Comparison of the TLE Models

Yukon Public Schools

Teacher Evaluation Comparisons

Presented by

YPS Recommendation Team

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Teacher Evaluation Comparisons

Guiding Question Response

What is the biggest factor leading to Yukon students having success with Common Core Standards and PARCC Assessments?

Effective classroom instruction supported by professional development and effective school leadership.

Teacher Evaluation Comparisons

Guiding Question Response

What is Yukon’s strategy for deepening teaching and learning in order for students to reach the level of rigor and complexity involved in the Common Core Standards and Assessments?

Professional development will be chunked and implemented on a slow, steady schedule, focusing on research based classroom practices and instructional strategies that are proven to have significant impact on student achievement.

Teacher Evaluation Comparisons

Guiding Question Response

What is the purpose of Teacher and Leader Evaluation?

We spend a lot of time on Evaluation. What should it accomplish?

Evaluation should lead to professional growth and increased student learning.

The Evaluation instrument should measure professional growth much the same as we measure academic progress.

Teacher Evaluation Comparisons

Tulsa Marzano

Indicator #9 in the Tulsa model speaks to questioning, guided practice, active learning, and knowing students interests – all in one indicator. A teacher would receive only one score for all three of those encompassing professional practices.

Marzano’s model has multiple indicators for each of the three – questioning, guided practice, and active learning – giving the teacher multiple opportunities to receive a high score, and the opportunity for specific, targeted feedback as each of the those practices has multiple resources for professional growth.

Teacher Evaluation Comparisons

Tulsa Indicator #9

Domain: Instructional Effectiveness Dimension: Involves All Learners Teacher uses questioning techniques and/or guided practices to involve all students in active learning. 3 — Effective Obs. 1 Obs. 2 Obs. 3

 Engages most students in active learning experiences 80 percent of the class time.  Uses questioning strategies throughout the lesson that are primarily at a lower or mid level of Bloom's taxonomy. Provides wait time for some student response and does random checking for understanding. Lesson progresses at a pace that accommodates most student questions and interests.  Recognizes the value of understanding students’ skills and interests.  Asks critical thinking questions throughout the lesson and uses questioning techniques to involve all learners. 

Teacher Evaluation Comparisons Marzano Indicator #26

26. Managing Response Rates The teacher uses response rate techniques to maintain student engagement in questions.

Teacher Evidence Teacher uses wait time Teacher uses response cards Teacher has students use hand signals to respond to questions Teacher uses choral response Teacher uses technology to keep track of students’ responses Teacher uses response chaining

Student Evidence Multiple students or the entire class responds to questions posed by the teacher When asked, students can describe their thinking about specific questions posed by the

teacher Innovating Applying Developing Beginning Not Using

Managing response rates

Adapts and creates new strategies for unique student needs and situations.

Uses response rate techniques to maintain student engagement in questions and monitors the extent to which the techniques keep students engaged.

Uses response rate techniques to maintain student engagement in questions.

Uses strategy incorrectly or with parts missing.

Strategy was called for but not exhibited.

Teacher Evaluation Comparisons

Tulsa Marzano

Tulsa gives rubrics to designate levels of performance.

Marzano’s Observation Protocol has rubrics that include Teacher and Student Evidence that can be observed if the indicator is being used effectively.

Teacher Evaluation Comparisons

Tulsa Marzano

No evidence of a professional growth resource for use by a leader who must develop plans for remediation and instructional coaching.

Marzano’s model has easily accessible tools that can be used by a leader when developing remediation and instructional coaching plans. A common language exists between professional growth, formative observations, and evaluation.

Teacher Evaluation Comparisons

Tulsa Marzano

Tulsa’s model is summative in nature. Along with the Tulsa evaluation instrument, The Art and Science of Teaching would serve as the program of formative observation and professional growth.

Marzano’s model is both formative and summative, all in the common language, derived from The Art and Science of Teaching.

Teacher Evaluation Comparisons Tulsa Marzano

The Tulsa model is developed and implemented locally by Tulsa Public Schools (TPS) based on research, but it has not yet been used beyond TPS. There is no longitudinal data on its effectiveness, even within TPS.

Marzano’s model has been used nation-wide and is based on 40 years of research and actual field experience as it has been tested in rural, urban, and suburban districts over time.

Teacher Evaluation Comparisons Tulsa Marzano

Tulsa Public Schools as the certified trainers for the Tulsa Evaluation Model.

Marzano’s trainers are a network of Master Teachers who have practiced the Art and Science of Teaching as professionals in the classroom, both as a teacher and evaluator.

Teacher Evaluation Comparisons

Tulsa Marzano

The Tulsa model online does not have professional video clips.

Marzano’s online system has Video Clips of Master Teachers demonstrating the “best practice” indicator/strategies on the same page with the indicator.

Teacher Evaluation Comparisons

Tulsa Marzano

The cost difference between the Tulsa and Marzano online tool has not yet been made available. The proposed online tool for Tulsa is still in development with Barlow Education Management Services.

The Marzano online instrument is being updated in format and lowered in price.

Teacher Evaluation Comparisons

Tulsa Marzano

The Tulsa model is an evaluation system that has levels of performance on indicators of effectiveness.

The Marzano model is a professional development model that involves formative observation of effective classroom practices, professional growth, and summative evaluation.

Teacher Evaluation Comparisons

Guiding Questions

In perspective with implementation of the rigorous Common Core Standards and Assessments explore the following questions:

1. Which model will lead to improved planning, teaching, and ultimately student success with high-stakes testing?

2. Which model would build more potential for success on the 35% of the educator’s evaluation based on student achievement data?

3. Which model would maintain the seamless common language with the professional development plan Yukon has planned?

4. Which model is best for the success of students, teachers, and administrators of Yukon Public Schools?

• Formal Feedback will be gathered through a Survey Monkey link provided by your administrator.