Teacher
Evaluation
Model
The Marzano
May 2013
Classroom Strategies
and Behaviors
The four domains of the
Marzano Teacher Evaluation Model
Preparing and Planning
Reecting on Teaching
Collegiality and
Professionalism
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Table of Contents
Introduction .....................................................................................................................................1
Elements of the Marzano Teacher Evaluation Model .....................................................................2
Domain 1: Classroom Strategies and Behaviors .......................................................................2
Domain 2: Planning and Preparing ...........................................................................................5
Domain 3: Reflecting on Teaching ...........................................................................................6
Domain 4: Collegiality and Professionalism ............................................................................7
The Research Behind the Model .....................................................................................................8
Experimental/Control Studies ...................................................................................................8
Correlational Studies .................................................................................................................9
Technology Studies ...................................................................................................................9
Conclusion ....................................................................................................................................11
References .....................................................................................................................................12
Appendix: Scales for the Marzano Teacher Evaluation Model ....................................................14
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
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Introduction
The Marzano Teacher Evaluation Model is based on a number of previous, related works,
including What Works in Schools (Marzano, 2003), Classroom Instruction That Works
(Marzano, Pickering, & Pollock, 2001) Classroom Management That Works (Marzano, 2003),
Classroom Assessment and Grading That Work (Marzano, 2006), The Art and Science of
Teaching (Marzano, 2007), and Effective Supervision: Supporting the Art and Science of
Teaching (Marzano, Frontier, & Livingston, 2011). Each of these works was generated from a
synthesis of educational research and theory. Thus, the model can be considered an aggregation
of the research on those elements that have traditionally been shown to correlate with student
academic achievement.
The model includes four domains:
Domain 1: Classroom Strategies and Behaviors
Domain 2: Planning and Preparing
Domain 3: Reflecting on Teaching
Domain 4: Collegiality and Professionalism
A variety of states, districts, and schools across the country use the Marzano Teacher Evaluation
Model. At a formal level, the states of New York, New Jersey, and Florida employ the model as
a whole or in part as the basis for teacher evaluation. It is also being piloted or considered in a
number of other states (e.g., Oklahoma and Missouri). Additionally, a growing number of
districts across the country have adopted or adapted the model as the basis for teacher feedback
and development (e.g., Cherry Creek Public Schools, Denver, Colorado; Adams School District
50, Westminster, Colorado; and Rockwall School District, Rockwall, Texas). Consultants for
Marzano Research Laboratory use the model as the basis for teacher evaluation and feedback in
all professional development conducted with individual schools. Thus, the model is also being
used as the basis for professional development in a wide variety of schools across the country.
Web-based tools for gathering, aggregating, and reporting data on teacher status and growth are
available from Learning Science International.
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 2
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Elements of the Marzano Teacher Evaluation
Model
The Marzano Teacher Evaluation Model contains sixty elements designed to inform the
instructional practices of teachers. There are forty-one elements in Domain 1, eight in Domain 2,
five in Domain 3, and six in Domain 4. The specifics of each domain are outlined below. For a
detailed discussion of these elements, see Effective Supervision: Supporting the Art and Science
of Teaching (Marzano, Frontier, & Livingston, 2011).
Domain 1: Classroom Strategies and Behaviors
Domain 1 focuses on classroom strategies and behaviors that impact student achievement. Given
that forty-one of the sixty elements in the model are from Domain 1, the model clearly
emphasizes what occurs in the classroom, which differentiates it from some other teacher
evaluation models. The forty-one elements in Domain 1 are divided into three segments:
(1) segments involving routine events, (2) segments addressing content, and (3) segments
enacted on the spot.
Domain 1: Segments Involving Routine Events
Design Question: What will I do to establish and communicate learning goals, track student progress, and
celebrate success?
Element 1: Providing clear learning goals and scales (rubrics)
Element 2: Tracking student progress
Element 3: Celebrating success
Design Question: What will I do to establish and maintain classroom rules and procedures?
Element 4: Establishing and maintaining classroom rules and procedures
Element 5: Organizing the physical layout of the classroom
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Domain 1: Segments Addressing Content
Design Question: What will I do to help students effectively interact with new knowledge?
Element 6: Identifying critical information
Element 7: Organizing students to interact with new knowledge
Element 8: Previewing new content
Element 9: Chunking content into “digestible bites”
Element 10: Helping students process new information
Element 11: Helping students elaborate on new information
Element 12: Helping students record and represent knowledge
Element 13: Helping students reflect on their learning
Design Question: What will I do to help students practice and deepen their understanding of new
knowledge?
Element 14: Reviewing content
Element 15: Organizing students to practice and deepen knowledge
Element 16: Using homework
Element 17: Helping students examine similarities and differences
Element 18: Helping students examine errors in reasoning
Element 19: Helping students practice skills, strategies, and processes
Element 20: Helping students revise knowledge
Design Question: What will I do to help students generate and test hypotheses about new knowledge?
Element 21: Organizing students for cognitively complex tasks
Element 22: Engaging students in cognitively complex tasks involving hypothesis generation and testing
Element 23: Providing resources and guidance
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Domain 1: Segments Enacted on the Spot
Design Question: What will I do to engage students?
Element 24: Noticing when students are not engaged
Element 25: Using academic games
Element 26: Managing response rates
Element 27: Using physical movement
Element 28: Maintaining a lively pace
Element 29: Demonstrating intensity and enthusiasm
Element 30: Using friendly controversy
Element 31: Providing opportunities for students to talk about themselves
Element 32: Presenting unusual or intriguing information
Design Question: What will I do to recognize and acknowledge adherence or lack of adherence to rules and
procedures?
Element 33: Demonstrating “withitness”
Element 34: Applying consequences for lack of adherence to rules and procedures
Element 35: Acknowledging adherence to rules and procedures
Design Question: What will I do to establish and maintain effective relationships with students?
Element 36: Understanding students’ interests and backgrounds
Element 37: Using verbal and nonverbal behaviors that indicate affection for students
Element 38: Displaying objectivity and control
Design Question: What will I do to communicate high expectations for all students?
Element 39: Demonstrating value and respect for low-expectancy students
Element 40: Asking questions of low-expectancy students
Element 41: Probing incorrect answers with low-expectancy students
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Domain 2: Planning and Preparing
Domain 2 focuses on planning and preparing, both of which are assumed to be directly linked to
classroom strategies and behaviors. Careful planning and preparation gives a teacher enough
time to incorporate effective classroom strategies and behaviors. The eight elements in Domain 2
are divided into three categories: (1) planning and preparing for lessons and units, (2) planning
and preparing for use of materials and technology, and (3) planning and preparing for special
needs of students.
Domain 2: Planning and Preparing for Lessons and Units
Element 1: Planning and preparing for effective scaffolding of information within lessons
Element 2: Planning and preparing for lessons within a unit that progress toward a deep understanding
and transfer of content
Element 3: Planning and preparing for appropriate attention to established content standards
Domain 2: Planning and Preparing for Use of Materials and Technology
Element 4: Planning and preparing for the use of available materials for upcoming units and lessons
Element 5: Planning and preparing for the use of available technologies such as interactive whiteboards,
response systems, and computers
Domain 2: Planning and Preparing for Special Needs of Students
Element 6: Planning and preparing for the needs of English language learners
Element 7: Planning and preparing for the needs of special education students
Element 8: Planning and preparing for the needs of students who come from home environments that
offer little support for schooling
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Domain 3: Reflecting on Teaching
Domain 3 focuses on teacher self-reflection, a vital metacognitive step in teacher development.
The five elements in Domain 3 are divided into two categories: (1) evaluating personal
performance and (2) developing and implementing a professional growth plan.
