Implementing High-Effect Size Practices

1. Name of School Implementing High-Effect Size Practices Linking High-Effect Size Practices to Teacher Evaluation

2. Objectives for Today Define, discuss, and describe high- effect instructional practices and link our work to the teacher evaluation system.

3. Student Learning Leader & Teacher Performance

4. Foundational Information

5. SBE Rule 6A-5.065 The Educator Accomplished Practices Florida's core standards for effective educators. The Educator Accomplished Practices are based upon three (3) foundational principles; high expectations, knowledge of subject matter, and the standards of the profession. Each effective educator applies the foundational principles through six (6) Educator Accomplished Practices. Each of the practices is clearly defined to promote a common language and statewide understanding of the expectations for the quality of instruction and professional responsibility.

6. High-Effect Size Practices Contemporary research reveals a core of instructional and leadership strategies that have a higher probability than most of positively impacting student learning in significant ways.

7. High-Effect Size Practices Classroom teachers need a repertoire of strategies with a positive-effect size so that what they are able to do instructionally, after adapting to classroom conditions, has a reasonable chance of getting positive results.

8. Learning Activity 1 As we think about the implementation of high-effect size strategies in the classroom, it helps to use metaphors to frame our thinking.

9. Implementing High-Effect Size Strategies is most like…

10. Pole Vaulting Jumping the Hurdles Running a Relay Race Throwing the Javelin

11. High-Effect Size Strategies Are components within the core standards and expectations described in the FEAPs (Rule 6A-5.065, F.A.C.) and FPLS (Rule 6A-5.080, F.A.C.) and constitute priority issues for faculty development and deliberate practice. A listing of these high-effect size strategies will be posted for district use on www.fldoe.org/profdev/pa.asp.

12. Implementation of Florida’s High-Effect Size Practices

13. Learning Activity 2 For each of the Department’s high- effect size strategies, rate the implementation as: Full, Partial, Isolated, or Not Implemented

14. Identifying High-Effect Size Practices Contemporary Research

15. Learning Activity 3 Match the effect size to the strategy or cluster of strategies on your handout. Be prepared to share your thinking with the whole group.

16. High-Effect Size Strategies 19% 34% 14% 15% 25% 20% 17% Marzano, R. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria, VA: Association for Supervision and Curriculum Development.

17. High-Effect Size Strategies Marzano, R. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria, VA: Association for Supervision and Curriculum Development.

18. Visible Learning

19. What Works BEST? Hattie, J. (2009) Visible Learning. Rutledge. New York

20. Learning Activity 4 Working with a partner or with your tablemates, place the high- effect strategy in the appropriate quadrant by effect size.

21. Rank These Effects Teacher subject knowledge Questioning strategies Teacher expectations Team teaching Learning styles Vocabulary instruction Metacognitive strategies Open classrooms Student-Teacher relationships Feedback Teaching test-taking Ability grouping Retention Phonics instruction

22. Feedback 0.75 • Student-Teacher Relationships 0.72 • Metacognitive Strategies 0.69 • Vocabulary Instruction 0.67 • Phonics Instruction 0.54 • Questioning 0.48 • Teacher Expectations 0.43 • Ability Grouping 0.12 • Teacher Subject Knowledge 0.09 • Open Classrooms 0.01 • Retention -0.13 • Teaching Test-Taking 0.22 • Team Teaching 0.19 • Learning Styles 0.17 Low Effects Very High Effects Low to Negative Effects Moderate to High Effects

23. Connections to the Common Core

25. Questions and Reflection