond when teeacher demonsstrates understaanding of their interests and bbackground
 When askedd students sayy they feel acceepted
S
Scale Levels: (choose one)
Highly
Highly Effective +
y Effective
S
Scale
U
Understanding
g
s
students’
interests and
b
background
Highly Efffective +
Needs Improveme
ent/Developing
g
Unsatisfacctory
Not Ap
pplicable
Unsattisfactory
Highly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Uses students’
inte
erests and
bac
ckground
durring
inte
eractions with
stu
udents and
mo
onitors for
evidence of the
nse of
sen
com
mmunity in the
classroom
am
mong the
ma
ajority of
stu
udents.
Uses stude
ents’
interests an
nd
background
d
during
interactionss with
ut the
students, bu
majority of
students arre not
monitored ffor the
desired effe
ect of
the strategyy.
Usess strategy
incorrrectly or with p
parts
missing.
Highly Efffective +
Highly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
e you
What are
learning about
dents as
your stud
you adap
pt and
create ne
ew
strategie
es?
ow might you
Ho
ada
apt and create
new
w strategies
and
d techniques
for using
stu
udents’
inte
erests and
bac
ckgrounds
durring
inte
eractions with
stu
udents that
add
dress unique
stu
udent needs
and
d situations?
In addition to
using stude
ents’
interests an
nd
background
d
during
interactionss with
students, h ow
can you mo
onitor
the extent tto
which a sen
nse of
community is
formed in th
he
classroom?
?
Adapts and
creates new
n
strategie
es for
unique student
nd
needs an
situations in
order forr the
desired effect
e
to
be evident in all
students.
R
Reflection Que
estions
U
Understanding
g
s
students’
interests and
b
background
Effective
E
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
How can you use
stude
ents’ interests a
and
backg
ground during
intera
actions with
stude
ents?
gy was
Strateg
called ffor but not
exhibite
ed.
Unsattisfactory
an you
How ca
begin to
o
incorpo
orate this
strategy into your
instructtion?
Page 3
36
37. Exhib
biting Rapp
port and Understanding
g with Stud
dents*
W
When appropria
ate, the teache
er uses verbal and
a nonverbal behavior that in
ndicates caring
g for students.
T
Teacher Evide
ence
 Teacher compliments studdents regardingg academic andd personal acccomplishments
 Teacher engages in inform
mal conversatio
ons with studen
nts that are nott related to aca
ademics
 Teacher usees humor with students whenn appropriate
 Teacher smiles, nods, (etc
c) at students when
w
appropria
ate
 Teacher putts hand on stud
dents’ shoulderrs when approp
priate
S
Student Evidence
 When askedd, students desscribe teacher as someone who
w cares for th
hem
 Students reespond to teachhers verbal inteeractions
 Students reespond to teachhers nonverbal interactions
S
Scale Levels: (choose one)
ctive +
Highly Effective
Highly Effec
S
Scale
U
Using verbal
a
and nonverball
b
behaviors thatt
indicate caring
g
ffor students
Highly Efffective +
Ne
eeds Improvem
ment/Developin
ng
Unsatisfa
actory
Hiighly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Use
es verbal and
non
nverbal
beh
haviors that
indiicate caring forr
stud
dents and
monitors for
evid
dence of the
qua
ality of
rela
ationships in
the classroom
among the
majjority of
stud
dents.
Uses verba
al and
nonverbal
behaviors th
hat
indicate carring
for studentss, but
the majorityy of
students are
re not
monitored ffor the
desired effe
ect of
the strategyy.
Uses strategy
incorrrectly or with parts
missing.
Highly Eff
ffective +
Highly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
What are you
learning about
a
your students as
you adap
pt and
create ne
ew
strategies
s?
w might you
How
ada
apt and create
new
w strategies
and
d techniques
for using verbal
and
d nonverbal
beh
haviors that
indiicate caring
for students that
add
dress unique
stud
dent needs
and
d situations?
In addition tto
using verba
al and
nonverbal
behaviors th
hat
indicate carring for
students ho
ow can
you monitorr the
quality of
ps in
relationship
the classroo
om?
Adapts and
a
creates new
strategies
s for
unique sttudent
needs and
situations
s in
order for the
e
to
desired effect
be eviden
nt in all
students.
R
Reflection Que
estions
U
Using verbal
a
and nonverball
b
behaviors thatt
indicate caring
g
ffor students
Effective
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
How can you use
verba
al and nonverba
al
behavviors that indicate
caring
g for students?
?
Not A
Applicable
Unsattisfactory
Strateg
gy was
called ffor but not
exhibite
ed.
Unsattisfactory
an you
How ca
begin to
o
incorpo
orate this
strategyy into your
instructtion?
Page 3
37
38. Displaying Obje
ectivity and Control
T
The teacher behaves in an ob
bjective and con
ntrolled manne
er.
T
Teacher Evide
ence
 Teacher does not exhibit extremes
e
in positive or negatiive emotions
 Teacher addresses inflam
mmatory issues and events in a calm and con
ntrolled manne
er
 Teacher inteeracts with all students
s
in the
e same calm an
nd controlled fa
ashion
 Teacher does not demonsstrate personal offense at studdent misbehavvior
S
Student Evidence
 Students arre settled by thee teacher’s calm demeanor
 When askedd, the studentss describe the teacher
t
as in co
ontrol of himse
elf/herself and in control of the
e class
 When askedd, students sayy that the teachher does not hoold grudges or take things personally
S
Scale Levels: (choose one)
Highly Effec
ctive +
Highly Effective
S
Scale
Highly Efffective +
D
Displaying
e
emotional
o
objectivity and
d
c
control
Adapts and
a
creates new
n
strategies
s for
unique sttudent
needs an
nd
situations
s in
order for the
desired effect
e
to
be eviden
nt in all
students.