Domain 3: Evaluating Personal Performance
Element 1: Identifying specific areas of pedagogical strength and weakness within Domain 1
Element 2: Evaluating the effectiveness of individual lessons and units
Element 3: Evaluating the effectiveness of specific pedagogical strategies and behaviors across different
categories of students
Domain 3: Developing and Implementing a Professional
Growth and Development Plan
Element 4: Developing a written growth and development plan
Element 5: Monitoring progress relative to the professional growth and development plan
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Domain 4: Collegiality and Professionalism
Domain 4 focuses on teacher collegiality and professional behavior. These behaviors are only
indirectly linked to classroom strategies and behaviors; however, they make up the foundational
expertise from which the preceding three domains can flourish. The six elements in Domain 4
are divided into three categories: (1) promoting a positive environment, (2) promoting exchange
of ideas and strategies, and (3) promoting district and school development.
Domain 4: Promoting a Positive Environment
Element 1: Promoting positive interactions about colleagues
Element 2: Promoting positive interactions about students and parents
Domain 4: Promoting Exchange of Ideas and Strategies
Element 3: Seeking mentorship for areas of need or interest
Element 4: Mentoring other teachers and sharing ideas and strategies
Domain 4: Promoting District and School Development
Element 5: Adhering to district and school rules and procedures
Element 6: Participating in district and school initiatives
As indicated above, Domain 1 contains forty-one elements, Domain 2 contains eight elements,
Domain 3 contains five elements, and Domain 4 contains six elements. Teacher status and
growth can be assessed in each component of the model in a manner that is consistent with state
guidelines and the requirements of Race to the Top legislation.
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The Research Behind the Model
Each of the works from which the model was developed report substantial research on the
elements they address. For example, The Art and Science of Teaching includes over 25 tables
reporting the research on the various elements of Domain 1. These tables report the findings
from meta-analytic studies and the average effect sizes computed in these studies. In all, over
5,000 studies (i.e., effect sizes) are covered in the tables representing research over the last five
decades. The same can be said for the other titles listed above. Thus, one can say that the model
was initially based on thousands of studies that span multiple decades and these studies were
chronicled and catalogued in books that have been widely disseminated in the United States.
Specifically, over 2 million copies of the books cited above have been purchased and
disseminated to K–12 educators across the United States.
Experimental/Control Studies
Perhaps one of the more unique aspects of the research on this model is that a growing number of
experimental/control studies have been conducted by practicing teachers on the effectiveness of
specific strategies in their classrooms (see Haystead & Marzano, 2010b). This is unusual in the
sense that these studies are designed to establish a direct causal link between elements of the
model and student achievement. Studies that use correlation analysis techniques (see next
section) can establish a link between elements of a model and student achievement, but causality
cannot be easily inferred. Other evaluation models currently used throughout the country appear
to rely more heavily or exclusively on correlational data regarding the relationship between their
elements and student achievement.
To date, over 300 experimental/control studies have been conducted. These studies involved over
14,000 students and 300 teachers across 38 schools in 14 districts. The average effect size for
strategies addressed in the studies was .42, with some studies reporting effect sizes of 2.00 and
higher. An average effect size of .42 is associated with a 16 percentile point gain in student
achievement. Stated differently, on average when teachers use the classroom strategies and
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
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behaviors in the model, their typical student achievement increased by 16 percentile points.
However, even larger gains (e.g., those associated with effect sizes as high as 2.00) can be
realized if specific strategies are used in specific ways.
Correlational Studies
As mentioned above, correlational studies are the most common approach to examining the
validity of an evaluation model. Such studies have been and continue to be conducted on various
elements of the Marzano Teacher Evaluation Model. For example, such a study was conducted in
the state of Oklahoma as a part of their examination of elements related to student achievement
in K–12 schools (see What Works in Oklahoma Schools: Phase I Report and What Works in
Oklahoma Schools: Phase II Report by Marzano Research Laboratory, 2010 and 2011,
respectively). These studies involved 59 schools, 1,117 teachers, and over 13,000 K–12 students.
Collectively, the reports indicate positive relationships with various elements of the Marzano
Teacher Evaluation Model across the domains. Specific emphasis was placed on Domain 1,
particularly in the Phase II report. Using state mathematics and reading test data, 96% of the 82
correlations (i.e., 41 correlations for mathematics and 41 for reading) were found to be positive,
with some as high as .40 and greater. A .40 correlation translates to an effect size (i.e.,
standardized mean difference) of .87 which is associated with a 31 percentile point gain in
student achievement. These studies also aggregated data across the nine design questions in
Domain 1. All correlations were positive for this aggregated data. Seven of those correlations
ranged from .33 to .40. These correlations translate into effect sizes of .70 and higher. Relatively
large correlations such as these were also reported for the total number of Domain 1 strategies
used by teachers in a school, implying a schoolwide effect for the use of the model. Specifically,
the number of Domain 1 strategies teachers used in school had a .35 correlation with reading
proficiency and a .26 correlation with mathematics proficiency.
Technology Studies
Another unique aspect of the research conducted on the model is that its effects have been
examined in the context of technology. For example, a two-year study was conducted to
determine (in part) the relationship between selected elements from Domain 1 and the
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effectiveness of interactive whiteboards in enhancing student achievement (see Final Report: A
Second Year Evaluation Study of Promethean ActivClassroom by Haystead & Marzano, 2010a).
In all, 131 experimental/control studies were conducted across various grade levels. Selected
elements of Domain 1 were correlated with the effect sizes for use of the interactive whiteboards.
All correlations for Domain 1 elements were positive, with some as high as .70. This implies that
the effectiveness of interactive whiteboards as used in these 131 studies was greatly enhanced by
the use of Domain 1 strategies.
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Conclusion
In summary, the Marzano Teacher Evaluation Model was designed using thousands of studies
conducted over the past five or more decades, and published in books that have been widely used
by K–12 educators. In addition, experimental/control studies have been conducted that establish
more direct causal linkages with enhanced student achievement than can be made with other
types of data analysis. Correlation studies (the more typical approach to examining the viability
of a model) have also been conducted, indicating positive correlations between the elements of
the model and student mathematics and reading achievement. Finally, the model has been
studied as to its effects on the use of technology (i.e., interactive whiteboards), and found to be
highly correlated with the effectiveness of that technology.
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 12
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References
Haystead, M. W., & Marzano, R. J. (2010a). Final report: A second year evaluation study of
Promethean ActivClassroom. Englewood, CO: Marzano Research Laboratory
(marzanoresearch.com).
Haystead, M. W., & Marzano, R. J. (2010b). Meta-analytic synthesis of studies conducted at
Marzano Research Laboratory on instructional strategies. Englewood, CO: Marzano
Research Laboratory (marzanoresearch.com).
Marzano, R. J. (with Marzano, J. S., & Pickering, D. J.). (2003). Classroom management that
works: Research-based strategies for every teacher. Alexandria, VA: Association for
Supervision and Curriculum Development.
Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria,
VA: Association for Supervision and Curriculum Development.
Marzano, R. J. (2006). Classroom assessment and grading that work. Alexandria, VA:
Association for Supervision and Curriculum Development.
Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective
instruction. Alexandria, VA: Association for Supervision and Curriculum Development.
Marzano, R. J., Frontier, T., & Livingston, D. (2011). Effective supervision: Supporting the art
and science of teaching. Alexandria VA: Association for Supervision and Curriculum
Development.
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 13
in their own proprietary platform should contact Learning Sciences International.
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works:
Research-based strategies for increasing student achievement. Alexandria, VA:
Association for Supervision and Curriculum Development.
Marzano Research Laboratory. (2010). What works in Oklahoma schools: Phase I report.
Englewood, CO: Author (marzanoresearch.com).
Marzano Research Laboratory. (2011). What works in Oklahoma schools: Phase II report.
Englewood, CO: Author (marzanoresearch.com).
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 14
in their own proprietary platform should contact Learning Sciences International.
Appendix
Scales for the Marzano Teacher Evaluation
Model
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Involving Routine Events
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in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 15
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Design Question: What will I do to establish and communicate
learning goals, track student progress, and celebrate success?
