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Marzano Art & Science of Teaching Observation and Feedback Protocol in iObservation

Video Transcript

I’ve spent 30-plus years trying to translate research and theory into practice, specifically as it relates to the classroom. And over that period of time, after looking at research, translating it, gathering it, doing our own studies, I’ve come to the conclusion that we stand at a unique time in the sense that, I think for the first time, we know all the major components at a very general level of what constitutes effective teaching. Each of those major components have subcomponents within it. I don’t believe there is any other—at least from what I’ve seen—comprehensive model that puts that together, other than what we’ve tried to do in the Art and Science of Teaching. Now, there might be programs, there might be models I’m not aware of. But the ones I’ve looked at, I feel like Art and Science of Teaching does put it together in probably the best and most robust fashion to date.

Now given that you have a comprehensive model of instruction—I’ll say it differently—given that we know all the component parts and how they interact, and that’s really an important part of the Art and Science of Teaching for each of the many types of strategies that we know, Art and Science of Teaching identifies the particular content or situation in which they’re best used. Now, given that, we can now use that knowledge base as a tool to enhance teacher skill in the classroom. And by definition, that requires feedback to teachers. When I say feedback, I don’t mean evaluation, and that’s unfortunate that in our profession most teachers and many administrators associate that any time there’s feedback, there’s an evaluation going on. That’s not the case, nor should it be the case. Feedback should be a natural part of being in this profession. Feedback is a natural part of every profession; if you want to become an expert in any field, you need feedback, and that’s feedback from yourself, feedback from peers, feedback from coaches, feedback from supervisors—that all should be in the mix, so it allows a person to examine their practice reflectively. And that’s where a protocol like we’ve developed with iObservation is absolutely necessary. To get the type of feedback that’s specific and robust, that can’t be done paper/pencil or by handheld tools—believe me we’ve tried it. You need a platform to do that. You need technology to do that. And that’s why I started working with iObservation. I was impressed with the platform and impressed with the company. The really exciting part with this partnership, what iObservation has agreed to do, is create a system that is specific to the Art and Science of Teaching and does exactly what we say should be done. So, for me, this is a culmination of three and a half decades of my life in terms of organizing and researching theory, but now getting it to a place, getting it in a format, that people can use it easily to examine their own practice and receive feedback from others. So I’m very excited about the partnership and I’m very excited about iObservation.

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.