developing instructional leaders: the art and science of teaching
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Developing Instructional Leaders: The Art and Science of Teaching. Debra Pickering Senior Scholar, Marzano Research Laboratory. As participants, you will have the opportunity to increase your understanding of: important foundations of effective supervision - PowerPoint PPT PresentationTRANSCRIPT
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Developing Instructional Leaders: The Art and Science of Teaching
Debra PickeringSenior Scholar,
Marzano Research Laboratory
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As participants, you will have the opportunity to increase your understanding of:
• important foundations of effective supervision
• why a “model of instruction” is so critical to a culture of continuous improvement
• the role of the supervisor in this culture• the importance of feedback
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Foundations for success
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Foundations for Success
Clear guidelines for Collegiality and Professionalism
Research-based and Evidence-basedReflective practice
Planning and Preparation
An agreed-uponModel of Instruction
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Foundations for Success
Model of Instruction
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What is a model/language of instruction?
Model of Instruction
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It defines the areas of teacher expertise important to your school.
Model of Instruction
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Model of Instruction
1. What do I want students to learn?
2. How will I know if they are learning?
3. What will I do if they have not learned it?
What instructional strategies will I use to enhance that learning?
4. How will I extend and enrich the learning of those who are proficient?
PLCs
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2. What are the most effective professional development strategies to assist teachers in moving to deep implementation of best practices in teaching?
3. All too often teachers attend powerful workshops about best practices but there is little or no follow up. What are the next steps that site leaders must do to move teachers from learning a strategy to using a strategy?
4. What is the role of leadership in introducing a culture of students monitoring their own progress of their own learning?
5. What are the research-based attributes of effective formative assessment?6. What is the role of leadership in the establishment and maintenance of classroom
rules and procedures?7. What is the role of school leaders in establishing high expectations for student
learning?8. How can experienced administrators support teacher teams so that they can come to
confident decisions regarding all students in their respective grade or subject matter areas during this time of educational reform (new standards, new curriculum one day; new accountability etc.)?
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For Example
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The Art and Science of Teaching
1. Communicating Learning Goals and Feedback
2. Interacting with new knowledge
3. Practicing and Deepen Understanding
4. Generating/testing hypotheses (Cognitively complex)
5. Engaging students
Areas of teacher expertise
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The Art and Science of Teaching
6. Establishing rules and procedures
7. Acknowledging adherence to rules and procedures
8. Building teacher-student relationships
9. Establishing high expectations
Areas of teacher expertise
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ROUTINE SEGMENTS
SEGMENTS ENACTED ON THE SPOT
A robust model is not a list of strategies. Different “lesson/unit segments” require different strategies.
CONTENT SPECIFIC SEGMENTS
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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
ache
r/St
uden
t Rel
ation
ship
sAdherence to Rules and Procedures
The Art and Science of Teaching
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xxx School Model of Instruction
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Student Engagement?
Communicating Learning Goals?
xxx School Model of
Instruction
Formative Feedback?
What do you have in, or would you include in, your model of instruction?
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Student Engagement?
Communicating Learning Goals?
xxx School Model of Instruction
Formative Feedback?
So... what does it mean to have something in
your model of instruction?
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xxx School Model of Instruction
• Define each area.
• Establish criteria for effective implementation.
So... what does it mean to have something in
your model of instruction?
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Student Engagement?
Communicating Learning Goals?
Formative Feedback?
xxx School Model of Instruction
Student Engagement• There is a difference
between engagement and compliance.
• We use a wide array of strategies to gain and keep students’ interest.
• The emphasis is on engagement– we avoid reliance on “carrots and sticks.”
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Student Engagement?
Communicating Learning Goals?
Formative Feedback?
xxx School Model of Instruction
Formative Feedback
• Here we assess to guide next steps—then reteach and reassess.
• We track student progress toward learning goals.
• We record and report achievement, not averages or total points.
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Student Engagement?
Communicating Learning Goals?
Formative Feedback?
xxx School Model of Instruction
Communicating Learning Goals
• Students focus more on the learning goals than on assignment completion.
• We monitor to insure activities are important and serve the learning goals.
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xxx School Model of Instruction
• Define each area.
• Establish criteria for effective implementation.
So... what does it mean to have something in
your model of instruction?• Establish criteria for effective implementation.
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For each area of teacher expertise:
Innovating4
Applying3
Developing2
Beginning1
Not using0
Adapts and creates new approaches
to the strategies for
unique student
needs and situations
Uses the strategies;
monitors effects on students;
adjusts to achieve desired
outcome
Uses the strategies
in this area of teacher expertise
Uses strategies incorrectly
or with aspects missing
Strategies needed but
not used
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Area of Expertise:
Innovating4
Applying3
Developing2
Beginning1
Not using0
Adapts and creates new approaches to the strategy for unique student needs and
situations
Uses the strategy; monitors effects on
students and adjusts to achieve desired outcome
Uses the strategy Uses strategy incorrectly or with aspects missing
Strategy needed but not used
From your model/language of instruction
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Area of Expertise: Student Engagement?