Element 1: Providing Clear Learning Goals and Scales (Rubrics)
The teacher provides a clearly stated learning goal accompanied by scale or rubric that describes levels of
performance relative to the learning goal.
Teacher Evidence
Teacher has a learning goal posted so all
students can see it.
The learning goal is a clear statement of
knowledge or information as opposed to an activity
or assignment.
Teacher makes reference to the learning goal
throughout the lesson.
Teacher has a scale or rubric that relates to the
learning goal posted so that all students can see it.
Teacher makes reference to the scale or rubric
throughout the lesson.
Student Evidence
When asked, students can explain the learning
goal for the lesson.
When asked, students can explain how their
current activities relate to the learning goal.
When asked, students can explain the meaning
of the levels of performance articulated in the scale
or rubric.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Involving Routine Events
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Element 2: Tracking Student Progress
The teacher facilitates tracking of student progress on one or more learning goals using a formative
approach to assessment.
Teacher Evidence
Teacher helps students track their individual
progress on the learning goal.
Teacher assigns scores using a scale or rubric
that depicts student status relative to the learning
goal.
Teacher uses formal and informal means to
assign scores to students.
Teacher charts the progress of the entire class
on the learning goal.
Student Evidence
When asked, students can describe their status
relative to the learning goal using the scale or rubric.
Students systematically update their status on
the learning goal.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Involving Routine Events
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Element 3: Celebrating Success
The teacher provides students with recognition of their current status and their knowledge gain relative to
the learning goal.
Teacher Evidence
Teacher acknowledges students who have
achieved a certain score on the scale or rubric.
Teacher acknowledges students who have made
gains in their knowledge and skill relative to the
learning goal.
Teacher acknowledges and celebrates the final
status and progress of the entire class.
Teacher uses a variety of ways to celebrate
success, such as (1) show of hands, (2) certification
of success, (3) parent notification, and (4) round of
applause.
Student Evidence
Students show signs of pride regarding their
accomplishments in the class.
When asked, students say they want to continue
to make progress.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Involving Routine Events
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Design Question: What will I do to establish and maintain classroom
rules and procedures?
Element 4: Establishing and Maintaining Classroom Rules and Procedures
The teacher reviews expectations regarding rules and procedures to ensure their effective execution.
Teacher Evidence
Teacher involves students in designing
classroom routines.
Teacher uses classroom meetings to review and
process rules and procedures.
Teacher reminds students of rules and
procedures.
Teacher asks students to restate or explain rules
and procedures.
Teacher provides cues or signals when a rule or
procedure should be used.
Student Evidence
Students follow clear routines during class
When asked, students can describe established
rules and procedures
When asked, students describe the classroom as
an orderly place
Students recognize cues and signals from the
teacher
Students regulate their own behavior
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Involving Routine Events
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Element 5: Organizing the Physical Layout of the Classroom
The teacher organizes the physical layout of the classroom to facilitate movement and focus on learning.
Teacher Evidence
The physical layout of the classroom has clear
traffic patterns.
The physical layout of the classroom provides
easy access to materials and centers.
The classroom is decorated in a way that
enhances student learning, including (1) bulletin
boards that relate to current content and (2) student
work on display.
Student Evidence
Students move easily about the classroom.
Students make use of materials and learning
centers.
Students attend to examples of their work that
are displayed.
Students attend to information on the bulletin
boards.
Students can easily focus on instruction.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Addressing Content
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Design Question: What will I do to help students effectively interact
with new knowledge?
Element 6: Identifying Critical Information
The teacher identifies a lesson or part of a lesson as involving important information to which students
should pay particular attention.
Teacher Evidence
Teacher begins the lesson by explaining why
upcoming content is important.
Teacher tells students to get ready for some
important information.
Teacher cues the importance of upcoming
information in some indirect fashion, using (1) tone
of voice, (2) body position, or (3) level of excitement.
Student Evidence
When asked, students can describe the level of
importance of the information addressed in class.
When asked, students can explain why the
content is important to pay attention to.
Students visibly adjust their level of engagement.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Addressing Content
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Element 7: Organizing Students to Interact with New Knowledge
The teacher organizes students into small groups to facilitate the processing of new information.
Teacher Evidence
Teacher has established routines for student
grouping and student interaction in groups.
Teacher organizes students into ad hoc groups
for the lesson using (1) dyads, (2) triads, or (3) small
groups up to about 5.
Student Evidence
Students move to groups in an orderly fashion.
Students appear to understand expectations
about appropriate behavior in groups in that they (1)
respect opinions of others, (2) add their perspective
to discussions, and (3) ask and answer questions.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Addressing Content
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Element 8: Previewing New Content
The teacher engages students in activities that help them link what they already know to the new content
about to be addressed and facilitates these linkages.
Teacher Evidence
Teacher uses preview questions before reading.
Teacher uses K-W-L strategy or a variation of it.
Teacher provides an advanced organizer, such as
an outline or graphic organizer.
Teacher has students brainstorm.
Teacher uses an anticipation guide.
Teacher uses a motivational hook or launching
activity, such as presenting anecdotes or a short
selection from a video.
Teacher uses a word splash activity to connect
vocabulary to upcoming content.
When necessary, the teacher reteaches basic
information or skills.
Student Evidence
When asked, student can explain linkages
with prior knowledge.
When asked, students make predictions about
upcoming content.
When asked, students can provide a purpose
for what they are about to learn.
Students actively engage in previewing
activities.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Addressing Content
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 23
in their own proprietary platform should contact Learning Sciences International.
Element 9: Chunking Content into “Digestible Bites”
Based on student needs, the teacher breaks the content into small chunks (i.e., digestible bites) of
information that can be easily processed by students.
Teacher Evidence
Teacher stops at strategic points in a verbal
presentation.
While playing a video, the teacher pauses it at
key junctures.
During a demonstration, the teacher stops at
strategic points.
While students are reading information or stories
orally as a class, the teacher stops at strategic
points.
Student Evidence
When asked, students can explain why the
teacher is stopping at various points.
Students appear to know what is expected of
them when the teacher stops at strategic points.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Addressing Content
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 24
in their own proprietary platform should contact Learning Sciences International.
Element 10: Helping Students Process New Information
During breaks in the presentation of content, the teacher engages students in actively processing new
information.
Teacher Evidence
Teacher has group members summarize new
information.
Teacher employs formal group processing
strategies, such as (1) jigsaw, (2) reciprocal
teaching, or (3) concept attainment.
Student Evidence
When asked, students can explain what they
have just learned.
Students volunteer predictions.
Students voluntarily ask clarification questions.
Groups are actively discussing the content by
asking and answering questions about the
information and making predictions about what they
expect next.
Scale
Innovating (4)
Applying (3)
Developing (2)
Beginning (1)
Not Using (0)
Adapts and
creates new
strategies for
unique student
needs and
situations
Engages students
in summarizing,
predicting, and
questioning
activities and
monitors the extent
to which the
activities enhance
students’
understanding
Engages students
in summarizing,
predicting, and
questioning
activities
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Addressing Content
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 25
in their own proprietary platform should contact Learning Sciences International.
Element 11: Helping Students Elaborate on New Information
The teacher asks questions or engages students in activities that require elaborative inferences that go
beyond what was explicitly taught.
Teacher Evidence
Teacher asks explicit questions that require
students to make elaborative inferences about the
content.
Teacher asks students to explain and defend
their inferences.
Teacher presents situations or problems that
require inferences.
Student Evidence
Students volunteer answers to inferential
questions.
Students provide explanations and “proofs” for
inferences.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Addressing Content
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 26
in their own proprietary platform should contact Learning Sciences International.
Element 12: Helping Students Record and Represent Knowledge
The teacher engages students in activities that help them record their understanding of new content in
linguistic ways and/or represent the content in nonlinguistic ways.
Teacher Evidence
Teacher asks students to summarize the
information they have learned.
Teacher asks students to generate notes that
identify critical information in the content.
