OVERVIEW:
Employee compensation is one of the largest expenses a company has. It is important that
compensation is well-designed and effective. Here you will read about how two different
companies connect their total rewards to their organization values and goals. One of the
companies will be selected for your paper.
INSTRUCTIONS
The Written Case Study Assignment must be at least 750 words (not including the title and
reference pages), double-spaced, and in current APA format. Please note that the stated word
count is a minimum. Therefore, you are encouraged to ensure that you have thoroughly
researched and responded to each question/prompt provided below. Each assignment must
include a title page and a references page. Use at least 4 scholarly sources (published within the last 5 years), the course textbook, and biblical integration.
*Note: The case study to be utilized for this assignment is the SHRM case on Aflac and
LLBean.
This case study is focused on how 2 different companies use total rewards to support the
organizations missions and values and achieve strategic outcomes. Select only 1 of the
companies as the basis for your case study response. (This is not meant to be a comparison of the companies, but an exploration of how 2 different companies use their compensation and benefits structures to achieve organizational outcomes). The paper must specifically address the following areas:
*How the company uses its own products or services to enhance the total compensation for its employees;
*The internal and external strengths and weaknesses identified and how the company
responded to these factors from a total rewards perspective;
*Examples of traditional and non-traditional rewards and how they are used to meet
organizational objectives;
*How the company aligns its compensation benefits with its corporate values; and
*Recommendations regarding an expansion of the benefits programs offered at the
company that would further align HR with the accomplishment of organizational goals and values.
GRADING RUBRIC ATTACHED
Student Case Study Resources: Benefits and Business at Aflac and L. L. Bean
BUSI 642
Written Case Study Assignment Instructions
Overview
Employee compensation is one of the largest expenses a company has. It is important that compensation is well-designed and effective. Here you will read about how two different companies connect their total rewards to their organization values and goals. One of the companies will be selected for your paper.
Instructions
The
Written Case Study Assignment must be at least 750 words (not including the title and reference pages), double-spaced, and in current APA format. Please note that the stated word count is a minimum. Therefore, you are encouraged to ensure that you have thoroughly researched and responded to each question/prompt provided below. Each assignment must include a title page and a references page. Use at least 4 scholarly sources (published within the last 5 years), the course textbook, and biblical integration.
*Note: The case study to be utilized for this assignment is the SHRM case on Aflac and LLBean.
This case study is focused on how 2 different companies use total rewards to support the organizations missions and values and achieve strategic outcomes. Select
only 1 of the companies as the basis for your case study response. (This is not meant to be a comparison of the companies, but an exploration of how 2 different companies use their compensation and benefits structures to achieve organizational outcomes). The paper must specifically address the following areas:
How the company uses its own products or services to enhance the total compensation for its employees;
The internal and external strengths and weaknesses identified and how the company responded to these factors from a total rewards perspective;
Examples of traditional and non-traditional rewards and how they are used to meet organizational objectives;
How the company aligns its compensation benefits with its corporate values; and
Recommendations regarding an expansion of the benefits programs offered at the company that would further align HR with the accomplishment of organizational goals and values.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool. Criteria Ratings Points
Content,
Key
Components
& Major
Point
Support
88 to >82.0 pts
Advanced
Clarity is brought to
issues being discussed
and relates issues to the
textbook and scholarly
sources. Major points are
stated clearly. There is a
clear, logical flow to the
assignment. All key
components of the Case
Study prompts are
answered Clear and
relevant biblical
integration is included. A
thoughtful analysis
(considering assumptions,
analyzing implications,
compare/contrasting
concepts) is included
82 to >21.0 pts
Proficient
Clarity is brought to issues
being discussed and
relates issues to the
textbook and scholarly
sources. Some points are
stated clearly. There is a
clear, logical flow to the
assignment. Some key
components of the Case
Study prompts are
answered Clear and
relevant biblical integration
is included. A thoughtful
analysis (considering
assumptions, analyzing
implications,
compare/contrasting
concepts) is included
21 to >0.0 pts
Developing
Clarity is lacking to issues
being discussed and
limited relation to the
textbook and scholarly
sources. Major points are
not stated clearly. There
flow is not consistently
logical to the assignment.
