Analyze the framework reviewed using the? Washington State 8 Criteria. ? A review of the highlights of the framework and how it aligns with the 8 criteria; The key content parts of t
Analyze the framework reviewed using the Washington State 8 Criteria.
- A review of the highlights of the framework and how it aligns with the 8 criteria;
- The key content parts of the Framework;
- How the Framework relates to current research on teaching and learning;
- Discussion of whether issues related to Glickman and Gordons' Model on new and experienced teachers and adult development are present; and
- A reflection or insight regarding the framework
You may support your analysis with evidence from the reading or other scholarly sources. Please be sure to cite and reference your sources in APA format.
Teacher Evaluation Criteria and
Descriptors
Minimum evaluation criteria – Certificated classroom teachers
WAC 392-191A-060
Criterion 1: Centering instruction on high expectations for student achievement.
Descriptor: Expectations; the teacher develops and communicates high expectations for student
learning.
Criterion 2: Demonstrating effective teaching practices.
Descriptor: Instruction; the teacher uses research-based instructional practices to meet the
needs of all students.
Criterion 3: Recognizing individual student learning needs and developing strategies to address
those needs.
Descriptor: Differentiation; the teacher acquires and uses specific knowledge about students'
cultural, individual, intellectual, and social development and uses that knowledge to adjust their
practice by employing strategies that advance student learning. Student growth data must be a
substantial factor utilizing the OSPI approved student growth rubrics.
Criterion 4: Providing clear and intentional focus on subject matter content and curriculum.
Descriptor: Content knowledge; the teacher uses content area knowledge, learning standards,
appropriate pedagogy, and resources to design and deliver curricula and instruction to impact
student learning.
Criterion 5: Fostering and managing a safe, positive learning environment.
Descriptor: Learning environment; the teacher fosters and manages a safe and inclusive
learning environment that takes into account: Physical, emotional, and intellectual well-being of
students.
Criterion 6: Using multiple student data elements to modify instruction and improve student
learning.
Descriptor: Assessment; the teacher uses multiple data elements (both formative and
summative) to plan, inform and adjust instruction, and evaluate student learning. Student
growth data must be a substantial factor utilizing the OSPI approved student growth rubrics.
Criterion 7: Communicating and collaborating with families and school community.
Descriptor: Families and community; the teacher communicates and collaborates with students,
families, and all educational stakeholders in an ethical and professional manner to promote
student learning.
Criterion 8: Exhibiting collaborative and collegial practices focused on improving instructional
practice and student learning.
Descriptor: Professional practice; the teacher participates collaboratively in the educational
community to improve instruction, advance the knowledge and practice of teaching as a
profession, and ultimately impact student learning. Student growth data must be a substantial
factor utilizing the OSPI approved student growth rubrics.
,
The Marzano Teacher Evaluation Model by Washington State Criteria Including Possible Teacher/Student Evidence and Elements for Teacher Growth and Development
(Updated 8/14/2022 [MG]) 1
Criterion 1: Centering instruction on high expectations for student achievement.
Component 1.1: Providing Clear Learning Goals and Scales (Rubrics)
The teacher communicates high expectations for learning by developing, aligning, and communicating clear daily learning targets and/or longer-term learning goals (grade-level standards) with rubrics for the goals.
Possible Teacher Evidence Possible Student Evidence
● Has a learning target/goal posted so that all students can see it
● Ensures that the learning target/goal is a clear statement of knowledge or skill as opposed to an activity or assignment
● Makes reference to the learning target/goal throughout the lesson
● Has a scale or rubric that relates to the learning goal posted so that all students can see it
● Makes reference to the scale or rubric throughout the lesson
● Can explain the learning target for that day’s lesson ● Can explain the relationship of the daily target to the
long-term learning goal (grade-level standard) ● Can explain how their current activities relate to the
learning target/goal ● Can explain the meaning of the levels of performance
articulated in the scale or rubric ● Can explain how they will achieve the learning
target/goal
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
When the strategy is called for the teacher does not use it or the teacher uses the strategy incorrectly or with parts missing.
The teacher provides a stated learning target (daily) and/or learning goal (longer term) but the learning goal is not accompanied by a scale or rubric that describes levels of performance.
The teacher provides a clearly stated learning target (daily) and/or learning goal (longer term). The learning goal is accompanied by a scale or rubric that describes levels of performance. Additionally, the teacher monitors students’ understanding of the learning target/goal and the levels of performance.
The teacher adapts or creates new strategies to meet the specific needs of students for whom the typical application of strategies does not produce the desired effect.
Component 1.2: Celebrating Success
The teacher celebrates student success relative to the learning targets and/or the learning goals.