R
Reflection Que
estions
D
Displaying
e
emotional
o
objectivity and
d
c
control
Effective
Ne
eeds Improvem
ment/Developin
ng
Hiighly Effective
Beh
haves in an
objective and
ntrolled
con
ma
anner and
mo
onitors for
evid
dence of the
effe
ect on the
clas
ssroom
clim
mate for the
ma
ajority of
students.
Unsatisfa
actory
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Behaves in an
objective an
nd
controlled
manner, bu t the
majority of
students are
e not
monitored ffor the
desired effe
ect of
the strategyy.
Uses strategy
incorrrectly or with pa
arts
missing.
Not A
Applicable
Unsattisfactory
Strategy was
called ffor but not
exhibite
ed.
Highly Efffective +
Hiighly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Unsattisfactory
e you
What are
learning about
a
your stud
dents as
you adap
pt and
create ne
ew
strategies
s?
w might you
How
ada
apt and create
new
w strategies
and
d techniques
for behaving in
an objective and
con
ntrolled
ma
anner that
add
dress unique
student needs
d situations?
and
In addition tto
behaving in
n an
objective an
nd
controlled
ow can
manner, ho
you monitorr the
effect on the
e
classroom
climate?
How can you behavve in
an ob
bjective and
contro
olled manner?
How ca
an you
begin to
o
incorpo
orate this
strategyy into your
instructtion?
Student Intervie
ews
S
Student Questtions:
 How much
m
did you fe
eel accepted an
nd welcomed in
n the class tod ay?
 What are
a some thing
gs that made yo
ou feel accepte
ed and welcom
med?
 What are
a some thing
gs that did not make
m
you feel accepted
a
and w
welcomed?
3
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
Page 3
38
D
Design Que
estion #9: What
W
will I do
d to communicate hig
gh expectatiions for all students?
39. Demonstrating Value
V
and Respect
R
forr All Studen ts*
T
The teacher exhibits behaviorrs that demonsttrate value and
d respect for low
w expectancy sstudents.
T
Teacher Evide
ence
 When askedd, the teacher can identify thee students for whom
w
there ha
ave been low exxpectations and the various w
ways in
w
which these stu
udents have be
een treated diffe
erently from hig
gh expectancy students
 The teacher provides low expectancy witth nonverbal inndications that tthey are valuedd and respecteed:
s eye contact

Makes

Smiles
s

Makes
s appropriate physical contactt
 The teacher proves low exxpectancy studdents with verbaal indications thhat they are vaalued and respeected:

Playful dialogue

Addres
ssing students in a manner th
hey view as res
spectful
 Teacher does not allow neegative commeents about low expectancy stuudents
S
Student Evidence
 When askedd, students sayy that the teachher cares for all students
 Students treeat each other with respect
S
Scale Levels: (choose one)
Highly
Highly Effective +
y Effective
S
Scale
C
Communicatin
ng
v
value and
rrespect for low
w
e
expectancy
s
students
Needs Improveme
ent/Developing
g
Unsatisfacctory
Not Ap
pplicable
Highly Efffective +
Highly
H
Effective
Effecttive
Needs
Imp
provement/Deve
eloping
nd
Adapts an
creates new
strategies
s for
unique student
needs and
situations
s in order
for the de
esired
effect to be
b
evident in
n all
students.
Exh
hibits behaviors
s
tha
at demonstrate
value and respectt
for low
exp
pectancy
students and
mo
onitors for
evidence of the
imp
pact on the
ma
ajority of
students.
Exhibits be
ehaviors
that demon
nstrate
value and respect
pectancy
for low exp
students, b
but the
majority off
students a re not
monitored for the
desired efffect of
the strateg
gy.
Use
es strategy
inco
h parts
orrectly or with
misssing.
Highly
H
Effective
Effecttive
Needs
Imp
provement/Deve
eloping
Unsa
atisfactory
How might you
ada
apt and create
new
w strategies
and
d techniques
for behaviors thatt
monstrate
dem
value and respect
for low
exp
pectancy
stu
udents that
add
dress unique
stu
udent needs
and
d situations?
In addition to
exhibiting
behaviors that
ate value
demonstra
and respecct for
low expecttancy
students, h
how can
you monito
or the
impact on low
expectancyy
students?
Ho w can you exhibit
beh
haviors that
dem
monstrate value and
resspect for low
exp
pectancy stude
ents?
How can you
n to
begin
incorrporate this
strate
egy into
your
uction?
instru
R
Reflection Que
estions
Highly Efffective +
C
Communicatin
ng
v
value and
rrespect for low
w
e
expectancy
s
students
Effective
E
What are you
a
learning about
your students as
you adapt and
create ne
ew
strategies
s?
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
Unsa
atisfactory
Strate
egy was
called
d for but
not e
exhibited.
Page 3
39
40. Askin
ng Question
ns of All Students*
T
The teacher asks questions of low expectancy students witth the same fre
equency and de
epth as with high expectancyy students.
T
Teacher Evide
ence
 Teacher maakes sure low expectancy
e
students are aske
ed questions att the same rate
e as high expecctancy studentss
 Teacher maakes sure low expectancy
e
students are aske
ed complex que
estions at the ssame rate as high expectancyy students
S
Student Evidence
 When askedd, students sayy the teacher expects
e
everyon
ne to participatte
 When askedd, students sayy the teacher asks
a
difficult questions of everry student
S
Scale Levels: (choose one)
Highly
Highly Effective +
y Effective
S
Scale
A
Asking
q
questions of lo
ow
e
expectancy
s
students
Highly Efffective +
Needs Improveme
ent/Developing
g
Unsatisfacctory
Not Ap
pplicable
Unsattisfactory
Hiighly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Ask
ks questions off
low
w expectancy
stud
dents with the
sam
me frequency
and
d depth with
high expectancy
dents and
stud
monitors for
dence of the
evid
qua
ality of
parrticipation of
the majority of
dents.
stud
Asks questiions of
low expecta
ancy
students witth the
same frequ ency
as with
and depth a
high expecttancy
students, bu
ut the
majority of
e not
students are
monitored ffor the
desired effe
ect of
the strategyy.
