Friday, September 12, 2014

The Marzano Teacher Evaluation Model


The Marzano Teacher Evaluation Model is based on a number of previous, related works, including What Works in Schools (Marzano, 2003), Classroom Instruction That Works (Marzano, Pickering, & Pollock, 2001) Classroom Management That Works (Marzano, Pickering, & Marzano, 2003), Classroom Assessment and Grading That Work (Marzano, 2006), The Art and Science of Teaching (Marzano, 2007), and Effective Supervision: Supporting the Art and Science of Teaching (Marzano, Frontier, & Livingston, 2011). Each of these works was generated from a synthesis of the research and theory. Thus, the model can be considered an aggregation of the research on those elements that have traditionally been shown to correlate with student academic achievement. The model includes four domains:
  • Domain 1: Classroom Strategies and Behaviors
  • Domain 2: Preparing and Planning
  • Domain 3: Reflecting on Teaching
  • Domain 4: Collegiality and Professionalism

Thursday, September 11, 2014

Articles Tutorial

Should I use A, AN or THE? Even after years of studying English, students may find themselves asking that question over and over again. English articles can be quite a challenge. To help every English learner become an articles expert, Englishpage.com has put together the most comprehensive English articles tutorial on the web.


Robert J. Marzano

Teachers can now give each student this colorful notebook that follows the six-step method for teaching academic vocabulary. 

CSA Forges Agreement on Teacher Observations

CSA Forges Agreement on Teacher Observations

In response to your feedback about your punishing workload, CSA has forged an agreement for a fourth option, where teachers rated effective have a right to select an option of 4 rather than 6 informal evaluations of their classroom work. We are aware that your IPCs have started and we have conveyed to the DOE the critical importance of DOE delivering timely guidance on the implementation of this agreement.

We have urged the DOE to be mindful of your time and to immediately put a process in place so that you do not need to reconvene any IPCs already held. 

Thursday, July 17, 2014

Kim Marshall

Kim Marshall began his career in 1969 teaching sixth graders in a Boston middle school. He used "learning stations" with some success, wrote curriculum materials for his students, gave workshops for teachers in the Boston area, and began to write articles on classroom and school innovation (see list below).
During Boston's desegregation crisis in the mid-1970's, Kim became increasingly involved in schoolwide change efforts, delved into the new research on effective urban schools, and eventually went to graduate school for a year to prepare to become a principal.
But a 1980 Massachusetts tax-cutting referendum closed 27 Boston schools, and Kim found himself in the district's central office, first as a policy adviser and speechwriter for Superintendent Robert Spillane, then leading a team that wrote new curriculum objectives for the district, and finally serving as director of curriculum and planning.
In 1987, Kim finally got his wish and was made a principal. As leader of the Mather Elementary School for the next 15 years, Kim and his colleagues brought about significant improvements in student achievement, teacher effectiveness, and the quality of the curriculum.
Kim now works for New Leaders for New Schools (www.nlns.org), a non-profit that recruits, trains, and supports urban principals. Kim coaches new principals in New York City, with a special focus on improving teacher supervision and evaluation and the effective implementation of interim assessments. He also gives workshops and courses to aspiring and practicing school leaders in a number of venues.

Kim and his wife, Rhoda Schneider, have two children - a daughter teaching English in a Boston high school and a son teaching history in a high school in the San Francisco Bay area.

Tuesday, April 1, 2014

Education Pioneers

Education Pioneers seeks to transform the American education system through policy- and practice-based, sweeping education reform initiatives pushed by their highly groomed, diverse corps of education leaders and policy makers.


Focused on attracting top talent from a spectrum of professions from outside the classroom, they train new leaders to help direct, manage, and transform our public education system. They aim to dramatically improve American schools by creating a broad, deep bench of new education visionaries, preparing and supporting them to improve upon the performance of existing key education organizations and affect significant change upon the entire education system.
Education Pioneers partners with more than 130 organizations in seven cities, including school districts, charter school organizations, and education nonprofits. While these entities are making tremendous strides on behalf of students, they benefit from additional business, management, and policy expertise, often lacking the capacity and resources to recruit cross-industry talent on their own. By matching these organizations with the best and brightest emerging leaders from business, law, policy, and education, Education Pioneers offers Partner organizations an efficient, effective solution to secure top talent, accelerate strategic initiatives, and make significant advances.
During the course of their Fellowships, Education Pioneers Fellows provide focused, professional work on mission-critical projects that immediately increases Partner organizations' rate of reform. To inform their work, Fellows also participate in professional development sessions, designed to optimize their skills in the context of K-12 education. Within this forum, Fellows dialogue with multi-disciplinary cohorts, providing an invaluable range of perspectives on the complexity of education. Each year, Education Pioneers receives over 90% good or excellent ratings from Fellows and Partners. Approximately two out of three Education Pioneers alumni continue to work full-time in the field of education following graduate school.
To date, Education Pioneers has identified more than 1,200 emerging leaders - including managers, analysts, lawyers, and policy experts - and placed them with more than 130 leading education organizations nationwide.  In less than a decade, their Fellows have contributed hundreds of thousands of hours of critical consulting work to transform teaching and learning results in our schools.  By the end of their first decade they expect to have impacted more than 3.6 million students.
With the expectation that their network of leaders will grow to more than 10,000 by 2020, Education Pioneers is and will continue to stand at the vanguard of transforming education in our nation, developing highly skilled leaders and connecting them with the most impactful initiatives and promising organizations to fulfill their missions.

Tuesday, March 25, 2014

Five Great Educators Who Make a Difference

Columbia University's Teachers College Press comes out next month with a book about five important reformers: James P. Comer, John I. Goodlad, Henry M. Levin, Deborah Meier and Theodore R. Sizer. If you were assembling the leading American thinkers and writers about education, you would have to include these five. They tell the stories of how they became so obsessed with education and what they learned about improving schools in the book "Those Who Dared: Five Visionaries Who Changed American Education."
It occurred to me that a review of the book by an intellectual midget like myself would not do their lives justice. I don't always agree with them, but many readers will say that is my problem, not theirs. So I asked the book's editor, Carl Glickman, co-convener of the Forum for Education and Democracy, if he could persuade each of them to send me a short essay on the best way to help impoverished children learn.
Sizer, a legendary high school reformer, was ill and could not participate, but the other four have sent me the pieces below, plus a bonus essay from Glickman. I am taking a risk, showing how interesting this column would be if written by any of these visionaries, but I think it is worth it.

Jay Mathews

Friday, March 21, 2014

Education

The whole object of education is...to develop the mind. The mind should be a thing that works.
Sherwood Anderson (1876–1941) American novelist and short story writer.

Sunday, March 2, 2014

Education

One of the few things a person is willing to pay for and not get.
William Lowe Bryan (1860–1955) 10th president of Indiana University (1902 to 1937).