Robert J. Marzano &
Michael D. Toth Teacher Evaluation That Makes a Difference—A New Model for Teacher Growth and Student Achievement
This is our
first year rolling out our new Teacher Evaluation Model. We are unofficially
calling it year zero as we work out the particulars and gain a better
understanding of the detailed requirements. As an instructional leader, I
always want to be mindful of how to best implement a new initiative and clearly
state its purpose for staff. Articulating my own thinking helps me support the
continued conversations I will need to have to make it a worthwhile tool to
continue our focus on equitable student
achievement.
Marzano reminds
us, “The quality of instruction matters.” The rigor, relevance, and
relationships needed to focus on achievement for each of our students requires “change
from a ‘status’ orientation to a ‘growth’ orientation for teachers.” In his
book Teacher Evaluation, Marzano
clearly summarized the two major changes being implemented in teacher
evaluations. They are: (1) use of measure of student growth as indicators of
teacher effectiveness, and (2) more rigor in measuring the pedagogical skills
of teachers.” Most would agree this is a major
shift of evaluation practices in the past.
Marzano’s
teacher evaluation system is divided into four categories or domains;
teach, plan, reflect, and share.
Marzano’s
evaluation model includes a wide variety of instructional strategies within
each domain that are closely linked with student achievement. Teachers can
identify their areas of strength, and areas to improve on to begin prioritizing
their own goals to enhance teaching and learning in their classroom and
professional learning communities. Administrators can support a high degree of focus
on student achievement with targeted, on-going, professional development
opportunities in staff meetings, school improvement days, etc.
Just like our
teachers who are moving students forward by developing a growth mindset with an
emphasis on effort rather than being smart, as an administrative lead learner I
can do the same with teaching staff. The new evaluation system has two
purposes, development and measurement
with the overall goal of self-improvement, but it is not a journey meant to
take alone. It is a collaborative initiative with the administrator, coaches,
like-colleagues, and grade level teams working together to enhance what we do
at school each day; teach and learn.