Uses strategy
incorrrectly or with parts
missing.
Highly Efffective +
Hiighly Effective
Effectiv
ve
Needs
Impro
ovement/Develo
oping
Unsattisfactory
e you
What are
learning about
a
your stud
dents as
you adap
pt and
create ne
ew
strategies
s?
w might you
How
ada
apt and create
new
w strategies
and
d techniques
for asking
que
estions of low
exp
pectancy
students that
dress unique
add
student needs
d situations?
and
In addition tto
asking quesstions
of low
expectancyy
students witth the
same frequ ency
as with
and depth a
high expecttancy
students, ho
ow
can you mo
onitor
the quality o
of
participation
n of
low expecta
ancy
students?
How can you ask
questtions of low
expecctancy studentts
with tthe same
frequency and depth as
with h
high expectanccy
stude
ents?
an you
How ca
begin to
o
incorpo
orate this
strategyy into your
instructtion?
Adapts and
creates new
n
strategies
s for
unique sttudent
needs an
nd
situations
s in
order for the
desired effect
e
to
be eviden
nt in all
students.
R
Reflection Que
estions
A
Asking
q
questions of
lo
ow expectanc
cy
s
students
Effective
E
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
gy was
Strateg
called ffor but not
exhibite
ed.
Page 4
40
41. Prob
bing Incorrect Answers
s with All Sttudents*
T
The teacher pro
obes incorrect answers of low
w expectancy students in the ssame manner as he/she doess with high exp
pectancy
sstudents.
T
Teacher Evide
ence
 Teacher asks low expectaancy students too further explain their answerrs when they are incorrect
 Teacher repphrases questioons for low exppectancy studeents when they provide an inccorrect answer
 Teacher breeaks a questionn into smaller and
a simpler parrts when a low expectancy sttudent answerss a question inccorrectly
 When low expectancy
e
stud
dents demonsttrate frustration
n, the teacher a
allows them to collect their tho
oughts but goe
es back to
th
hem at a later point in time
S
Student Evidence
 When askedd, students sayy that the teachher won’t “let yoou off the hookk”
 When askedd, students sayy that the teachher “won’t give up on you”
 When askedd, students sayy the teacher helps them answ
wer questions successfully
S
Scale Levels: (choose one)
Highly Effective +
y Effective
Highly
S
Scale
P
Probing
incorrect
a
answers by low
w
e
expectancy
s
students
Highly
y
Effective
e+
nd
Adapts an
creates new
strategies
s for
unique
student
needs and
situations
s in
order for the
desired effect
e
to be evid
dent
in all
students.
R
Reflection Que
estions
P
Probing
incorrect
a
answers by low
w
e
expectancy
s
students
Effective
E
Needs Improveme
ent/Developing
g
High
hly Effective
Probes incorrect
answerrs of low
expecta
ancy students
in the same
s
manner
as with high
ancy students
expecta
and mo
onitors for
evidenc
ce of the level
and qua
ality of
respons
ses of the
majority
y of students.
Unsatisfacctory
Not Ap
pplicable
Effec
ctive
Needs
Im
mprovement/De
eveloping
Uns
satisfactory
Probes inco
orrect
answers off low
expectancyy students
in the same
e manner
as with high
h
expectancyy students,
but the majjority of
students arre not
monitored ffor the
desired effe
ect of the
strategy.
U
Uses strategy
in
ncorrectly or with parts
m
missing.
Stra
ategy was
callled for but
not exhibited.
Needs
Im
mprovement/De
eveloping
Uns
satisfactory
H
How can you prrobe
in
ncorrect answe
ers of
lo
ow expectancy
sttudents in the ssame
m
manner as with high
exxpectancy stud
dents?
How
w can you
beg
gin to
inco
orporate
thiss strategy
into
o your
insttruction?
Highly
y
Effective
e+
High
hly Effective
Effec
ctive
What are you
learning
ur
about you
students as
you adap
pt
and creatte
new
s?
strategies
How might you adapt
and cre
eate new
strategies for probing
ct answers of
incorrec
low exp
pectancy
studentts in the same
manner as with high
ancy students
expecta
that add
dress their
unique student needs
s
and situ
uations?
In addition to probing
incorrect an
nswers of
low expecta
ancy
students in the same
manner as with high
expectancyy students,
how can yo
ou monitor
the level an
nd quality
responses of low
expectancyy
students?
Student Intervie
ews
S
Student Questtions:

How does
d
your teach
her demonstratte that they carre and respect you?

How does
d
your teach
her communica
ate that everyone is expected
d to participate and answer diffficult questionss?

What are
a some ways
s that your teac
cher helps you answer questi ons successfully?
©
©2011 Robert J. Marzano. Caan only be digittized in iObserrvation.
iO
Observation is a registered trademark of Le
earning Sciences Internationaal®
Page 4
41
Art and Science of Teaching
Modified Protocols for SCPS
Teacher Evaluation Model: Domain 2: Planning & Preparing
The teacher plans for clear goals and identifies them in the plan; he or she describes methods for tracking
student progress and measuring success.
Planning and Preparing for Lessons and Units
42. Effective Scaffolding of Information within Lessons
Within lessons, the teacher prepares and plans the organization of content in such a way that
each new piece of information builds on the previous piece.
