Bering Strait School District
Demographic Information
 Covers 88,000 square miles
 15 school sites
 1250 students
© 2010 Learning Sciences International
877.411.7114
www.iObservation.com
How the Decision Was Made
 BSSD has four School Improvement Grant schools
(SIG)
 Gambell, Savoonga, Stebbins and Shishmaref
 SIG schools are required to implement a new teacher
and administrator evaluation instrument.
© 2010 Learning Sciences International
877.411.7114
www.iObservation.com
How the Decision Was Made
 We reviewed Marzano’s iObservation, and the
Danielson model
 We chose Marzano’s iObservation because:
a) The instructional professional development from
Marzano’s Art and Science of Teaching
b) The embedded video clips of best instructional
practices.
c) It’s technology
© 2010 Learning Sciences International
877.411.7114
www.iObservation.com
How the Decision Was Made
 One of the biggest factors in our selection of
iObservation was it’s coherence with:
a) Anita Archer’s Explicit Instruction
a) CHAMPS from Safe & Civil Schools
© 2010 Learning Sciences International
877.411.7114
www.iObservation.com
Implementation Challenges
 Compressed time for implementation due to the length of
the SIG grant.
 Technology
 Training on how to use the instrument for the principals
 Designing the evaluation instrument and the calculations
for the use of student performance data
© 2010 Learning Sciences International
877.411.7114
www.iObservation.com
Big Picture
Art and Science of Teaching
Teacher Growth Model
The Goal: An expectation that all teachers can
increase their expertise from year to year which
produces gains in student achievement from
year to year with a powerful cumulative effect
Research-based
strategies have a high
probability of raising
student achievement if
they are used:
• In the part (segment) or
type of lesson that is
appropriate for the
strategy
• At the appropriate level
of implementation
High Probability vs. High Yield
There are no high-yield instructional strategies; there are
only high-probability strategies. The simple presence or
absence of an instructional strategy does not define
effectiveness, but it is rather the teacher’s expertise in
adapting that strategy to the classroom within the context
of lesson segments that produces gains in student
achievement.”
Dr. Robert Marzano
© 2010 Learning Sciences International
877.411.7114
www.iObservation.com
Five Conditions to Support
Teacher Expertise
Common
Language of
Instruction
Recognition
of progress
Teacher
Expertise
Clear Criteria
for Success
and Plan for
Success
Focused
Feedback
and
Deliberate
Practice
Opportunity
to Observe
and Discuss
Teaching and
Learning
Causal Links to
Student Achievement
Domain One
Domain Two
Domain Three
Domain Four
Common
Language of
Instruction
FOUR DOMAINS
• The Four Domains of the Marzano Teacher
Evaluation Model contains 60 total elements.
• The elements build on each other to support teacher
growth, development and performance.
• Domain 1: Classroom Strategies and Behaviors, which
contains not only the largest number of elements but
also those that have been shown in causal studies to
have the most direct effect on student performance.
• The 60 elements define the knowledge base for
teaching and a framework for the systematic
development of expertise.
Art and Science of Teaching
Teacher Evaluation Model
STUDENT
ACHIEVEMENT
Domain 4:
Collegiality and
Professionalism
(6 Elements)
Promoting a
Positive
Environment
(2 Elements)
Promoting
Exchange of Ideas
(2 Elements)
Promoting
District and
School
Development
(2 Elements)
Domain 1: Classroom Strategies and Behaviors (41 Elements)
Routine Segments (5 Elements)
Content Segments (18 Elements)
On the Spot Segments (18 Elements)
Domain 2: Planning and Preparing (8 Elements)
Lesson and Units (3 Elements)
Use of Materials and Technology (2 Elements)
Special Needs of Students (3 Elements)
Domain 3: Reflecting on Teaching (5 Elements)
Domain 4:
Collegiality and
Professionalism
(6 Elements)
Promoting a
Positive
Environment
(2 Elements)
Promoting
Exchange of Ideas
(2 Elements)
Promoting
District and
School
Development
(2 Elements)
Evaluating Personal Performance (3 Elements)
Professional Growth Plan (2 Elements)
13
• Marzano’s iObservation model contains:
• Goal Setting
• Planning and Reflection Conferences
• Classroom Observations
• Imbedded professional practice videos of good
instructional practices
Levels of Performance
• Scales: continuum of teaching behavior that documents growth over
time and can be used as a formative feedback tool or a summative
assessment. Example from Domain 1: Processing New Information
Innovating (4)
Applying (3)
Developing (2)
The teacher
adapts and
creates new
strategies for
unique student
needs and
situations
The teacher
engages
students in
summarizing,
predicting, and
questioning
activities and
monitors the
extent to which
the activities
enhance
student
understanding
The teacher
engages
students in
summarizing,
predicting, and
questioning
activities
Beginning (1)
The teacher
uses the
strategy
incorrectly or
with parts
missing
Not Using (0)
The strategy
was called for
but not
exhibited
15
A System of Feedback
Self
Observation
• Teachers analyze their own teaching through videotapes
Self
Reflection
• Teachers reflect upon their practice
Observations
Instructional Rounds
Walkthroughs
Common and Comprehensive
Model of Instruction
• Observation of an entire lesson
• Teacher and administrator teams engage
collectively in examining a model or language
of instruction
• Identify trends and patterns across
classrooms, grade levels, schools
and district
Next Steps For BSSD:
 Convene a Work Team to revise the student
performance data portion of the evaluation instrument.
 Expand the use of iObservation from the four SIG
schools to the entire district using the CREATE grant.
a) 3 year grant
b) Provide The Art and Science of Teaching professional
development to the remaining 11 schools
c) Train principals and teachers on the iObservation instrument.
d) Provide ongoing support to the four SIG schools.
Questions: