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Learning Centered Conferencing Using the Marzano Framework. Beth McGibbon and Brent Perdue Part 1: The Preconference. Learning Target. By the end of this session, participants will: Develop strategies to set the stage for growth oriented observation cycles.
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Learning Centered Conferencing Using the Marzano Framework Beth McGibbon and Brent Perdue Part 1: The Preconference
Learning Target By the end of this session, participants will: • Develop strategies to set the stage for growth oriented observation cycles. • Be able to identify leadership moves that guide reflection and shape growth conversations.
AWSP Criterion 5: Improving Instruction Monitoring, assisting and evaluating effective instruction and assessment practices. Level 3: Proficient: Develops and uses observable systems and routines for monitoring instruction and assessment; uses data consistently to provide staff meaningful, personal feedback that is effective for improving instruction and assessment practice
Assumptions • Teachers’ practice improves with on-going feedback • Feedback is best delivered in bite-size bits • Opportunities to practice and apply skill are critical to changing practice • Immediate application and follow-up is essential • Self-Assessment is at the heart of learning process • “Learning is done by the learner.”
Preconference The purpose is: • To “set the stage” for what the observation itself will look and feel like for the teacher. • To elevate the quality of the lesson by “living in the framework.” • To assist the evaluator in determining areas for possible teacher growth during the process.
Setting the Stage- Debrief In small groups of 3 or 4, discuss the following: • What evidence did you see that the observation cycle is about Beth’s professional growth? • What evidence did you see that the observation will focus on student learning? • What else did you notice?
Living in the Framework With an elbow partner discuss: What are the pros and cons of structuring the pre-conference according to Lesson Segment?
Lesson Segment- Enacted on the Spot • Video Clip Debrief • What did Brent do well to reframe the conversation? • What might he do differently if he could relive this portion of the pre conference? • If you were Brent, what would your next steps be to support Beth in this area?
Learning Target How did we do? By the end of this session, participants will: • Develop strategies to set the stage for growth oriented observation cycles. • Be able to identify leadership moves that guide reflection and shape growth conversations.
Closure- 3, 2, 1 On a piece of paper or in a journal: • What are three new learnings or aha’s you will take with you from today’s session? • What are two practices/strategies that you learned about today that you plan to use in your next pre-conference? • What is one lingering question you have about preconferencing that you would like to learn more about?
Learning Centered Conferencing Using the Marzano Framework Beth McGibbon and Brent Perdue Part 2: The Post-conference
The purpose of supervision should be the enhancement of teachers’ pedagogical skills, with the ultimate goal of enhancing student achievement. -Robert J. Marzano
Learning Target By the end of this session, participants will: • Develop strategies to set the stage for growth oriented observation cycles. • Be able to identify leadership moves that guide reflection and shape growth conversations. • Develop strategies for using state rubrics and look fors to discuss scoring with observed teachers.
AWSP Criterion 5: Improving Instruction Monitoring, assisting and evaluating effective instruction and assessment practices. Level 3: Proficient: Develops and uses observable systems and routines for monitoring instruction and assessment; uses data consistently to provide staff meaningful, personal feedback that is effective for improving instruction and assessment practice
Post-conference The purpose is: • To help a teacher reflect on his/her practice in order to grow professionally. • To keep the Marzano Instructional Framework at the center of a shared conversation about how the chosen strategies for a specific lesson impacted student learning. • Focus deeply on a lever.
Setting the Stage- Debrief What strategies have you found successful in building a culture that embraces feedback and reflective conversations about teaching and learning during: • Everyday professional interactions? • The formal evaluation cycle?
In this next clip… Watch for how Brent: • Pushes Beth’s thinking about lesson closure. • Focuses the conversation on student work as it relates to the learning target for the day.
With an elbow partner… • What are the benefits of including student work as part of the post conference? • Are there drawbacks to including student work?
Post-conference The purpose is: • To help a teacher reflect on his/her practice in order to grow professionally. • To keep the Marzano Instructional Framework at the center of a shared conversation about how the chosen strategies for a specific lesson impacted student learning. • Focus deeply on a lever.
What’s a lever? Webster’s Definition: Le·ver \’le-vər, ‘lē-\ : a strong bar that is used to lift and move something heavy : something used to achieve a desired result
What makes a good lever? • Teacher possess… • skill • resources • Knowledge …. to implement the strategy tomorrow • Can be generalized across multiple lessons and content areas • There are often several possible levers
The lever- Debrief • What strategies does Brent use? • How does Brent capitalize on a strength he saw in Beth’s instruction to make it s stronger aspect of the classroom?
What makes a good lever? • Teacher possess… • skill • resources • Knowledge …. to implement the strategy tomorrow • Can be generalized across multiple lessons and content areas
Let’s talk about scoring… As you watch this next clip, consider how Brent: • Works to make the score not the center of the conversation • Uses rubrics themselves as a learning tool.
With an elbow partner… Consider these questions: • How is Beth responding to Brent’s invitation for feedback and reflective conversation? • What strategies did Brent use to involve Beth in the scoring process and focus on her next steps
With a cross town buddy… Consider how you have assisted teachers in their next steps of improvement during the evaluation process. What resources, professional development opportunities, or etc. have (or can) you provided to assist your teachers?
Reflecting on the Day Based on today: • What practices are you already doing that today’s session has reinforced for you? • What are two ways you plan to enhance your pre and post observation conferences? • How will you find time to ensure robust growth conversations take place with your teaching staff?
Give one, Get One… On a post-it note, write one action step you will take to enhance your pre and post observation sessions. Be prepared to share your post-it note with another participant in the room.
Resources Becoming a Reflective Teacher The Art & Science of Teaching Leverage Leadership Mentoring Matters Marzano Research Laboratories Website
