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Implementing Strategies to Get Student Gains

Video Transcript

In the work that I’ve engaged in over the last, you know, three, four decades, depending on how you might want to count … and my colleagues … we’ve always tried to work from research to our own evidence, and to document the impact of what we’re doing on student achievements.  So, I can pretty confidently say that our recommendations are backed up by … both by other peoples’ research and our specific research.  And to be very focused in terms of resources that are available to you—just on our website, the Marzano Research Lab, we have a database of 400 … at least 400 studies that we’ve done across the country with teachers in classrooms on very, very specific strategies within the model to demonstrate the effect on student achievement.  Real specifically, we can identify… we try to identify the effect size for each one of those studies.  And the effect size translates… you can translate that into what type of percentile gain would you expect to see, you know, if you use this particular strategy.  So, if you look at the website, you’ll see, you know, a number of reports that report those gains for very specific strategies.  In general, I can tell you this, that if you aggregate, you know, all of those studies, what you find is that, on the average, you can get anywhere from, you know, 15 to 20 percentile point gain.  However, if you make sure you do the strategy well – and the way you do that is to focus on it, identify your strengths and weaknesses and, you know, use it over time and track your own progress as a teacher – those percentile gains can be even higher than that.  I also have to caution that just to use the strategy does not necessarily mean you’re having an impact on the students.  Across the board, when we’ve done our studies – other people have found the same things – that just using the strategy might not necessarily, you know, improve student achievement.  If you use it in the wrong context or you use it inappropriately, you might actually decrease your effectiveness.  So, it’s not just having the list of strategies to try, it’s being sure you know how to use them appropriately and that comes with practice over time.  And given that, given that, I can confidently say that every teacher can get better, you know, pedagogically and have a positive impact, in some cases a dramatic impact, 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.