Key components of the
Case Study prompts are
not answered Clear and
relevant biblical integration
is not included. A
thoughtful analysis
(considering assumptions,
analyzing implications,
compare/contrasting
concepts) is not included
0 pts
Not
Present
88 pts
Grammar
and
Spelling,
Current APA
Formatting
37 to >33.0 pts
Advanced
A title page is included. A
references page is
included. At least 4
scholarly sources
published within the last 5
years (plus the textbook)
are included Proper
spelling and grammar are
used Required word count
(at least 750 words, not
including the title and
references pages) is met.
The assignment is
double-spaced and in
current APA format (title
page, citation formatting,
reference page and
formatting of references,
headers, etc.)
33 to >11.0 pts
Proficient
A title page is included. A
references page is
included. At least 2
scholarly sources
published within the last 5
years (plus the textbook)
are included Proper
spelling and grammar are
used Required word count
(between 700-749 words,
not including the title and
references pages) is met.
The assignment is
double-spaced and in
current APA format (title
page, citation formatting,
reference page and
formatting of references,
headers, etc.)
11 to >0.0 pts
Developing
A title page is not included.
A references page is not
included. Less than 2
scholarly sources
published within the last 5
years (plus the textbook)
are included Proper
spelling and grammar are
used Required word count
(less than 700 words, not
including the title and
references pages) is met.
The assignment is
double-spaced and in
current APA format (title
page, citation formatting,
reference page and
formatting of references,
headers, etc.).
0 pts
Not
Present
37 pts
Total Points: 125
Written Case Study Grading Rubric | BUSI642_C01_202240
SHOW MORE…
State 8 and Frameworks
Analyze the framework reviewed using the Washington State 8 Criteria.
A review of the highlights of the framework and how it aligns with the 8 criteria;
The key content parts of the Framework;
How the Framework relates to current research on teaching and learning;
Discussion of whether issues related to Glickman and Gordons’ Model on new and experienced teachers and adult development are present; and
A reflection or insight regarding the framework
You may support your analysis with evidence from the reading or other scholarly sources. Please be sure to cite and reference your sources in APA format.
Teacher Evaluation Criteria and
Descriptors
Minimum evaluation criteria – Certificated classroom teachers
WAC 392-191A-060
Criterion 1: Centering instruction on high expectations for student achievement.
Descriptor: Expectations; the teacher develops and communicates high expectations for student
learning.
Criterion 2: Demonstrating effective teaching practices.
Descriptor: Instruction; the teacher uses research-based instructional practices to meet the
needs of all students.
Criterion 3: Recognizing individual student learning needs and developing strategies to address
those needs.
Descriptor: Differentiation; the teacher acquires and uses specific knowledge about students’
cultural, individual, intellectual, and social development and uses that knowledge to adjust their
practice by employing strategies that advance student learning. Student growth data must be a
substantial factor utilizing the OSPI approved student growth rubrics.
Criterion 4: Providing clear and intentional focus on subject matter content and curriculum.
Descriptor: Content knowledge; the teacher uses content area knowledge, learning standards,
appropriate pedagogy, and resources to design and deliver curricula and instruction to impact
student learning.
Criterion 5: Fostering and managing a safe, positive learning environment.
Descriptor: Learning environment; the teacher fosters and manages a safe and inclusive
learning environment that takes into account: Physical, emotional, and intellectual well-being of
students.
Criterion 6: Using multiple student data elements to modify instruction and improve student
learning.
Descriptor: Assessment; the teacher uses multiple data elements (both formative and
summative) to plan, inform and adjust instruction, and evaluate student learning. Student
growth data must be a substantial factor utilizing the OSPI approved student growth rubrics.
Criterion 7: Communicating and collaborating with families and school community.
Descriptor: Families and community; the teacher communicates and collaborates with students,
families, and all educational stakeholders in an ethical and professional manner to promote
student learning.
Criterion 8: Exhibiting collaborative and collegial practices focused on improving instructional
practice and student learning.
Descriptor: Professional practice; the teacher participates collaboratively in the educational
community to improve instruction, advance the knowledge and practice of teaching as a
profession, and ultimately impact student learning. Student growth data must be a substantial
factor utilizing the OSPI approved student growth rubrics. The Marzano Teacher Evaluation Model by Washington State Criteria
Including Possible Teacher/Student Evidence and Elements for Teacher Growth and Development
(Updated 8/14/2022 [MG]) 1
Criterion 1: Centering instruction on high expectations for student achievement.