Teacher asks students to create nonlinguistic
representations for new content, such as graphic
organizers, pictures, pictographs, and flow charts.
Teacher asks students to create mnemonics that
organize the content.
Student Evidence
Students’ summaries and notes include critical
content.
Students’ nonlinguistic representation include
critical content.
When asked, students can explain main points
of the lesson.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Addressing Content
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 27
in their own proprietary platform should contact Learning Sciences International.
Element 13: Helping Students Reflect on Their Learning
The teacher engages students in activities that help them reflect on their learning and the learning process.
Teacher Evidence
Teacher asks students to state or record what
they are clear about and what they are confused
about.
Teacher asks students to state or record how
hard they tried.
Teacher asks students to state or record what
they might have done to enhance their learning.
Student Evidence
When asked, students can explain what they are
clear about and what they are confused about.
When asked, students can describe how hard
they tried.
When asked, students can explain what they
could have done to enhance their learning.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Addressing Content
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 28
in their own proprietary platform should contact Learning Sciences International.
Design Question: What will I do to help students practice and deepen
their understanding of new knowledge?
Element 14: Reviewing Content
The teacher engages students in a brief review of content that highlights the critical information.
Teacher Evidence
Teacher begins the lesson with a brief review of
content.
Teacher uses specific strategies to review
information, including (1) summaries, (2) problems
that must be solved using previous information, (3)
questions that require a review of content, (4)
demonstration, and (5) brief practice test or
exercise.
When necessary, the teacher reteaches basic
information or skills.
Student Evidence
When asked, students can describe the previous
content on which new lesson is based.
Student responses to class activities indicate that
they recall previous content.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Addressing Content
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 29
in their own proprietary platform should contact Learning Sciences International.
Element 15: Organizing Students to Practice and Deepen Knowledge
The teacher uses grouping in ways that facilitate practicing and deepening knowledge.
Teacher Evidence
Teacher organizes students into groups with the
expressed idea of deepening their knowledge of
informational content.
Teacher organizes students into groups with the
expressed idea of practicing a skill, strategy, or
process.
Student Evidence
When asked, students explain how the group
work supports their learning.
While in groups, students interact in explicit ways
(such as asking each other questions or obtaining
peer feedback) to deepen their knowledge of
informational content or practice a skill, strategy, or
process.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Addressing Content
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 30
in their own proprietary platform should contact Learning Sciences International.
Element 16: Using Homework
When appropriate (as opposed to routinely), the teacher designs homework to deepen students’ knowledge
of informational content or practice a skill, strategy, or process.
Teacher Evidence
Teacher communicates a clear purpose for
homework.
Teacher extends an activity that was begun in
class to provide students with more time.
Teacher assigns a well-crafted homework
assignment that allows students to practice and
deepen their knowledge independently.
Student Evidence
When asked, students can describe how the
homework assignment will deepen their
understanding of informational content or help them
practice a skill, strategy, or process.
Students ask clarifying questions of the
homework that help them understand its purpose.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Addressing Content
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 31
in their own proprietary platform should contact Learning Sciences International.
Element 17: Helping Students Examine Similarities and Differences
When the content is informational, the teacher helps students deepen their knowledge by examining
similarities and differences.
Teacher Evidence
Teacher engages students in activities that
require students to examine similarities and
differences between content, such as (1)
comparison activities, (2) classifying activities, (3)
analogy activities, and (4) metaphor activities.
Teacher facilitates the use of these activities to
help students deepen their understanding of content
by (1) asking students to summarize what they have
learned from the activity and (2) asking students to
explain how the activity has added to their
understanding.
Student Evidence
Student artifacts indicate that their knowledge
has been extended as a result of the activity.
When asked about the activity, student
responses indicate that they have deepened their
understanding.
When asked, students can explain similarities
and differences.
Student artifacts indicate that they can identify
similarities and differences.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Addressing Content
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 32
in their own proprietary platform should contact Learning Sciences International.
Element 18: Helping Students Examine Errors in Reasoning
When content is informational, the teacher helps students deepen their knowledge by examining their own
reasoning or the logic of the information as presented to them.
Teacher Evidence
Teacher asks students to examine information
for errors or informal fallacies such as (1) faulty
logic, (2) attack, (3) weak reference, and (4)
misinformation.
Teacher asks students to examine the strength
of support presented for a claim by evaluating (1)
clarity of the claim statement, (2) evidence for the
claim presented, and (3) qualifiers presented
showing exceptions to the claim.
Teacher asks students to examine claims to
determine if they contain statistical limitations
involving regression, conjunction, base rates,
extrapolation, or the cumulative nature of risk.
Student Evidence
When asked, students can describe errors or
informal fallacies in information.
Student artifacts indicate that they can identify
errors in reasoning.
When asked, students can explain the overall
structure of an argument presented to support a
claim.
When asked, students can describe common
statistical errors.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Addressing Content
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 33
in their own proprietary platform should contact Learning Sciences International.
Element 19: Helping Students Practice Skills, Strategies, and Processes
When the content involves a skill, strategy, or process, the teacher engages students in practice activities
that help them develop fluency.
Teacher Evidence
Teacher engages students in massed and
distributed practice activities that are appropriate to
their current ability to execute a skill, strategy, or
process, utilizing either (1) guided practice if
students cannot perform the skill, strategy, or
process independently, or (2) independent practice
if students can perform the skill, strategy, or process
independently.
Student Evidence
Students perform the skill, strategy, or process
with increased confidence.
Students perform the skill, strategy, or process
with increased competence.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Addressing Content
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 34
in their own proprietary platform should contact Learning Sciences International.
Element 20: Helping Students Revise Knowledge
The teacher engages students in revision of previous knowledge about content addressed in previous
lessons.
Teacher Evidence
Teacher asks students to examine previous
entries in their academic notebooks or notes.
Teacher engages the whole class in an
examination of how the current lesson changed
perceptions and understandings of previous content.
Teacher has students explain how their
understanding has changed.
Student Evidence
Students make corrections to information
previously recorded about content.
When asked, students can explain previous
errors or misconceptions they had about content.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Addressing Content
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 35
in their own proprietary platform should contact Learning Sciences International.
Design Question: What will I do to help students generate and test
hypotheses about new knowledge?
Element 21: Organizing Students for Cognitively Complex Tasks
The teacher organizes the class in such a way as to facilitate students working on complex tasks that
require them to generate and test hypotheses.
Teacher Evidence
Teacher establishes the need to generate and
test hypotheses.
Teacher organizes students into groups to
generate and test hypotheses.
Student Evidence
When asked, students describe the importance
of generating and testing hypotheses about content.
When asked, students explain how groups
support their learning.
Students use group activities to help them
generate and test hypotheses.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Addressing Content
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 36
in their own proprietary platform should contact Learning Sciences International.
Element 22: Engaging Students in Cognitively Complex Tasks Involving Hypothesis
Generating and Testing
The teacher engages students in complex tasks (e.g., decision-making, problem-solving, experimental-
inquiry, and investigation tasks) that require them to generate and test hypotheses.
Teacher Evidence
Teacher engages students with an explicit
decision-making, problem-solving, experimental-
inquiry, or investigation task that requires them to
generate and test hypotheses.
Teacher facilitates students generating their own
individual or group task that requires them to
generate and test hypotheses.
Student Evidence
Students are clearly working on tasks that
require them to generate and test hypotheses.
When asked, students can explain the
hypothesis they are testing.
When asked, students can explain whether their
hypothesis was confirmed or disconfirmed.
Student artifacts indicate that they can engage in
decision-making, problem-solving, experimental-
inquiry, or investigation tasks.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Addressing Content
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 37
in their own proprietary platform should contact Learning Sciences International.
Element 23: Providing Resources and Guidance
The teacher acts as resource provider and guide as students engage in cognitively complex tasks.
Teacher Evidence
Teacher asks students to provide support for
their claims.
