Marzano’s “Causal” Evaluation System

ShaneHarrisonQuestionMarkIt’s “inflammatory Friday”!  …a time-honored tradition since… a few minutes ago when I made it up.  Here, “Timbered Classrooms” opens up a discussion and begins to explore the potentially controversial subject of the growing role of Marzano methods of teacher evaluation and influence in the classroom.  What are they, exactly?   Where does Marzano fit in with the teaching profession?  What about cost to taxpayers?  Please be assured, that this is not an exercise in offending Marzano disciples, but questioning; challenging, discussing…. …is always a good idea.   Marzano:  love him, ..or not so much.  Maybe you’ve never heard of him and are curious!  We want to hear from you.

We’ll start with a piece by Justin Baeder of Education Week.  Read his post in its entirety by clicking the link below this excerpt:

“…obedience is the dark side of this evaluation framework. When superintendents and principals become convinced that they can “cause” higher levels of learning by mandating Marzano’s favorite practices, they stop paying attention to the professional growth of teachers, and start policing. They stop looking for good teaching, and start looking for specific strategies.

Even in districts using Marzano’s system, let’s not do this to our profession.”

via Marzano’s “Causal” Evaluation System – On Performance – Education Week.

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5 responses to “Marzano’s “Causal” Evaluation System

  1. I have to comment on the Marzano system which is being used at KMHS. Please can’t our teachers just teach our kids!? They get so caught up in new strategies, etc. that sometimes it seems like there is not good learning because teachers have to share or try some new strategy they learned at a workshop or read from possibly Marzano. They all seem like fads that come and go – it just seems like teachers should concentrate on teaching the material/curriculum! Our kids come home and tell us what works for them – they like structure, textbooks, and relevant activities/projects which allow them to be creative.

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    • Amen! Structure and expectations!

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    • There is so much money to be made supplanting the expertise of professional educators; reducing teaching to rote “systems”…. I’m naturally suspicious of gurus, and people who have them anyway.

      How much does all of this Marzano stuff cost? Is it intended to supercede the judgement of the teacher? How does it fit in with a culture of trust and professional respect?

      ..and who does own a teacher’s professional development besides the teacher?

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  2. Education is filled with fads that do not work. The only people who seem to suffer are the kids and the teachers who are being constantly asked to do just one more thing. How about we rely on good teachers’ expertise and less on administrators?

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    • “How about we rely on good teachers’ expertise and less on administrators?” Easy. Money. Though the most efficient and effective for taxpayers and children alike, those priorities do not make money for testing companies, Pearson, Marzano et. al.

      Hang on to your wallets, if we can’t turn this around, because they are as powerful as they are hungry for profit and control.

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