Download - from your friendly ICFFS trainersstaff.camas.wednet.edu/blogs/tpep/files/2012/12/Framework-Training... · from your friendly ICFFS trainers ... • Observational data from peers,

practical applications synthesized data inspired professional development

WELCOME BACK!

from your

friendly

ICFFS trainers

Christy Holtman & Jeff Snell


Chalk Talk Reflection

� Reflection questions on chart paper throughout the room… grab a color, add your thoughts, respond to one another… SILENTLY.


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?


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?


Marzano Teacher

Evaluation Model

Follow-Up Training: Day One


Welcome Back!

� Re-introduce

� Reflect

� Remind


Today’s Learning Goal:

Establish ways to provide

opportunities for focused feedback

and practice.

(An essential part of the model.)


Professional Growth Model

In this new system, there is a

distinct focus

on developing teacher

expertise…


Important Research


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


Normal Distribution of Population


Let’s hear from Bobby M…

& the impact of a teacher

� http://www.iobservation.com/Marzano-Suite/Library


Teacher School District Student

P50 P50 P50 P50

P84 P50 P50 P60

P98 P50 P50 P70

Findings: Reading

P= Percentile


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


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)


Important take-away #1---

Teachers

matter

immensely!


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


“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


Table Family Discussion

Share a new learning,

unlearning (evolved learning),

relearning thus far…


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.


Student Achievement

Teacher Pedagogical Skill

Supervision


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


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


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.


Video:

Watch the video and check off the

components from your list that you

see.


Reflection…

Would just your checklist have

been helpful to the learner?

What would be more helpful?


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.”



Focused Feedback

“Feedback that involves too many

elements or is too broad has little

influence.”



Providing feedback without getting stuck

� http://www.youtube.com/watch?v=iLKR9tCiwvA


Evaluator’s Responsibility

in a

Growth System

Provide Opportunities for

Focused Feedback and

Practice


Feedback requires some kind

of evidence or data


A Hierarchy of Data Types

to Support Professional Growth

More intrusive

Less intrusive

Brainstorm different types of data


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


Observ

ational data

fro

m

peers

, in

str

uctional

coaches,

superv

isors

Walk-throughs (mini-observations)

Comprehensive observations

Cueing teaching

Student surveys


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


(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


(The Problem with) Basic Assumptions


� 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.)


(A couple of) Basic Assumptions


� Frequent feedback is beneficial to teachers

� Identification of “high-yield” strategies

has made it possible to identify

effective teaching more easily


(The Problem with) Basic Assumptions


� 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.


Reference Article

� Please read Dr. Marzano’s article… ‘Setting the Record Straight…’

� Jigsaw and share out


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.


Lunch Reflection

� Goal setting meetings – how are they going?

� Observations – where do you need support?


Goal Setting


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?


Walk-Throughs

Two Purposes:

�Feedback to Individual Teachers

�To Provide Aggregate Data for the

Entire Faculty


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.


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?


Let’s Practice! (Elementary)


Keep in mind…


• Routines

• Content

• Enacted on the Spot

� What is my entry point into a growth conversation?

� With a partner come up with 2 possible questions?


Let’s Practice!

What am I observing?


Keep in mind…


� Routines

� Content

� Enacted on the Spot

� How’s it going?

� Based on what evidence?


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!)


Aggregated Data

Enacted on the Spot Segments

DQ7:

Demonstrating ‘withitness’ (5)

Applying consequences (23)

Acknowledging adherence (12)


Observ

ational data

fro

m

peers

, in

str

uctional

coaches,

superv

isors


Comprehensive

observations

Cueing teaching

Student surveys


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


Observ

ational data

fro

m

peers

, in

str

uctional

coaches,

superv

isors



Cueing teaching

Student surveys


Cueing Teaching

� Focus on struggling teachers

� Specific areas of needed improvement

� Preconference-Cueing-Post conference


Observ

ational data

fro

m

peers

, in

str

uctional

coaches,

superv

isors



Cueing teaching

Student surveys


What is the role of student feedback

regarding effective instruction?

Students complete surveys

regarding the use of specific

instructional strategies and their

effectiveness.


Sample Student Questions

Completely Disagree (1) to Completely Agree (4)

1 2 3 4


� 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.


Sample Student Surveys

http://www.marzanoresearch.com/documents/reproducibles/becoming_reflective/surveys

forreflectivepractice.pdf


Today’s Learning Goal:

Establish ways to provide

opportunities for focused feedback

and practice.

(An essential part of the model.)


Summary

� Summarize today’s learning…


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)


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.


THANK YOU!


Observation Form

� Review the new form

� What questions should we standardize?


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?