Component 1.1: Providing Clear Learning Goals and Scales (Rubrics)
The teacher communicates high expectations for learning by developing, aligning, and communicating clear daily learning
targets and/or longer-term learning goals (grade-level standards) with rubrics for the goals.
Possible Teacher Evidence Possible Student Evidence
Has a learning target/goal posted so that all students
can see it
Ensures that the learning target/goal is a clear
statement of knowledge or skill as opposed to an
activity or assignment
Makes reference to the learning target/goal
throughout the lesson
Has a scale or rubric that relates to the learning goal
posted so that all students can see it
Makes reference to the scale or rubric throughout the
lesson
Can explain the learning target for that days lesson
Can explain the relationship of the daily target to the
long-term learning goal (grade-level standard)
Can explain how their current activities relate to the
learning target/goal
Can explain the meaning of the levels of performance
articulated in the scale or rubric
Can explain how they will achieve the learning
target/goal
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
When the strategy is called
for the teacher does not use
it or the teacher uses the
strategy incorrectly or with
parts missing.
The teacher provides a
stated learning target (daily)
and/or learning goal (longer
term) but the learning goal
is not accompanied by a
scale or rubric that describes
levels of performance.
The teacher provides a
clearly stated learning target
(daily) and/or learning goal
(longer term). The learning
goal is accompanied by a
scale or rubric that describes
levels of performance.
Additionally, the teacher
monitors students
understanding of the
learning target/goal and the
levels of performance.
The teacher adapts or
creates new strategies to
meet the specific needs of
students for whom the
typical application of
strategies does not produce
the desired effect.
Component 1.2: Celebrating Success
The teacher celebrates student success relative to the learning targets and/or the learning goals.
Possible Teacher Evidence Possible Student Evidence
Acknowledges students who have achieved a certain
score on the scale or rubric
Acknowledges students who have made gains in their
knowledge and skill relative to the learning goal
Acknowledges and celebrates the final status and
progress of the entire class
Uses a variety of ways to celebrate success (Show of
hands, Certification of success, Parent notification,
Round of applause)
Shows signs of pride regarding their
accomplishments in the class
Say they want to continue to make progress
Show enthusiasm when receiving team points
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
When the strategy is called
for the teacher does not use
it or the teacher uses the
The teacher provides
students with recognition of
their current status but not
The teacher provides
students with recognition of
their current status and their
knowledge gain relative to
The teacher adapts or
creates new strategies to
meet the specific needs of
students for whom the
The Marzano Teacher Evaluation Model by Washington State Criteria
Including Possible Teacher/Student Evidence and Elements for Teacher Growth and Development
(Updated 8/14/2022 [MG]) 2
strategy incorrectly or with
parts missing.
their knowledge gain
relative to the learning goal.
the learning goal and
monitors the extent to
which students are
motivated to enhance their
status.
typical application of
strategies does not produce
the desired effect.
Component 1.3: Understanding Students Interests and Backgrounds
The teacher builds positive relationships with students by understanding students interests and background.
Possible Teacher Evidence Possible Student Evidence
Has side discussions with students about events
in their lives
Has discussions with students about topics in
which they are interested
Builds student interests into lessons
Routinely helps students connect with their
current expertise and competency, particularly as
unique to their racial, gender, or linguistic identity
Designs learning experiences that compel
students to draw from their social and cultural
backgrounds
Describe the teacher as someone who knows
them and/or is interested in them
Respond when the teacher demonstrated
understanding of their interests and background
Say they feel accepted
Participates willingly in team-building activities
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
When the strategy is called
for the teacher does not use
it or the teacher uses the
strategy incorrectly or with
parts missing.
The teacher minimally uses
students interests and
background during
interactions with students.
The teacher uses students
interests and background
during interactions with
students and monitors the
sense of community in the
classroom.
The teacher adapts or
creates new strategies to
meet the specific needs of
students for whom the
typical application of
strategies does not produce
the desired effect.
Component 1.4: Demonstrating value and respect for reluctant learners and students regularly
marginalized or underserved by school systems
The teacher demonstrates value and respect for all, including reluctant learners, and students who have been marginalized
or underserved by school systems over time.
