Drop Box for Domain 1 and 2 Students, here you will begin gathering information for your Six Domains Project. Domains 1 and 2 will be completed as one assignment. You will then be assigned Domains 3
The Full Protocols for the Marzano Focused School Leader Model
Domain I: A Data-Driven Focus on School Improvement
I (1): The school leader ensures the appropriate use of data to develop critical goals focused on improving student achievement at the school.
Desired Effect: Everyone understands the school’s most critical goals for improving student achievement.
Scale Value | Description |
Innovating (4) | The school leader ensures adjustments are made or new methods are utilized so that all stakeholders sufficiently understand the critical goals. |
Applying (3) | The school leader ensures the appropriate use of data to develop critical goals focused on improving student achievement at the school AND regularly monitors that everyone understands the critical goals for improving student achievement. |
Developing (2) | The school leader ensures the appropriate use of data to develop critical goals focused on improving student achievement at the school. |
Beginning (1) | The school leader attempts to use appropriate data to develop critical goals focused on improving student achievement at the school, but does not complete the task or is not successful. |
Not Using (0) | The school leader does not attempt to use appropriate data to develop critical goals focused on improving student achievement at the school. |
Sample Evidences for Element 1 of Domain I |
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I (2): The school leader ensures appropriate analysis and interpretation of data are used to monitor the progress of each student toward meeting achievement goals.
Desired Effect: Data confirm students are making progress towards meeting their achievement goals.
Scale Value | Description |
Innovating (4) | The school leader ensures that multiple sources of data are analyzed to provide the most relevant information and readdresses achievement goals using accrued achievement data. |
Applying (3) | The school leader ensures appropriate analysis and interpretation of data are used to monitor the progress of each student toward meeting achievement goals AND monitors the extent to which student data are used to track progress toward goal. |
Developing (2) | The school leader ensures appropriate analysis and interpretation of data are used to monitor the progress of each student toward meeting achievement goals. |
Beginning (1) | The school leader attempts to ensure appropriate analysis and interpretation of data are used to monitor the progress of each student toward meeting achievement goals, but does not complete the task or is not successful. |
Not Using (0) | The school leader does not attempt to ensure appropriate analysis and interpretation of data are used to monitor the progress of each student toward meeting achievement goals. |
Sample Evidences for Element 2 of Domain I |
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I (3): The school leader ensures the appropriate implementation of interventions and supportive practices to help each student meet achievement goals.
Desired Effect: Data confirm interventions help each student meet achievement goals.
Scale Value | Description |
Innovating (4) | The school leader continually examines and expands the options for individual students to make adequate progress towards meeting their achievement goals. |
Applying (3) | The school leader ensures that appropriate interventions and supportive practices are implemented to help each student meet achievement goals AND monitors whether interventions help each student meet achievement goals. |
Developing (2) | The school leader ensures the appropriate implementation of interventions and supportive practices to help each student meet achievement goals. |
Beginning (1) | The school leader attempts to ensure the appropriate implementation of interventions and supportive practices to help each student meet achievement goals, but does not complete the task or is not successful. |
Not Using (0) | The school leader does not attempt to ensure the appropriate implementation of interventions and supportive practices to help each student meet achievement goals. |
Sample Evidences for Element 3 of Domain I |
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Domain II: Instruction of a Viable and Guaranteed Curriculum
II (1): The school leader provides a clear vision for how instruction should be addressed in the school.
Desired Effect: Teachers use the instructional model.
Scale Value | Description |
Innovating (4) | The school leader continually examines and provides updates so that all teachers use the instructional model. |
Applying (3) | The school leader provides a clear vision for how instruction should be addressed in the school AND monitors the extent to which the teachers use the instructional model. |
Developing (2) | The school leader provides a clear vision for how instruction should be addressed in the school. |
Beginning (1) | The school leader attempts to provide a clear vision for how instruction should be addressed in the school, but does not complete the task or is not successful. |
Not Using (0) | The school leader does not attempt to provide a clear vision for how instruction should be addressed in the school. |
Sample Evidences for Element 1 of Domain II |
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II (2): The school leader uses knowledge of the predominant instructional practices in the school to improve teaching.
Desired Effect: Teachers improve instructional practices when leader provides feedback regarding predominant instructional practices.
