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Dr. Marzano Explains the Need to Align Walkthroughs, Teacher Evaluations & Professional Development

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Let me make an assertion based on my experience, and that is: Districts across the country commonly have this phenomenon going on ... they’ll have a walkthrough protocol that has one focus and one list of pedagogical skills, if you will, which is totally unrelated to their evaluation system for teachers, which has another list and another perspective, which is totally unrelated to their professional development.  Those three things should go hand and glove; those three things should operate from the same perspective.  In other words, your feedback—vis-a-vis your walkthrough protocol—should be completely aligned with your evaluation system; both of those should be completely aligned with your professional development.  And I think that is one of the reasons for the ineffectiveness of the efforts the districts are making across the country to enhance teacher skill and, therefore, student achievement.  I really do.  And I am not criticizing, you know, people who put those programs together in schools and districts.  My experience, again, is that they’re fine people, but they’re working kind of from an isolation, only from their perspective.  The walkthrough people have a perspective, and that’s different from teacher evaluation and professional development ... you know, they’re all kind of different camps.  You know, they are trying to do the best they can, but not really considering what’s happening with those other efforts.  So, to solve that, I would assert, what has to happen is that a school—or better yet a district—starts with a common language-slash-model of instruction.  Of course, we would recommend looking at the Art and Science of Teaching and the resources that go along with that.  Once they have that in place, then they also develop ... from that, then, springs their feedback to teachers using their walkthroughs, observations ... you know, all of that should be aligned to language of instruction.  And teacher evaluations systems should also be aligned to that evaluation ... to that language of instruction.

And then finally, all professional development should focus on that language of instruction.  I know it’s a simplistic idea, but I honestly—over decades—have come to the conclusion ... if we did just that, if we said, “Let’s start with a language of instruction in this district, let’s make sure that our feedback to teachers using our observational protocols within our walkthroughs and our observations and structural rounds, you know, is aligned in that language of instruction.  Let’s make sure our evaluation system is aligned to that language of instruction.  And let’s make sure our PD—our Professional Development—always focuses on that language of instruction.  That, in and of itself, I believe would dramatically enhance teachers’ skill, and that would have a dramatic effect on student achievement.

Dr. Marzano Describes How to Use Student Data in Evaluations Dr. Robert Marzano explains the role student achievement data should play for effective evaluations and teacher support. Dr. Marzano Outlines the Sources for Teacher Evaluation Data Dr. Robert Marzano lists the sources for data on teachers that should be part of a effective and accurate evaluation system. Dr. Marzano Asks, “Are Students Learning What Teachers are Teaching?” Dr. Marzano questions whether current student achievement data is an accurate reflection of instructional practices or teacher effectiveness. The Role of Deliberate Practice in Developing Expertise Dr. Marzano describes deliberate practice as more than just implementing an instructional strategy; it is creating a targeted focus on improving pedagogical skills with opportunities to receive feedback and observe exemplary models. Implementing Strategies to Get Student Gains Dr. Marzano notes that a teacher's use of research-based strategies does not automatically suggest that students have learned. In order to impact learning, teachers must track their own growth against gains observed in student performance. Dr. Marzano Explains the Need to Align Walkthroughs, Teacher Evaluations & Professional Development Dr. Marzano explains the most critical error hindering districts from their efforts to enhance teaching and learning: misaligned classroom walkthrough, teacher evaluation, and professional development. Dr. Marzano Describes 3 Phases in the Development of a District System Dr. Marzano recommends phases in which districts can engage to support teachers to incrementally improve their teaching each year as it relates to student achievement. Why Most Classroom Walkthroughs are Ineffective Dr. Robert Marzano reflects on limitations of most classroom walkthrough and teacher observation systems. Dr. Marzano Expresses Concerns About the Misuse of His Research with Walkthroughs Dr. Robert Marzano expresses concerns about the inaccurate association of his name with other classroom walkthrough and teacher observation systems. Announcing the Marzano Art & Science of Teaching Observation and Feedback Protocol Dr. Robert Marzano explains why he is against classroom walkthrough systems that only focus on a narrow set of strategies and introduces his Art & Science of Teaching Observation and Feedback Protocol in iObservation. Looking Beyond High-Yield Strategies Dr. Robert Marzano recommends moving beyond a simple checklist of strategies to using high-probability strategies that reflect and honor the complexity of the teaching/learning process. Dr. Marzano Addresses the Critical Need for a Robust Model of Instruction Dr. Robert Marzano defines a robust and comprehensive model of instruction and suggests how districts can integrate his Observation and Feedback Protocol into their own existing models. Dr. Marzano Describes PLCs in iObservation Drs. Robert Marzano and Debra Pickering describe their excitement about the strength of iObservation in developing professional learning communities (PLCs). Fidelity of Program and Practice Dr. Robert Marzano defines the highest level of implementation in terms of how districts and educators can adapt programs and models to fit their contextual situation. Marzano Art & Science of Teaching Observation and Feedback Protocol in iObservation Dr. Robert Marzano shares his excitement about synthesizing nearly 40 years of his research reflected through the Art & Science of Teaching Observation and Feedback Protocol in iObservation. Leadership with a Singular Focus on Instruction Gets Results Dr. Robert Marzano highlights what research tells us about effective district and school leadership practices that get results. Dr. Marzano Explains the Power of a Common Language of Instruction Dr. Robert Marzano explains why a common language/model of instruction is the foundation for improving teaching and learning. Dr. Robert Marzano: “My Online Master’s Degree is a Dream Come True” Dr. Robert Marzano has developed a master's degree in the Art and Science of Teaching that he would have enjoyed experiencing himself as a teacher. Dr. Robert Marzano’s Online Master’s Degree Dr. Robert Marzano explains how his new online master's program can increase pedagogical skills in such a way that enhances student achievement and perhaps even personal satisfaction. Distinguishing Evidence from Research Drs. Robert Marzano and Debra Pickering discuss the distinction between research-based theories, which are situational vs. evidence-based practices, which are contextual. Dr. Douglas Reeves Announces His Leadership Performance Matrix in iObservation Dr. Douglas Reeves explains his new vision for leadership assessment and coaching as presented in the Leadership Performance Matrix, powered by iObservation. He also shares key tips to improved leadership performance.