Kansas State Department of Education Teacher Evaluation Instrument Review
Response – The Marzano Teacher Evaluation Model
Exclusive partners with Dr. Robert J. Marzano
for the Teacher Evaluation Model
and School Leadership Evaluation Model
Learning Sciences International
175 Cornell Road, Suite 18
Blairsville, PA 15717
www.learningsciences.com
1. Statement of Philosophy
Follow the guidelines to describe the design principles embedded in the district’s evaluation system
used for all licensed educators.
<<SchoolDistrict>> proposes to implement the Marzano Evaluation Teacher Model, a research-based instructional
framework based on Dr. Robert Marzano’s acclaimed Art and Science of Teaching framework. The Marzano model
categorizes 60 instructional strategies identified by research into four domains to increase student learning gains.
The goal is for teachers to incrementally increase their expertise in teaching year to year and therefore,
incrementally increase their ability to raise student learning gains year to year. We chose this model because it
produces high student gains and improved teacher performance when the model is implemented with the
recommended professional development to ensure fidelity to the model. The Marzano Teacher Model is backed
by meta-analytic research Dr. Marzano has conducted over the past several decades. The rubrics found within this
model correlate instructional strategies to student achievement, and are also grounded on experimental/control
studies that establish a direct causal link between elements of the model and student results. The overall goal of
the Marzano model is to develop expert teachers by identifying instructional strategies that could be improved
through deliberate practice which ultimately improves performance of both teachers and students.
Additional information on the research behind the model is available at Learning Sciences
Marzano Center - http://www.marzanocenter.com/Teacher-Evaluation/MC-whitepaper/.
2. Differentiated Performance Using at Least Three Performance Levels
Educator evaluation systems must have a minimum of three performance levels; KSDE recommends
four levels. Performance levels must be valid measures supported by evidence/artifacts. Describe the
performance levels in the district’s educator evaluation system.
<<SchoolDistrict>> will implement the Marzano model’s 4-point calculation system which incorporates multiple
data sources to construct teachers' final evaluation. By using more than one information source, our evaluators
are provided with a more comprehensive perspective of teachers' instructional practice. Various data points also
strengthen the validity of the information we are gathering to ensure accuracy and fairness. The Marzano model
recommends a weighting system that is grounded on substantial contemporary research data which provides our
leaders as a guide and helps them to be confident that they are carrying out a highly valid, reliable, and defensible
system that gets results.
Highly Effective
Effective
Developing
Ineffective
Developing Teachers receive
Ineffective Teachers receive an
an overall weighted average of
overall weighted average of the 4
the 4 domain proficiency
domain proficiency scores of 1.4scores of 1.5-2.4. These
1.0. Teachers who receive this
teachers are required to
rating will undergo a serious
participate in a customized
evaluation, will be provided
professional growth plan by
formative feedback and required
which teachers are paired with
to participate in differentiated
a highly effective teacher to
support in the identified areas of
coach the teacher in
weakness. After a set period of
improving specific
time, if the teacher does not
instructional strategies and
improve, dismissal is possible.
improving student
achievement.
* Both Effective and Highly Effective teachers are able to link student achievement and student growth to instructional practice
and adjust instructional strategies to maximize student growth. These teachers engage and participate in research-based
training and continuous support through our Marzano Online Professional Resource Library.
Highly Effective Teachers*
receive an overall
weighted average of the 4
domain proficiency scores
of 3.5 – 4.0, and have
students who achieve high
rates of student growth,
and engage in activities
such as mentoring
colleagues and leading
professional development.
Effective
Teachers* receive
an overall
weighted average
of the 4 domain
proficiency scores
of 2.5 – 3.4 and
have students who
achieve acceptable
rates of student
growth.
© 2012, Robert J. Marzano. All Rights Reserved. The Marzano School Leadership Evaluation domains, elements,
scales and evidences may only be digitized in iObservation. www.MarzanoCenter.com
Page 2
3. Multiple Valid Measures in Determining Performance Levels, Including as a
Significant Factor Data Related to Student Growth for All Students, Including
English Language Learners and Students with Disabilities.
Student growth is defined as the change in an individual student’s performance over time. Districts must
explain the valid multiple measures upon which educator evaluations are based. They need to indicate
measures for professional practice and student growth and how those are included in the evaluation
process. Districts will need to show how student growth is a significant factor.