Possible Teacher Evidence Possible Student Evidence
Compliments students regarding academic and
personal accomplishments
Engages in informal conversations with students
that are not related to academics
Uses humor with students when appropriate
Makes eye contact with students
Smiles, nods, etc. at students when appropriate
Displays sensitivity to cultural issues
Can explain how their own cultural values and
personal racial/gender identity shape their
interactions with students similar to and different
from them
Describe teacher as someone who values and
respects them
Respond to teachers verbal interactions
Respond to teachers nonverbal interactions
Demonstrate a strong sense of belonging
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
The Marzano Teacher Evaluation Model by Washington State Criteria
Including Possible Teacher/Student Evidence and Elements for Teacher Growth and Development
(Updated 8/14/2022 [MG]) 3
When the strategy is called
for the teacher does not use
it or the teacher uses the
strategy incorrectly or with
parts missing.
The teacher minimally uses
verbal and nonverbal
behaviors that indicate
value and respect for
students, with particular
attention to reluctant
learners and students who
are regularly marginalized or
underserved by school
systems.
The teacher uses verbal and
nonverbal behaviors that
indicate value and respect
for students, with particular
attention to reluctant
learners and students who
are regularly marginalized or
underserved by school
systems, and monitors the
quality of relationships in
the classroom.
The teacher adapts or
creates new strategies to
meet the specific needs of
students for whom the
typical application of
strategies does not produce
the desired effect.
Criterion 2: Demonstrating effective teaching practices.
Component 2.1: Conducting Direct Instruction Lessons
The teacher helps students effectively interact with new knowledge through direct instruction lessons.
Possible Teacher Evidence Possible Student Evidence
Previews new content by activating students
prior knowledge
Organizes content into small chunks appropriate
for students
Provides guidance as to which information is
most important
Has students interact about each chunk of
content
Asks inferential or elaborative questions
Has students summarize content
Has students create graphic organizers
representing content
Can describe what they already know about the
new topic
Can describe which information is the most
important
Ask clarifying questions as information is
presented in chunks
Generate inferences about the content
Accurately summarize the content
Accurately represent the content using graphic
organizers
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
The teacher does not
employ strategies designed
to preview and introduce
new knowledge in digestible
chunks OR does so with
significant errors or
omissions
The teacher employs
strategies designed to
preview and introduce new
knowledge in digestible
chunks BUT does not
monitor the extent to which
strategies have their desired
effect.
The teacher employs
strategies designed to
preview and introduce new
knowledge in digestible
chunks AND monitors the
extent to which strategies
have their desired effect,
which includes: elaborating
on critical information and
summarizing it in linguistic
and nonlinguistic ways.
The teacher adapts or
creates new strategies to
meet the specific needs of
students for whom the
typical application of
strategies does not produce
the desired effect.
Elements for Component 2.1 Elements are designed to allow teachers to select specific strategies on which to improve and then track
their progress using the scales.
Element 2.1.1: Based on student needs, the teacher breaks content into small chunks (i.e., digestible bites) of information that
can be easily processed by students.
Possible Teacher Evidence Possible Student Evidence
The Marzano Teacher Evaluation Model by Washington State Criteria
Including Possible Teacher/Student Evidence and Elements for Teacher Growth and Development
(Updated 8/14/2022 [MG]) 4
Stops at strategic points in a verbal presentation
Pauses at key junctures while showing a video
Stops at strategic points while providing a
demonstration
Stops at strategic points while students are reading
information or stories orally as a class
Breaks content into comprehensible chunks ordered by
daily segments
Maximizes student processing of content by breaking
lectures into 10-minute-or-less segments with
processing time for students
Can explain why the teacher is stopping at various points
during demonstrations or during presentations
Appear to know what is expected of them when the
teacher stops at strategic points
Process with classmates
Unsatisfactory Basic Proficient Distinguished
When the strategy is called for
the teacher does not use it, or
the teacher uses strategy
incorrectly or with parts
missing.
The teacher breaks input
experiences into small chunks
based on student needs BUT does
not monitor the extent to which
chunks are appropriate to
students levels of knowledge.
The teacher breaks input
experiences into small
chunks based on student
needs and monitors the
extent to which chunks are
appropriate.
The teacher adapts and creates new
strategies for unique student needs
and situations.
Element 2.1.2: During breaks in the presentation of content, the teacher engages students in actively processing new
information.