Scale Value | Description |
Innovating (4) | The school leader regularly intervenes to ensure that ineffective instructional practices are corrected and effective instructional practices are implemented. |
Applying (3) | The school leader uses knowledge of the predominant instructional practices in the school to improve teaching AND monitors the extent to which teachers improve their instructional practices. |
Developing (2) | The school leader uses knowledge of the predominant instructional practices in the school to improve teaching. |
Beginning (1) | The school leader attempts to use knowledge of the predominant instructional practices in the school to improve teaching, but does not complete the task or is not successful. |
Not Using (0) | The school leader does not attempt to use knowledge of the predominant instructional practices in the school to improve teaching. |
Sample Evidences for Element 2 of Domain II |
student populations
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II (3): The school leader ensures that the school curriculum and accompanying assessments align with state and district standards.
Desired Effect: Assessments accurately measure student progress towards achieving the adopted standards.
Scale Value | Description |
Innovating (4) | The school leader ensures that the assessment and reporting system focuses on state and district standards and intervenes with teachers who do not utilize adopted standards. |
Applying (3) | The school leader ensures that the school curriculum and accompanying assessments align with state and district standards AND monitors the extent to which the assessments accurately measure student progress toward achieving the adopted standards. |
Developing (2) | The school leader ensures that the school curriculum and accompanying assessments align with state and district standards. |
Beginning (1) | The school leader attempts to ensure that the school curriculum and accompanying assessments align with state and district standards, but does not complete the task or is not successful. |
Not Using (0) | The school leader does not attempt to ensure that the school curriculum and accompanying assessments align with state and district standards. |
Sample Evidences for Element 3 of Domain II |
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II (4): The school leader ensures that school curriculum is focused on essential standards so it can be taught in the time available to teachers.
Desired Effect: Teachers have time to teach the core or essential standards.
Scale Value | Description |
Innovating (4) | The school leader ensures that essential standards are regularly examined and revised to ensure teachers have time to teach the essential standards. |
Applying (3) | The school leader ensures that school curriculum is focused on essential standards so it can be taught in the time available to teachers AND monitors the extent to which the essential standards are few enough to allow adequate time for students to learn them. |
Developing (2) | The school leader ensures that school curriculum is focused on essential standards so it can be taught in the time available to teachers. |
Beginning (1) | The school leader attempts to ensure that the school curriculum is focused on essential standards so it can be taught in the time available to teachers, but does not complete the task or is not successful. |
Not Using (0) | The school leader does not attempt to ensure that the school curriculum is focused on essential standards so it can be taught in the time available to teachers. |
Sample Evidences for Element 4 of Domain II | |
essential standards
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II (5): The school leader ensures that each student has equal opportunity to learn the critical content of the curriculum.
Desired Effect: Each teacher teaches the essential standards so every student has the opportunity to learn the essential standards
Scale Value | Description |
Innovating (4) | The school leader intervenes with teachers who do not teach essential standards that guarantee students have equal access to learning the critical content of the curriculum. |
Applying (3) | The school leader ensures that each student has equal opportunity to learn the critical content of the curriculum AND monitors the extent to which each teacher teaches the essential standards to each student. |
Developing (2) | The school leader ensures that each student has equal opportunity to learn the critical content of the curriculum. |
Beginning (1) | The school leader attempts to ensure that each student has equal opportunity to learn the critical content of the curriculum, but does not complete the task or is not successful. |
Not Using (0) | The school leader does not attempt to ensure that each student has equal opportunity to learn the critical content of the curriculum. |
Sample Evidences for Element 5 of Domain II |
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Domain III: Continuous Development of Teachers and Staff
III (1): The school leader effectively hires, supports, and retains personnel who continually demonstrate growth through reflection and growth plans.
Desired Effect: Teachers and staff continue to grow as they meet their growth goals.
