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Leadership Academy: An Invitation for Successful Implementation!

Regional Communities of Practice: Effectively Implementing Teacher Development and Evaluation Plans



What are Regional Communities of Practice?

Regional Communities of Practice are being formed across the state by Minnesota’s service cooperatives and the Minnesota Department of Education. Each community of practice will be comprised of district leadership teams working together to implement their local teacher development and evaluation models. District teams will
  • Assess and improve local teacher development and evaluation activities.
  • Engage in collaborative activities and discussions, problem solve together, share successful practices, and learn from other teams.
  • Conduct continuous improvement cycles on their local teacher development and evaluation models throughout the school year.


Who should attend?

Districts and charter schools are invited to send 3-5 leadership team members who are leading implementation of their locally developed teacher development and evaluation models. By joining a community of practice, members of leadership teams commit to attend all meetings (3-5 depending on region) and to leading follow up work between meetings in their schools and districts.


What will occur at the communities of practice meetings?

The focus of the meetings will be on implementing, monitoring, and improving local teacher development and evaluation plans. Members will network with others in their region and engage in collaborative activities and discussion. Districts will help each other by problem solving, posing solutions, and sharing information and practices. Each leadership team will identify an implementation issue related to teacher development and evaluation to examine throughout the year. Some example implementation issues might be
  1. Peer review: Was the peer review process rolled out at the beginning of the year as planned? Is the peer review process being implemented as intended? Are the practices defined in the plan being consistently applied across the district and across classrooms and teacher groups? What data is being collected to measure effectiveness?
  2. Student engagement: What longitudinal data are we collecting to measure student engagement? Is the data meaningful to all teachers? How are teachers using data to improve instruction?
  3. Student growth: What are the best assessments to measure student growth and literacy? Are our student growth measures aligned to academic standards?
  4. District model: Do the teachers think the teacher development and evaluation system is fair? Is the teacher development and evaluation system improving teacher practice? Are evaluations fair and transparent? Was the training we offered sufficient?

Leadership Academy
Dates/Times/Locations:

Central
October 15th 2014 
 November 12th 2014 
January 14th 2015 
February 18th 2015 
March 11th 2015 (8:30am - 2:00pm)
at Resource

Click here to register


Northeastern
September 23rd 2014 
October 28th 2014 
December 11th 2014 
February 6th 2015 
 March 3rd 2015
(9:00am - 2:00pm)
at 
NESC in Mountain Iron

Click here to register


Southeastern
October 21st 2014 
November 20th 2014 
January 22nd 2015 
February 26th 2015
March 18th 2015 (9:00am - 2:00pm)
at Southeast Service Cooperative
Click here to register


Contact Dr. Rebecca Koelln with any questions.

   

 










Leading Forward: Transforming Education has several programs and services to improve schools at all levels and to help them navigate mandated changes.  Please contact Rebecca Koelln or Amanda Anderson at 320-255-3236 to learn more!

Programs and Services include (click on each topic to learn more):

World's Best Work Force (WBWF)
Teacher Evaluation
Principal Evaluation
iObservation
Instructional Rounds
Professional Development Planning & Support
Leadership Academy
Evaluation Certification and Peer Coaching Academy
Leading Forward Testimonials



World's Best Work Force (WBWF)

This tool is for Minnesota school districts to use when preparing to develop public local strategic plans that strive to create the world’s best workforce. Leading Forward Professional Development Staff assists each district in the creation of an action item outline for the development of District Strategic Plans that meets the state-mandated criteria. These plans utilize research-based best practice and are closely aligned with existing initiatives and continuous school improvement.  

Teacher Evaluation

The Minnesota Marzano Teacher Evaluation Model is a comprehensive approach to teacher evaluation that is coordinated and compatible with the Minnesota Teacher Evaluation Statute. 
The Marzano Teacher Evaluation Model presents many advantages to districts:
  • Focuses evaluations on instructional elements shown by research to positively impact student achievement
  • Incorporates evidence and data from a variety of sources for a well-rounded assessment for growth
  • Encourages continual improvements in instruction through deliberate practice
  • Integrates Dr. Marzano’s Causal Teacher Evaluation Model to collect and measure evidence of effective instruction
Principal Evaluation:

The Minnesota Marzano Principal Evaluation Model is a comprehensive approach to principal evaluation that is coordinated and compatible with the Minnesota Principal Evaluation Statute.
The Marzano Principal Evaluation Model presents a number of advantages to districts:
  • Focuses evaluations on leadership elements shown by research to impact teacher effectiveness and student achievement
  • Incorporates data from a variety of sources for a well-rounded assessment for growth
  • Encourages continual improvements in leadership through deliberate practice
  • Integrates research on Dr. Marzano’s Causal Teacher Evaluation Model and to collect and measure evidence of effective instruction
iObservation

iObservation is the leading observation technology platform that offers an interactive web-based data management system for classroom walkthroughs and teacher and leadership evaluation. It manages the data collection process so schools can focus on effective teaching and learning. Customization offers flexibility for alignment with the current school/district focus or initiatives.