Teacher asks students to examine their claims
for errors in reasoning or statistical limitations.
Teacher makes himself or herself available to
students who need guidance or resources by (1)
circulating around the room and (2) providing easy
access to himself or herself.
Teacher interacts with students during the class
to determine their needs for hypothesis generating
and testing tasks.
Teacher volunteers resources and guidance as
needed by the entire class, groups of students, or
individual students.
Student Evidence
Students provide grounds, backing, and
qualifiers to support their claims.
Students find and correct errors or limitations in
their claims.
Students seek out the teacher for advice and
guidance regarding hypothesis generation and
testing tasks.
When asked, students can explain how the
teacher provides assistance and guidance for
hypothesis generation and testing tasks.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Enacted on the Spot
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 38
in their own proprietary platform should contact Learning Sciences International.
Design Question: What will I do to engage students?
Element 24: Noticing When Students Are Not Engaged
The teacher scans the room, making note of when students are not engaged and taking overt action.
Teacher Evidence
Teacher notices when specific students or
groups of students are not engaged.
Teacher notices when the energy level in the
room is low.
Teacher takes action to re-engage students.
Student Evidence
Students appear aware of the fact that the
teacher is taking note of their level of engagement.
Students try to increase their level of
engagement when prompted.
When asked, students explain that the teacher
expects high levels of engagement.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Enacted on the Spot
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 39
in their own proprietary platform should contact Learning Sciences International.
Element 25: Using Academic Games
The teacher uses academic games and inconsequential competition to maintain student engagement.
Teacher Evidence
Teacher uses structured games such as What is
the Question?, Name That Category, Talk a Mile A
Minute, and Classroom Feud.
Teacher develops impromptu games such as
making a game out of guessing which answer might
be correct for a given question.
Teacher uses inconsequential competition along
with classroom games.
Student Evidence
Students engage in the games with some
enthusiasm.
When asked, students can explain how the
games keep their interest and help them learn or
remember content.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Enacted on the Spot
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 40
in their own proprietary platform should contact Learning Sciences International.
Element 26: Managing Response Rates
The teacher uses response-rate techniques to maintain student engagement in questions.
Teacher Evidence
Teacher uses wait time.
Teacher uses response cards.
Teacher has students use hand signals to
respond to questions.
Teacher uses choral response.
Teacher uses technology to keep track of
students’ responses.
Teacher uses response chaining.
Student Evidence
Multiple students or the entire class respond to
questions the teacher poses.
When asked, students can describe their
thinking about specific questions the teacher poses.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Enacted on the Spot
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 41
in their own proprietary platform should contact Learning Sciences International.
Element 27: Using Physical Movement
The teacher uses physical movement to maintain student engagement.
Teacher Evidence
Teacher has students stand up and stretch or do
related activities when their energy is low.
Teacher uses activities that require students to
physically move to respond to questions, such as (1)
vote with your feet or (2) go to the part of the room
that represents the answer you agree with.
Teacher has students physically act out or model
content to increase energy and engagement.
Teacher use give one, get one activities that
require students to move about the room.
Student Evidence
Students engage in the physical activities the
teacher designs.
When asked, students can explain how the
physical movement keeps their interest and helps
them learn.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Enacted on the Spot
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 42
in their own proprietary platform should contact Learning Sciences International.
Element 28: Maintaining a Lively Pace
The teacher uses pacing techniques to maintain students’ engagement.
Teacher Evidence
Teacher employs crisp transitions from one
activity to another.
Teacher alters pace appropriately (i.e., speeds
up and slows down).
Student Evidence
Students quickly adapt to transitions and re-
engage when a new activity is begun.
When asked, about the pace of the class,
students describe it as neither too fast nor too slow.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Enacted on the Spot
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 43
in their own proprietary platform should contact Learning Sciences International.
Element 29: Demonstrating Intensity and Enthusiasm
The teacher demonstrates intensity and enthusiasm for the content in a variety of ways.
Teacher Evidence
Teacher describes personal experiences that
relate to the content.
Teacher signals excitement for content through
physical gestures, voice tone, and dramatization of
information.
Teacher overtly adjusts the energy level.
Student Evidence
When asked, students say that the teacher
“likes the content” and “likes teaching.”
Students’ attention levels increase when the
teacher demonstrates enthusiasm and intensity for
the content.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Enacted on the Spot
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 44
in their own proprietary platform should contact Learning Sciences International.
Element 30: Using Friendly Controversy
The teacher uses friendly controversy techniques to maintain student engagement.
Teacher Evidence
Teacher structures mini-debates about the
content.
Teacher has students examine multiple
perspectives and opinions about the content.
Teacher elicits different opinions on content from
members of the class.
Student Evidence
Students engage in friendly controversy activities
with enhanced engagement.
When asked, students describe friendly
controversy activities as “stimulating,” “fun,” and so
on.
When asked, students explain how a friendly
controversy activity helped them better understand
the content.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Enacted on the Spot
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 45
in their own proprietary platform should contact Learning Sciences International.
Element 31: Providing Opportunities for Students to Talk About Themselves
The teacher provides students with opportunities to relate what is being addressed in class to their personal
interests.
Teacher Evidence
Teacher is aware of student interests and makes
connections between these interests and class
content.
Teacher structures activities that ask students to
make connections between the content and their
personal interests.
When students explain how content relates to
their personal interests, the teacher appears
encouraging and interested.
Student Evidence
Students engage in activities that require them to
make connections between their personal interests
and the content.
When asked, students explain how making
connections between content and their personal
interests engages them and helps them better
understand the content.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Enacted on the Spot
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 46
in their own proprietary platform should contact Learning Sciences International.
Element 32: Presenting Unusual or Intriguing Information
The teacher uses unusual or intriguing information about the content in a manner that enhances student
engagement.
Teacher Evidence
Teacher systematically provides interesting facts
and details about the content.
Teacher encourages students to identify
interesting information about the content.
Teacher engages students in activities like
“believe it or not” about the content.
Teacher uses guest speakers to provide unusual
information about the content.
Teacher tells stories that are related to the
content.
Student Evidence
Students’ attention increases when unusual
information is presented about the content.
When asked, students explain how the unusual
information makes them more interested in the
content.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Enacted on the Spot
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 47
in their own proprietary platform should contact Learning Sciences International.
Design Question: What will I do to recognize and acknowledge
adherence or lack of adherence to rules and procedures?
Element 33: Demonstrating “Withitness”
The teacher uses behaviors associated with “withitness” to maintain adherence to rules and procedures.
Teacher Evidence
Teacher physically occupies all quadrants of the
room.
Teacher scans the entire room, making eye
contact with all students.
Teacher recognizes potential sources of disruption
and deals with them immediately.
Teacher proactively addresses inflammatory
situations.
Student Evidence
Students recognize that the teacher is aware of
their behavior.
When asked, students describe the teacher as
“aware of what is going on” or as someone who
“has eyes on the back of his or her head.”
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Enacted on the Spot
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 48
in their own proprietary platform should contact Learning Sciences International.
Element 34: Applying Consequences for Lack of Adherence to Rules and Procedures
The teacher consistently and fairly applies consequences for not following rules and procedures.
Teacher Evidence
Teacher provides nonverbal signals when
students’ behavior is not appropriate, such as (1)
eye contact, (2) proximity, (3) a tap on the desk, (4)
shaking head “no.”
Teacher provides verbal signals when students’
behavior is not appropriate, such as (1) telling
students to stop or (2) telling students that their
behavior is in violation of a rule or procedure.
Teacher uses group contingency consequences
when appropriate (i.e., whole group must
demonstrate a specific behavior).
Teacher involves the home when appropriate
(i.e., calls parents to help extinguish inappropriate
behavior).
Teacher uses direct cost consequences when
appropriate (e.g., student must fix something he or
she has broken).
Student Evidence
Students cease inappropriate behavior when the
teacher signals.
Students accept consequences as part of the
way class is conducted.
