the core of educational leadership research for better teaching, inc. rbt jon saphier
TRANSCRIPT
The Core of Educational The Core of Educational
LeadershipLeadership
Research for Better Teaching, Inc.Research for Better Teaching, Inc.
RBT
Jon Saphier
Accomplished educators are Accomplished educators are always asking: always asking:
“How can we get better?”“How can we get better?”
Four Historical Approaches to Improving Four Historical Approaches to Improving Student AchievementStudent Achievement
3. 90’s & 2000s Standards and Accountability4.
2000s: Use Data
2.
90s: Change Structures and
Schedules
5. Focus on High-Expertise Teaching 5. Focus on High-Expertise Teaching
1. 1980s: Curriculum
Packages and Programs
What is the most significant variable in What is the most significant variable in
increasing student achievement?increasing student achievement?
What TeachersKnow, Believe
& Can Do
IncreasedStudent
Achievement
M.E.T. (Gates Project) 2012 M.E.T. (Gates Project) 2012 ResearchResearch
The variation in teaching effectiveness between classrooms within a school is greater than the variation in effectiveness between schools. [Thus student learning hinges on the expertise of the teacher in front of them now!]
Outcomes of DayOutcomes of Day
1. Dive into the nature of teaching expertise….Goal: common images, common language and concept system for talking about teaching togther
2. Insights into how leaders at both building and central levels can most influence classroom teaching expertise.
7 Propositions about Teaching7 Propositions about Teaching
Proposition 1: Teachers are preeminently important.
Proposition 2:There is a real knowledge base about teaching that is practical, accessible, huge, complex, and validated…and it’s different.
Definition“Teaching skill” is anything a person does that influences the probability of intended learning.
Anything!
Personal relationships…Teamwork skills…Dataanalysis skills…Error analysis skills…Family inclusionskills…
• Proposition 3:
We need a common language and
concept system for holding this
knowledge and talking about it
together.
• Proposition 4:
The nature of professional knowledge
in any field is:
--Tasks to be accomplished
--Repertoire of ways to accomplish
them
--Skill at matching the response or
strategy one picks from one’s
repertoire to match the content, the
people, or the situation
• Proposition 5:
For all our students…we want more good teaching in more classrooms for more children more of the time
…not a blame statement.
• Proposition 6:
The school-as-workplace is the prime site for teacher learning.
• Proposition 7:
Leaders make the difference on whether the school becomes a dynamic and powerful site for teacher learning…for improving classroom teaching and learning.
• “Where to Show Up and What to Do”
• So the core of educational leadership is:
mobilizing collective action
to improve teaching expertise
in every classroom.
FOUNDATION OF ESSENTIAL BELIEFS
KEY CONCEPTS• Tasks• Repertoire• Matching
INSTRUCTIONALINSTRUCTIONALSTRATEGIESSTRATEGIESClarity Principles of
LearningModels of Teaching
MANAGEMENTMANAGEMENTSpace Time Routines
Attention Momentum Discipline
MOTIVATIONMOTIVATION
PersonalRelationship
BuildingClass Climate
Expectations/Effort Based Ability
CURRICULUMCURRICULUMCurriculum
Design
OverarchingObjectives
Objectives
Assessment LearningExperiences
Planning
Startle Using Student ’s Name in Instructional Example Redirecting Partial Answer Pre-Alert Unison Looking at One, Talking to Another Incomplete Sentences Equal Opportunity Random Order Circulation Wait-Time Eye Contact Freedom from Distraction (visual and auditory)
ALERTIING
Encouragement Enthusiasm Praise Humor Dramatizing
WINNING
Punish Exclude Threaten Sharp Sarcasm Judgmental Reprimand Order Specific Verbal Desist General Verbal Desist Mild Sarcasm Private Desist Bringing in Group Pressure Peer Competition Move Seat “I” Message Remove Distraction Offer Choice Urge Remind Flattery Signals Pause and Look Name Dropping Offer Help Touch Proximity
DESISTING
Voice Variety Gesture Piquing Student ’s Curiosity Suspense Challenge Making Student a Helper Props Personification Connecting with Student ’s Fantasies
