Marzano Diagnostic Tool pre-service

The coach will observe the new teacher using the Marzano Diagnostic Tool and use the data outcomes to guide their coaching throughout the year. The coach will input the data found into this document. List the name of the person you are observing at the top.
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Name: 


  1. What is your name? Please choose your name here and insert the participant you are reporting on above.
    Joan Banashak
    Bill Brassard
    Audrey Dunn
    Carol Newman
    Elayne Brown
    Joyce Beck


  1. DQ1: Communicating Learning Goal and Feedback
    Providing Clear Goals

    The teacher has a learning goal posted so that all studnets can see it. 


  1. The learning goal is a clear statement of knowledge or information as opposed to an activity or assignment. 


  1. Teacher makes reference to the learning goal throughout lesson 


  1. Teacher has a scale or rubric that relates to goal posted so that ll students can see it 


  1. Teacher makes reference to the scale or rubric throughout lesson 


  1. DQ1: Communicating Clear Learning Goals and Feedback
    Celebrating Success

    Teacher uses a variety of ways to celebrate success 


  1. DQ 6: Establishing Rules and Procedures
    Establishing Classroom Routines

    Teacher reminds students of rules and procedures 


  1. Teacher provides cues and signals when a rule or procedure should be used 


  1. Organizing the Physical Layout of the Classroom

    The physical layout of the classroom has clear traffic patterns 


  1. The classroom is decorated in a way that enhances student learning 


  1. DQ2: Helping Students Interact with New Knowledge
    Identifying Critical Information

    Teacher begins lesson by explaining why upcoming content is important 


  1. Organizing Students to Interact with New Knowledge

    Teacher has established routines for student grouping and student interaction in groups 


  1. Previewing New Content 


  1. Chunking Content Into “Digestible Bites” 


  1. Processing New Information (by groups) 


  1. Elaborating on New Information

    Teacher asks explicit questions that require students to make elaborative inferences about the content 


  1. Recording and Representing Knowledge (by students) 


  1. Reflecting on Learning 


  1. DQ3: Helping Students Practice and Deepen New Knowledge

    Reviewing Content 


  1. Organizing Students to Practice and Deepen knowledge (in groups) 


  1. Using Homework

    Teacher communicates a clear purpose for homework 


  1. Examining Similarities and Differences 


  1. Examining Errors in Reasoning 


  1. Practicing Skills, Strategies, and Processes 


  1. Revising Knowledge

    Teacher engages the whole class in an examination of how the current lesson changed perceptions and understandings of previous content 


  1. DQ4: Helping Students Generate and Test Hypotheses

    Organizing Students for Cognitively Complex Tasks 


  1. Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing 


  1. Providing Resources and Guidance 


  1. DQ5: Engaging Students

    Noticing when students are Not Engaged 


  1. Using Academic Games 


  1. Managing Response Rates

    Teacher uses wait time 


  1. Using Physical Movement (by students) 


  1. Maintaining a Lively Pace

    Teacher employs crisp transitions from one activity to another 


  1. Teacher alters pace appropriately 


  1. Demonstrating Intensity and Enthusiasm

    Teacher signals excitement for content by: physical gestures, voice tone, dramatization of information 


  1. Teacher overtly adjusts energy level 


  1. Using Friendly Controversy

    Teacher has students examine multiple perspectives and opinions about the content 


  1. Providing Opportunities for Students to Talk about Themselves 


  1. Presenting Unusual or Intriguing Information 


  1. DQ7: Recognizing Adherence to Rules and Procedures
    Demonstrating “Withitness”

    Teacher physically occupies all quadrants of room 


  1. Teacher scans room making eye contact with all students 


  1. Teacher recognizes potential sources of disruptions and deals with them immediately 


  1. Teacher proactively addresses inflammatory situations 


  1. Applying consequences for Lack of Adherence to Rules and Procedures 


  1. Acknowledging Adherence to Rules and Procedures 


  1. DQ8: Establishing and Maintaining Effective Relationships with students

    Understanding Students’ Interests and Background 


  1. Using Verbal and Nonverbal Behaviors that Indicate Affection for Students 


  1. Displaying Objectivity and Control

    Teacher interacts with all students in the same calm and controlled fashion 


  1. Teacher does not demonstrate personal offense at student misbehavior  


  1. DQ 9: Communicating High Expectations for All Students
    Demonstrating Value and Respect for Low Expectancy Students


    Teacher does not allow negative comments about low expectancy students 


  1. Asking Questions of Low Expectancy Students

    Teacher makes sure low expectancy students are asked questions at the same rate as high expectancy students 


  1. Teacher makes sure low expectancy students are asked complex questions at the same rate as high expectancy students 


  1. Probing Incorrect Answers with Low Expectancy Students

    Teacher asks low expectancy students to further explain their answers when they are incorrect 


  1. Teacher rephrases questions for low expectancy students when they provide an incorrect answer 


  1. Teacher breaks a question into smaller and simpler parts when a low expectancy student answers a question incorrectly 


  1. 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