Post on 09-May-2020
practical applications synthesized data inspired professional development
WELCOME BACK!
from your
friendly
ICFFS trainers
Christy Holtman & Jeff Snell
practical applications synthesized data inspired professional development
Chalk Talk Reflection
� Reflection questions on chart paper throughout the room… grab a color, add your thoughts, respond to one another… SILENTLY.
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Reflection…
� After working with staff concerning the framework what have you learned?
� What questions around the framework have stumped you/threw you for a loop?
� What do you still need to know/understand in regards to the instructional framework?
practical applications synthesized data inspired professional development
Continued…
� Do you fully understand the three types of lesson segments and their importance? Can you explain how/why the DQ fit into each lesson segment?
� What needs do you have?
� What do you feel most confident about in working with your teachers regarding the framework? Least confident?
practical applications synthesized data inspired professional development
Marzano Teacher
Evaluation Model
Follow-Up Training: Day One
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Welcome Back!
� Re-introduce
� Reflect
� Remind
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Today’s Learning Goal:
Establish ways to provide
opportunities for focused feedback
and practice.
(An essential part of the model.)
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Professional Growth Model
In this new system, there is a
distinct focus
on developing teacher
expertise…
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Important Research
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Value Added Studies
� Measures the amount of additional learning,
(value) that a given district, school or teacher
adds to their students during a given year.
� Teacher effectiveness: compares actual
growth in student learning to expected growth
- based on student improvement taking out
non-teacher factors
The Real Value of Teachers, Thinking K-12, Education Trust, Winter, 2004
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Normal Distribution of Population
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Let’s hear from Bobby M…
& the impact of a teacher
� http://www.iobservation.com/Marzano-Suite/Library
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Teacher School District Student
P50 P50 P50 P50
P84 P50 P50 P60
P98 P50 P50 P70
Findings: Reading
P= Percentile
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Value Added Results
…teacher effectiveness is “the single biggest factor influencing gains in
achievement,” an influence bigger
than race, poverty, parent’s education, or any of the other
factors that are often thought to
doom children to failure.
The Real Value of Teachers, Thinking K-12, Education Trust, Winter, 2004, p. 4
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The impact of teacher assignment
“Clearly there is a tremendous interaction effect between longitudinal exposure to ineffective teachers and effective teachers when crossed with prior student achievement. A sequence of ineffective teachers with a student already low achieving is educationally deadly.”(Sitha Babu and Robert Mendro, Teacher Accountability, presented at AERA, April, 2003)
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Important take-away #1---
Teachers
matter
immensely!
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To Remember…
“Although it is unreasonable to expect all teachers to reach the lofty status of the 90th
percentile or higher regarding their pedagogical skills, it is reasonable to expect
ALL teachers to increase their expertise from year to year.”
Effective Supervision, 2011
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“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn,
and relearn.””””
—Alvin Toffler, American writer and futurist
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Table Family Discussion
Share a new learning,
unlearning (evolved learning),
relearning thus far…
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Expertise ≠ Talent or Intelligence
� Determiners:
� Well-articulated knowledge base for teaching
� Focused feedback and practice
� Opportunities to observe and discuss
expertise
� Require individual teacher growth and
development plans on a yearly basis.
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Student Achievement
Teacher Pedagogical Skill
Supervision
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Domain 4: Collegiality & Professionalism
Four Domains, Marzano Teacher Evaluation
Domain 1: Classroom strategies &
behaviors
Domain 2: Planning & preparing
Domain 3: Reflecting on teaching
STUDENT ACHIEVEMENT
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SEGMENTS ENACTED ON THE SPOT
Learning Goals and FeedbackRules and Procedures
ROUTINE SEGMENTS
Generating/
Testing
Hypotheses
Practicing
and
Deepening
Interacting
with New
Knowledge
CONTENT SPECIFIC SEGMENTS
Student Engagement
High Expectations
Te
ach
er/
Stu
de
nt R
ela
tio
nsh
ips
Ad
he
ren
ce
to R
ule
s a
nd
Pro
ce
du
res
The Art and Science of Teaching
practical applications synthesized data inspired professional development
Riding a Bike
With table family:
What are the important
components of learning to ride a
bike?