Planning Evidence
 Content is organized to build upon previous information
 Presentation of content is logical and progresses from simple to complex
 Where appropriate, presentation of content is integrated with other content areas, other
lessons and/or units
 The plan anticipates potential confusions that students may experience
Teacher Evidence
 When asked, the teacher can describe the rationale for how the content is organized
 When asked, the teacher can describe the rationale for the sequence of instruction
 When asked, the teacher can describe how content is related to previous lessons, units or
other content
 When asked, the teacher can describe possible confusions that may impact the lesson or
unit
Scale
Highly
Effective+
The
Effective
Scaffolding teacher is
recognized
of
Information leader in
helping
within
others with
Lessons
this activity
Highly
Effective
Within
lessons
the
teacher
organizes
content in
such a
way that
each new
piece of
information
clearly
builds on
the
previous
piece
Effective
Needs
Improvement/Developing
The teacher attempts to
The
perform this activity but
teacher
does not actually complete
scaffolds
or follow through with
the
information these attempts
© 2011 Robert J. Marzano. Can only be digitized in iObservation (3).
iObservation is a registered trademark of Learning Sciences International®
Unsatisfactory
The teacher
makes no
attempt to
perform this
activity
www.MarzanoEvaluation.com
Page 42
Art and Science of Teaching
Modified Protocols for SCPS
Teacher Evaluation Model: Domain 2: Planning & Preparing
43. Lessons within Units
The teacher organizes lessons within units to progress toward a deep understanding of
content.
Planning Evidence
 Plans illustrate how learning will move from an understanding of foundational content to
application of information in authentic ways
 Plans incorporate student choice and initiative
 Plans provide for extension of learning
Teacher Evidence
 When asked, the teacher can describe how lessons within the unit progress toward deep
understanding and transfer of content
 When asked, the teacher can describe how students will make choices and take initiative
 When asked, the teacher can describe how learning will be extended
Scale
Lessons
within Units
Highly
Effective+
The teacher
is a
recognized
leader in
helping
others with
this activity
Highly
Effective
Effective
The teacher
organizes
lessons
within a unit
so that
students
move from
surface level
to deeper
understandin
g of content
and requires
students to
apply the
conent
through
authentic
tasks
The teacher
organizes
lessons
within a unit
so that
students
move from
surface level
to deeper
understandin
g of content
© 2011 Robert J. Marzano. Can only be digitized in iObservation (3).
iObservation is a registered trademark of Learning Sciences International®
Needs
Improvement/
Developing
The teacher
attempts to
perform this
activity but
does not
actually
complete or
follow through
with these
attempts
Unsatisfactory
The teacher
makes no
attempt to
perform this
activity
www.MarzanoEvaluation.com
Page 43
Art and Science of Teaching
Modified Protocols for SCPS
Teacher Evaluation Model: Domain 2: Planning & Preparing
44. Attention to Established Content Standards
The teacher ensures that lesson and unit plans are aligned with established content standards
identified by the district and the manner in which that content should be sequenced.
Planning Evidence
 Lesson and unit plans include important content identified by the district (scope)
 Lesson and unit plans include the appropriate manner in which materials should be taught
(sequence) as identified by the district
Teacher Evidence
 When asked, the teacher can identify or reference the important content (scope) identified
by the district
 When asked, the teacher can describe the sequence of the content to be taught as identified
by the district
Scale
Highly
Effective+
Attention to The
Established teacher is
a
Content
recognized
Standards
leader in
helping
others with
this activity
Highly
Effective
The
teacher
ensures
that
lessons
and units
include the
important
content
identified
by the
district and
the
manner in
which that
content
should be
sequenced
Effective
The
teacher
ensures
that
lessons
and units
include
the
important
content
identified
by the
district
Needs
Improvement/Developing
The teacher attempts to
perform this activity but
does not actually complete
or follow through with
these attempts
© 2011 Robert J. Marzano. Can only be digitized in iObservation (3).
iObservation is a registered trademark of Learning Sciences International®
Unsatisfactory
The teacher
makes no
attempt to
perform this
activity
www.MarzanoEvaluation.com
Page 44
Art and Science of Teaching
Modified Protocols for SCPS
Teacher Evaluation Model: Domain 2: Planning & Preparing
lanning and Preparing for Use of Resources and Technology
45. Use of Available Traditional Resources
The teacher identifies the available traditional resources (materials and human) for upcoming
units and lessons.
Planning Evidence
 The plan outlines resources within the classroom that will be used to enhance students’
understanding of the content
 The plan outlines resources within the school that will be used enhance students’
understanding of the content
 The plan outlines resources within the community that will be used to enhance students’
understanding of the content
Teacher Evidence
 When asked, the teacher can describe the resources within the classroom that will be used
to enhance students’ understanding of the content
 When asked, the teacher can describe resources within the school that will be used to
enhance students’ understanding of the content
 When asked, the teacher can describe resources within the community that will be used to
enhance students’ understanding of the content
Scale
Use of
Available
Traditional
Resources
Highly
Effective+
Highly
Effective
Effective
The teacher is
a recognized
leader in
helping others
with this
activity
The teacher
identifies the
available
traditional
resources that
can enhance
student
understanding
and the
manner in
which they will
be used
The teacher
identifies the
available
traditional
resources that
can enhance
student
understanding
© 2011 Robert J. Marzano. Can only be digitized in iObservation (3).
iObservation is a registered trademark of Learning Sciences International®
Needs
Improvement
/Developing
The teacher
attempts to
perform this
activity but
does not
actually
complete or
follow through
with these
attempts
Unsatisfactory
The teacher
makes no
attempt to
perform this
activity
www.MarzanoEvaluation.com
Page 45
Art and Science of Teaching
Modified Protocols for SCPS
Teacher Evaluation Model: Domain 2: Planning & Preparing
46. Use of Available Technology
The teacher identifies the use of available technology that can enhance students’ understanding
of content in a lesson or unit.
