The Marzano Teacher Evaluation Model is based on a number of previous, related works, including What Works in Schools (Marzano, 2003), Classroom Instruction That Works (Marzano, Pickering, & Pollock, 2001) Classroom Management That Works (Marzano, Pickering, & Marzano, 2003), Classroom Assessment and Grading That Work (Marzano, 2006), The Art and Science of Teaching (Marzano, 2007), and Effective Supervision: Supporting the Art and Science of Teaching (Marzano, Frontier, & Livingston, 2011). Each of these works was generated from a synthesis of the research and theory. Thus, the model can be considered an aggregation of the research on those elements that have traditionally been shown to correlate with student academic achievement. The model includes four domains:
- Domain 1: Classroom Strategies and Behaviors
- Domain 2: Preparing and Planning
- Domain 3: Reflecting on Teaching
- Domain 4: Collegiality and Professionalism
The four domains include 60 elements: 41 in Domain 1, 8 in Domain 2, 5 in Domain 3, and 6 in Domain 4. The specifics of each domain are outlined below. For a detailed discussion of these elements, see Effective Supervision: Supporting the Art and Science of Teaching (Marzano, Frontier, & Livingston, 2011).
In addition to being drawn from previous research, the specific strategies in the model have been validated in experimental/control studies and correlational studies as well as in the context of specific technologies (http://www.marzanoresearch.com/documents/ResearchBaseforMarzanoModel_08-24-11.pdf)
A defining characteristic of the model is its unique granular approach that allows for specific feedback to teachers and specific guidance to teachers that can be provided by administrators and instructional coached. Finally, the model is designed to help teachers systematically improve on weakness in their instructional practices over an extended period of time.
Use of the Model Across the Country
The model is being used in a variety of states, districts, and schools across the country. At a formal level the states of New York, New Jersey, and Florida employ the model whole or in part as the basis for teacher evaluation. It is also being piloted or considered in a number of other states (e.g. Oklahoma, Missouri). Additionally, a growing number of districts across the country have adopted or adapted the model as the basis for teacher feedback and development (e.g. Cherry Creek Public Schools, Denver, CO; Adams School District 50, Westminster, CO, Rockwall School District, Rockwall, TX). In all of its professional development with individual schools, consultants for Marzano Research Laboratory use the model as the basis for teacher and feedback. Thus, the model is also being used as the basis for professional development in a wide variety of schools across the country. Web-based tools for gathering, aggregating, and reporting data on teacher status and growth are available from Learning Science International. Contacts that can provide more information about the Marzano Evaluation Model and its use include the following:
For questions regarding the Marzano Model, please contact Marzano Research Laboratory.
Use of the Model Within Washington State
Individual states, districts, and schools are welcome and encouraged to adapt the Marzano Evaluation Model to their specific needs and interests without outside consulting from Marzano Research Laboratory or other consulting groups. In the state of Washington, the Wenatchee School District chose to work with Marzano Research Laboratory to align the Marzano Model with the nine criteria for teacher evaluation established by the Washington Office of the Superintendent of Public Instruction (OSPI). Detailed documents and scales (rubrics) for each criterion and their elements were developed and are currently being piloted for their efficacy and utility within the district. Additionally during the 2010-2011 school year a number of two-day workshops on the model were sponsored by the Washington Education Service Districts (ESDs). ESD consultants are authorized to provide consultation and training for the model. Rubrics that can be adopted or adapted are available from the ESDs. Rubrics that can be adopted or adapted are also available in the book Effective Supervision: Supporting the Art and Science of Teaching (Marzano, Frontier, & Livingston, 2011).
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References and Relevant Bibliography
Haystead, M. W., & Marzano, R. J. (2010a) Final report: A second year evaluation study of Promethean ActivClassroom. Englewood, CO: Marzano Research Laboratory (marzanoresearch.com).
Haystead, M. W., & Marzano, R. J. (2010b). Meta-analytic synthesis of studies conducted at Marzano Research Laboratory on instructional strategies. Englewood, CO: Marzano Research Laboratory (marzanoresearch.com).
Marzano, R. J. (2003). What works in schools. Alexandria, VA: ASCD.
Marzano, R. J. (2006). Classroom assessment and grading that work. Alexandria, VA: ASCD.
Marzano, R. J. (2007). The art and science of teaching. Alexandria, VA: ASCD.
Marzano, R. J., Frontier, T., & Livingston, D. (2011). Effective supervision: Supporting the art and science of teaching. Alexandria VA: ASCD.
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works. Alexandria, VA: ASCD.
Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works. Alexandria, VA: ASCD.
Marzano Research Laboratory. (2010) What works in Oklahoma schools: Phase I report. Englewood, CO: Marzano Research Laboratory (marzanoresearch.com).
Marzano Research Laboratory. (2011) What works in Oklahoma schools: Phase II report. Englewood, CO: Marzano Research Laboratory (marzanoresearch.com).