Possible Teacher Evidence Possible Student Evidence
Has group members summarize new information
Employs formal group processing strategies (i.e., jigsaw,
reciprocal teaching, concept attainment)
Can explain what they have just learned
Volunteer predictions
Voluntarily ask clarification questions
Actively discuss the content in groups
Ask each other and answer questions about the
information
Make predictions about what they expect next
Ensure everyone knows the content
Unsatisfactory Basic Proficient Distinguished
When the strategy is called for
the teacher does not use it, or
the teacher uses strategy
incorrectly or with parts
missing.
The teacher engages students in
summarizing, predicting, and
questioning activities BUT does
not monitor the extent to which
these activities enhance students
understanding.
The teacher engages
students in summarizing,
predicting, and questioning
activities and monitors the
extent to which the
activities enhance students
understanding.
The teacher adapts and creates new
strategies for unique student needs
and situations.
Element 2.1.3: 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.
Possible Teacher Evidence Possible Student Evidence
Asks students to summarize the information they have
learned
Asks students to generate notes that identify critical
information in the content
Asks students to create nonlinguistic representations for
new content
Graphic organizers
Pictures
Pictographs
Flow charts
Asks students to create mnemonics that organize the
content
Include critical content in their summaries and notes
Include critical content or demonstrate understanding in
their nonlinguistic representations
Can explain main points of the lesson
The Marzano Teacher Evaluation Model by Washington State Criteria
Including Possible Teacher/Student Evidence and Elements for Teacher Growth and Development
(Updated 8/14/2022 [MG]) 5
Unsatisfactory Basic Proficient Distinguished
When the strategy is called for
the teacher does not use it, or
the teacher uses strategy
incorrectly or with parts
missing.
The teacher engages students in
activities that help them record
their understanding of new
content in linguistic ways and/or
in nonlinguistic ways BUT does
not monitor the extent to which
these activities enhance students
understanding.
The teacher engages
students in activities that
help them record their
understanding of new
content in linguistic ways
and/or in nonlinguistic
ways and monitors the
extent to which this
enhances students
understanding.
The teacher adapts and creates new
strategies for unique student needs
and situations.
Component 2.2: Conducting Practicing and Deepening Lessons
The teacher helps students to practice and deepen their understanding of new knowledge.
Possible Teacher Evidence Possible Student Evidence
Reviews content before engaging in practicing or
deepening activities
Provides practice activities that are at the
appropriate level for guided practice or
independent practice
Provides activities that require students to
examine similarities and differences in content
Provides activities that require students to
critique or analyze validity of information
Increase the accuracy and fluency with which
they perform skills and processes
Can describe what they now see differently
about content previously addressed
Can describe how items are the same and
different
Can explain why information is or is not
logical/valid
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
The teacher does not
employ strategies designed
to practice skills and
processes and critically
analyze information OR
does so with significant
errors or omissions.
The teacher employs
strategies designed to
practice skills and processes
and critically analyze
information BUT does not
monitor the extent to which
strategies have their desired
effect.
The teacher employs
strategies designed to
practice skills and processes
and critically analyze
information AND monitors
the extent to which
strategies have their desired
effect, which includes:
developing fluency with
skills and processes,
determining similarities and
differences between
important information, and
determining the validity and
structure of important
information.
The teacher adapts or
creates new strategies to
meet the specific needs of
students for whom the
typical application of
strategies does not produce
the desired effect.
Elements for Component 2.2 Elements are designed to allow teachers to select specific strategies on which to improve and then track
their progress using the scales.
Element 2.2.1: When the content is informational, the teacher helps students deepen their knowledge by examining similarities
and differences.
Possible Teacher Evidence Possible Student Evidence
The Marzano Teacher Evaluation Model by Washington State Criteria
Including Possible Teacher/Student Evidence and Elements for Teacher Growth and Development
(Updated 8/14/2022 [MG]) 6
Engages students in activities that require students to
examine similarities and differences between content
Comparison activities
Classifying activities
Analogy activities
Metaphor activities
Follows analysis of similarities and differences with
having students summarize what they have learned
and/or explaining how the activity has added to their
understanding of the content
Artifacts indicate that their knowledge has been extended
as a result of the activity
Can explain similarities and differences
Artifacts indicate that they can identify similarities and
differences
Unsatisfactory Basic Proficient Distinguished
When the strategy is called for
the teacher does not use it, or
the teacher uses strategy
incorrectly or with parts
missing.
When content is informational,
the teacher engages students in
activities that require them to
examine similarities and
differences, BUT does not monitor
the extent to which these activities
deepen their knowledge.