Planning Evidence
 The plan identifies available technology that will be used:
 Interactive whiteboards
 Response systems
 Voting technologies
 One-to-one computers
 Social networking sites
 Blogs
 Wikis
 Discussion Boards
 The plan identifies how the technology will be used to enhance student learning
Teacher Evidence
 When asked, the teacher can describe the technology that will be used
 When asked, the teacher can articulate how the technology will be used to enhance student
learning
Scale
Use of
Available
Technology
Highly
Effective+
The teacher
is a
recognized
leader in
helping
others with
this activity
Highly
Effective
Effective
The teacher
identifies the
available
technologies
that can
enhance
student
understanding
and the
manner in
which they will
be used
The teacher
identifies the
available
technologies
that can
enhance
student
understanding
© 2011 Robert J. Marzano. Can only be digitized in iObservation (3).
iObservation is a registered trademark of Learning Sciences International®
Needs
Improvement/
Developing
The teacher
attempts to
perform this
activity but
does not
actually
complete or
follow through
with these
attempts
Unsatisfactory
The teacher
makes no
attempt to
perform this
activity
www.MarzanoEvaluation.com
Page 46
Art and Science of Teaching
Modified Protocols for SCPS
Teacher Evaluation Model: Domain 2: Planning & Preparing
Planning and Preparing for the Needs of English Language Learners
47. Needs of English Language Learners
The teacher provides for the needs of English Language Learners (ELL) by identifying the
adaptations that must be made within a lesson or unit.
Planning Evidence
 The plan identifies the accommodations that must be made for individual ELL students or
groups within a lesson
 The plan identifies the adaptations that must be made for individual ELL students or groups
within a unit of instruction
Teacher Evidence
 When asked, the teacher can describe the accommodations that must be made for individual
ELL students or groups of students within a lesson
 When asked, the teacher can describe the adaptations that must be made for individual ELL
students or groups of students within a unit of instruction
Scale
Needs of
English
Language
Learners
Highly
Effective
+
The
teacher is
a
recognize
d leader
in helping
others
with this
activity
Highly
Effective
Effective
Needs
Improvement/Developing
Unsatisfactory
The
teacher
identifies
the needs
of English
Language
Learners,
articulates
their
required
accommo
dations,
and
demonstra
tes careful
planning
to
implement
those
accommo
dations
The teacher
identifies the
needs of English
Language
Learners and
articulates their
required
accommodation
s
The teacher attempts to
perform this activity but
does not actually complete
or follow through with these
attempts
The teacher
makes no
attempt to
perform this
activity
© 2011 Robert J. Marzano. Can only be digitized in iObservation (3).
iObservation is a registered trademark of Learning Sciences International®
www.MarzanoEvaluation.com
Page 47
Art and Science of Teaching
Modified Protocols for SCPS
Teacher Evaluation Model: Domain 2: Planning & Preparing
Planning and Preparing for Needs of Students Receiving Special Education
48. Needs of Special Education Students
The teacher identifies the needs of students receiving special education by providing
accommodations and modifications that must be made for specific students receiving special
education.
Planning Evidence
 The plan describes accommodations and/or modifications that must be made for individual
students receiving special education or groups of students according to the Individualized
Education Program (IEP)for a lesson
 The plan describes the accommodations and/or modifications that must be made for
individual students receiving special education or groups of students according to the IEP for a
unit of instruction
Teacher Evidence
 When asked, the teacher can describe the specific accommodations and/or modifications
that must be made for individual students receiving special education or groups of students
according to their IEP for a lesson
 When asked, the teacher can describe the specific accommodations and/or modifications
that must be made for individual students receiving special education or groups of students
according to their IEP for a unit of instruction
Scale
Needs of
Students
Receiving
Special
Education
Highly
Effective+
The teacher
is a
recognized
leader in
helping
others with
this activity
Highly
Effective
Effective
The teacher
identifies the
needs of
students
receiving special
education,
articulates their
required
accommodation
s and/or
modifications,
and
demonstrates
careful planning
to implement
those
accommodation
s and/or
modifications
The teacher
identifies the
needs of
students
receiving
special
education
and
articulates
their required
accommodati
ons and/or
modifications
© 2011 Robert J. Marzano. Can only be digitized in iObservation (3).
iObservation is a registered trademark of Learning Sciences International®
Needs
Improvement/
Developing
The teacher
attempts to
perform this
activity but
does not
actually
complete or
follow through
with these
attempts
Unsatisfactory
The teacher
makes no
attempt to
perform this
activity
www.MarzanoEvaluation.com
Page 48
Art and Science of Teaching
Modified Protocols for SCPS
Teacher Evaluation Model: Domain 2: Planning & Preparing
Planning and Preparing for Needs of Students Who Lack Support for Schooling
49. Needs of Students Who Lack Support for Schooling
The teacher identifies the needs of students who come from home environments that offer little
support for schooling.
Planning Evidence
 The plan provides for the needs of students who come from home environments that offer
little support for schooling
 When assigning homework, the teacher takes into consideration the students’ family
resources
 When communicating with the home, the teacher takes into consideration family and
language resources
Teacher Evidence
 When asked, the teacher can articulate how the needs of students who come from home
environments that offer little support for schooling will be addressed
 When asked, the teacher can articulate the ways in which the students’ family resources will
be addressed when assigning homework
 When asked, the teacher can articulate the ways in which communication with the home will
take into consideration family and language resources
Scale
Needs of
Students
Who Lack
Support for
Schooling
Highly
Effective+
The teacher
is a
recognized
leader in
helping
others with
this activity
Highly
Effective
The teacher
identifies the
needs of
students who
lack support
for schooling,
articulates
the
adaptations
that will be
made to
meet these
needs, and
demonstrates
careful
planning to
implement
those
adaptations
Effective
The teacher
identifies the
needs of
students who
lack support
for schooling
and
articulates
the
adaptations
that will be
made to
meet these
needs
© 2011 Robert J. Marzano. Can only be digitized in iObservation (3).
