MARZANO CAUSAL MODEL:
A FRAMEWORK FOR TEACHING
AND LEARNING
Essential Questions
• Why shift to the Marzano Causal Model?
• How does the model support continuous
improvement?
• What are the key features of our APPR
agreement?
Today’s Goal and Objectives
Learning Goal: Participants will understand how the Marzano
Teacher Evaluation Model supports teacher growth through feedback
Participants will:
1. Understand the common language and organization of the
Marzano Framework and how it serves to support growth and
teacher expertise.
2. Recognize those strategies within the Marzano Model that are
already a part of their current instructional practice.
3. Apply the Model to a sample lesson.
4. Learn about the elements of the district’s APPR plan.
Why Shift from Danielson to Marzano?
Dr. Marzano In His Own Words…
What is the relationship between effective teaching
and student achievement?
Teacher Expertise
There is an
expectation that all
teachers can
increase their
expertise from year to
year, which, in turn,
produces gains in
student achievement
from year to year with
a powerful cumulative
effect.
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
Marzano Causal Model
When these strategies are used, here is the typical
effect on raising student achievement (percentile gain
corrected):
Note Taking
17%
Building Vocabulary
20%
Practice
14%
Effort and Recognition
14%
Setting Goals/Objectives
25%
Graphic Organizers
13%
Student Discussion/Chunking
17%
Homework
15%
Summarizing
19%
20%
Tracking Student Progress
and Using Scoring Scales
34%
Identifying Similarities
and Differences
Interactive Games
20%
Nonlinguistic Representations
17%
Haystead & Marzano.(2009).
Exploring The Framework
Domains, Lesson Segments, Design
Questions and Elements
Marzano Causal Model:
Four Domains of Professional Practice
Domain 1:
Classroom
Strategies &
Behaviors
Domain 2:
Planning &
Preparation
Domain 3:
Reflecting on
Teaching
Domain 4:
Professionalism &
Collegiality
The Marzano Art and Science of Teaching Framework: Domain 1
Lesson Segment
Involving Routine
Events
Lesson Segment
Addressing Content
Lesson Segment
Enacted on the Spot
Design Question 1: What will I
do to establish and
communicate learning goals,
track student progress, and
celebrate success?
Design Question 2: What will I
do to help students effectively
interact with the new
knowledge?
Design Question 5: What will I
do to engage students?
Design Question 6: What will I
do to establish or maintain
classroom rules and
procedures?
Design Question 3: What will I
do to help students practice
and deepen their
understanding of new
knowledge?
Design Question 7: What will I
do to recognize and
acknowledge adherence and
lack of adherence to classroom
rules and procedures?
Design Question 4: What will I
do to help students generate
and test hypotheses about new
knowledge?
Design Question 8: What will I
do to establish and maintain
effective relationships with
students?
Design Question 9: What will I
do to communicate high
expectations for all students?
Narrowing the Focus: Design Questions
Find a Partner…
Think
Pair
Share
Select a DQ that piques
your interest, resonates for
you as a teacher, or
provokes questions for you
about your practice.
Share with a partner.
The Marzano Art and Science of Teaching Framework: Domains 2-4
Domain 2:
Planning and
Preparing
Domain 3:
Reflecting on
Teaching
Domain 4:
Collegiality and
Professionalism
Planning and Preparing
for Lessons and Units
Evaluating Personal
Performance
Promoting a Positive
Environment
Planning and Preparing
for Use of Resources
and Technology
Developing and
Implementing a
Professional Growth
Plan
Promoting Exchange of
Ideas and Strategies
Planning and Preparing
for the Needs of
English Language
Learners
Planning and Preparing
for the Needs of
Students Receiving
Special Education
Planning and Preparing
for the Needs of
Students Who Lack
Support for Schooling
Promoting District and
School Development
Domain 1: Classroom Behaviors & Strategies
Self Assessment
Review the Marzano Learning Map for Domain 1.
For each of the 41 elements, indicate the following:
✔ I am comfortable applying this instructional strategy
or behavior and it’s a part of my practice.
? I want to learn more about this strategy or behavior.