•Brainstorm and create a list to
help someone learn to ride.
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Video:
Watch the video and check off the
components from your list that you
see.
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practical applications synthesized data inspired professional development
Reflection…
Would just your checklist have
been helpful to the learner?
What would be more helpful?
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Focused Feedback & Practice
“In the absence of feedback, efficient
learning is impossible and improvement
only minimal even for the highly
motivated. Hence, mere repetition of an
activity will not automatically lead to
improvement.”
Effective Supervision, 2011
practical applications synthesized data inspired professional development
Focused Feedback
“Feedback that involves too many
elements or is too broad has little
influence.”
Effective Supervision, 2011
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Providing feedback without getting stuck
� http://www.youtube.com/watch?v=iLKR9tCiwvA
practical applications synthesized data inspired professional development
Evaluator’s Responsibility
in a
Growth System
Provide Opportunities for
Focused Feedback and
Practice
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Feedback requires some kind
of evidence or data
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A Hierarchy of Data Types
to Support Professional Growth
More intrusive
Less intrusive
Brainstorm different types of data
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A Hierarchy of Data Types
More intrusive
Less intrusive
• Teacher self-perception data• Observational data from peers, instructional
coaches, and supervisors• Student Learning Data• Teacher self-observation data• Parent survey data• State student test scores
practical applications synthesized data inspired professional development
practical applications synthesized data inspired professional development
Observ
ational data
fro
m
peers
, in
str
uctional
coaches,
superv
isors
Walk-throughs (mini-observations)
Comprehensive observations
Cueing teaching
Student surveys
practical applications synthesized data inspired professional development
Observ
ational data
fro
m
peers
, in
str
uctional
coaches,
superv
isors
Walk-throughs
(mini-observations)
Comprehensive
observations
Cueing teaching
Student surveys
(Arguably) Walk-
Throughs Are the Most
Common Form of
Feedback to Teachers
practical applications synthesized data inspired professional development
(A couple of) Basic Assumptions
Underlying Walk-Throughs
�Frequent feedback is beneficial to
teachers
� Identification of “high-yield” strategies
has made it possible to identify
effective teaching more easily
practical applications synthesized data inspired professional development
(The Problem with) Basic Assumptions
Underlying Walk-Throughs
� Frequent feedback is beneficial to teachers. Yes, but feedback must accurately reflect the complexity of the teaching/learning process
(Walking in with a checklist: if I see it, that’s good, if I don’t see it, that’s bad.)
practical applications synthesized data inspired professional development
(A couple of) Basic Assumptions
Underlying Walk-Throughs
� Frequent feedback is beneficial to teachers
� Identification of “high-yield” strategies
has made it possible to identify
effective teaching more easily
practical applications synthesized data inspired professional development
(The Problem with) Basic Assumptions
Underlying Walk-Throughs
� Frequent feedback is beneficial to teachers.
� Identification of “high-yield” strategies has made it
possible to identify effective teaching more easily.
There are no such things as “high
yield” strategies. There are only
“high probability” strategies.
practical applications synthesized data inspired professional development
Reference Article
� Please read Dr. Marzano’s article… ‘Setting the Record Straight…’
� Jigsaw and share out
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What is clearly needed is a robust
model of teaching as the basis of
feedback to teachers…that does not simply assume all
research-based instructional strategies
should be present in every lesson.
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Lunch Reflection
� Goal setting meetings – how are they going?
� Observations – where do you need support?
practical applications synthesized data inspired professional development
Goal Setting
practical applications synthesized data inspired professional development
Observations
� What part of lesson did you observe?
� Which criteria/components do you think were evident in the observation?
� What would you like to focus on?
� How do you think it went?
� Why?
� How can I support your growth?
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Walk-Throughs
Two Purposes:
�Feedback to Individual Teachers
�To Provide Aggregate Data for the
Entire Faculty
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Feedback to Individual Teachers
Report identifying the strategies and behaviors that were observed.
� Rating does not have to be used to provide
feedback to teachers. In fact, in the beginning,
it shouldn’t be used.
� Use anecdotal feedback instead.