iObservation is a registered trademark of Learning Sciences International®
Needs
Improvement/Developing
The teacher attempts to
perform this activity but
does not actually complete
or follow through with
these attempts
Unsatisfactory
The teacher
makes no
attempt to
perform this
activity
www.MarzanoEvaluation.com
Page 49
Art and Science of Teaching
Modified Protocols for SCPS
Teacher Evaluation Model: Domain 3: Reflecting on Teaching
Evaluating Personal Performance
50. Identifying Areas of Pedagogical Strength and Weakness
The teacher identifies specific strategies and behaviors on which to improve from Domain 1
(routine lesson segments, content lesson segments and segments that are enacted on the
spot).
Teacher Evidence
 The teacher identifies specific areas of strengths and weaknesses within Domain 1
 The teacher keeps track of specifically identified focus areas for improvement within Domain
1
 The teacher identifies and keeps track of specific areas identified based on teacher interest
within Domain 1
 When asked, the teacher can describe how specific areas for improvement are identified
within Domain 1
Scale
Identifying
Areas of
Pedagogic
al Strength
and
Weakness
Highly
Effective+
The
teacher is
a
recognize
d leader in
helping
others with
this
activity
Highly
Effective
The teacher
identifies
specific
strategies
and
behaviors
on which to
improve and
selects the
strategies
and
behaviors
that are
most useful
his or her
developmen
t.
Effective
Needs
Improvement/Developing
The teacher attempts to
The
perform this activity but
teacher
identifies does not actually complete
or follow through with these
specific
strategies attempts
and
behaviors
on which
to
improve
© 2011 Robert J. Marzano. Can only be digitized in iObservation (3).
iObservation is a registered trademark of Learning Sciences International®
Unsatisfactory
The teacher
makes no
attempt to
perform this
activity
www.MarzanoEvaluation.com
Page 50
Art and Science of Teaching
Modified Protocols for SCPS
Teacher Evaluation Model: Domain 3: Reflecting on Teaching
51. Evaluating the Effectiveness of Individual Lessons and Units
The teacher determines how effective a lesson or unit of instruction was in terms of enhancing
student achievement and identifies causes of success or difficulty.
Teacher Evidence
 The teacher gathers and keeps records of his or her evaluations of individual lessons and
units
 When asked, the teacher can explain the strengths and weaknesses of specific lessons and
units
 When asked, the teacher can explain the alignment of the assessment tasks and the
learning goals
 When asked, the teacher can explain how the assessment tasks help track student progress
toward the learning goals
Scale
Evaluating
the
Effectiveness
of Individual
Lessons and
Units
Highly
Effective+
Highly
Effective
Effective
The
teacher is a
recognized
leader in
helping
others with
this activity
The teacher
determines
how effective
a lesson or
unit was in
terms of
enhancing
student
achievement
and identifies
specific
causes of
success or
difficulty and
uses this
analysis
when making
instructional
decisions
The teacher
determines
how effective
a lesson or
unit was in
terms of
enhancing
student
achievement
© 2011 Robert J. Marzano. Can only be digitized in iObservation (3).
iObservation is a registered trademark of Learning Sciences International®
Needs
Improvement/
Developing
The teacher
attempts to
perform this
activity but
does not
actually
complete or
follow through
with these
attempts
Unsatisfactory
The teacher
makes no
attempt to
perform this
activity
www.MarzanoEvaluation.com
Page 51
Art and Science of Teaching
Modified Protocols for SCPS
Teacher Evaluation Model: Domain 3: Reflecting on Teaching
52. Evaluating the Effectiveness of Specific Pedagogical Strategies and Behaviors
The teacher determines the effectiveness of specific instructional techniques regarding the
achievement of subgroups of students and identifies specific reasons for discrepancies.
Teacher Evidence
 The teacher gathers and keeps evidence of the effects of specific classroom strategies and
behaviors on specific categories of students (i.e., different socio-economic groups, different
ethnic groups)
 The teacher provides a written analysis of specific causes of success or difficulty
 When asked, the teacher can explain the differential effects of specific classroom strategies
and behaviors on specific categories of students
Scale
Evaluating
the
Effectiveness
of Specific
Pedagogical
Strategies
and
Behaviors
Highly
Effective+
Highly
Effective
Effective
The
teacher is a
recognized
leader in
helping
others with
this activity
The teacher
determines
the
effectiveness
of specific
strategies
and
behaviors
regarding the
achievement
of subgroups
of students
and identifies
the reasons
for
discrepancies
The teacher
determines
the
effectiveness
of specific
strategies and
behaviors
regarding the
achievement
of subgroups
of students
© 2011 Robert J. Marzano. Can only be digitized in iObservation (3).
iObservation is a registered trademark of Learning Sciences International®
Needs
Improvement/
Developing
The teacher
attempts to
perform this
activity but
does not
actually
complete or
follow through
with these
attempts
Unsatisfactory
The teacher
makes no attempt
to perform this
activity
www.MarzanoEvaluation.com
Page 52
Art and Science of Teaching
Modified Protocols for SCPS
Teacher Evaluation Model: Domain 3: Reflecting on Teaching
Developing and Implementing a Professional Growth Plan
53. Developing a Written Growth and Development Plan
The teacher develops a written professional growth and development plan with specific and
measureable goals, action steps, manageable timelines and appropriate resources.