Innovating4
Applying3
Developing2
Beginning1
Not using0
Adapts and creates new approaches to the strategy for unique student needs and
situations
Uses the strategy; monitors effects on
students and adjusts to achieve desired outcome
Uses the strategy Uses strategy incorrectly or with aspects missing
Strategy needed but not used
From your model/language of instruction
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Area of Expertise: Communicating Learning Goals?
Innovating4
Applying3
Developing2
Beginning1
Not using0
Adapts and creates new approaches to the strategy for unique student needs and
situations
Uses the strategy; monitors effects on
students and adjusts to achieve desired outcome
Uses the strategy Uses strategy incorrectly or with aspects missing
Strategy needed but not used
From your model/language of instruction
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Area of Expertise: Formative Feedback?
Innovating4
Applying3
Developing2
Beginning1
Not using0
Adapts and creates new approaches to the strategy for unique student needs and
situations
Uses the strategy; monitors effects on
students and adjusts to achieve desired outcome
Uses the strategy Uses strategy incorrectly or with aspects missing
Strategy needed but not used
From your model/language of instruction
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Innovating4
Applying3
Developing2
Beginning1
Not using0
Adapts and creates new approaches to the strategies for unique student
needs and situations
Uses the strategies; monitors effects on students; adjusts to
achieve desired outcome
Uses the strategies in this area of teacher
expertise
Uses strategies incorrectly or with
aspects missing
Strategies needed but not used
Ratings driven by EVIDENCE from• Achievement data
• Observations• Student input (surveys, interviews)• Classroom Artifacts
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Teacher Profile
MODEL T9/09
S/P9/09
T11/09
S/P11/09
T4/10
S/P T Areas of Mastery
Learning Goals 2,5 2.0 3.0Formative Feedback 1.0 1.0 2.0Interact with New Knowledge
2.5 3.0 2.5 2.5
Practice 3.0 2.0Deepen 3.5Cognitively Complex Tasks
3.0
Student Engagement 4.0 4.0 4.0
High Expectations 2.0 4.0 4.0 4.0 Open to Obs.
Rules/Procedures 2.0 3.0Teacher/Student Relationships
4.0 4.0 4.0 4.0 Extraordinary
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Implications of working from an agreed-upon Model/Language of Instruction
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Implications for Professional Development
“Flavor of the year” and “bandwagon” approaches However, embrace new ideas.
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If school had such a Model/Language of
Instruction…
…when new ideas/products emerge…
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If school had such a Model/Language of
Instruction…
…when new ideas/products emerge…
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If school had such a Model/Language of
Instruction…
…when new ideas/products emerge…
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If school had such a Model/Language of
Instruction…
…when new ideas/products emerge…
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If school had such a Model/Language of
Instruction…
…when new ideas/products emerge…
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Implications for Professional Development
• Focused• Differentiated
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Teacher A
MODEL T9/09
S/P9/09
T11/09
S/P11/09
T4/10
S/P T Areas of Mastery
Learning Goals 2,5 2.0 3.0Formative Feedback 1.0 1.0 2.0Interact with New Knowledge
2.5 3.0 2.5 2.5
Practice 3.0 2.0Deepen 2.0Cognitively Complex Tasks
2.0
Student Engagement 4.0 4.0 4.0
High Expectations 2.0 4.0 4.0 4.0 Open to Obs.
Rules/Procedures 2.0 3.0Teacher/Student Relationships
4.0 4.0 4.0 4.0 Extraordinary
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Teacher B
MODEL T9/09
S/P9/09
T11/09
S/P11/09
T4/10
S/P T Areas of Mastery
Learning Goals 2,5 2.0 3.0Formative Feedback 1.0 1.0 2.0Interact with New Knowledge
2.5 3.0 2.5 2.5
Practice 3.0 3.0Deepen 3.0Cognitively Complex Tasks
3.5
Student Engagement 1.0 2.0 2.0
High Expectations 1.0 2.0 2.0 2.0 Open to Obs.
Rules/Procedures 2.0 3.0Teacher/Student Relationships
4.0 4.0 4.0 4.0 Extraordinary
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OK, we have the areas of teacher expertise and we have criteria for evaluating them.
What is the role of the supervisor?
It is NOT to be THE ONE that determines how well teachers are doing
in these areas of teacher expertise.
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OK, we have the areas of teacher expertise and we have criteria for evaluating them.
What is the role of the supervisor?