When asked, students describe the teacher as
fair in application of rules.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Enacted on the Spot
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 49
in their own proprietary platform should contact Learning Sciences International.
Element 35: Acknowledging Adherence to Rules and Procedures
The teacher consistently and fairly acknowledges adherence to rules and procedures.
Teacher Evidence
Teacher provides nonverbal signals that a rule or
procedure has been followed, such as a (1) smile, (2)
nod of head, or (3) high five.
Teacher gives verbal cues that a rule or procedure
has been followed, such as (1) thanking students for
following a rule or procedure or (2) describing student
behaviors that adhere to rule or procedure.
Teacher notifies the home when a rule or
procedure has been followed.
Teacher uses tangible recognition when a rule or
procedure has been followed, such as (1) a certificate
of merit or (2) token economies.
Student Evidence
Students appear appreciative of the teacher
acknowledging their positive behavior.
When asked, students describe teacher as
appreciative of their good behavior.
The number of students adhering to rules and
procedure increases.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Enacted on the Spot
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 50
in their own proprietary platform should contact Learning Sciences International.
Design Question: What will I do to establish and maintain effective
relationships with students?
Element 36: Understanding Students’ Interests and Backgrounds
The teacher uses students’ interests and backgrounds to produce a climate of acceptance and community.
Teacher Evidence
Teacher has side discussions with students about
events in their lives.
Teacher has discussions with students about
topics they are interested in.
Teacher builds student interests into lessons.
Student Evidence
When asked, students describe the teacher as
someone who knows them and is interested in
them.
Students respond when the teacher
demonstrates understanding of their interests and
background.
When asked, students say they feel accepted.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Enacted on the Spot
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 51
in their own proprietary platform should contact Learning Sciences International.
Element 37: Using Verbal and Nonverbal Behaviors that Indicate Affection for
Students
When appropriate, the teacher uses verbal and nonverbal behaviors that indicate affection for students.
Teacher Evidence
Teacher compliments students regarding
academic and personal accomplishments.
Teacher engages in informal conversations with
students that are not related to academics.
Teacher uses humor with students when
appropriate.
Teacher smiles or nods at students when
appropriate.
Teacher puts hand on students’ shoulders when
appropriate.
Student Evidence
When asked, students describe the teacher as
someone who cares for them.
Students respond to the teacher’s verbal
interactions.
Students respond to the teacher’s nonverbal
interactions.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Enacted on the Spot
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 52
in their own proprietary platform should contact Learning Sciences International.
Element 38: Displaying Objectivity and Control
The teacher behaves in an objective and controlled manner.
Teacher Evidence
Teacher does not exhibit extremes in positive or
negative emotions.
Teacher addresses inflammatory issues and
events in a calm and controlled manner.
Teacher interacts with all students in the same
calm and controlled fashion.
Teacher does not demonstrate personal offense
at student misbehavior.
Student Evidence
Students are settled by the teacher’s calm
demeanor.
When asked, the students describe the teacher
as in control of himself or herself and in control of
the class.
When asked, students say that the teacher does
not hold grudges or take things personally.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Enacted on the Spot
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 53
in their own proprietary platform should contact Learning Sciences International.
Design Question: What will I do to communicate high expectations for
all students?
Element 39: Demonstrating Value and Respect for Low-Expectancy Students
The teacher exhibits behaviors that demonstrate value and respect for low-expectancy students.
Teacher Evidence
When asked, the teacher can identify the
students for whom there have been low
expectations and the various ways in which these
students have been treated differently from high-
expectancy students in the past.
Teacher provides low-expectancy students with
nonverbal indications that they are valued and
respected, such as (1) eye contact, (2) smiling, and
(3) appropriate physical contact.
Teacher provides low-expectancy students with
verbal indications that they are valued and
respected, such as (1) playful dialogue and (2)
addressing students in a manner they view as
respectful.
Teacher does not allow negative comments
about low-expectancy students.
Student Evidence
When asked, students say that the teacher cares
for all students.
Students treat each other with respect.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Enacted on the Spot
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 54
in their own proprietary platform should contact Learning Sciences International.
Element 40: Asking Questions of Low-Expectancy Students
The teacher asks questions of low-expectancy students with the same frequency and depth as with high-
expectancy students.
Teacher Evidence
Teacher makes sure low-expectancy students’
questions are answered at the same rate as high-
expectancy students’ question.
Teacher makes sure low-expectancy students
are asked challenging questions at the same rate as
high-expectancy students.
Student Evidence
When asked, students say the teacher expects
everyone to participate.
When asked, students say the teacher asks
difficult questions of every student.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS
Lesson Segments Enacted on the Spot
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 55
in their own proprietary platform should contact Learning Sciences International.
Element 41: Probing Incorrect Answers with Low-Expectancy Students
The teacher probes incorrect answers of low-expectancy students in the same manner as he or she does
with high-expectancy students.
Teacher Evidence
Teacher asks low-expectancy students to further
explain their answers when they are incorrect.
Teacher rephrases questions for low-expectancy
students when they provide an incorrect answer.
Teacher breaks a question into smaller and
simpler parts when a low-expectancy student
answers a question incorrectly.
When low-expectancy students demonstrate
frustration, the teacher allows them to collect their
thoughts but goes back to them at a later point in
time.
Student Evidence
When asked, students say that the teacher won’t
“let you off the hook.”
When asked, students say that the teacher
“won’t give up on you.”
When asked, students say the teacher helps
them answer questions successfully.
Scale
Beginning (1)
Not Using (0)
Uses strategy
incorrectly or with
parts missing
Strategy was
called for but not
exhibited
DOMAIN 2: PLANNING AND PREPARING
Planning and Preparing for Lessons and Units
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 56
in their own proprietary platform should contact Learning Sciences International.
Element 1: Planning and Preparing for Effective Scaffolding of Information Within
Lessons
Within lessons, the teacher prepares and plans the organization of content in such a way that each new
piece of information builds on the previous piece.
Planning Evidence
Content is organized to build upon previous
information.
Presentation of content is logical and progresses
from simple to complex.
Where appropriate, presentation of content is
integrated with other content areas, other lessons,
and/or other units.
The plan anticipates potential confusions that
students may experience.
Teacher Evidence
When asked, the teacher can describe the
rationale for how the content is organized.
When asked, the teacher can describe the
rationale for the sequence of instruction.
When asked, the teacher can describe how
content is related to previous lessons, units or other
content.
When asked, the teacher can describe possible
confusions that may impact the lesson or unit.
Scale
Beginning (1)
Not Using (0)
The teacher
attempts to
perform this activity
but does not
actually complete
or follow through
with these
attempts.
The teacher makes
no attempt to
perform this
activity.
DOMAIN 2: PLANNING AND PREPARING
Planning and Preparing for Lessons and Units
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 57
in their own proprietary platform should contact Learning Sciences International.
Element 2: Planning and Preparing for Lessons Within a Unit that Progress Toward
a Deep Understanding and Transfer of Content
The teacher organizes lessons within units to progress toward a deep understanding of content.
Planning Evidence
Plans illustrate how learning will move from an
understanding of foundational content to application
of information in authentic ways.
Plans incorporate student choice and initiative.
Plans provide for extension of learning.
Teacher Evidence
When asked, the teacher can describe how
lessons within the unit progress toward deep
understanding and transfer of content.
When asked, the teacher can describe how
students will make choices and take initiative.
When asked, the teacher can describe how
learning will be extended.
Scale
Beginning (1)
Not Using (0)
The teacher
attempts to
perform this activity
but does not
actually complete
or follow through
with these
attempts.
The teacher makes
no attempt to
perform this
activity.
DOMAIN 2: PLANNING AND PREPARING
Planning and Preparing for Lessons and Units
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 58
in their own proprietary platform should contact Learning Sciences International.
Element 3: Planning and Preparing for Appropriate Attention to Established Content
Standards
The teacher ensures that lesson and unit plans are aligned with established content standards identified by
the district and the manner in which that content should be sequenced.
