Teachers cannot become great unless they are given the time, support, and tools to grow in their professional practice. Written for teachers, coaches, and educational leaders, this resource offers a paradigm-shifting approach to teacher development and evaluation. The authors share research-backed steps for improvement, outline the principles for successful observation, and offer extensive protocols designed to help readers fully implement the book’s recommendations.
Benefits
- Recognize the failure of past teacher evaluation efforts and its relationship with stagnant teacher development.
- Understand why the professional growth of teachers is vital to the well-being of the educational system.
- Discover the beneficial influence of teacher self-reflection and self-rating on elements of effective instruction.
- Restructure systems of classroom observation and evaluation to improve their effectiveness and encourage teacher development.
- Learn new, more reliable methods of scoring teachers’ classroom practices and students’ academic growth.
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TABLE OF CONTENTS
Part I: Improving Teacher DevelopmentChapter 1: Understanding Expertise
Chapter 2: Reflecting on Teaching
Chapter 3: Coaching Teaching
Part II: Improving Teacher Evaluation
Chapter 4: The Perils of Observing Teaching
Chapter 5: Principles for Successful Classroom Observations
Chapter 6: The New Paradigm for Teacher Evaluation
Epilogue
Appendix A: Teacher Self-Rating Scales for the Forty-Three Elements of the NASOT Model
Appendix B: Design Area Observational Scales
Appendix C: Tracking Form for Teacher Reflection
Appendix D: Tracking Form for Design Areas, Observational Categories, and Elements
REPRODUCIBLES
- Figure 2.5: Growth Goal Template
- Figure 2.6: Growth Goal Post-Lesson Reflection
- Figure 2.7: Tracking Progress Chart
- Identifying Strategies for Your Goal Area
- Appendix C: Tracking Form for Teacher Reflection
- Appendix D: Tracking Form for Design Areas, Observational Categories, and Elements
Appendix A
- Teacher Self-Rating Scales for the Forty-Three Elements of the NASOT Model
- Element 1: Providing Scales and Rubrics
- Element 2: Tracking Student Progress
- Element 3: Celebrating Success
- Element 4: Using Informal Assessments of the Whole Class
- Element 5: Using Formal Assessments of Individual Students
- Element 6: Chunking Content
- Element 7: Processing Content
- Element 8: Recording and Representing Content
- Element 9: Using Structured Practice Sessions
- Element 10: Examining Similarities and Differences
- Element 11: Examining Errors in Reasoning
- Element 12: Engaging Students in Cognitively Complex Tasks
- Element 13: Providing Resources and Guidance
- Element 14: Generating and Defending Claims
- Element 15: Previewing Strategies
- Element 16: Highlighting Critical Information
- Element 17: Reviewing Content
- Element 18: Revising Knowledge
- Element 19: Reflecting on Learning
- Element 20: Assigning Purposeful Homework
- Element 21: Elaborating on Information
- Element 22: Organizing Students to Interact
- Element 23: Noticing and Reacting When Students Are Not Engaged
- Element 24: Increasing Response Rates
- Element 25: Using Physical Movement
- Element 26: Maintaining a Lively Pace
- Element 27: Demonstrating Intensity and Enthusiasm
- Element 28: Presenting Unusual Information
- Element 29: Using Friendly Controversy
- Element 30: Using Academic Games
- Element 31: Providing Opportunities for Students to Talk About Themselves
- Element 32: Motivating and Inspiring Students
- Element 33: Establishing Rules and Procedures
- Element 34: Organizing the Physical Layout of the Classroom
- Element 35: Demonstrating Withitness
- Element 36: Acknowledging Adherence to Rules and Procedures
- Element 37: Acknowledging Lack of Adherence to Rules and Procedures
- Element 38: Using Verbal and Nonverbal Behaviors That Indicate Affection for Students
- Element 39: Understanding Students’ Backgrounds and Interests
- Element 40: Displaying Objectivity and Control
- Element 41: Demonstrating Value and Respect for Reluctant Learners
- Element 42: Asking In-Depth Questions of Reluctant Learners
- Element 43: Probing Incorrect Answers With Reluctant Learners
Appendix B
- Design Area Observational Scales
- Design Area I: Providing and Communicating Clear Learning Goals
- Design Area II: Using Assessments
- Design Area III: Conducting Direct Instruction Lessons
- Design Area IV: Conducting Practicing and Deepening Lessons
- Design Area V: Conducting Knowledge Application Lessons
- Design Area VI: Using Strategies That Appear in All Types of Lessons
- Design Area VII: Using Engagement Strategies
- Design Area VIII: Implementing Rules and Procedures
- Design Area IX: Building Relationships
- Design Area X: Communicating High Expectations
SUGGESTED RESOURCES
Books
- Conzemius, A., & O’Neill, J. (2014). The Handbook for SMART School Teams: Revitalizing Best Practices for Collaboration (2nd ed.). Bloomington, IN: Solution Tree Press.
- DuFour, R., DuFour, R., Eaker, R., Many, T., & Mattos, M. (2016). Learning by Doing: A Handbook for Professional Learning Communities at Work (3rd ed.). Bloomington, IN: Solution Tree Press.
- Marzano, R. J. (2012). Becoming a Reflective Teacher. Bloomington, IN: Marzano Resources.
- Marzano, R. J. (2017). The New Art and Science of Teaching. Bloomington, IN: Solution Tree Press.
- Marzano, R. J. (2018). Making Classroom Assessments Reliable and Valid. Bloomington, IN: Solution Tree Press.
- Marzano, R. J., Norford, J. S., & Ruyle, M. (2019). The New Art and Science of Classroom Assessment. Bloomington, IN: Solution Tree Press.
- Marzano, R. J., & Simms, J. A. (2013). Coaching Classroom Instruction. Bloomington, IN: Marzano Resources.
- Marzano, R. J., Warrick, P. B., Rains, C. L., & DuFour, R. (2018). Leading a High Reliability School. Bloomington, IN: Solution Tree Press.
- Marzano, R. J., & Yanoski, D. C. (2016). Proficiency Scales for the New Science Standards: A Framework for Science Instruction and Assessment. Bloomington, IN: Marzano Resources.
