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Leading Effective Development and Evaluation of Your Instructional Staff

Jon Saphier. RBT. Research for Better Teaching, Inc. Leading Effective Development and Evaluation of Your Instructional Staff. New Emphases in Teacher Evaluation. 1 Broader definition of professional competence, including: R elations with families and community

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Leading Effective Development and Evaluation of Your Instructional Staff

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  1. Jon Saphier RBT Research for Better Teaching, Inc. Leading Effective Development and Evaluation of Your Instructional Staff Research for Better Teaching Inc.

  2. New Emphases in Teacher Evaluation 1 Broader definition of professional competence, including: • Relations with families and community • Collaboration and team work • Cultural Proficiency • Skill at data analysis and re-teaching Research for Better Teaching Inc.

  3. New Emphases in Teacher Evaluation 2. Teacher SMART Goals and plans of action • for a chosen aspect of student achievement • for chosen aspect aspect of professional practice 3. *Create Team SMART goals Research for Better Teaching Inc.

  4. New Emphases in Teacher Evaluation 4. Teacher self-evaluation in relation to an adopted rubric 5. Electronic tools for data collection and storage by evaluators Research for Better Teaching Inc.

  5. New Emphases in Teacher Evaluation 6. (*)Adoption of comprehensive rubrics 7. *Frequent, short visits to classes and short quality conversations afterwards …away from pre-conference/observation /post-conference cycle Research for Better Teaching Inc.

  6. New Emphases in Teacher Evaluation 8. *Inclusion of Student Results • *Multiple sources of data on teaching performance • *Peer Assistance and Review (P.A.R.) Research for Better Teaching Inc.

  7. Themes • What accounts for the increased emphasis on teacher evaluation? Research for Better Teaching Inc.

  8. Four Historical Approaches to Improving Student Achievement 1. 80s: Curriculum Packages and Programs 2. 90s: Standards and Accountability 3. 2000s: Change Structures 4. 2010s: Use Data 5. Focus on High-Expertise Teaching

  9. Proposition 1 Teaching is pre-eminently important. Teaching expertise dwarfs other variables in accounting for student achievement. Research for Better Teaching Inc.

  10. Research for Better Teaching Inc.

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  12. Research for Better Teaching Inc.

  13. What is the most significant variable in increasing student achievement? Increased Student Achievement What Teachers Know, Believe & Can Do Research for Better Teaching Inc.

  14. Themes 2. Let’s look at teacher evaluation in the bigger picture of the improvement of teaching and learning. Research for Better Teaching Inc.

  15. Themes 3. Teacher evaluation plays a role in the improvement of teaching and learning, but it’s far from the whole game…one of 12 levers of influence. Research for Better Teaching Inc.

  16. Ensuring High-Functioning Meetings of Teams that Share Content (PLCs, CPT) Re-chartering the Leadership Team & Its Operating Agreements Facilitating the Work of Coaches/Instructional Specialists Student-by-student Accountability Talks Planning and Leading Faculty Meetings Doing Frequent Short Visits and Conversations with C,E,I Q Building PD Planning and Implementation Arranging Public Teaching and Peer Observation Conducting Planning Conferences Doing Formal Observations and Write-ups Supporting Study Groups Doing Walkthroughs and Learning Walks WHERE TO SHOW UP AND WHAT TO DO Would you focus on: HOW LEADERS INFLUENCE TEACHERS’ TEACHING Research for Better Teaching, Inc, www.RBTeach.com

  17. Themes 4. Let’s use the new emphases in RTTT to our advantage…use it to leverage the improvements we want and not be drowned in compliance mode. Whatever rubric you wind up using, spend your time unpacking the boxes to detailed images of what they look and sound like in action. Research for Better Teaching Inc.

  18. Proposition 2 Teaching is complicated far beyond what is recognized by our policy makers or our voting public. (Bonnie) Research for Better Teaching Inc.

  19. Proposition 3 There is a real knowledge base about teaching that is huge, concrete, accessible, …and different….. Research for Better Teaching Inc.

  20. “Teaching skill” is anything a person does that influences the probability of intended learning. Anything! Research for Better Teaching Inc.

  21. Overarching Objectives Curriculum Design CURRICULUM Planning Objectives Learning Experiences Assessment Personal Relationship Building Class Climate MOTIVATION Expectations INSTRUCTIONAL STRATEGIES Models of Teaching Principles of Learning Clarity Space Time Routines MANAGEMENT Attention Momentum Discipline FOUNDATION OF ESSENTIAL BELIEFS • KEY CONCEPTS • Tasks of Teaching • Repertoire • Matching Research for Better Teaching Inc.

  22. Overarching Objectives Curriculum Design CURRICULUM Planning Objectives Learning Experiences Assessment Personal Relationship Building Class Climate MOTIVATION Expectations INSTRUCTIONAL STRATEGIES Models of Teaching Principles of Learning Clarity Space Time Routines MANAGEMENT Attention Momentum Discipline FOUNDATION OF ESSENTIAL BELIEFS • KEY CONCEPTS • Tasks of Teaching • Repertoire • Matching Research for Better Teaching Inc.

