The last category in Domain 2 of Marzano's Evaluation Model is planning and preparing for special needs of students. Given that the classroom includes students from diverse backgrounds, it is imperative that teachers plan and prepare units that consider the special needs of students such as English language learners (ELL), economically disadvantaged students, and students with disabilities (SWD). An effective educator plans and prepares for these students by identifying the adaptations that must be made regarding a lesson or unit to improve student achievement for learners from diverse backgrounds.
The next educator accomplished practice focuses on the teacher’s ability to maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative. This practice directly correlates to Domain One of the Evaluation Model. This domain has direct causal link to student achievement. Moreover, this domain is the most complex and it includes research-based strategies. It has a comprehensive framework that includes ten design questions that are organized under three general lesson segments. A lesson segment is an event in the classroom that has a specific purpose and a specific set of teacher behaviors and strategies that are designed to meet that purpose. Within each of the design questions are elements that are considered effective teaching strategies.
Considering The Learning Environment practice principle, Lesson Segment Involving Routine Events and the Lesson Segment Enacted on the Spot relate to teachers organizing, allocating, and managing the resources of time, space, and attention. In Design Question Six of the Lesson Segment Involving Routine Events, there are specific strategies and behaviors that relate to the teacher establishing classroom routines and organizing the physical layout of the classroom for learning.
Another aspect of The Learning Environment practice is that an effective educator conveys high expectations to all students. In Design Question Nine of the Lesson Segment Enacted on the Spot, there are specific strategies and behaviors regarding teachers having high expectations for all students. This means the teacher establishes an appropriate tone with all students and provides equal opportunities to all students for complex academic interactions.
The third practice of The Educator Accomplished Practices is Instructional Delivery and Facilitation, in which the teacher consistently utilizes a deep and comprehensive knowledge of the subject. This aligns with the Lesson Segment Addressing Content, which includes Design Questions Two, Three, and Four. One of the indicators in the third practice that correlates with Design Question Four is employing higher-order questioning techniques. Another indicator under Instructional Delivery and Facilitation is applying varied instructional strategies and resources and all the design questions under the Lesson Segment Addressing Content correlate with this principle.
Effective educators engaging in continuous professional improvement is the fifth practice of The Educator Accomplished Practices and it relates to Domain Four of Marzano Evaluation Model – Collegiality and Professionalism. One of the indicators in the fifth educator accomplished practice states that an effective educator collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement. One of the categories in Domain Four requires that teachers provide other teachers with help and input regarding specific classroom strategies and behaviors.