Possible Teacher Evidence Possible Student Evidence
● Acknowledges students who have achieved a certain score on the scale or rubric
● Acknowledges students who have made gains in their knowledge and skill relative to the learning goal
● Acknowledges and celebrates the final status and progress of the entire class
● Uses a variety of ways to celebrate success (Show of hands, Certification of success, Parent notification, Round of applause)
● Shows signs of pride regarding their accomplishments in the class
● Say they want to continue to make progress ● Show enthusiasm when receiving team points
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
When the strategy is called for the teacher does not use it or the teacher uses the
The teacher provides students with recognition of their current status but not
The teacher provides students with recognition of their current status and their knowledge gain relative to
The teacher adapts or creates new strategies to meet the specific needs of students for whom the
The Marzano Teacher Evaluation Model by Washington State Criteria Including Possible Teacher/Student Evidence and Elements for Teacher Growth and Development
(Updated 8/14/2022 [MG]) 2
strategy incorrectly or with parts missing.
their knowledge gain relative to the learning goal.
the learning goal and monitors the extent to which students are motivated to enhance their status.
typical application of strategies does not produce the desired effect.
Component 1.3: Understanding Students’ Interests and Backgrounds
The teacher builds positive relationships with students by understanding students’ interests and background.
Possible Teacher Evidence Possible Student Evidence
● Has side discussions with students about events in their lives
● Has discussions with students about topics in which they are interested
● Builds student interests into lessons ● Routinely helps students connect with their
current expertise and competency, particularly as unique to their racial, gender, or linguistic identity
● Designs learning experiences that compel students to draw from their social and cultural backgrounds
● Describe the teacher as someone who knows them and/or is interested in them
● Respond when the teacher demonstrated understanding of their interests and background
● Say they feel accepted ● Participates willingly in team-building activities
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
When the strategy is called for the teacher does not use it or the teacher uses the strategy incorrectly or with parts missing.
The teacher minimally uses students’ interests and background during interactions with students.
The teacher uses students’ interests and background during interactions with students and monitors the sense of community in the classroom.
The teacher adapts or creates new strategies to meet the specific needs of students for whom the typical application of strategies does not produce the desired effect.
Component 1.4: Demonstrating value and respect for reluctant learners and students regularly marginalized or underserved by school systems
The teacher demonstrates value and respect for all, including reluctant learners, and students who have been marginalized or underserved by school systems over time.
Possible Teacher Evidence Possible Student Evidence
● Compliments students regarding academic and personal accomplishments
● Engages in informal conversations with students that are not related to academics
● Uses humor with students when appropriate ● Makes eye contact with students ● Smiles, nods, etc. at students when appropriate ● Displays sensitivity to cultural issues ● Can explain how their own cultural values and
personal racial/gender identity shape their interactions with students similar to and different from them
● Describe teacher as someone who values and respects them
● Respond to teachers’ verbal interactions ● Respond to teachers’ nonverbal interactions ● Demonstrate a strong sense of belonging
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
The Marzano Teacher Evaluation Model by Washington State Criteria Including Possible Teacher/Student Evidence and Elements for Teacher Growth and Development
(Updated 8/14/2022 [MG]) 3
When the strategy is called for the teacher does not use it or the teacher uses the strategy incorrectly or with parts missing.
The teacher minimally uses verbal and nonverbal behaviors that indicate value and respect for students, with particular attention to reluctant learners and students who are regularly marginalized or underserved by school systems.
The teacher uses verbal and nonverbal behaviors that indicate value and respect for students, with particular attention to reluctant learners and students who are regularly marginalized or underserved by school systems, and monitors the quality of relationships in the classroom.
The teacher adapts or creates new strategies to meet the specific needs of students for whom the typical application of strategies does not produce the desired effect.
Criterion 2: Demonstrating effective teaching practices.
Component 2.1: Conducting Direct Instruction Lessons
The teacher helps students effectively interact with new knowledge through direct instruction lessons.
Possible Teacher Evidence Possible Student Evidence
● Previews new content by activating students’ prior knowledge
● Organizes content into small chunks appropriate for students
● Provides guidance as to which information is most important
● Has students interact about each chunk of content
● Asks inferential or elaborative questions ● Has students summarize content ● Has students create graphic organizers
representing content
● Can describe what they already know about the new topic
● Can describe which information is the most important
● Ask clarifying questions as information is presented in chunks
● Generate inferences about the content ● Accurately summarize the content ● Accurately represent the content using graphic
organizers
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
The teacher does not employ strategies designed to preview and introduce new knowledge in digestible chunks OR does so with significant errors or omissions
The teacher employs strategies designed to preview and introduce new knowledge in digestible chunks BUT does not monitor the extent to which strategies have their desired effect.
The teacher employs strategies designed to preview and introduce new knowledge in digestible chunks AND monitors the extent to which strategies have their desired effect, which includes: elaborating on critical information and summarizing it in linguistic and nonlinguistic ways.