Instructional Rounds

Staff at Leading Forward provides support to principals and teachers throughout the growth process by facilitating a series of informative classroom observations via Instructional Rounds. These rounds provide an opportunity for teams of teachers and administrators to discuss deliberate practice, reflect on effective teaching strategies, and coach using formative feedback resulting in growth for all.   

Professional Development Planning/Support

Staff at Leading Forward can provide customized highly effective professional development for any school/district need. Staff is available to conduct a needs assessment, assist with the development of a professional development plan, provide training and coaching, and to drive implementation focused on continuous improvement.

Leadership Academy

Leadership Academy provides monthly training sessions for school and district leadership teams to support and promote school improvement processes as they work toward a common goal of growth in leader and teacher effectiveness. Each Academy session is a full day and designed to bring school leaders together to focus on instruction as the number one priority. Through networking, targeted professional development and next step planning, principals and instructional leaders will come in to learn and go out to lead. 
 
Join us to explore the following:
  • How to lead, drive and sustain change using a model of leadership and implementation science that are both sustainable and research-based 
  • How to effectively support and monitor principal and teacher performance through deliberate practice, reflection, focused feedback and coaching
  • How to use the Marzano Leadership Framework to guide administrative growth and effectiveness
  • How to use the Marzano Instructional Framework to guide increased teacher growth and effectiveness 
 
During each Leadership Academy session, participants will:
  • Connect with prior learning
  • Use processes and content to be implemented in his/her school
  • Apply theory into action
  • Embed strategies to promote teacher and principal growth
  • Engage in networking and accountability
  • Create systems of change
Evaluation Certification and Peer Coaching Academy

This year-long system of support helps prepare teachers and principals to serve as peer coaches and peer evaluators. Each participant will receive three days of professional development on developing norms, principles, and strategies to build collaborative practices for providing instructional feedback that will positively impact teacher effectiveness and student achievement. Support is offered two additional days during the year through instructional round support and coaching on-site. Certification is available for those wishing to become peer evaluators. This academy is coordinated and compatible with the Minnesota Principal and Teacher Evaluation Statutes.


Non-Classroom Instructional Support Personnel Evaluation Model Webinar


This webinar provides an overview of our next-generation Marzano Center Non-Classroom Instructional Support Personnel Evaluation Model. Let the experts at Learning Sciences show you how this updated model will change the way you evaluate your non-classroom instructional support members.

Download a PDF of the slides used during this webinar.

Download a PDF document of the learning map.




If you have any questions, call the Marzano Center's toll-free line at 1-877-411-7114 or fill out their contact form.


New Study Compares Marzano and Danielson Models for Teacher Evaluation, Finds Greater Specificity in Marzano Model Helps Teachers Improve 

A study on teacher development, published in August, 2012 by Cardinal Stritch University has compared the Marzano Observation Protocol, the foundation of the Marzano Teacher Evaluation Model used in hundreds of school districts across the U.S., with the Danielson Framework for Teaching. The comparative case study, a dissertation by Paul George Mielke, took a qualitative approach, dividing teachers into two cohorts, one using the Marzano Protocol and the other the Danielson Framework, to determine the benefits of research-based teaching frameworks for teachers. The results indicate that:
  • Using a comprehensive teaching framework had multiple benefits for teachers
  • Teachers improved their ability to become self-directed
  • Greater specificity of the Marzano comprehensive teaching framework more positively impacted the ability of teachers to monitor and modify their teaching
  • A limited focus on improving specific behaviors positively impacted teachers
  • A structured process for obtaining feedback, reflecting, and peer sharing positively impacted teacher growth
 The study, Investigating a Systematic Process to Develop Teacher Expertise: A Comparative Case Study, has wide application for the future of teacher evaluation. The research demonstrates that schools do well to utilize comprehensive teaching frameworks to drive teacher development and student achievement. The study also recommended that schools consider a supervision process that empowers teachers to develop expertise through self-video analysis, peer observation, and structured reflection. Further, schools should provide teachers with the structure, framework, and tools to become self-directed. And finally, the research indicates that the concept of deliberate practice should be a central component to improve teaching.
 
Notes Michael Toth, CEO of Learning Sciences Marzano Center for Teacher and Leadership Evaluation: “We were very pleased to see the results of this study. It confirms that the goal of supervision and evaluation should be to develop expert teachers who are self-correcting, and that the more specific the model is in terms of instructional strategies, the better the model will be in driving teacher development. The study states very clearly that the Marzano Observational Protocol gives teachers very specific skills or outcomes to assess, versus the Danielson Framework’s more general areas. It indicates that teachers are more likely to modify their classroom practices as a result of using the Marzano Model. And finally, the study indicates that because the Marzano framework is based on the most current research, and is academically rigorous, teachers find the model more useful over all.”
 
The Marzano Teacher Evaluation Model, developed from decades of research into classroom strategies correlated with student achievement incorporates teacher professional development as a critical component of evaluation. Through a focus on deliberate practice—or measurable, continuous improvement of instruction—the model is designed to build teacher expertise steadily throughout the course of a career. Teachers identify their instructional strengths and weaknesses, and focus on and master a handful of classroom strategies, or thin slices of instruction, each academic year through a continuous loop of practice, coaching, and feedback.