ENLISTING
Authority
Attraction
The The AttentionAttention
ContinuumContinuumAcknowledging ACKNOWLEDGING
5 Least Done Attn. Moves5 Least Done Attn. Moves
• “I” Message
• Pre-Alert
• Wait-Time
• Props
• Dramatizing
FOUNDATION OF ESSENTIAL BELIEFS
KEY CONCEPTS• Areas of Performance• Repertoire• Matching
INSTRUCTIONALINSTRUCTIONALSTRATEGIESSTRATEGIESClarity Principles of
LearningModels of Teaching
MANAGEMENTMANAGEMENTSpace Time Routines
Attention Momentum Discipline
MOTIVATIONMOTIVATION
PersonalRelationship
BuildingClass Climate
Expectations/Effort-Based Ability
CURRICULUMCURRICULUMCurriculum
Design
OverarchingObjectives
Objectives
Assessment LearningExperiences
Planning
3 KEY MESSAGES3 KEY MESSAGES
1. What we’re doing is important.
2. You can do it.
3. I won’t give up on you, even if you give up on yourself.
1:46
TEACHER CHOICE OF TEACHER CHOICE OF LANGUAGELANGUAGE IN RECURRING IN RECURRINGSPECIFIC SITUATIONS:SPECIFIC SITUATIONS:
• Patterns of calling on students
• Responses to student answers
• Giving help
• Dealing with errors
• Giving tasks and assignments
• Feedback on individual student performance, including authentic praise
• Being tenacious
• Framing re-teaching events
THE BOTTOM LINE OF EFFORT BASED ABILITYTHE BOTTOM LINE OF EFFORT BASED ABILITY
• Our work as educators, in fact a major part for some kids, is :
1) Convincing them they can grow their
ability at academics.
2) Showing them how.
3) Motivating them to want to.
5 BELIEFS 5 BELIEFS THAT LIBERATE OR LIMIT LEARNINGTHAT LIBERATE OR LIMIT LEARNING
LIFE LIBERATING BELIEFS LIFE LIMITING BELIEFS
Mistakes help one learn
You are not supposed to understand everything the first time around. Care, perseverance, and craftmanship are what count.
Good Students solicit help and lots of feedback on their work.
Consistent effort and effective strategies are the main determinants of success
Every one is capable of high achievement, not just the fastest and most confident.
vs.
vs.
vs.
vs.
vs.
Mistakes are a sign of weakness
Speed is what counts. Faster is smarter.
Good students can do it by themselves.
Inborn intelligence is the main determinant of success
Only the few bright can achieve at a high level.
CLARITYCLARITY
1. Framing the Big Picture1. Framing the Big Picture
• Objectives
• Itinerary
• Big Idea/Essential Question
• Reason for Activity
• Reason it’s Worthwhile
• Criteria for Success
CLARITYCLARITY
2. Getting Ready for Instruction
• Anticipate Confusions
• Pre-assessing
• Activating Students’ Current Knowledge
Fruit Bats
flying foxeshunt
rabbit
day36"
bananas
echolocatio
n
sleepeagles
East Indies
plums
Australia
nightchicken
crocodilesspit
monitor l
izard
Fruit Bats
Dividends of Dividends of ““WordsplashWordsplash””
• Student know things to look for • Calls for predicting• Summons prior knowledge• Make connections• Adjust …active reader • Motivating • Ownership• Interactive• Pressure off – safe
CLARITYCLARITY
3. Presenting Information…..
--Twelve Explanatory Devices
4. Speech
5. Explicitness
6. Making Cognitive Connections
Explanatory Devices…especially powerful are
• Modeling Thinking Aloud
• Visual Imagery
• Models
• Diagrams and visual presentations
CLARITYCLARITYGetting Inside Students’ Heads
7. Checking for Understanding
8. Unscrambling Confusions
9. Creating interactive dialog to Make Students’ Thinking Visible
CLARITYCLARITYV. CONSOLIDATING AND ANCHORING THE V. CONSOLIDATING AND ANCHORING THE LEARNINGLEARNING
10. Summarizing
Getting students cognitively active in
summarizing
30 Summarizing Structures30 Summarizing Structures
• 10-2• Learning Buddies• 3…2…1…• The Important Thing…• Luck of the Draw• Paired Verbal Fluency• “Summary Sam”• Sorting Cards• One Word Summary• Synectics Review• One Question Quiz• A• B • C Summarize• Cheat Notes• Best Test• Relay Summary
• Write a Rap• Ticket to Leave• Carousel Brainstorming• Graphic Organizers• Medium-Size Circle• Draw Picture/Diagram• Learning Logs• Thinking Logs• Think – Pair – Share• Biopoems• Reciprocal Teaching• Last Word• Board Games• The Envelope Please• Inside-Outside Circle
FOUNDATION OF ESSENTIAL BELIEFS
KEY CONCEPTS• Areas of Performance• Repertoire• Matching
INSTRUCTIONALINSTRUCTIONALSTRATEGIESSTRATEGIESClarity Principles of
LearningModels of Teaching
MANAGEMENTMANAGEMENTSpace Time Routines
Attention Momentum Discipline
MOTIVATIONMOTIVATION
PersonalRelationship
BuildingClass Climate
Expectations/Effort Based Ability
CURRICULUMCURRICULUMCurriculum
Design
OverarchingObjectives
Objectives
Assessment LearningExperiences
Planning
FEEDBACKFEEDBACKFEEDBACKFEEDBACK
“Academic feedback is more strongly and consistently related to achievement than any other teaching behavior. This relationship is consistent regardless of grade, socioeconomic status, race, or school setting” (Bellon, Bellon, and Blank, 1997, p. 277).