Teacher Evidence
 The teacher constructs a growth plan that outlines measurable goals, action steps,
manageable timelines and appropriate resources
 When asked, the teacher can describe the professional growth plan using specific and
measurable goals, action steps, manageable timelines and appropriate resources
Scale
Developing a
Written
Growth and
Development
Plan
Highly
Effective+
Highly
Effective
Effective
The teacher
is a
recognized
leader in
helping
others with
this activity
The teacher
develops a
written
professional
growth and
development
plan with
clear and
measurable
goals,
actions
steps,
timelines and
resources
The teacher
develops a
written
professional
growth and
development
plan
© 2011 Robert J. Marzano. Can only be digitized in iObservation (3).
iObservation is a registered trademark of Learning Sciences International®
Needs
Improvement/
Developing
The teacher
attempts to
perform this
activity but
does not
actually
complete or
follow through
with these
attempts
Unsatisfactory
The teacher
makes no
attempt to
perform this
activity
www.MarzanoEvaluation.com
Page 53
Art and Science of Teaching
Modified Protocols for SCPS
Teacher Evaluation Model: Domain 3: Reflecting on Teaching
54. Monitoring Progress Relative to the Professional Growth and Development Plan
The teacher charts his or her progress toward goals using established action plans, milestones
and timelines.
Teacher Evidence
 The teacher constructs a plan that outlines a method for charting progress toward established
goals supported by evidence (e.g., student achievement data, student work, student interviews,
peer, self and observer feedback)
 When asked, the teacher can describe progress toward meeting the goals outlined in the plan
supported by evidence (e.g., student achievement data, student work, student interviews, peer,
self and observer feedback)
Scale
Monitoring
Progress
Relative to
the
Professional
Growth and
Development
Plan
Highly
Effective+
Highly
Effective
Effective
The teacher
is a
recognized
leader in
helping
others with
this activity
The teacher
charts his or
her progress
on the
professional
growth and
development
plan using
established
milestones
and timelines
and makes
modifications
or
adaptations
as needed
The teacher
charts his or
her progress
on the
professional
growth and
development
plan using
established
milestones
and timelines
© 2011 Robert J. Marzano. Can only be digitized in iObservation (3).
iObservation is a registered trademark of Learning Sciences International®
Needs
Improvement/
Developing
The teacher
attempts to
perform this
activity but
does not
actually
complete or
follow through
with these
attempts
Unsatisfactory
The teacher
makes no
attempt to
perform this
activity
www.MarzanoEvaluation.com
Page 54
Art and Science of Teaching
Modified Protocols for SCPS
Teacher Evaluation Model: Domain 4: Professionalism & Collegiality
Promoting a Positive Environment
55. Demonstrates Positive Interactions with Colleagues
The teacher interacts with other teachers in a positive manner to promote and support student
learning.
Teacher Evidence
 The teacher works cooperatively with appropriate school personnel to address issues that
impact student learning
 The teacher establishes working relationships that demonstrate integrity, confidentiality,
respect, flexibility, fairness and trust
 The teacher accesses available expertise and resources to support students’ learning needs
 When asked, the teacher can describe situations in which he or she interacts positively with
colleagues to promote and support student learning
 When asked, the teacher can describe situations in which he or she helped extinguish
negative conversations about other teachers
Scale
Promoting
Positive
Interactions
with
Colleagues
Highly
Effective+
The teacher
is a
recognized
leader in
helping
others with
this activity
Highly
Effective
Effective
The teacher
interacts with
other
colleagues in
a positive
manner to
promote and
support
student
learning and
helps to
extinguish
negative
conversation
s about other
teachers
The teacher
interacts with
other
colleagues in
a positive
manner to
promote and
support
student
learning
© 2011 Robert J. Marzano. Can only be digitized in iObservation (3).
iObservation is a registered trademark of Learning Sciences International®
Needs
Improvement/
Developing
The teacher
attempts to
perform this
activity but
does not
actually
complete or
follow through
with these
attempts
Unsatisfactory
The teacher
makes no
attempt to
perform this
activity
www.MarzanoEvaluation.com
Page 55
Art and Science of Teaching
Modified Protocols for SCPS
Teacher Evaluation Model: Domain 4: Professionalism & Collegiality
56. Demonstrates Positive Interactions with Students and Parents
The teacher interacts with students and parents in a positive manner to foster learning and
promote positive home/school relationships.
Teacher Evidence
 The teacher fosters collaborative partnerships with parents to enhance student success in a
manner that demonstrates integrity, confidentiality, respect, flexibility, fairness and trust
 The teacher ensures consistent and timely communication with parents regarding student
expectations, progress and/or concerns
 The teacher encourages parent involvement in classroom and school activities
 The teacher demonstrates awareness and sensitivity to social, cultural and language
backgrounds of families
 The teacher uses multiple means and modalities to communicate with families
 The teacher responds to requests for support, assistance and/or clarification promptly
 The teacher respects and maintains confidentiality of student/family information
 When asked, the teacher can describe instances when he or she interacted positively with
students and parents
 When asked, students and parents can describe how the teacher interacted positively with
them
 When asked, the teacher can describe situations in which he or she helped extinguish
negative conversations about students and parents
Scale
Promoting
Positive
Interactions
about
Students and
Parents
Highly
Effective+
Highly
Effective
Effective
The teacher is
a recognized
leader in
helping others
with this
activity
The teacher
interacts with
students and
parents in a
positive
manner to
foster learning
and promote
positive
home/school
relationships
and helps
extinguish
negative
conversations
about students
and parents
The teacher
interacts with
students and
parents in a
positive
manner to
foster learning
and promote
positive
home/school
relationships
© 2011 Robert J. Marzano. Can only be digitized in iObservation (3).
iObservation is a registered trademark of Learning Sciences International®
Needs
Improvement/
Developing
The teacher
attempts to
perform this
activity but
does not
actually
complete or
follow through
with these
attempts
Unsatisfactory
The teacher
makes no
attempt to
perform this
activity
www.MarzanoEvaluation.com
Page 56
Art and Science of Teaching
Modified Protocols for SCPS
Teacher Evaluation Model: Domain 4: Professionalism & Collegiality
Promoting Exchange of Ideas and Strategies
57. Seeking Mentorship for Areas of Need or Interest
The teacher seeks help and input from colleagues regarding specific classroom strategies and
behaviors.