The teacher adapts or creates new strategies to meet the specific needs of students for whom the typical application of strategies does not produce the desired effect.
Elements for Component 2.1 Elements are designed to allow teachers to select specific strategies on which to improve and then track their progress using the scales.
Element 2.1.1: Based on student needs, the teacher breaks content into small chunks (i.e., digestible bites) of information that can be easily processed by students.
Possible Teacher Evidence Possible Student Evidence
The Marzano Teacher Evaluation Model by Washington State Criteria Including Possible Teacher/Student Evidence and Elements for Teacher Growth and Development
(Updated 8/14/2022 [MG]) 4
● Stops at strategic points in a verbal presentation ● Pauses at key junctures while showing a video ● Stops at strategic points while providing a
demonstration ● Stops at strategic points while students are reading
information or stories orally as a class ● Breaks content into comprehensible chunks ordered by
daily segments ● Maximizes student processing of content by breaking
lectures into 10-minute-or-less segments with processing time for students
● Can explain why the teacher is stopping at various points during demonstrations or during presentations
● Appear to know what is expected of them when the teacher stops at strategic points
● Process with classmates
Unsatisfactory Basic Proficient Distinguished
When the strategy is called for the teacher does not use it, or the teacher uses strategy incorrectly or with parts missing.
The teacher breaks input experiences into small chunks based on student needs BUT does not monitor the extent to which chunks are appropriate to students’ levels of knowledge.
The teacher breaks input experiences into small chunks based on student needs and monitors the extent to which chunks are appropriate.
The teacher adapts and creates new strategies for unique student needs and situations.
Element 2.1.2: During breaks in the presentation of content, the teacher engages students in actively processing new information.
Possible Teacher Evidence Possible Student Evidence
● Has group members summarize new information ● Employs formal group processing strategies (i.e., jigsaw,
reciprocal teaching, concept attainment)
● Can explain what they have just learned ● Volunteer predictions ● Voluntarily ask clarification questions ● Actively discuss the content in groups ● Ask each other and answer questions about the
information ● Make predictions about what they expect next ● Ensure everyone knows the content
Unsatisfactory Basic Proficient Distinguished
When the strategy is called for the teacher does not use it, or the teacher uses strategy incorrectly or with parts missing.
The teacher engages students in summarizing, predicting, and questioning activities BUT does not monitor the extent to which these activities enhance students’ understanding.
The teacher engages students in summarizing, predicting, and questioning activities and monitors the extent to which the activities enhance students’ understanding.
The teacher adapts and creates new strategies for unique student needs and situations.
Element 2.1.3: The teacher engages students in activities that help them record their understanding of new content in linguistic ways and/or represent the content in nonlinguistic ways.
Possible Teacher Evidence Possible Student Evidence
● Asks students to summarize the information they have learned
● Asks students to generate notes that identify critical information in the content
● Asks students to create nonlinguistic representations for new content
○ Graphic organizers ○ Pictures ○ Pictographs ○ Flow charts
● Asks students to create mnemonics that organize the content
● Include critical content in their summaries and notes ● Include critical content or demonstrate understanding in
their nonlinguistic representations ● Can explain main points of the lesson
The Marzano Teacher Evaluation Model by Washington State Criteria Including Possible Teacher/Student Evidence and Elements for Teacher Growth and Development
(Updated 8/14/2022 [MG]) 5
Unsatisfactory Basic Proficient Distinguished
When the strategy is called for the teacher does not use it, or the teacher uses strategy incorrectly or with parts missing.
The teacher engages students in activities that help them record their understanding of new content in linguistic ways and/or in nonlinguistic ways BUT does not monitor the extent to which these activities enhance students’ understanding.
The teacher engages students in activities that help them record their understanding of new content in linguistic ways and/or in nonlinguistic ways and monitors the extent to which this enhances students’ understanding.
The teacher adapts and creates new strategies for unique student needs and situations.
Component 2.2: Conducting Practicing and Deepening Lessons
The teacher helps students to practice and deepen their understanding of new knowledge.
Possible Teacher Evidence Possible Student Evidence
● Reviews content before engaging in practicing or deepening activities
● Provides practice activities that are at the appropriate level for guided practice or independent practice
● Provides activities that require students to examine similarities and differences in content
● Provides activities that require students to critique or analyze validity of information
● Increase the accuracy and fluency with which they perform skills and processes
● Can describe what they now see differently about content previously addressed
● Can describe how items are the same and different
● Can explain why information is or is not logical/valid
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
The teacher does not employ strategies designed to practice skills and processes and critically analyze information OR does so with significant errors or omissions.
The teacher employs strategies designed to practice skills and processes and critically analyze information BUT does not monitor the extent to which strategies have their desired effect.
The teacher employs strategies designed to practice skills and processes and critically analyze information AND monitors the extent to which strategies have their desired effect, which includes: developing fluency with skills and processes, determining similarities and differences between important information, and determining the validity and structure of important information.