FEEDBACKFEEDBACK
“The most powerful single modification that enhances achievement,” writes Hattie (in Ainsworth and Viegut, 2006, p. 89), “is feedback. The simplest prescription for improving education must be ‘dollops of feedback.’”
•0:40
What skills show up in this What skills show up in this clip?clip?
FOUNDATION OF ESSENTIAL BELIEFS
KEY CONCEPTS• Areas of Performance• Repertoire• Matching
INSTRUCTIONALINSTRUCTIONALSTRATEGIESSTRATEGIESClarity Principles of
LearningModels of Teaching
MANAGEMENTMANAGEMENTSpace Time Routines
Attention Momentum Discipline
MOTIVATIONMOTIVATION
PersonalRelationship
BuildingClass Climate
Expectations/Effort-Based Ability
CURRICULUMCURRICULUMCurriculum
Design
OverarchingObjectives
Objectives
Assessment LearningExperiences
Planning
What skills show up in this What skills show up in this clip?clip?
• Feedback (E/S)
• Differentiation
• Momentum (quick start with the “do-now”)
• Pre-assessment
• Planning by Analysis of student work the night before (selection of three problems in the do-now)
• Framing re-teaching: “You can do it!”
If teaching expertise is the most significant variable in student achievement….
Then leadership is the most significant variable in accounting for the growth of that teaching expertise!
Re: Proposition 7Re: Proposition 7
It’s important for leaders to consider where to show up, and what to do
in their daily rounds.
“How should I use my time to best advantage if the prime goal is the improvement of teaching and learning in the classroom?”
Where to Show Up and What to Do Where to Show Up and What to Do
High-Functioning Content Teams (PLCs)
Student Accountability Talks
Planning Building PD
Peer Observation
SupportingStudy Groups
Walkthroughs and Learning Walks
Formal ObservationWrite-ups
Planning Conferences
Frequent short(15 min.) visits withConversations CEIQ
Faculty Meetings
Partnership withInstructional Coach
Building Instructional Leadership Team
Influencing Teaching and Learning
Mathematics, Grade 4Use the diagram below to answer question 19.
3 4 5 6 7 8
How long is the truck?A. 5 inches 27B. 2 inches 39 C. 5 inches 27D. 2 inches 6
Reporting Category for Item 19: Measurement (p.230)
34
34
12
12
Mather School student responses to this question.
19
Questions and Sequence of Steps For Questions and Sequence of Steps For Teams Doing Error AnalysisTeams Doing Error Analysis
1. What might the student have been thinking to make this error?
2. How can we find our which of these hypotheses is right?
3. What different teaching strategies could we use to “fix” or undo whatever lead to this error- and help the student solidify his/her skills and concepts?
Questions and Sequence of Steps For Questions and Sequence of Steps For Teams Doing Error AnalysisTeams Doing Error Analysis
Questions and Sequence of Steps For Questions and Sequence of Steps For Teams Doing Error AnalysisTeams Doing Error Analysis
4. How are each of us going to plan and manage tasks and time during the instructional period so that we’ll get 15 minutes to re-teach skills and concepts at least 3 times a week for those students who made errors?
5. How can the team help?
Research for Better Teaching
Trust I can be vulnerable
Open, passionate debate
Legitimate Decisions
Accountability for Norms
High Functioning
Teams ResultsOrientation
The Five Dysfunctions of a Team, 2002
Overcoming the Five Dysfunctions of a Team, 2005
by Patrick Lencioni
Research for Better Teaching
--There is a real Knowledge Base about T & L --It matters preeminently. We need
-- Shared images of it,-- Common language for talking about it,-- Constant inquiry into it,
-- and frequent quality conversations about it in relation to student learning.
So to summarize…So to summarize…
• A big idea of this day for me is……
• One thing I think I’ll try is…..
• A question I have is…..
Knowledge Bases for aFully Functioning Teacher
Research for Better Teaching
Behaviors of Individualsin Effective Organizations
12 normsEffective meetings
Collaborative decision makingCommunication skills
Team buildingWin-win
General PedagogicalKnowledge & Skills
Curriculum planningMotivation
Instructional strategiesManagement
Content-SpecificPedagogy
MethodMaterialsExamples
MisconceptionsAnalogies
Stories
Children & TheirDifferences
CognitiveAffectiveCultural
Personal experiencesLearning & thinking styles
AcademicDiscipline &
Student Standards
ParentInvolvement
StudentLearning/Student
Achievement
+Data Analysis+Cultural Proficiency+Technology