Teacher Evidence
 The teacher keeps track of specific situations during which he or she has sought mentorship
from others
 The teacher actively seeks help and input in Professional Learning Community meetings
 The teacher actively seeks help and input from appropriate school personnel to address
issues that impact instruction
 When asked, the teacher can describe how he or she seeks input from colleagues regarding
issues that impact instruction
Scale
Seeking
Mentorship
for Areas of
Need or
Interest
Highly
Effective+
Highly
Effective
Effective
The teacher
is a
recognized
leader in
helping
others with
this activity
The teacher
seeks help
and
mentorship
from
colleagues
regarding
specific
classroom
strategies
and
behaviors
The teacher
seeks help
and
mentorship
from
colleagues
© 2011 Robert J. Marzano. Can only be digitized in iObservation (3).
iObservation is a registered trademark of Learning Sciences International®
Needs
Improvement/
Developing
The teacher
attempts to
perform this
activity but
does not
actually
complete or
follow through
with these
attempts
Unsatisfactory
The teacher
makes no
attempt to
perform this
activity
www.MarzanoEvaluation.com
Page 57
Art and Science of Teaching
Modified Protocols for SCPS
Teacher Evaluation Model: Domain 4: Professionalism & Collegiality
58. Mentoring Other Teachers and Sharing Ideas and Strategies
The teacher provides other teachers with help and input regarding specific classroom strategies
and behaviors.
Teacher Evidence
 The teacher keeps tracks of specific situations during which he or she mentored other
teachers
 The teacher contributes and shares expertise and new ideas with colleagues to enhance
student learning in formal and informal ways
 The teacher serves as an appropriate role model (mentor, coach, presenter, researcher)
regarding specific classroom strategies and behaviors
 When asked, the teacher can describe specific situations in which he or she has mentored
colleagues
Scale
Mentoring
Other
Teachers
and Sharing
Ideas and
Strategies
Highly
Effective+
The teacher
is a
recognized
leader in
helping
others with
this activity
Highly
Effective
The teacher
provides
other
teachers with
help and
input
regarding
classroom
strategies
and
behaviors at
a specific
enough level
to enhance
their
pedagogical
skills
Effective
The teacher
provides
other
teachers with
help and
input
regarding
classroom
strategies
and
behaviors
© 2011 Robert J. Marzano. Can only be digitized in iObservation (3).
iObservation is a registered trademark of Learning Sciences International®
Needs
Improvement/Developing
The teacher attempts to
perform this activity but
does not actually complete
or follow through with
these attempts
Unsatisfactory
The teacher
makes no
attempt to
perform this
activity
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Page 58
Art and Science of Teaching
Modified Protocols for SCPS
Teacher Evaluation Model: Domain 4: Professionalism & Collegiality
Promoting District and School Development
59. Adhering to District and School Rules and Procedures
The teacher is aware of the district’s and school’s rules and procedures and adheres to them.
Teacher Evidence
 The teacher performs assigned duties
 The teacher follows policies, regulations and procedures
 The teacher maintains accurate records (student progress, completion of assignments, noninstructional records)
 The teacher fulfills responsibilities in a timely manner
 The teacher understands legal issues related to students and families
 The teacher demonstrates personal integrity
 The teacher keeps track of specific situations in which he or she adheres to rules and
procedures
Scale
Adhering to
District and
School
Rules and
Procedures
Highly
Effective+
The teacher
is a
recognized
leader in
helping
others with
this activity
Highly
Effective
The teacher
is aware of,
and adheres
to, district
and school
rules and
procedures
and can
articulate the
need for
specific rules
and
procedures
to others.
Effective
The teacher
is aware of,
and adheres
to, district
and school
rules and
procedures
© 2011 Robert J. Marzano. Can only be digitized in iObservation (3).
iObservation is a registered trademark of Learning Sciences International®
Needs
Improvement/Developing
The teacher attempts to
perform this activity but
does not actually complete
or follow through with
these attempts
Unsatisfactory
The teacher
makes no
attempt to
perform this
activity
www.MarzanoEvaluation.com
Page 59
Art and Science of Teaching
Modified Protocols for SCPS
Teacher Evaluation Model: Domain 4: Professionalism & Collegiality
60. Participating in District and School Initiatives
The teacher is aware of the district’s and school’s initiatives and participates in them in
accordance with his or her talents and availability.
Teacher Evidence
 The teacher participates in school activities and events as appropriate to support students
and families
 The teacher serves on school and district committees
 The teacher participates in staff development opportunities
 The teacher works to achieve school and district improvement goals
 The teacher keeps tracks of specific situations in which he or she has participated in school
or district initiatives
 When asked, the teacher can describe or show evidence of his/her participation in district
and school initiatives
Scale
Participating
in District
and School
Initiatives
Highly
Effective+
The teacher
is a
recognized
leader in
helping
others with
this activity
Highly
Effective
The teacher
is aware of,
and
participates
in, the
district’s and
school’s
initiatives and
can articulate
the need for
specific
initiatives to
others.
Effective
The teacher
is aware of,
and
participates
in, the
district’s and
school’s
initiatives
© 2011 Robert J. Marzano. Can only be digitized in iObservation (3).
iObservation is a registered trademark of Learning Sciences International®
Needs
Improvement/Developing
The teacher attempts to
perform this activity but
does not actually complete
or follow through with
these attempts
Unsatisfactory
The teacher
makes no
attempt to
perform this
activity
www.MarzanoEvaluation.com
Page 60