When content is
informational, the teacher
engages students in
activities that require them
to examine similarities and
differences and monitors
the extent to which the
students are deepening
their knowledge.
The teacher adapts and creates new
strategies for unique student needs
and situations.
Element 2.2.2: When the 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, including errors in reasoning.
Possible Teacher Evidence Possible Student Evidence
Asks students to examine information for errors or
informal fallacies
Faulty logic
Attacks
Weak reference
Misinformation
Asks students to examine the strength of support
presented for a claim
Statement of a clear claim
Evidence for the claim presented
Qualifiers presented showing exceptions to
the claim
Can describe errors or informal fallacies in information
When asked, can explain the overall structure of an
argument presented to support a claim
Artifacts indicate that they can identify errors in reasoning
Expected to give reasoning or evidence behind thinking
with answers
Unsatisfactory Basic Proficient Distinguished
When the strategy is called for
the teacher does not use it, or
the teacher uses strategy
incorrectly or with parts
missing.
When content is informational,
the teacher engages students in
activities that require them to
examine their own reasoning or
the logic of information as
presented to them BUT does not
monitor the extent to which these
activities deepen their knowledge.
When content is
informational, the teacher
engages students in
activities that require them
to examine their own
reasoning or the logic of
information as presented
to them, and the teacher
monitors the extent to
which students are
deepening their knowledge.
The teacher adapts and creates new
strategies for unique student needs
and situations.
Element 2.2.3: When the content involves a skill, strategy, or process, the teacher engages students in structured practice
activities that help them develop fluency.
Possible Teacher Evidence Possible Student Evidence
The Marzano Teacher Evaluation Model by Washington State Criteria
Including Possible Teacher/Student Evidence and Elements for Teacher Growth and Development
(Updated 8/14/2022 [MG]) 7
Engages students in massed and distributed practice
activities that are appropriate to their current ability to
execute a skill, strategy, or process
Guided practice if students cannot perform the skill,
strategy, or process independently
Independent practice if students can perform the skill,
strategy, or process independently
Perform the skill, strategy, or process with increased
confidence
Perform the skill, strategy, or process with increased
competence
Work with teacher for any re-teaching during flexible
groups
Unsatisfactory Basic Proficient Distinguished
When the strategy is called for
the teacher does not use it, or
the teacher uses strategy
incorrectly or with parts
missing.
When content involves a skill,
strategy, or process, the teacher
engages students in practice
activities, BUT does not monitor
the extent to which the practice
increases student fluency.
When content involves a
skill, strategy, or process,
the teacher engages
students in practice
activities and monitors the
extent to which the practice
is increasing student
fluency.
The teacher adapts and creates new
strategies for unique student needs
and situations.
Component 2.3: Conducting Knowledge Application Lessons
The teacher provides resources and guidance and organizes students to engage in cognitively complex tasks involving
application and transfer of new knowledge.
Possible Teacher Evidence Possible Student Evidence
Establishes the need to transfer and apply new
knowledge
Designs and engages students in the following
types of cognitively complex tasks:
Decision-making tasks
Problem-solving tasks
Investigation tasks
Experimental/inquiry tasks
Organizes students into groups to complete tasks
that require application and transfer of new
knowledge
Makes himself/herself available and offers
resources and guidance as needed by the entire
class, groups of students, or individual students
Circulates around the room
Provides easy access to himself/herself
Uses process grids/matrices to lead students
through analysis, evaluation, and synthesis of
new knowledge
Creates opportunities for learning to be
demonstrated in multiple ways, including
narrative, non-linear, and non-linguistic
representations, and displays value and
appreciation for the learning these
demonstrations represent
Creates opportunities for students to interrogate
their learning by considering which views, values,
or identities are centered/prioritized versus those
which are marginalized/unmentioned
Engage in decision-making tasks
Engage in problem-solving tasks
Engage in investigation tasks
Engage in experimental/inquiry tasks
Describe the importance of transferring and
applying new knowledge
Explain how groups support their learning if
groups are used or use group activities to help
them generate and test hypotheses
Seek out the teacher for advice and guidance
regarding application and transfer tasks
Can explain how the teacher provides assistance
and guidance in application and transfer tasks
Generate their own interest in study that
transfers and applies new knowledge
Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4
The Marzano Teacher Evaluation Model by Washington State Criteria
Including Possible Teacher/Student Evidence and Elements for Teacher Growth and Development
(Updated 8/14/2022 [MG]) 8
When the strategy is called
for the teacher does not use
it or the teacher uses the
strategy incorrectly or with
parts missing.
