Marzano School Leadership Evaluation

Scales and Evidences

For each of the 24 elements within the five domains, there are corresponding scales and example evidences of success. This five point scale aligns with the Marzano Teacher Evaluation Model. Each element is further defined by a scale that describes growth levels with Applying as the proficient target. Under each element scale are sample evidences to further define the element with practical examples.

To illustrate, consider Element 1:

Domain 1: A Data-Driven Focus on Student Achievement

Element 1:1 - The school leader ensures clear and measurable goals are established and focused on critical needs regarding improving overall student achievement at the school level.

Scales

Evidences

Scales

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Scale Value Description
Innovating (4)

The school leader ensures adjustments are made or new methods are utilized so that all stakeholders sufficiently understand the goals.

Applying
(3)

The school leader ensures clear, measurable goals with specific timelines focused on critical needs regarding improving student achievement are established at the school level AND regularly monitors that everyone has understanding of the goals.

Developing (2)

The school leader ensures clear, measurable goals with specific timelines focused on critical needs regarding improving student achievement are established at the school level.

Beginning (1)

The school leader attempts to ensure clear, measurable goals with specific timelines focused on critical needs regarding improving student achievement are established at the school level but does not complete the task or does so partially.

Not Using (0)

The school leader does not attempt to ensure clear, measurable goals with specific timelines focused on critical needs regarding improving student achievement are established at the school level.



Evidences

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Accompanying the scale for each of the 24 elements are indicators of successful performance. It is important to note that these are sample indicators only in that other indicators specific to a given school or district might also depict successful performance.

Evidences for Element 1 of Domain I

  • Written goals are established as a percentage of students who will score at a proficient or higher level on state assessments or benchmark assessments
  • Written goals are established for eliminating differences in achievement for students at different socioeconomic levels
  • Written goals are established for eliminating differences in achievement for students of differing ethnicities
  • School-wide achievement goals are posted so that faculty and staff see them on a regular basis
  • School-wide achievement goals are discussed regularly at faculty and staff gatherings
  • Faculty and staff can describe the school-wide achievement goals
  • Faculty and staff can explain how goals eliminate differences in achievement for students of differing ethnicities
  • Faculty and staff can explain how goals eliminate differences in achievement for students at different socioeconomic levels, English language learners, and students with disabilities
  • Improvement goals are assigned to various departments and faculty
  • Written goals are established for eliminating the achievement gap for all students
  • Written goals are established for eliminating the differences in achievement for English language learners
  • Written goals are established for eliminating the differences in achievement for students with disabilities
  • Written goals address the most critical and severe deficiencies
  • Written timelines contain specific benchmarks for each goal, including individual(s) responsible for the goal