School Administrators has struggled for many years to create an implement an effective teacher evaluation system. To accomplish this lofty goal, the Mississippi Department of Education implemented a world-class teacher evaluation system used in every school in Mississippi. The vision of the department was to create a teacher evaluation system that would ensure teachers are providing students with the knowledge and skills to be successful in college or the workforce and productive members of society. Nonetheless, one of the popular and effective teacher evaluation models is Marzano’s Teacher Evaluation Model. However, when juxtaposed, one finds that the Marzano’s and Mississippi’s Teacher Evaluation Model share several similarities and …show more content…
In the Marzano Model, each domain consists of segments, that “defines [the] observation and feedback protocol” (Marzano,). Each segment consists of 9 design questions sectioned into forty-one elements. However, only domain one consists of segments that address the issue of routine, content, and enacting on the spot. The domains in the Marzano’s model are classroom strategies & behaviors, planning & preparing, reflecting on teaching, and collegiality & professionalism. While on the other hand, the Mississippi Teacher Evaluation Model consists of four domains: The four Mississippi domains are: lesson design, student understanding, culture and learning, and professional responsibilities. Standards, which are similar to Marzano’s segments, indicators, which similar to Marzano’s elements, and a scoring rubric for meeting each indicator on a scale of 1-4. Interestingly, Marzano does not include a rubric in his …show more content…
At the beginning of the year, the administration reviews the tool with each teacher and discussed expectations as they related to the evaluation model. In addition, school leaders created a PLC based on the model and lastly, each teacher are required to reflect on the model and meet with administrator 3 days prior to the observation to discuss the model. Although both Marzano’s and Mississippi’s Teacher evaluation Models are excellent tools for evaluating educators; nonetheless, both models could use some improvements. Tthe Marzano evaluation tool would greatly benefit from an addition of a scoring rubric to indicate at what level each teacher has attained. In addition, the rubric score would also provide documentation and indicate an area of improvements for a teacher. Secondly, the Marzano model would greatly benefit by including action verb to describe what teachers should do. For example, rather than state, “Needs of English Language Learners” it should read, “the teacher proactively seeks to address the needs of English Language Learners”. Nonetheless, although the Mississippi model, in opinion, is the best by far; the model would, like Marzano’s should incorporate the necessary jargon commonly associated with the profession. For example, in Marzano’s model, the author includes verbiage such as scaffold, pedagogical, and probing. Such verbiage would