The teacher organizes
students and acts as a guide
and resource provider but
students primarily engage in
low level tasks.
The teacher organizes
students and acts as a guide
and resource provider as
students engage in
cognitively complex tasks
and monitors the level to
which students apply and
transfer the new knowledge.
The teacher adapts or
creates new strategies to
meet the specific needs of
students for whom the
typical application of
strategies does not produce
the desired effect.
Elements for Component 2.3 Elements are designed to allow teachers to select specific strategies on which to improve and then track
their progress using the scales.
Element 2.3.1: The teacher engages students in cognitively complex tasks which require them to apply what they have learned
in novel situations.
Possible Teacher Evidence Possible Student Evidence
The teacher engages students in activities such as:
Experimental/inquiry tasks
Problem-solving tasks
Tasks to examining the efficiencies of multiple
problem solving methods
Decision-making tasks
Investigation tasks
Invention tasks
Student-designed tasks
Students are engaged in cognitively complex tasks
Students can explain the conclusions they have
generated
Students produce artifacts of their work
Unsatisfactory Basic Proficient Distinguished
When the strategy is called for
the teacher does not use it, or
the teacher uses strategy
incorrectly or with parts
missing.
The teacher engages students in
cognitively complex tasks which
require them to apply what they
have learned in novel situations,
but does not monitor the extent to
which students illustrate
knowledge application.
The teacher engages
students in cognitively
complex tasks which
require them to apply what
they have learned in novel
situations, and monitors
the extent to which
students illustrate
knowledge application.
The teacher adapts and creates new
strategies for unique student needs
and situations.
Element 2.3.2: The teacher provides resources and guidance to students as they engage in cognitively complex knowledge
application tasks.
Possible Teacher Evidence Possible Student Evidence
The teacher provides resources and guidance such as:
Using proficiency scales or rubrics
Providing resources
Providing informational handouts
Teaching research skills
Conducting interviews
Circulating around the room
Collecting informal assessment information
Offering feedback
Creating cognitive dissonance
Students seek the teacher for advice
Students can explain how the teachers actions help them
Students are actively working, making adaptations as
they go
Unsatisfactory Basic Proficient Distinguished
The Marzano Teacher Evaluation Model by Washington State Criteria
Including Possible Teacher/Student Evidence and Elements for Teacher Growth and Development
(Updated 8/14/2022 [MG]) 9
When the strategy is called for
the teacher does not use it, or
the teacher uses strategy
incorrectly or with parts
missing.
The teacher provides resources
and guidance to students as they
engage in cognitively complex
knowledge application tasks, but
does not monitos the extent to
which the resources and guidance
support student application of
knowledge.
The teacher provides
resources and guidance to
students as they engage in
cognitively complex
knowledge application
tasks, and monitors the
extent to which the
resources and guidance
support student
application of knowledge.
The teacher adapts and creates new
strategies for unique student needs
and situations.
Element 2.3.3: The teacher engages students in opportunities to generate new conclusions, defend claims, and provide
evidence to support their conclusions.
Possible Teacher Evidence Possible Student Evidence
Introducing concepts such as claims and support
Presenting the formal structure of claims and support
Generating claims
Providing grounds
Providing backing
Generating qualifiers
Formally presenting claims
Students can generate claims based on their cognitively
complex tasks
Students can provide grounds, backing, and qualifiers
Students can describe why generating and supporting
claims helps them learn more deeply and rigorously.
Unsatisfactory Basic Proficient Distinguished
When the strategy is called for
the teacher does not use it, or
the teacher uses strategy
incorrectly or with parts
missing.
The teacher engages students in
opportunities to generate new
conclusions, defend claims, and
provide evidence to support their
conclusions, but does not monitor
the extent to which these
demonstrate knowledge
application.
The teacher engages
students in opportunities to
generate new conclusions,
defend claims, and provide
evidence to support their
conclusions, and monitors
the extent to which these
demonstrate knowledge
application.
The teacher adapts and creates new
strategies for unique student needs
and situations.
Component 2.4: Asking in-depth questions of reluctant learners and students regularly marginalized or
underserved by school systems
The teacher asks questions of reluctant learners and students regularly marginalized o