The Marzano Teacher Evaluation Model is a teacher growth model that:
1. Provides a deliberate practice model that drives teachers to improve in research-backed classroom
strategies;
2. Shows teachers what needs to be improved and how to improve;
3. Gives meaningful and specific feedback to teachers (from trained observers, evaluators, mentors, peers,
etc.) that can be used for deliberate practice;
4. Measures teacher growth in research-backed classroom strategies;
5. Is aligned with Common Core State Standards;
6. Measures student learning progression; and
7. Is shown to have the highest level of improvements in student performance.
Final Evaluations
The Marzano model calculates teacher evaluation scores based on student growth and instructional practice.
Further, the instructional practice score can be further broken down into a teacher’s status score and a teacher’s
deliberate practice score. The status score aggregates teachers’ ratings across all observed elements within the
Marzano Teacher Model to result in a final score and addresses proficiency of the model as a whole. The
deliberate practice score measures teacher growth in pedagogy and encourages teachers to measurably improve
their instructional practice every year resulting in increasing student learning gains.
Deliberate Practice
<<SchoolDistrict>> will require teachers to select up to three elements within the Marzano Teacher Model that
were identified through observation as areas of weakness, and will have teachers focus on improving those
elements using deliberate practice. Teachers will engage in deliberate practice on the specified elements through
feedback, reflection, collaboration, and professional development. The deliberate practice score acknowledges
teacher’s improvement over time. This provides a mechanism to align the teacher’s individualized professional
development plan and ongoing professional development to the teacher evaluation system.
ELL and Special Needs Students
The Marzano model is a versatile framework that is applicable to all grade levels and subject content areas.
Further, Domain 2: Planning and Preparing of the Marzano Model includes several elements that address how
teachers adequately plan and prepare for the needs of English language learners and students receiving special
education, or students who lack support for schooling.
4. Evaluations of All Educators on a Regular Basis
The current statute will guide this response, Kansas Statute 72-9003: Policy of personnel evaluation;
adoption; filing; forms; contents; time. Districts will explain how they meet the requirements.
Response:
© 2012, Robert J. Marzano. All Rights Reserved. The Marzano School Leadership Evaluation domains, elements,
scales and evidences may only be digitized in iObservation. www.MarzanoCenter.com
Page 3
5. PROVIDE CLEAR, TIMELY AND USEFUL FEEDBACK, INCLUDING FEEDBACK
THAT IDENTIFIES NEEDS AND GUIDES PROFESSIONAL LEARNING
OPPORTUNITIES SPECIFIC TO IDENTIFIED NEEDS.
Individual professional growth plans and evaluative goals are required to align to the needs of
the educator to ensure growth in expertise that will benefit academic student performance.
Districts must explain how feedback is clear, timely and useful and how it guides professional
development.
The Marzano Teacher Evaluation Model identifies the direct cause-and-effect relationship between teaching practices
and student achievement and helps <<SchoolDistrict’s>> teachers and leaders make informed, deliberate decisions to
yield the greatest benefits for our students. The model makes steady, measurable increases in student achievement
an achievable goal. Combining the insights of reflection, professional development, and formative assessment, the
Marzano Model guides each teacher to know where and how to improve to become highly effective. Expert guidance
in the components of deliberate practice sets teachers on a career path of continuous improvement leading to
expertise and continuous growth in the profession.
Along with tools for observer feedback, teachers are provided the tools and insights needed for adaptive, real-time
improvement of teaching strategies that lead to specific desired outcomes. Each teacher’s continuous improvement is
supported by relevant job-embedded professional development and calibration to the most current educational
research. The Marzano Model has identified 41 key strategies for classroom instruction. Each of these can be part of
<<SchoolDistrict>> teacher’s deliberate practice strategy over the course of a career.
6. HOW THE PROCESS AND DECISIONS WILL BE USED TO INFORM
PERSONNEL DECISIONS
Districts will explain how their evaluation systems are used to inform decisions in areas such as retention,
promotion, compensation and rewards. KSDE requires highly effective educators are
evenly distributed across the district reported in the Licensed Personnel Report (LPR), highly ineffective
educators are released after all effective supports have been exhausted.
Response:
© 2012, Robert J. Marzano. All Rights Reserved. The Marzano School Leadership Evaluation domains, elements,
scales and evidences may only be digitized in iObservation. www.MarzanoCenter.com
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