Planning Evidence
Lesson and unit plans include important content
identified by the district (scope).
Lesson and unit plans include the appropriate
manner in which materials should be taught
(sequence) as identified by the district.
Teacher Evidence
When asked, the teacher can identify or
reference the important content (scope) identified by
the district.
When asked, the teacher can describe the
sequence of the content to be taught as identified by
the district.
Scale
Beginning (1)
Not Using (0)
The teacher
attempts to
perform this activity
but does not
actually complete
or follow through
with these
attempts.
The teacher makes
no attempt to
perform this
activity.
DOMAIN 2: PLANNING AND PREPARING
Planning and Preparing for Use of Materials and Technology
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 59
in their own proprietary platform should contact Learning Sciences International.
Element 4: Planning and Preparing for the Use of Available Materials for Upcoming
Units and Lessons
The teacher identifies the available materials for upcoming units and lessons.
Planning Evidence
The plan outlines resources within the classroom
that will be used to enhance students’
understanding of the content.
The plan outlines resources within the school
that will be used enhance students’ understanding
of the content.
The plan outlines resources within the
community that will be used to enhance students’
understanding of the content.
Teacher Evidence
When asked, the teacher can describe the
resources within the classroom that will be used to
enhance students’ understanding of the content.
When asked, the teacher can describe resources
within the school that will be used to enhance
students’ understanding of the content.
When asked, the teacher can describe resources
within the community that will be used to enhance
students’ understanding of the content.
Scale
Beginning (1)
Not Using (0)
The teacher
attempts to
perform this activity
but does not
actually complete
or follow through
with these
attempts.
The teacher makes
no attempt to
perform this
activity.
DOMAIN 2: PLANNING AND PREPARING
Planning and Preparing for Use of Materials and Technology
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 60
in their own proprietary platform should contact Learning Sciences International.
Element 5: Planning and Preparing for the Use of Available Technologies Such as
Interactive Whiteboards, Response Systems, and Computers
The teacher identifies the use of available technology that can enhance students’ understanding of content
in a lesson or unit.
Planning Evidence
The plan identifies available technology that will
be used (e.g., interactive whiteboards, response
systems, voting technologies, one-to-one
computers, social networking sites, blogs, wikis, and
discussion boards).
The plan identifies how the technology will be
used to enhance student learning.
Teacher Evidence
When asked, the teacher can describe the
technology that will be used.
When asked, the teacher can articulate how the
technology will be used to enhance student
learning.
Scale
Beginning (1)
Not Using (0)
The teacher
attempts to
perform this activity
but does not
actually complete
or follow through
with these
attempts.
The teacher makes
no attempt to
perform this
activity.
DOMAIN 2: PLANNING AND PREPARING
Planning and Preparing for Special Needs of Students
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 61
in their own proprietary platform should contact Learning Sciences International.
Element 6: Planning and Preparing for the Needs of English Language Learners
The teacher provides for the needs of English language learners (ELLs) by identifying the adaptations that
must be made within a lesson or unit.
Planning Evidence
The plan identifies the accommodations that
must be made for individual ELL students or groups
within a lesson.
The plan identifies the adaptations that must be
made for individual ELL students or groups within a
unit of instruction.
Teacher Evidence
When asked, the teacher can describe the
accommodations that must be made for individual
ELL students or groups of students within a lesson.
When asked, the teacher can describe the
adaptations that must be made for individual ELL
students or groups of students within a unit of
instruction.
Scale
Beginning (1)
Not Using (0)
The teacher
attempts to
perform this activity
but does not
actually complete
or follow through
with these
attempts.
The teacher makes
no attempt to
perform this
activity.
DOMAIN 2: PLANNING AND PREPARING
Planning and Preparing for Special Needs of Students
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 62
in their own proprietary platform should contact Learning Sciences International.
Element 7: Planning and Preparing for the Needs of Special Education Students
The teacher identifies the needs of special education students by providing accommodations and
modifications that must be made for specific special education students.
Planning Evidence
The plan describes accommodations and
modifications that must be made for individual
special education students or groups of students
according to the Individualized Education Program
(IEP) for a lesson.
The plan describes the accommodations and
modifications that must be made for individual
special education students or groups of students
according to the IEP for a unit of instruction.
Teacher Evidence
When asked, the teacher can describe the
specific accommodations that must be made for
individual special education students or groups of
students according to their IEP for a lesson.
When asked, the teacher can describe the
specific accommodations and modifications that
must be made for individual special education
students or groups of students according to their
IEP for a unit of instruction.
Scale
Beginning (1)
Not Using (0)
The teacher
attempts to
perform this activity
but does not
actually complete
or follow through
with these
attempts.
The teacher makes
no attempt to
perform this
activity.
DOMAIN 2: PLANNING AND PREPARING
Planning and Preparing for Special Needs of Students
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 63
in their own proprietary platform should contact Learning Sciences International.
Element 8: Planning and Preparing for the Needs of Students Who Come From
Home Environments That Offer Little Support for Schooling
The teacher identifies the needs of students who come from home environments that offer little support for
schooling.
Planning Evidence
The plan provides for the needs of students who
come from home environments that offer little
support for schooling.
When assigning homework, the teacher takes
into consideration the students’ family resources.
When communicating with the home, the teacher
takes into consideration family and language
resources.
Teacher Evidence
When asked, the teacher can articulate how the
needs of students who come from home
environments that offer little support for schooling
will be addressed.
When asked, the teacher can articulate the ways
in which the students’ family resources will be
addressed when assigning homework.
When asked, the teacher can articulate the ways
in which communication with the home will take into
consideration family and language resources.
Scale
Beginning (1)
Not Using (0)
The teacher
attempts to
perform this activity
but does not
actually complete
or follow through
with these
attempts.
The teacher makes
no attempt to
perform this
activity.
DOMAIN 3: REFLECTING ON TEACHING
Evaluating Personal Performance
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 64
in their own proprietary platform should contact Learning Sciences International.
Element 1: Identifying Areas of Pedagogical Strength and Weakness Within Domain 1
The teacher identifies specific strategies and behaviors on which to improve from Domain 1 (routine lesson
segments, content lesson segments, and segments that are enacted on the spot).
Teacher Evidence
The teacher identifies specific areas of strengths and weaknesses within Domain 1.
The teacher keeps track of specifically identified focus areas for improvement within Domain 1.
The teacher identifies and keeps track of specific areas identified based on teacher interest within
Domain 1.
When asked, the teacher can describe how specific areas for improvement are identified within Domain 1.
Scale
Beginning (1)
Not Using (0)
The teacher
attempts to
perform this activity
but does not
actually complete
or follow through
with these
attempts.
The teacher makes
no attempt to
perform this
activity.
DOMAIN 3: REFLECTING ON TEACHING
Evaluating Personal Performance
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 65
in their own proprietary platform should contact Learning Sciences International.
Element 2: Evaluating the Effectiveness of Individual Lessons and Units
The teacher determines how effective a lesson or unit of instruction was in terms of enhancing student
achievement and identifies causes of success or difficulty.
Teacher Evidence
The teacher gathers and keeps records of his or her evaluations of individual lessons and units
When asked, the teacher can explain the strengths and weaknesses of specific lessons and units
When asked, the teacher can explain the alignment of the assessment tasks and the learning goals
When asked, the teacher can explain how the assessment tasks help track student progress toward the
learning goals
Scale
Beginning (1)
Not Using (0)
The teacher
attempts to
perform this activity
but does not
actually complete
or follow through
with these
attempts.
The teacher makes
no attempt to
perform this
activity.
DOMAIN 3: REFLECTING ON TEACHING
Evaluating Personal Performance
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 66
in their own proprietary platform should contact Learning Sciences International.
Element 3: Evaluating the Effectiveness of Specific Pedagogical Strategies and
Behaviors Across Different Categories of Students
The teacher determines the effectiveness of specific instructional techniques regarding the achievement of
subgroups of students and identifies specific reasons for discrepancies.
