Comparing The Tulsa Model And The Marzano Model

Teacher evaluation is a massive task that has been recently adjusted in the state of Oklahoma. Recently, the state has chosen two main methods to evaluate teachers. The two methods are the Tulsa Model and the Marzano model. The method of evaluation that will be utilized for this report will be the Tulsa Model. The Tulsa Model gives ratings from 1-5 on many functions of teaching. The observation is broken down into Classroom Management (30%), Instructional Effectiveness (50%), Professional Growth (10%), Interpersonal Skills (5%), and Leadership (5%). Through this model, a high portion of Oklahoma’s teachers are a part of the evaluation processes. The model balances the evaluation heavily on the instructional aspect of teaching. This method gives the evaluation a summative aspect. For a balanced discussion of the Tulsa Model, an administrator
The assistant principal believed the evaluation tool has been crafted very effectively. When looking at the tool, she believed that every aspect of effective teaching is included. Concern of the evaluation tool was based not on the tool, but rather based on the use of the tool. The principal’s concerns were founded in the training of administrators to utilize the tool. The teacher believed the evaluation tool was an ineffective tool in giving feedback. Concerns were mentioned from past experiences. The teacher gave experiences of them getting the same comments year after year. Feedback was never adjusted based on the performance. From there, the teacher gave an example of when he had been sent an observation report after talking to the evaluator in the hallway for a brief time. Had the teacher’s evaluator properly referenced past evaluations, the teacher would not have felt that the processes lacked effectiveness. His evaluator should have altered their comments in a way that reflected progress in the teacher’s