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Academy of Pacesetting States

Academy of Pacesetting States. Indicators of Effective Instruction Larry Kugler July 20, 2009. Goals for Today’s Session. Learn about the Patterns of Practice School Review Process (POP) Become familiar with the Teacher Interview and Classroom Observation (TICO) tool

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Academy of Pacesetting States

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  1. Academy of Pacesetting States Indicators of Effective Instruction Larry Kugler July 20, 2009

  2. Goals for Today’s Session • Learn about the Patterns of Practice School Review Process (POP) • Become familiar with the Teacher Interview and Classroom Observation (TICO) tool • Gain knowledge of POP indicators of effective classroom instruction • Practice coding using the TICO

  3. CII Center on Innovation & Improvement POP OSSE Office of the State Superintendent of Education District of Columbia MACC Mid-Atlantic Comprehensive Center

  4. Patterns of Practice School Review Process (POP) • The purpose of the POP is to provide OSSE with a process and protocols for conducting annual school reviews. • The POP is based on 49 indicators found in the Handbook on Restructuring and Substantial School Improvement (2007) published by CII. • These indicators are organized into nine standards.

  5. POP’s Nine Standards • Curriculum • Assessment and Evaluation • Instruction • Comprehensive and Effective Planning • School Culture • Professional Development • Leadership • Organization Structure and Resources • Parent and Community Involvement

  6. POP’s Nine Standards • Curriculum • Assessment and Evaluation • Instruction • Comprehensive and Effective Planning • School Culture • Professional Development • Leadership • Organization Structure and Resources • Parent and Community Involvement

  7. Classroom Observation (TICO) Document Review Principal Interview Teacher Interview (TICO) Leadership Team Focus Group Instructional Staff Online Survey Parent Focus Group Instructional Staff Focus Group Non-Instructional Staff Focus Group

  8. Classroom Observation (TICO) Document Review Principal Interview Teacher Interview (TICO) Leadership Team Focus Group Instructional Staff Online Survey Parent Focus Group Instructional Staff Focus Group Non-Instructional Staff Focus Group

  9. Lesson Introduction The teacher… III A09 Clearly states the lesson’s topic, theme, or chief objective IIIA09: The teacher states the topic or central theme of the lesson.

  10. Classroom Management IIIA35 Students are engaged and on task This is evidence that students are participating in the instructional activity. For whole class instruction, the teacher intentionally draws various students into the discussion with questions or prompts, creating a fairly even, balanced participation. For students, the “all but two” rule might apply. At any point in time, are “all but two” of the students alert, sitting with good posture, with eyes on the teacher? For individual or small group work at any point in time, are 80% or more of the students focused on the task?

  11. Classroom Management IIIA31 Interacts instructionally with students (explaining, checking, giving feedback) IIIA31: Bi-directional, verbal interaction between the teacher and student(s) includes at least one heard instance of instructionally-based comments during student group work or independent work.

  12. Introducing Lesson IIIA11 Uses modeling, demonstration, graphics IIIA11: The teacher provides a concrete organizer by using a model, demonstration, or graphic.

  13. Classroom Management IIIC05 Teacher uses a variety of instructional modes IIIC05: During the observed period the teacher uses more than one mode of instruction (e.g., whole class, small group, computer-based, independent).

  14. Teacher Directed Whole Class or Teacher-Directed Small Group Lesson Presentation The teacher… IIIA16 Uses prompting/cueing IIIA16: A cue or prompt is a signal, hint, or nudge to help the student toward a correct response. The teacher may frame a question to provide contextual cues. If the teacher exhibits the use of cues/prompts, check YES.

  15. Practice Coding Using the TICO • TICO form (pp 48-49) • Watch video • Code after viewing (definitions pp 43-45) • Discuss observations in small groups • Large group debriefing

  16. Conclusions and Suggestions • TICO designed to assess schoolwide instruction, not evaluate individual teachers. Anonymous results aggregated. • Indicators can be selected based on identified needs. • Triangulation is important to justify conclusions. • Training of observers is critical.

  17. Larry Kugler Literacy and School Improvement Specialist 6807 Bluecurl Circle Springfield, Virginia 22152 703-913-3177 (W) 703-606-3785 (C) larrykugler@gmail.com

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