centennial public schools instructional implementation
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Centennial Public Schools Instructional Implementation. Toby Boss Jill Johnson Lenny VerMaas ESU 6. Becoming a Reflective Teacher. ENACTED ON THE SPOT. Student Engagement. INVOLVES ROUTINES. Learning Goals and Feedback Rules and Procedures. ADDRESSES CONTENT IN SPECIFIC WAYS. - PowerPoint PPT PresentationTRANSCRIPT
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Centennial Public Schools Instructional Implementation
Toby BossJill Johnson
Lenny VerMaasESU 6
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Becoming a Reflective Teacher
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Learning Goals and FeedbackRules and Procedures
INVOLVES ROUTINES
ENACTED ON THE SPOT
Student Engagement
High Expectations
Te
ache
r/St
uden
t Rel
ation
ship
s Adherence to Rules and Procedures
Generating/ Testing
Hypotheses
Practicing and
Deepening
Interacting With New Knowledge
ADDRESSES CONTENT IN SPECIFIC WAYS
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Research & Theory
Teacher Reflective Practice
Teacher Pedagogical Skill
Student Achievement
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Things Associated with Reflective Teaching
Instructional FrameworkDeliberate PracticeFocused Feedback
Goal SettingObservations
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Reflective Practice is Recognized as Important in a Variety of Fields
• Attorneys• Doctors, Nurses• Teachers• Architects• Engineers• Mechanics• Others?
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Effective teachers are made, not born.
Do you agree or disagree?
What’s the role of talent?
What’s the role of deliberate practice?
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Most people are satisfied with competence, and
never strive for expertise.
Do you agree or disagree?
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Even small increments in teacher effectiveness can have a positive effect on
student achievement.
an 8% average
improvement in student
achievement
a 2% improvement in teaching skillful-
ness per year
10
years =x
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“…it is reasonable to expect all teachers to increase their
expertise from year to year.”
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What must a district or school do?
• Develop a common language of teaching.• Provide opportunities for focused feedback and
practice.• Provide opportunities for observing and
discussing effective teaching.• Require individual teacher growth and
development plans on a yearly basis.
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A Hierarchy of Data Types
• Teacher self-perception data• Teacher self-observation data• Observation data from peers, instructional
coaches, supervisors
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Teachers score themselves on a rubric or scale for the various components of the model.
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Growth Mindset
• This is not the same as teacher evaluation• This is about reflection and working to
improve.• Nobody gets all 3s and 4s
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Innovating4
Applying3
Developing2
Beginning1
Not Using0
New strategies are created to meet needs of specific students or class as a whole.
Strategy is used and monitored to see if it has desired effect.
Strategy is used but in a mechanistic way.
Strategy is used but pieces are missing.
Strategy is called for, but not used.
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Stages to Learning a Strategy
• Cognitive • Shaping• Autonomous
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Cognitive
• Teacher is made aware and gathers information about the strategy.
• May observe or read about the execution• Corresponds to Not Using (0), and move to
Beginning (1) as awareness grows
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Shaping
• Teacher begins to use the strategy.• May contain significant errors, but improves
through deliberate practice• Corresponds to Beginning (1) with omissions
or errors and to Developing (2) with improvement
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Autonomous
• Teacher performs the strategy with ease and fluency.
• Focus is on the strategy’s effect on student learning and adaptations are made to fit situations or students
• Corresponds to Applying (3) and Innovating (4)
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Discuss
• Refer to table 3.2 on page 38• What are the major differences between a
rating of 2 (Developing) and 3 (Applying) on the scale provided?
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Self Audit
• Refer to Appendix B beginning on page 185.• Self reflect on each of the elements – keep in
mind the scale – particularly the difference between (2) Developing and (3) Applying.
• Make sure to review the teacher and student evidence.
• Submit your ratings on the google form.