October 13, 2017

School Leader Evaluation

Marzano School Leader
Evaluation Model

Developed in collaboration with Learning Sciences International, Dr. Marzano’s School Leader Evaluation Model is the only school leader evaluation framework designed to correspond to a teacher evaluation framework to maximize impact on raising student achievement. Like the Marzano Teacher Evaluation Model, it works on the iObservation platform to create a common language with a focus on instruction.

A New Era of School Leadership

When principals and school administrators empower and support teachers and promote a school-wide emphasis on student academic growth, the quality of achievement for students, teachers, schools, and communities improves.

The Marzano School Leader Evaluation Model develops effective school administrators with an unwavering focus on driving student achievement. The Marzano School Leader Evaluation Model provides principals and administrators with strategies and tools to empower their teachers, so leaders and teachers can focus together on the ultimate objective: improving student learning.

A new RAND report identifies the Marzano School Leader Evaluation Model as one of only two evaluation models that meet Tier IV evidence to qualify for Every Student Succeeds Act (ESSA) funding.

Learn more about the Marzano Center School Leader Evaluation Model

Features of the Marzano School Leader Evaluation Model

  • Built on a foundation of sound research
  • Integrated with the Marzano Teacher Evaluation Model
  • Centered on what’s important and how to get there: student achievement
  • Contains five domains with 24 strategies related to successful leadership with targeted professional development
  • Provides clear evidences to help school administrators evaluate school leaders fairly and reliably

Learn more about the School Leader Model Research.

School Leadership Interventions Under the Every Student Succeeds Act: Evidence Review, Updated and Expanded

A new RAND report identifies the Marzano School Leader Evaluation Model as one of only two evaluation models that meet Tier IV evidence to qualify for Every Student Succeeds Act (ESSA) funding.

Built on a Foundation of Sound Research

The Marzano School Leader Evaluation Model is based on in-depth research and an extensive review of contemporary literature in school administrator leadership. To develop the model, Dr. Marzano and his associates first conducted a survey of the available research on school administrator competence. From this survey, specific school leader actions and behaviors were identified that, historically, have had a relationship with student achievement. Four primary documents were used in the review of literature:

  1. A study by the Wallace Foundation, Investigating the Links to Improved Student Learning (Louis, Leithwood, Wahlstrom, and Anderson, 2010)
  2. What Works in Oklahoma Schools, conducted for the Oklahoma State Department of Education (Marzano Research Laboratory, 2011)
  3. Meta-analysis of School Leadership, published in School Leadership that Works (Marzano, Waters, and McNulty, 2005)
  4. The Marzano Study of School Effectiveness, published in What Works in Schools (Marzano, 2003)

Based on the findings, Dr. Marzano identified 24 categories of principal actions and behaviors and strategically organized them into five domains that, if used consistently, will spur measurable teacher improvement with corresponding gains in student achievement.

Learn more about the model’s integrated approach to School Leader Evaluation.

Integrated Approach

The Marzano School Leader Evaluation Model is a comprehensive approach to school leadership evaluation. While it can be implemented independently, it is designed to be used in close conjunction with the Marzano Teacher Evaluation Model based on the leading instructional framework, the Art and Science of Teaching. Both models rely on a common language of instruction, building collaboration among teachers, leaders, and central office administrators.

Integrated Approach of School Leadership Evaluation

Learn more about the integrated approach of the Marzano School Leader Evaluation Model and its focus on raising student achievement.

Focus on Student Achievement

Like the Marzano Teacher Evaluation Model, the Marzano School Leader Evaluation Model is founded on the assumption that building strong teachers is key to raising student achievement. The Marzano School Leader Evaluation Model is focused on proven elements that build and maintain strong relationships among principals, teachers, and the community through a shared vision and a common language of instruction. Using the model as a rubric for their own professional development, school leaders gain focus, empower their teachers, and build support in school and community. The Marzano School Leader Evaluation Model:

  • Provides focus and professional development for school leaders who are often overextended in their commitments
  • Clearly identifies the practices that lead to student achievement
  • Builds a common language of instruction for clarity and collaboration
  • Helps create a safe learning environment
  • Provides detailed plans for professional growth
  • Offers instant access to tools and researched-based strategies developed by experts to improve professional practice

View a sample of the School Leader Model Domains.

Marzano School Leader Evaluation Model Domains

The Marzano School Leader Evaluation Model contains 24 categories of principal actions and behaviors organized into five domains:

Domain 1: A Data-Driven Focus on Student Achievement
Actions and behaviors within this domain help ensure that the school as a unified whole, as well as individual teachers, has a clear focus on student achievement that is guided by relevant and timely data. Five specific categories of school administrator actions and behaviors constitute this domain.

Domain 2: Continuous Improvement of Instruction
The actions and behaviors in this domain help ensure that the school as a whole, as well as individual teachers, perceives teacher pedagogical skill as one of the most powerful instruments in enhancing student learning and are committed to enhancing those pedagogical skills on a continuous basis. Five specific categories of school administrator actions and behaviors constitute this domain.

Domain 3: A Guaranteed and Viable Curriculum
The actions and behaviors in this domain help ensure that the school curriculum are designed to optimize learning for all students and that all teachers follow the curriculum. Three specific categories of school administrator actions and behaviors constitute this domain.

Domain 4: Cooperation and Collaboration
The actions and behaviors in this domain help ensure that teachers and staff have and engage in opportunities to address issues critical to the optimal functioning of the school and operate as a cohesive team. Five specific categories of school administrator actions and behaviors constitute this domain.

Domain 5: School Climate
The actions and behaviors in this domain help ensure that all constituents perceive the school as positive and well-functioning. Six specific categories of school administrator actions and behaviors constitute this domain.

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

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

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

Marzano School Leader Evaluation Resources

The Marzano Center partners with districts in every step to implement the Marzano School Leader Evaluation Model. We train observers for inter-rater reliability, conduct workshops on understanding the model, and share proven tools for building leadership capacity over time to improve teacher performance and raise student achievement. Our expert support staff works with state departments of education as well as urban, suburban, and rural districts to align and implement the model based on individual cultures and needs. We are dedicated to your district’s success from day one.


Learn more about the School Leader Model Research
.The Marzano Center offers official products and services for the Marzano Teacher Evaluation Model and Marzano School Leader Evaluation Model to provide integrated solutions for establishing a common language across your district. Contact us for further information and pricing options to suit your district’s needs.

Learn more about the Marzano Center School Leader Evaluation Model