Dissertation

Independent Research by Paul Mielke, Ph.D Compares Marzano Teacher Evaluation Model to Second Widely Used Framework


Released in August 2012, Investigating a Systematic Process to Develop Teacher Expertise: A Comparative Case Study, compares the Marzano Teacher Evaluation Model to a second widely used teaching framework. While teachers found both frameworks to be useful in generating feedback, the Marzano Model was found to be more successful in driving teacher development due to the specificity of the framework.

Some notable findings from the research:

Specificity of Marzano Model Necessary for Teacher Development

  • The greater emphasis on the classroom strategies and behaviors allows the Marzano Observational Protocol to be specific in its identification of strategies that have direct impact on student learning. (p.77-78)
  • The Marzano Observational Protocol gives teachers a very specific skill or outcome to assess versus a general area. More specific goals are easier to assess and monitor. (p.219)
  • Because the Marzano Observational Protocol is more specific it allowed its cohort members to more easily identify the elements and to apply it within their own classroom. (p.235)
  • The specificity of the Marzano Observational Protocol is more conducive to the concepts associated with deliberate practice. (p.284)

Specificity of Marzano Model Conducive to Developing Deliberate Practice and Teacher Expertise

  • The specificity of the Marzano Observational Protocol is more aligned with the concepts associated with deliberate practice. (p.309)
  • While both cohorts generated feedback that could be useful, the specificity of the Marzano cohort feedback better aligns with the tenants of deliberate practice and development of expertise which is based on very specific feedback. (p.300)
  • The data support the conclusion that the Marzano Cohort participants were more likely to engage in praxis after participating in a reflective peer observation. (p.234)
  • The cohort utilizing the Marzano Observational Protocol identified specific areas of improvement whereas the cohort utilizing the [second] framework identified more general areas of improvement. (p.216)
  • The use of the Marzano Observational Protocol was more likely to lead to change as perceived by teachers. This difference was attributed to the specificity of the Marzano Observational Protocol. (p.328)

Marzano Model Distinguishes between Types of Classroom Lessons to Generate Focused Feedback

  • The Marzano Observational Protocol represents a new standards-based teaching framework that is based on current research. While the Marzano Observational Protocol is similar to the [second] framework in that it is both research and standards based, the Marzano Observational Protocol puts an emphasis on classroom instruction and behaviors while making distinctions between new knowledge, deepening knowledge, and hypothesis generating.” (p.75)
  • Through the video analysis, both cohorts were able to generate useable feedback, but the Marzano cohort answers were related more closely to its respective rubric. (p.302)
  • The cohort that utilized the Marzano Observational Protocol was more likely to identify specific elements of improvement versus more general areas that were identified by the [second] cohort. (p.308)

Access the complete dissertation by Paul G. Mielke, Ph.D here.