Scale Value | Description |
Innovating (4) | The school leader provides interventions and support for teachers and staff who are not meeting their growth goals. |
Applying (3) | The school leader effectively hires, supports, and retains personnel who continually demonstrate growth through reflection and growth plans AND monitors the extent to which teachers and staff achieve their growth goals and continue to grow. |
Developing (2) | The school leader effectively hires, supports, and retains personnel who continually demonstrate growth through reflection and growth plans. |
Beginning (1) | The school leader attempts to effectively hire, support, and retain personnel who continually demonstrate growth through reflection and growth plans, but does not complete the task or is not successful. |
Not Using (0) | The school leader does not attempt to effectively hire, support, and retain personnel who continually demonstrate growth through reflection and growth plans. |
Sample Evidences for Element 1 of Domain III |
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III (2): The school leader uses multiple sources of data to provide teachers with ongoing evaluations of their pedagogical strengths and weaknesses that are consistent with student achievement data.
Desired Effect: Teacher observation/evaluation data are consistent with student achievement data.
Scale Value | Description |
Innovating (4) | The school leader ensures that teacher evaluation processes are updated regularly to ensure the results are consistent with student achievement data. |
Applying (3) | The school leader uses multiple sources of data to provide teachers with ongoing evaluations of their pedagogical strengths and weaknesses that are consistent with student achievement data AND monitors the extent to which teacher evaluations are consistent with student achievement data. |
Developing (2) | The school leader uses multiple sources of data to provide teachers with ongoing evaluations of their pedagogical strengths and weaknesses that are consistent with student achievement data. |
Beginning (1) | The school leader attempts to use multiple sources of data to provide teachers with ongoing evaluations of their pedagogical strengths and weaknesses that are consistent with student achievement data, but does not complete the task or is not successful. |
Not Using (0) | The school leader does not attempt to use multiple sources of data to provide teachers with ongoing evaluations of their pedagogical strengths and weaknesses that are consistent with student achievement data. |
Sample Evidences for Element 2 of Domain III |
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III (3): The school leader ensures that teachers and staff are provided with job-embedded professional development to optimize professional capacity and support their growth goals.
Desired Effect: Teachers and staff improve their skills as a result of attending professional development.
Scale Value | Description |
Innovating (4) | The school leader continually re-evaluates the professional development program to ensure that it remains job-embedded and focused on instructional growth goals and intervenes with personnel who are not making sufficient progress toward achieving growth goals. |
Applying (3) | The school leader ensures that teachers and staff are provided with job-embedded professional development to optimize professional capacity and support their growth goals AND monitors the extent to which teachers and staff improve their skills. |
Developing (2) | The school leader ensures that teachers and staff are provided with job-embedded professional development to optimize professional capacity and support their growth goals. |
Beginning (1) | The school leader attempts to ensure that teachers and staff are provided with job-embedded professional development to optimize professional capacity and support their growth goals, but does not complete the task or is not successful. |
Not Using (0) | The school leader does not attempt to ensure that teachers and staff are provided with job- embedded professional development to optimize professional capacity and support their growth goals. |
Sample Evidences for Element 3 of Domain III |
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Domain IV: Community of Care and Collaboration
IV (1): The school leader ensures that teachers work in collaborative groups to plan and discuss effective instruction, curriculum, assessments, and the achievement of each student.
Desired Effect: Teachers working in collaborative groups enhance instruction and student achievement.
Scale Value | Description |
Innovating (4) | The school leader ensures that group goals relative to curriculum, assessment, and instruction are regularly revised to reflect the changes in student achievement data and intervenes and supports teacher teams whose goals do not adequately address the achievement of all students. |
Applying (3) | The school leader ensures that teachers work in collaborative groups to plan and discuss effective instruction, curriculum, assessments, and the achievement of each student AND monitors the extent to which working in collaborative groups enhances instruction and student achievement. |
Developing (2) | The school leader ensures that teachers work in collaborative groups to plan and discuss effective instruction, curriculum, assessments, and the achievement of each student. |
Beginning (1) | The school leader attempts to ensure that teachers work in collaborative groups to discuss and plan effective instruction, curriculum, assessment, and the achievement of each student, but does not complete the task or is not successful. |
Not Using (0) | The school leader does not attempt to ensure that teachers work in collaborative groups to discuss and plan effective instruction, curriculum, assessment, and the achievement of each student. |
Sample Evidences for Element 1 of Domain III |
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IV (2): The school leader ensures a workplace where teachers have roles in the decision-making process regarding school planning, initiatives, and procedures to maximize the effectiveness of the school.