� If ratings are used, ask teachers to provide
their own ratings for the elements observed.
practical applications synthesized data inspired professional development
Keep in mind…
� What am I observing?
• Routines
• Content
• Enacted on the Spot
� What is my entry point into a growth conversation?
� With a partner come up with 2 possible questions?
practical applications synthesized data inspired professional development
Let’s Practice! (Elementary)
practical applications synthesized data inspired professional development
Keep in mind…
� What am I observing?
• Routines
• Content
• Enacted on the Spot
� What is my entry point into a growth conversation?
� With a partner come up with 2 possible questions?
practical applications synthesized data inspired professional development
Let’s Practice!
What am I observing?
practical applications synthesized data inspired professional development
Keep in mind…
� What am I observing?
� Routines
� Content
� Enacted on the Spot
� How’s it going?
� Based on what evidence?
practical applications synthesized data inspired professional development
Provide Aggregate School Data
� Purpose is not to provide feedback to individual teachers but to identify instructional patterns across a group of teachers.
� Allows for hypotheses about common instructional issues or problems that might exist. (Also, celebrations!)
practical applications synthesized data inspired professional development
Aggregated Data
Enacted on the Spot Segments
DQ7:
Demonstrating ‘withitness’ (5)
Applying consequences (23)
Acknowledging adherence (12)
practical applications synthesized data inspired professional development
Observ
ational data
fro
m
peers
, in
str
uctional
coaches,
superv
isors
Walk-throughs (mini-observations)
Comprehensive
observations
Cueing teaching
Student surveys
practical applications synthesized data inspired professional development
Comprehensive Observations
� Set up with a preconference
� Focus on specific elements of effective
teaching
� Last the entire period or majority of it
� Good for feedback regarding deliberate
practice
practical applications synthesized data inspired professional development
Observ
ational data
fro
m
peers
, in
str
uctional
coaches,
superv
isors
Walk-throughs (mini-observations)
Comprehensive observations
Cueing teaching
Student surveys
practical applications synthesized data inspired professional development
Cueing Teaching
� Focus on struggling teachers
� Specific areas of needed improvement
� Preconference-Cueing-Post conference
practical applications synthesized data inspired professional development
Observ
ational data
fro
m
peers
, in
str
uctional
coaches,
superv
isors
Walk-throughs (mini-observations)
Comprehensive observations
Cueing teaching
Student surveys
practical applications synthesized data inspired professional development
What is the role of student feedback
regarding effective instruction?
Students complete surveys
regarding the use of specific
instructional strategies and their
effectiveness.
practical applications synthesized data inspired professional development
Sample Student Questions
Completely Disagree (1) to Completely Agree (4)
1 2 3 4
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� The learning goals in this class are clear to me.
� My teacher provides consistent feedback to me about my performance.
� I can use the feedback my teacher provides to me to help improve my performance.
� I am asked to record and reflect on my progress toward learning goals.
� My teacher notices when students do well.
practical applications synthesized data inspired professional development
Sample Student Surveys
http://www.marzanoresearch.com/documents/reproducibles/becoming_reflective/surveys
forreflectivepractice.pdf
practical applications synthesized data inspired professional development
Today’s Learning Goal:
Establish ways to provide
opportunities for focused feedback
and practice.
(An essential part of the model.)
practical applications synthesized data inspired professional development
Summary
� Summarize today’s learning…
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HOMEWORK:
� Ask teachers to conduct a self-audit (perhaps a sampling/volunteers)
� Supervisors conduct walk-throughs (at least two classroom; provide feedback to teachers—anecdotal)
practical applications synthesized data inspired professional development
Next Steps
� Provide opportunities for observing and discussing effective teaching.
� Require individual teacher growth and development plans on a yearly basis.
� Supporting teachers (expertise) through reflection and coaching.
� Putting it all together: Next steps.
practical applications synthesized data inspired professional development
THANK YOU!
practical applications synthesized data inspired professional development
Observation Form
� Review the new form
� What questions should we standardize?
practical applications synthesized data inspired professional development
Rater Reliability through our
Questioning
� Which criteria/components do you think were evident in the observation?
� What would you like to focus on?
� How do you think it went?
� Why?
� How can I support your growth?