It is to create a CULTURE ofEvidence-based FEEDBACK
that is used for continuous improvement.
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Reflection and Feedback
How am I doing?
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Reflection and Feedback
• Sources of evidence-based feedback Self Students Peer/supervisor
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• Types of observations from peers and supervisors
Videos Walk-throughs Complete observations Instructional rounds
Reflection and Feedback
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Implications for observations
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Observations that try to calculate the presence or absence of specific “high yield” strategies.
Observations that provide individual teacher feedback based on 3-5 minutes in the classroom.
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Most common reaction from teachers:
Most common reaction from administrators:
“We already use all of these strategies.”
“How can I get teachers to use these strategies?”
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Implications for observations Observer asks: “What am I observing right now?”
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If you were observing a lesson in which students were....
Interacting with New
Knowledge
• Previewing activities• Info presented in small
chunks• Students processing each
chunk in small groups• Students summarizing and
taking notes after content has been introduced
• Students reflecting on their learning
You might see strategies like...
Practicing and Deepening
Understanding
• Brief review of content• Activities involving similarities and differences
• Activities involving identifying errors in thinking
Or• Engaging in guided and independent practice
You might see strategies like...
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Focused feedback.
• Types of observations from peers and supervisors
Videos Walk-throughs Complete observations Instructional rounds
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• Teachers use video-taped lessons to• Score themselves• Receive feedback from others
Videos
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• Typically 3- to 5-minute tours through classrooms
• Useful for “looking for” general patterns
• Overall perceptions and conclusions are shared
•Celebrate strengths and set goals
Walk-throughs
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• Typically set up with a preconference.
• Focus on specific areas of teacher expertise.
• Observations last entire period or majority of it.
• Feedback provided to support deliberate practice.
Complete observations
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• Typically teams of teachers with a lead teacher.
• Can be short or long in duration.
•Primary focus is for reflection on their own teaching.
•May or may not be used to provide feedback to observed.
Instructional Rounds
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Teacher Profile
MODEL T9/09
S/P9/09
T11/09
S/P11/09
T4/10
S/P T Areas of Mastery
Learning Goals 2,5 2.0 3.0Formative Feedback 1.0 1.0 2.0Interact with New Knowledge
2.5 3.0 2.5 2.5
Practice 3.0 2.0Deepen 3.5Cognitively Complex Tasks
3.0
Student Engagement 4.0 4.0 4.0
High Expectations 2.0 4.0 4.0 4.0 Open to Obs.
Rules/Procedures 2.0 3.0Teacher/Student Relationships
4.0 4.0 4.0 4.0 Extraordinary
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What are some of the barriers to creating and using a model of instruction, as described here?
What are some of the possibilities?
What questions do you have?
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Foundations for Success
Clear guidelines for Collegiality and Professionalism
Research-based and Evidence-basedReflective practice
Planning and Preparation
An agreed-uponModel of Instruction
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Clear guidelines for
Collegiality and Professionalism
Foundations for Success
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Sample Professional Norms1. Community– We demonstrate respect and support for all
stakeholders.
2. Foundational Beliefs– We use our Beliefs about Learning to guide our decisions.
3. Responsibility– We accept responsibility for students’ learning.
4. Efficacy– We believe we can make a difference for all students.
5. Humility– We seek out and use feedback from external sources.
6. Resourcefulness– We seek out ideas for structures, resources, and methods to insure that all students will learn.
7. Creativity– We create new structures, resources, and methods to insure all students will learn.
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Sample Beliefs About Learning–
We will make decisions based on the following:
1.All students can learn.
2.Students learn in different ways.
3.Students learn in different timeframes.
4.Errors are inherent in the learning process.
5. If students don’t learn the way we teach, we can find ways to teach they way they learn.
6.Assessment is a process for providing feedback that influences learning.
7.Poverty does not inhibit students’ ability to learn.
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To what extent do you have similar
Professional Norms and Beliefs about Learning
that influence your policies and practices?
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Foundations for Success
Research-based and Evidence-basedReflective practice
Planning and preparation
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Research-based
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Evidence-Based
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ExperimentalExperimental
Keep in mind– For any instructional strategy
There are no “high yield” strategies.
There are only “high probability” strategies.
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From : Classroom Instruction That Works
…the unexamined use of instructional strategies might produce some unintended negative outcomes.
The inference that should be drawn…is that no instructional strategy works equally well in all situations.
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Evidence-Based Reflective Practice
PeersSupervisor
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To what extent do you and your colleagues engage in
Evidence-Based Reflective Practice
as a way of improving instruction?
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Foundations for Success
Clear guidelines for Collegiality and Professionalism
Research-based and Evidence-basedReflective practice
Planning and Preparation
An agreed-uponModel of Instruction
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