  23. Punish Exclude Threaten Sharp Sarcasm Judgmental Reprimand Order Specific Verbal Desist DESISTING 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 Startle Using Student ’ s Name in Instructional Example Redirecting Partial Answer Pre - Alert Unison Looking at One, Talking to Another ALERTIING Incomplete Sentences Equal Opportunity Random Order Circulation Wait - Time Eye Contact Freedom from Distraction (visual and auditory) Voice Variety Gesture Piquing Student ’ s Curiosity Suspense ENLISTING Challenge Making Student a He lper Props Personification Connecting with Student ’ s Fantasies ACKNOWLEDGING Acknowledging Encouragement Enthusiasm Praise WINNING Humor Dramatizing The Attention Continuum

  24. Overarching Objectives Curriculum Design CURRICULUM Planning Objectives Learning Experiences Assessment Personal Relationship Building Class Climate MOTIVATION Expectations INSTRUCTIONAL STRATEGIES Models of Teaching Principles of Learning Clarity Space Time Routines MANAGEMENT Attention Momentum Discipline FOUNDATION OF ESSENTIAL BELIEFS • KEY CONCEPTS • Areas of Performance • Repertoire • Matching

  25. 3 Messages • What we’re doing is important. • You can do it. • I won’t give up on you, even if you give up on yourself.

  26. TEACHER CHOICE OF LANGUAGE IN: • 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 Research for Better Teaching Inc.

  27. Patterns of calling on students answers • Responses to student answers • Giving help • Dealing with errors • Giving tasks and assignments • Feedback on individual student performance, including authentic praise • Being tenacious Research for Better Teaching Inc.

  28. CLARITY • FRAMING THE BIG PICTURE: • Framing the Learning • 2. Getting Ready for Instruction • PRESENTING INFORMATION • 3. Explanatory Devices • 4. Speech • TOOLS FOR MENTAL ENGAGEMENT • 5. Explicitness • 6. Making Cognitive Connections

  29. CLARITY GETTING INSIDE STUDENTS’ HEADS • 7. Checking for Understanding • 8. Unscrambling Confusions • 9. Making Students’ Thinking Visible • CONSOLIDATING AND ANCHORING LEARNING • Summarizing

  30. Fruit Bats

  31. We must study the incredible research base on what good teaching is: --not abstractly, but concretely--what it looks like and sounds like --so we can recognize it’s presence, its absence, and missed opportunities to use parts of it --and so we can, as leaders, bring constant inquiry about it to the places we show up in the building in daily school life. [short visits, planning conferences, PLCs…]

  32. Spend our time on….. • Learn together from the knowledge base on teaching • Push, support, and sponsor public teaching • Make support plans for struggling teachers…share our own supervisory efforts as case studies • Work on adult professional culture and norms in the building

  33. Proposition 4 The essence of leadership for better student achievement is improving teaching and learning in the classroom. -------------- The School-as-workplace is the prime site for improving teaching expertise.

  34. Proposition 5 A strong adult professional culture is what makes the school work to grow teaching expertise: Research for Better Teaching Inc.

  35. Strong Adult Culture = • Non-defensive examination of student results in relation to teaching practice • Commitment to “Effort-based Ability” (malleable ability) • Frequent teaching in the presence of other adults (Public Teaching) Research for Better Teaching Inc.

  36. Joint responsibility for student results • Constant learning about professional practice • Honest, open communication and ability to have difficult conversations Research for Better Teaching Inc.

  37. Breakout Sessions • Teaching improves when teachers receivefrequent, high-quality feedback • …but training is needed for observers Research for Better Teaching Inc.

  38. Training for Observers • Evidence-collecting skills and literal notes • Where to move and what to write down • Analysis of tasks and quality of student work • CEI (Claims, Evidence, Impact) thinking • Differential conferencing Research for Better Teaching Inc.

  39. Training for Observers • Deep understanding of Knowledge Base on Teaching…. especially the “Big Rocks” Research for Better Teaching Inc.

  40. Recommendations for how leaders can make the new emphasis on teacher evaluation pay off Research for Better Teaching Inc.

  41. Study the knowledge base on successful teaching in-depth and long-term. Create common images of what good teaching and learning looks and sounds like in all its complexity. • Focus on leadership for strong adult professional culture…especially “Public Teaching.” Research for Better Teaching Inc.

  42. Do make visits frequent of 10-15 minutes with quality, evidence-based conversations afterwards. • Develop data gathering skills that stretch us beyond what we’re used to doing in an observation (this afternoon) Research for Better Teaching Inc.

  43. Changes in Approach From • Isolation and individualism To • Collaboration and coherence (not lock-step)

  44. Changes in Approach From • “I teach it and they have to learn it” To • “We collectively are responsible to make sure they learn it.”

  45. Changes in Approach From • “Kids do what they can. Some make it and some don’t.” To • “Never give up. We’re going to fill the cracks a lot of them have been falling through.”

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