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Centennial Public Schools Instructional Implementation

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.

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Centennial Public Schools Instructional Implementation

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  1. Centennial Public Schools Instructional Implementation Toby Boss Jill Johnson Lenny VerMaas ESU 6

  2. Becoming a Reflective Teacher

  3. ENACTED ON THE SPOT Student Engagement INVOLVES ROUTINES Learning Goals and Feedback Rules and Procedures ADDRESSES CONTENT IN SPECIFIC WAYS Teacher/Student Relationships Adherence to Rules and Procedures Interacting With New Knowledge Generating/ Testing Hypotheses Practicing and Deepening High Expectations

  4. Research & Theory

  5. Things Associated with Reflective Teaching Instructional Framework Deliberate Practice Focused Feedback Goal Setting Observations

  6. Reflective Practice is Recognized as Important in a Variety of Fields • Attorneys • Doctors, Nurses • Teachers • Architects • Engineers • Mechanics • Others?

  7. Effective teachers are made, not born. What’s the role of talent? Do you agree or disagree? What’s the role of deliberate practice?

  8. Most people are satisfied with competence, and never strive for expertise. Do you agree or disagree?

  9. Even small increments in teacher effectiveness can have a positive effect on student achievement. an 8% average improvement in student achievement 10 years a 2% improvement in teaching skillful-ness per year x =

  10. “…it is reasonable to expect all teachers to increase their expertise from year to year.”

  11. 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.

  12. A Hierarchy of Data Types • Teacher self-perception data • Teacher self-observation data • Observation data from peers, instructional coaches, supervisors

  13. Teachers score themselves on a rubric or scale for the various components of the model.

  14. Growth Mindset • This is not the same as teacher evaluation • This is about reflection and working to improve. • Nobody gets all 3s and 4s

  15. Stages to Learning a Strategy • Cognitive • Shaping • Autonomous

  16. 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

  17. 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

  18. 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)

  19. 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?

  20. 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.

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