Desired Effect: Through shared decision-making the school continues to improve its overall effectiveness.
Scale Value | Description |
Innovating (4) | The school leader continually seeks new venues for teacher input regarding important decisions and the effectiveness of the school. |
Applying (3) | The school leader ensures a workplace where teachers have roles in the decision-making process regarding school planning, initiatives, and procedures to maximize the effectiveness of the school AND monitors the extent to which the decision-making process improves the effectiveness of the school. |
Developing (2) | The school leader ensures a workplace where teachers have roles in the decision- making process regarding school planning, initiatives, and procedures to maximize the effectiveness of the school. |
Beginning (1) | The school leader attempts to ensure a workplace where teachers have roles in the decision- making process regarding school planning, initiatives, and procedures to maximize the effectiveness of the school, but does not complete the task or is not successful. |
Not Using (0) | The school leader does not attempt to ensure a workplace where teachers have roles in the decision-making process regarding school planning, initiatives, and procedures to maximize the effectiveness of the school. |
Sample Evidences for Element 2 of Domain IV |
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IV (3): The school leader ensures equity in a child-centered school with input from staff, students, parents, and the community.
Desired Effect: Equity is evident for each student.
Scale Value | Description |
Innovating (4) | The school leader intervenes and seeks assistance if the school does not provide equity for each student. |
Applying (3) | The school leader ensures equity in a child-centered school with input from staff, students, parents, and the community AND monitors the extent to which the input creates equity for each student. |
Developing (2) | The school leader ensures equity in a child-centered school with input from staff, students, parents, and the community. |
Beginning (1) | The school leader attempts to ensure equity in a child-centered school with input from staff, students, parents, and the community, but does not complete the task or is not successful. |
Not Using (0) | The school leader does not attempt to ensure equity in a child-centered school with input from staff, students, parents, and the community. |
Sample Evidences for Element 3 of Domain IV |
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IV (4): The school leader acknowledges the successes of the school and celebrates the diversity and culture of each student.
Desired Effect: Each member of the school feels valued and honored.
Scale Value | Description |
Innovating (4) | The school leader actively seeks a variety of methods for acknowledging individual and school- wide success that meet the unique needs of faculty and staff. |
Applying (3) | The school leader acknowledges the successes of the school and celebrates the diversity and culture of each student AND monitors the extent to which people feel honored for their contributions. |
Developing (2) | The school leader acknowledges the successes of the school and celebrates the diversity and culture of each student. |
Beginning (1) | The school leader attempts to acknowledge the successes of the school and celebrates the diversity and culture of each student, but does not complete the task or is not successful. |
Not Using (0) | The school leader does not attempt to acknowledge the successes of the school or celebrate the diversity and culture of each student. |
Sample Evidences for Element 4 of Domain IV |
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Domain V: Core Values
V (1): The school leader is transparent, communicates effectively, and continues to demonstrate professional growth.
Desired Effect: The school leader is recognized in the school community as a leader who continues to enhance his/her leadership skills.
Scale Value | Description |
Innovating (4) | The school leader actively seeks expertise/mentors for validation and feedback to enhance leadership skills. |
Applying (3) | The school leader is transparent, communicates effectively, and continues to demonstrate professional growth AND monitors the extent to which the school community perceives that the leader continues to enhance his/her leadership skills. |
Developing (2) | The school leader is transparent, communicates effectively, and continues to demonstrate professional growth. |
Beginning (1) | The school leader attempts to be transparent, communicate effectively, and continue to demonstrate professional growth, but does not complete the task or is not successful. |
Not Using (0) | The school leader does not attempt to be transparent, communicate effectively, and continue to demonstrate professional growth. |
Sample Evidences for Element 1 of Domain III |
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V (2): The school leader has the trust of the staff and school community that all decisions are guided by what is best for each student.
Desired Effect: All decisions are measured by how they impact students.