Share your observations/reflections with a partner
District-wide Goal: Design Question 1
What will I do to establish and communicate
learning goals, track student progress & celebrate
success?
• #1: Provide clear learning goals and scales (rubrics)
• #2: Tracking student progress
• #3: Celebrating success
How are these elements part of your current
practice as a classroom teacher/specialist?
Digging into Design Question 1
Element #2: Tracking student progress
The teacher facilitates tracking of student progress
on one or more learning goals using a formative
approach to assessment.
What are three ways you track student progress in
your classroom?
Navigating the Protocol
2. Tracking student progress
The teacher facilitates tracking of student progress on one or more
learning goals using a formative approach to assessment.
Teacher Evidence:
Student Evidence:




Teacher helps student track their individual
progress on the learning goal
Teacher uses formal and informal means to
assign scores to students on the scale or rubric
depicting student status on the learning goal
Teacher charts the progress of the entire class
on the learning goal
What else do you see the teacher do?

When asked, students can describe their status
relative to the learning goal using the scale or
rubric
Students systematically update their status on the
learning goal
What else do you see the students do?
Classroom Visit
Elementary School Example
Middle School ELA Example
High School Social Studies Example
High School Dance Example
Navigating the Protocol
Scale
Not Using
Strategy was
called for but
not exhibited.
Beginning
Developing
Uses strategy incorrectly Facilitates tracking of student
or with parts missing.
progress using a formative
approach to assessment, but
the majority of students are not
monitored for the desired effect
of the strategy.
Applying
Innovating
Facilitates tracking of student
progress using a formative
approach to assessment and
monitors for evidence of the
extent to which the majority of
students understand their level
of performance.
Adapts and creates new
strategies for unique
student needs and
situations in order for the
desired effect to be
evident in all students.
Applying
How might you adapt and
create new strategies for
facilitating tracking of student
progress using a formative
approach to assessment, that
address unique student needs
and situations?
Innovating
What are you learning
about your students as
you adapt and create new
strategies?
Reflection Questions
Not Using
How can you
begin to
incorporate
some aspects
of this strategy
into your
instruction?
Beginning
How can you facilitate
tracking of student
progress using a
formative approach to
assessment?
Developing
In addition to facilitating
tracking of student progress
using a formative approach to
assessment, how can you
monitor the extent to which
students understand their level
of performance?
Teacher Observation & Evaluation
Some Big Ideas to Remember
• We engage in sustained, reflective dialogue about
instruction with supervisors and colleagues to
continuously improve our practice
• Think of the observation/evaluation process as
one-on-one professional development
• Remain open to constructive feedback
• Seek progress, not perfection!
Features of Harrison’s
APPR Plan
APPR PLAN
 Teachers will participate with principals,
directors/supervisors in goal setting meetings to be
held at opening conferences:
• Goal #1-District-slected: DQ1
• Goal #2-Developed by principal/supervisor
• Goal #3-Chosen by teacher
 Goals are based on Design Questions or Element
Clusters (not individual elements of practice)
Classroom Observations
TENURED TEACHERS
PROBATIONARY TEACHERS
 2 Observations
 4 Observations
 1 announced long form  2 announced &
 1 unannounced; can
2 unannounced
be either long form or  All are long form, but 1
short form
can be replaced by 3
short form
observations
Long & Short Form Observations
Long Form Observations:
 Full class period
 More data points/feedback provided
 Pre and post observation conferences occur
Short Form Observations:
 Minimum of 10 minutes in duration
 Fewer data points/feedback provided
 Post observation at the request of teacher or observer
Observations Continued…
 Post observation conferences for long-forms will
occur within 5 school days of observation.
 Observation report will be provided to teachers
within 5 school days of post.
 Subsequent observations will only occur after 5
school days have passed since the teacher
received feedback from the last long form
observation.
Beginning-of-Year Conferences
Reflective Questions
• Which design question or element cluster do I
plan to target for professional growth this
year?
• What do I anticipate will be challenging for me
in the year ahead?
• How can my supervisor and colleagues
support my professional growth?