Teacher Evidence
The teacher gathers and keeps evidence of the effects of specific classroom strategies and behaviors
on specific categories of students (i.e., different socio-economic groups, different ethnic groups).
The teacher provides a written analysis of specific causes of success or difficulty.
When asked, the teacher can explain the differential effects of specific classroom strategies and
behaviors on specific categories of students.
Scale
Beginning (1)
Not Using (0)
The teacher
attempts to
perform this activity
but does not
actually complete
or follow through
with these
attempts.
The teacher makes
no attempt to
perform this
activity.
DOMAIN 3: REFLECTING ON TEACHING
Developing and Implementing a Professional
Growth and Development Plan
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 67
in their own proprietary platform should contact Learning Sciences International.
Element 4: Developing a Written Growth and Development Plan
The teacher develops a written professional growth and development plan with specific and measureable
goals, action steps, manageable timelines, and appropriate resources.
Teacher Evidence
The teacher constructs a growth plan that outlines measurable goals, action steps, manageable
timelines and appropriate resources.
When asked, the teacher can describe the professional growth plan using specific and measurable
goals, action steps, manageable timelines and appropriate resources.
Scale
Beginning (1)
Not Using (0)
The teacher
attempts to
perform this activity
but does not
actually complete
or follow through
with these
attempts.
The teacher makes
no attempt to
perform this
activity.
DOMAIN 3: REFLECTING ON TEACHING
Developing and Implementing a Professional
Growth and Development Plan
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 68
in their own proprietary platform should contact Learning Sciences International.
Element 5: Monitoring Progress Relative to the Professional Growth and
Development Plan
The teacher charts his or her progress toward goals using established action plans, milestones and
timelines.
Teacher Evidence
The teacher constructs a plan that outlines a method for charting progress toward established goals
supported by evidence (e.g., student achievement data, student work, student interviews, peer, self and
observer feedback).
When asked, the teacher can describe progress toward meeting the goals outlined in the plan supported
by evidence (e.g., student achievement data, student work, student interviews, peer, self and observer
feedback).
Scale
Beginning (1)
Not Using (0)
The teacher
attempts to
perform this activity
but does not
actually complete
or follow through
with these
attempts.
The teacher makes
no attempt to
perform this
activity.
DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM
Promoting a Positive Environment
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 69
in their own proprietary platform should contact Learning Sciences International.
Element 1: Promoting Positive Interactions About Colleagues
The teacher interacts with other teachers in a positive manner to promote and support student learning.
Teacher Evidence
The teacher works cooperatively with appropriate school personnel to address issues that impact
student learning.
The teacher establishes working relationships that demonstrate integrity, confidentiality, respect,
flexibility, fairness and trust.
The teacher accesses available expertise and resources to support students’ learning needs.
When asked, the teacher can describe situations in which he or she interacts positively with colleagues
to promote and support student learning.
When asked, the teacher can describe situations in which he or she helped extinguish negative
conversations about other teachers.
Scale
Beginning (1)
Not Using (0)
The teacher
attempts to
perform this activity
but does not
actually complete
or follow through
with these
attempts.
The teacher makes
no attempt to
perform this
activity.
DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM
Promoting a Positive Environment
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 70
in their own proprietary platform should contact Learning Sciences International.
Element 2: Promoting Positive Interactions About Students and Parents
The teacher interacts with students and parents in a positive manner to foster learning and promote
positive home/school relationships.
Teacher Evidence
The teacher fosters collaborative partnerships with parents to enhance student success in a manner that
demonstrates integrity, confidentiality, respect, flexibility, fairness, and trust.
The teacher ensures consistent communication with parents regarding expectations, progress, and/or
concerns using multiple means and modalities.
The teacher encourages parent involvement in classroom and school activities.
The teacher demonstrates awareness and sensitivity to social, cultural and language backgrounds of
families.
The teacher responds to requests for support, assistance and/or clarification promptly.
When asked, the teacher can describe (1) instances when he or she interacted positively with students
and parent and (2) situations in which he or she helped extinguish negative conversations about students
and parents.
When asked, students and parents can describe how the teacher interacted positively with them.
The teacher respects and maintains confidentiality of student/family information.
Scale
Beginning (1)
Not Using (0)
The teacher
attempts to
perform this activity
but does not
actually complete
or follow through
with these
attempts.
The teacher makes
no attempt to
perform this
activity.
DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM
Promoting Exchange of Ideas and Strategies
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 71
in their own proprietary platform should contact Learning Sciences International.
Element 3: Seeking Mentorship for Areas of Need or Interest
The teacher seeks help and input from colleagues regarding specific classroom strategies and behaviors.
Teacher Evidence
The teacher keeps track of specific situations during which he or she has sought mentorship from
others.
The teacher actively seeks help and input in Professional Learning Community meetings.
The teacher actively seeks help and input from appropriate school personnel to address issues that
impact instruction.
When asked, the teacher can describe how he or she seeks input from colleagues regarding issues that
impact instruction.
Scale
Beginning (1)
Not Using (0)
The teacher
attempts to
perform this activity
but does not
actually complete
or follow through
with these
attempts.
The teacher makes
no attempt to
perform this
activity.
DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM
Promoting Exchange of Ideas and Strategies
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 72
in their own proprietary platform should contact Learning Sciences International.
Element 4: Mentoring Other Teachers and Sharing Ideas and Strategies
The teacher provides other teachers with help and input regarding specific classroom strategies and
behaviors.
Teacher Evidence
The teacher keeps tracks of specific situations during which he or she mentored other teachers.
The teacher contributes and shares expertise and new ideas with colleagues to enhance student
learning in formal and informal ways.
The teacher serves as an appropriate role model (mentor, coach, presenter, researcher) regarding
specific classroom strategies and behaviors.
When asked, the teacher can describe specific situations in which he or she has mentored colleagues.
Scale
Beginning (1)
Not Using (0)
The teacher
attempts to
perform this activity
but does not
actually complete
or follow through
with these
attempts.
The teacher makes
no attempt to
perform this
activity.
DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM
Promoting District and School Developments
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 73
in their own proprietary platform should contact Learning Sciences International.
Element 5: Adhering to District and School Rules and Procedures
The teacher is aware of the district’s and school’s rules and procedures and adheres to them.
Teacher Evidence
The teacher performs assigned duties.
The teacher follows policies, regulations and procedures.
The teacher maintains accurate records (student progress, completion of assignments, non-instructional
records).
The teacher fulfills responsibilities in a timely manner.
The teacher understands legal issues related to students and families.
The teacher demonstrates personal integrity.
The teacher keeps track of specific situations in which he or she adheres to rules and procedures.
Scale
Beginning (1)
Not Using (0)
The teacher
attempts to
perform this activity
but does not
actually complete
or follow through
with these
attempts.
The teacher makes
no attempt to
perform this
activity.
DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM
Promoting District and School Developments
© 2012 Robert J. Marzano • These materials may be used for free in paper form and may only be digitized
in iObservation data system (www.iObservation.com). Schools or districts seeking to digitize these materials 74
in their own proprietary platform should contact Learning Sciences International.
Element 6: Participating in District and School Initiatives
The teacher is aware of the district’s and school’s initiatives and participates in them in accordance with his
or her talents and availability.
Teacher Evidence
The teacher participates in school activities and events as appropriate to support students and families.
The teacher serves on school and district committees.
The teacher participates in staff development opportunities.
The teacher works to achieve school and district improvement goals.
The teacher keeps tracks of specific situations in which he or she has participated in school or district
initiatives.
When asked, the teacher can describe or show evidence of his/her participation in district and school
initiatives.
Scale
Beginning (1)
Not Using (0)
The teacher
attempts to
perform this activity
but does not
actually complete
or follow through
with these
attempts.
The teacher makes
no attempt to
perform this
activity.