WELCOME

1. WELCOME Teach for America’s Approach to Problem Solving in the Classroom: Teacher Reflection to Increase Effectiveness

2. Have a deeper understanding of how Teach For America approaches problem-solving in the classroom. Leave with strategies you can implement in your own practice. Objectives & Agenda At the end of this workshop, you will:

3. Agenda • Welcome • Academic Impact Model • Outcomes, Causes, Solutions • OCS Reflections • Closing

4. Where we are going... Destination: Student Achievement Co-Invest OCS AIM

5. Academic Impact Model Student results Student understandings and behaviors Teacher actions Teacher knowledge, skills and mindsets

6. What it Looks Like in Practice The Academic Impact Model

7. Academic Impact Model at Work • We are going to watch a teacher reflect on his students’ misbehavior. • While watching, think about the following question: • How does Mr. Melli reflect using the AIM? http://lab.tfateams.org/mini-visits-video/justin-meli-taking-stock-misbehavior

8. Academic Impact Model at Work • What are your initial thoughts after watching this video? • How is Mr. Meli demonstrating the Academic Impact Model? • How has reflecting through AIM set him up to make the right change in his classroom?

9. Why the Academic Impact Model? • Operating with the AIM in mind is critical in making change in your classroom. Not reflecting in this way could cause you to miss the actual reason students aren’t understanding what you are teaching or why they are misbehaving. • Reflecting on teacher actions sets you up to tackle the right obstacle. • “Why fix it if it isn't broke?” • You want to spend your time focusing on the right areas so that you see big change in your students’ performance.

10. Agenda • Welcome • Academic Impact Model • Outcomes, Causes, Solutions • OCS Reflections • Tenure Teacher Training

11. Where we are going... Destination: Student Achievement Destination: Student Achievement Co-Invest Co-Invest OCS AIM 11

12. What Happens during Problem Solving? Accelerate your students’ academic success We are here 

13. The aim of a co-investigation is to: • Develop classroom leadership through data-based problem solving • Problem solve by figuring out what is going on in a classroom, why it is happening, and what the teacher is going to do about it. • Helps the teacher prioritize actions and how to spend time • Progress the class towards hitting end of year goals Teacher Teacher Teacher Coach Coach Coach BEGINNING MIDDLE END

14. Problem Solving in Your Classroom: The OCS Model CAUSES OUTCOMES SOLUTIONS • WHY IS IT HAPPENING? • WHERE ARE MY STUDENTS RELATIVE TO THE GOAL? • WHAT AM I GOING TO DO ABOUT IT?

15. Three Keys to Effective Problem Solving . . .#1 Relies on good data Makes logical connections between where your students are, why it’s happening, and what you’re going to do about it. Prioritizes the most important things What is good data? TCAP practice test data Discovery (or any other proxy test) data Progress Monitoring (Dibels, Aimsweb, running records, etc.) Quizzes or tests (if you don’t have access to the data above)

16. Three Keys to Effective Problem Solving . . .#2 Relies on good data Makes logical connections between where your students are, why it’s happening, and what you’re going to do about it. Prioritizes the most important things OUTCOMES • WHERE ARE MY STUDENTS RELATIVE TO THE BIG GOAL? CAUSES • WHY IS IT HAPPENING? SOLUTIONS • WHAT AM I GOING TO DO ABOUT IT? Links in a chain

17. Three Keys to Effective Problem Solving . . .#3 Relies on good data Makes logical connections between where your students are, why it’s happening, and what you’re going to do about it. Prioritizes the most important things

18. Problem Solving in Your Classroom: The OCS Model CAUSES OUTCOMES SOLUTIONS • WHY IS IT HAPPENING? • WHERE ARE MY STUDENTS RELATIVE TO THE GOAL? • WHAT AM I GOING TO DO ABOUT IT?

19. Problem Solve - OCS: Where are my students…? CAUSES SOLUTIONS OUTCOMES WHERE ARE MY STUDENTS RELATIVE TO THE GOAL? Identify progress and gaps in student achievement towards your Goal Identify student actions, understandings/misunderstandings contributing to and ALIGNED to those gaps Prioritize the most important gap.

20. Pitfall #1: Ignoring Progress Progress Gaps

21. Pitfall #2: Skipping Student Actions The Academic Impact Model Students’ Academic Performance: Progress/Gaps OUTCOMES X Students’ Actions: Habits, Understandings/Misunderstandings Teacher’s Actions CAUSES Teacher’s Underlying Knowledge, Skills & mindsets

22. What does this look like? Outcomes

23. Problem Solve - OCS: Why is it happening? CAUSES WHY IS IT HAPPENING? Identify teacher actions contributing to progress and gaps in student actions and achievement Identify contributing underlying factors & root causes (Knowledge, Skill, Mindset) OUTCOMES SOLUTIONS

24. What’s in front of you and what’s underneath? INVESTMENT EXECUTION PLANNING COMPREHENSION

25. Causes: Progress example

26. Causes: Gaps example

27. Problem Solve - OCS: What am I going to do about it? SOLUTIONS WHAT AM I GOING TO DO ABOUT IT? • Consider the gap, student action, and teacher action you identified as most important. • Consider the knowledge, skill and/or mindset that aligns to the teacher action. • Identify your next steps and try them out CAUSES OUTCOMES

28. What does this look like? Solutions (Spanish 1) Potential Next Steps: By Friday, I’ll have polled the members of my department members to get ideas about building “I want.” By next Monday, I’ll have designed two solid mini-lessons to build students “I want.” I’ll teach the mini-lessons next week. By the beginning of my next unit, I’ll have a long-term plan for building and maintaining students’ “I want” throughout the school year. Two weeks from now, I’ll see qualitative evidence of increased student effort. On my end of unit assessment, which occurs in three weeks, I’ll see a 5% increase in my class averages. • Targeted root causes for building skill in investment: • Knowledge: You don’t know how to build their belief that Spanish I will be valuable

29. Where we are going... Destination: Student Achievement Destination: Student Achievement Co-Invest Co-Invest OCS AIM 29

30. What Happens during Problem Solving? We are here Accelerate your students’ academic success 30

31. The coach’s role: “Thought Partner” Teacher Teacher Teacher Coach Coach Coach BEGINNING MIDDLE END 31

32. Tools for Reflection Pre-Reflection Stage • Before engaging in a co-investigation, we expect the teacher to reflect on the front end. • Teacher submits data, planning and a “reflective guide” to the coach prior to the observation. • Coach prepares for observation, then observes and develops his/her theory. • Coach and Teacher Co-Investigate. • Teacher tries out solutions and continues process.

33. Reflection Materials • Please take a few moments to look at the tools provided. • Some teachers do this reflection on their own, never even needing a coach!

34. What Happens during Problem Solving? We are here Accelerate your students’ academic success 34

35. Q & A • Any Questions?