The document compares teacher evaluation models from Tulsa and Marzano and recommends adopting Marzano's model for Yukon Public Schools. Key points include: Marzano's model provides more opportunities for high scores and targeted feedback across questioning, guided practice, and active learning indicators. It has tools for easy development of remediation and coaching plans aligned to evaluation. Marzano's model is formative and summative using a common language from research, while Tulsa's is only summative. Adopting Marzano would maintain Yukon's planned professional development continuum and build more potential for student achievement and success with high-stakes testing.

1. Yukon Public Schools
Teacher Evaluation
Comparisons
Presented by
YPS Recommendation Team
facebook.com/yukonps @YukonDistrict

2. Teacher Evaluation Comparisons
Guiding Question Response
What is the biggest factor Effective classroom instruction
leading to Yukon students supported by professional
having success with Common development and effective
Core Standards and PARCC school leadership.
Assessments?

3. Teacher Evaluation Comparisons
Guiding Question Response
What is Yukon’s strategy for Professional development will
deepening teaching and be chunked and implemented
learning in order for students on a slow, steady schedule,
to reach the level of rigor and focusing on research based
classroom practices and
complexity involved in the
instructional strategies that are
Common Core Standards and
proven to have significant
Assessments? impact on student achievement.

4. Teacher Evaluation Comparisons
Guiding Question Response
What is the purpose of Evaluation should lead to
Teacher and Leader professional growth and
Evaluation? increased student learning.
We spend a lot of time on The Evaluation instrument
Evaluation. What should it should measure professional
accomplish? growth much the same as we
measure academic progress.

5. Teacher Evaluation Comparisons
Tulsa Marzano
Indicator #9 in the Tulsa Marzano’s model has multiple
model speaks to questioning, indicators for each of the
guided practice, active three – questioning, guided
learning, and knowing practice, and active learning –
students interests – all in one giving the teacher multiple
indicator. A teacher would opportunities to receive a high
receive only one score for all score, and the opportunity for
three of those encompassing specific, targeted feedback as
professional practices. each of the those practices
has multiple resources for
professional growth.

6. Teacher Evaluation Comparisons
Tulsa Indicator #9
Domain: Instructional Effectiveness Dimension: Involves All Learners
Teacher uses questioning techniques and/or guided practices to involve all students in
active learning.
3 — Effective Obs. 1 Obs. 2 Obs. 3
Engages most students in active learning experiences 80 percent of the class time.
Uses questioning strategies throughout the lesson that are primarily at a lower or mid level of
Bloom's taxonomy. Provides wait time for some student response and does random checking for
understanding. Lesson progresses at a pace that accommodates most student questions and
interests.
Recognizes the value of understanding students’ skills and interests.
Asks critical thinking questions throughout the lesson and uses questioning techniques to involve
all learners.

7. Teacher Evaluation Comparisons
Marzano Indicator #26
26. Managing Response Rates
The teacher uses response rate techniques to maintain student engagement in questions.
Teacher Evidence
 Teacher uses wait time
 Teacher uses response cards
 Teacher has students use hand signals to respond to questions
 Teacher uses choral response
 Teacher uses technology to keep track of students’ responses
 Teacher uses response chaining
Student Evidence
 Multiple students or the entire class responds to questions posed by the teacher
 When asked, students can describe their thinking about specific questions posed by the teacher
Innovating Applying Developing Beginning Not Using
Managing Adapts and Uses response Uses response Uses strategy Strategy was
response rates creates new rate techniques to rate techniques to incorrectly or with called for but not
strategies for maintain student maintain student parts missing. exhibited.
unique student engagement in engagement in
needs and questions and questions.
situations. monitors the
extent to which the
techniques keep
students engaged.

8. Teacher Evaluation Comparisons
Tulsa Marzano
Tulsa gives rubrics to designate Marzano’s Observation
levels of performance. Protocol has rubrics that
include Teacher and Student
Evidence that can be
observed if the indicator is
being used effectively.

9. Teacher Evaluation Comparisons
Tulsa Marzano
No evidence of a professional Marzano’s model has easily
growth resource for use by a accessible tools that can be
leader who must develop used by a leader when
plans for remediation and developing remediation and
instructional coaching. instructional coaching plans.
A common language exists
between professional growth,
formative observations, and
evaluation.

10. Teacher Evaluation Comparisons
Tulsa Marzano
Tulsa’s model is summative in Marzano’s model is both
nature. Along with the Tulsa formative and summative, all
evaluation instrument, The Art in the common language,
and Science of Teaching derived from The Art and
would serve as the program Science of Teaching.
of formative observation and
professional growth.

11. Teacher Evaluation Comparisons
Tulsa Marzano
The Tulsa model is developed Marzano’s model has been
and implemented locally by used nation-wide and is
Tulsa Public Schools (TPS) based on 40 years of
based on research, but it has research and actual field
not yet been used beyond experience as it has been
TPS. There is no longitudinal tested in rural, urban, and
data on its effectiveness, suburban districts over time.
even within TPS.

12. Teacher Evaluation Comparisons
Tulsa Marzano
Tulsa Public Schools as the Marzano’s trainers are a
certified trainers for the Tulsa network of Master Teachers
Evaluation Model. who have practiced the Art
and Science of Teaching as
professionals in the
classroom, both as a teacher
and evaluator.

13. Teacher Evaluation Comparisons
Tulsa Marzano
The Tulsa model online does Marzano’s online system has
not have professional video Video Clips of Master
clips. Teachers demonstrating the
“best practice”
indicator/strategies on the
same page with the indicator.

14. Teacher Evaluation Comparisons
Tulsa Marzano
The cost difference between The Marzano online
the Tulsa and Marzano online instrument is being updated
tool has not yet been made in format and lowered in
available. The proposed price.
online tool for Tulsa is still in
development with Barlow
Education Management
Services.

15. Teacher Evaluation Comparisons
Tulsa Marzano
The Tulsa model is an The Marzano model is a
evaluation system that has professional development
levels of performance on model that involves formative
indicators of effectiveness. observation of effective
classroom practices,
professional growth, and
summative evaluation.

16. Teacher Evaluation Comparisons
Guiding Questions
In perspective with implementation of the rigorous Common Core
Standards and Assessments explore the following questions:
1. Which model will lead to improved planning, teaching, and
ultimately student success with high-stakes testing?
2. Which model would build more potential for success on the 35%
of the educator’s evaluation based on student achievement data?
3. Which model would maintain the seamless common language
with the professional development plan Yukon has planned?
4. Which model is best for the success of students, teachers, and
administrators of Yukon Public Schools?
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