The teacher adapts or creates new strategies to meet the specific needs of students for whom the typical application of strategies does not produce the desired effect.
Elements for Component 2.2 Elements are designed to allow teachers to select specific strategies on which to improve and then track their progress using the scales.
Element 2.2.1: When the content is informational, the teacher helps students deepen their knowledge by examining similarities and differences.
Possible Teacher Evidence Possible Student Evidence
The Marzano Teacher Evaluation Model by Washington State Criteria Including Possible Teacher/Student Evidence and Elements for Teacher Growth and Development
(Updated 8/14/2022 [MG]) 6
● Engages students in activities that require students to examine similarities and differences between content
● Comparison activities ● Classifying activities ● Analogy activities ● Metaphor activities
● Follows analysis of similarities and differences with having students summarize what they have learned and/or explaining how the activity has added to their understanding of the content
● Artifacts indicate that their knowledge has been extended as a result of the activity
● Can explain similarities and differences ● Artifacts indicate that they can identify similarities and
differences
Unsatisfactory Basic Proficient Distinguished
When the strategy is called for the teacher does not use it, or the teacher uses strategy incorrectly or with parts missing.
When content is informational, the teacher engages students in activities that require them to examine similarities and differences, BUT does not monitor the extent to which these activities deepen their knowledge.
When content is informational, the teacher engages students in activities that require them to examine similarities and differences and monitors the extent to which the students are deepening their knowledge.
The teacher adapts and creates new strategies for unique student needs and situations.
Element 2.2.2: When the content is informational, the teacher helps students deepen their knowledge by examining their own reasoning or the logic of the information as presented to them, including errors in reasoning.
Possible Teacher Evidence Possible Student Evidence
● Asks students to examine information for errors or informal fallacies
○ Faulty logic ○ Attacks ○ Weak reference ○ Misinformation
● Asks students to examine the strength of support presented for a claim
○ Statement of a clear claim ○ Evidence for the claim presented ○ Qualifiers presented showing exceptions to
the claim
● Can describe errors or informal fallacies in information ● When asked, can explain the overall structure of an
argument presented to support a claim ● Artifacts indicate that they can identify errors in reasoning ● Expected to give reasoning or evidence behind thinking
with answers
Unsatisfactory Basic Proficient Distinguished
When the strategy is called for the teacher does not use it, or the teacher uses strategy incorrectly or with parts missing.
When content is informational, the teacher engages students in activities that require them to examine their own reasoning or the logic of information as presented to them BUT does not monitor the extent to which these activities deepen their knowledge.
When content is informational, the teacher engages students in activities that require them to examine their own reasoning or the logic of information as presented to them, and the teacher monitors the extent to which students are deepening their knowledge.
The teacher adapts and creates new strategies for unique student needs and situations.
Element 2.2.3: When the content involves a skill, strategy, or process, the teacher engages students in structured practice activities that help them develop fluency.
Possible Teacher Evidence Possible Student Evidence
The Marzano Teacher Evaluation Model by Washington State Criteria Including Possible Teacher/Student Evidence and Elements for Teacher Growth and Development
(Updated 8/14/2022 [MG]) 7
● Engages students in massed and distributed practice activities that are appropriate to their current ability to execute a skill, strategy, or process
● Guided practice if students cannot perform the skill, strategy, or process independently
● Independent practice if students can perform the skill, strategy, or process independently
● Perform the skill, strategy, or process with increased confidence
● Perform the skill, strategy, or process with increased competence
● Work with teacher for any re-teaching during flexible groups
Unsatisfactory Basic Proficient Distinguished
When the strategy is called for the teacher does not use it, or the teacher uses strategy incorrectly or with parts missing.
When content involves a skill, strategy, or process, the teacher engages students in practice activities, BUT does not monitor the extent to which the practice increases student fluency.
When content involves a skill, strategy, or process, the teacher engages students in practice activities and monitors the extent to which the practice is increasing student fluency.
The teacher adapts and creates new strategies for unique student needs and situations.
Component 2.3: Conducting Knowledge Application Lessons
The teacher provides resources and guidance and organizes students to engage in cognitively complex tasks involving application and transfer of new knowledge.
Possible Teacher Evidence Possible Student Evidence
● Establishes the need to transfer and apply new knowledge
● Designs and engages students in the following types of cognitively complex tasks:
○ Decision-making tasks ○ Problem-solving tasks ○ Investigation tasks ○ Experimental/inquiry tasks
● Organizes students into groups to complete tasks that require application and transfer of new knowledge
● Makes himself/herself available and offers resources and guidance as needed by the entire class, groups of students, or individual students
● Circulates around the room ● Provides easy access to himself/herself ● Uses process grids/matrices to lead students
through analysi
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