Scale Value | Description |
Innovating (4) | The school leader actively seeks for validation and feedback from multiple sources regarding perception in the school community. |
Applying (3) | The school leader has the trust of the staff and school community that all decisions are guided by what is best for each student AND monitors how decisions impact students. |
Developing (2) | The school leader has the trust of the staff and school community that all decisions are guided by what is best for each student. |
Beginning (1) | The school leader attempts to have the trust of the staff and school community that all decisions are guided by what is best for each student, but does not complete the task or is not successful. |
Not Using (0) | The school leader does not attempt to have the trust of the staff and school community that all decisions are guided by what is best for each student. |
Sample Evidences for Element 2 of Domain V |
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V (3): The school leader ensures that the school is perceived as safe and culturally responsive.
Desired Effect: The school is safe and inclusive of each student.
Scale Value | Description |
Innovating (4) | The school leader ensures that rules and procedures are regularly reviewed and updated as necessary to ensure a safe and culturally responsive environment. |
Applying (3) | The school leader ensures that the school is perceived as safe and culturally responsive AND monitors the extent to which the school is safe and inclusive of each student. |
Developing (2) | The school leader ensures that the school is perceived as safe and culturally responsive. |
Beginning (1) | The school leader attempts to ensure that the school is perceived as safe and culturally responsive, but does not complete the task or is not successful. |
Not Using (0) | The school leader does not attempt to ensure that the school is perceived as safe and culturally responsive. |
Sample Evidences for Element 3 of Domain V |
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Domain VI: Resource Management
VI (1): The school leader ensures that management of the fiscal, technological, and physical resources of the school supports effective instruction and achievement of each student.
Desired Effect: Management of fiscal, technological, and physical resources support instruction and student achievement.
Scale Value | Description |
Innovating (4) | The school leader ensures adjustments are made or new strategies are created so that all fiscal, technological, and physical resources support effective instruction and student achievement. |
Applying (3) | The school leader ensures that management of the fiscal, technological, and physical resources of the school supports effective instruction and achievement of each student AND monitors the extent to which fiscal resources support effective instruction and student achievement. |
Developing (2) | The school leader ensures that management of the fiscal, technological, and physical resources of the school supports effective instruction and achievement of each student. |
Beginning (1) | The school leader attempts to ensure that management of the fiscal, technological, and physical resources of the school supports effective instruction and achievement of each student, but does not complete the task or is not successful. |
Not Using (0) | The school leader does not attempt to ensure that management of the fiscal, technological, and physical resources of the school supports effective instruction and achievement of each student. |
Sample Evidences for Element 1 of Domain VI |
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VI (2): The school leader utilizes systematic processes to engage school district and external entities in support of school improvement.
Desired Effect: Data confirms that use of resources supports school improvement.
Scale Value | Description |
Innovating (4) | The school leader continually examines and expands options for utilizing systematic processes to engage school district and external entities in support of school improvement. |
Applying (3) | The school leader utilizes systematic processes to engage school district and external entities in support of school improvement AND monitors data to determine if the resources support school improvement. |
Developing (2) | The school leader utilizes systematic processes to engage school district and external entities in support of school improvement. |
Beginning (1) | The school leader attempts to utilize systematic processes to engage school district and external entities in support of school improvement, but does not complete the task or is not successful. |
Not Using (0) | The school leader does not attempt to utilize systematic processes to engage school district and external entities in support of school improvement. |
Sample Evidences for Element 2 of Domain VI |
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VI (3): The school leader ensures compliance to district, state, and federal rules and regulations to support effective instruction and achievement of each student.
Desired Effect: The compliance to rules and regulations supports effective instruction and student achievement.
Scale Value | Description |
Innovating (4) | The school leader continually examines for compliance to district, state, and federal rules and regulations and implements interventions when compliance is not working to support effective instruction and the achievement of each student. |
Applying (3) | The school leader ensures compliance to district, state, and federal rules and regulations to support effective instruction and achievement of each student AND monitors the extent to which compliance to rules and regulations supports effective instruction and student achievement. |
Developing (2) | The school leader ensures compliance to district, state, and federal rules and regulations to support effective instruction and achievement of each student. |
Beginning (1) | The school leader attempts to ensure compliance to district, state, and federal rules and regulations to support effective instruction and achievement of each student, but does not complete the task or is not successful. |
Not Using (0) | The school leader does not attempt to ensure compliance to district, state, and federal rules and regulations to support effective instruction and achievement of each student. |
Sample Evidences for Element 3 of Domain VI |
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