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Using the NCTEP to Impact Student Achievement NCTEP as the basis for instructional improvement

Using the NCTEP to Impact Student Achievement NCTEP as the basis for instructional improvement. What is Essential to Student Achievement?. Standards Based Instruction Relationships Engaged Learners Assessment. http://www.marzanoresearch.com/products/catalog.aspx?group=107

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Using the NCTEP to Impact Student Achievement NCTEP as the basis for instructional improvement

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  1. Using the NCTEP to Impact Student AchievementNCTEP as the basis for instructional improvement

  2. What is Essential to Student Achievement? • Standards Based Instruction • Relationships • Engaged Learners • Assessment http://www.marzanoresearch.com/products/catalog.aspx?group=107 Barley, Z., Lauer, P. A., Arens, S. A., Apthorp, H. S., Englert, K. S., Snow, D., & Akiba, M. (2002). Helping at-risk students meet standards: A synthesis of evidence-based classroom practices. Aurora, CO: Mid-continent Research for Education and Learning.

  3. Rubric Activity Where in the rubric do we find it… Standards Based Relationships Engagement Assessment

  4. What would you see in a highly effective classroom? What might you see in the classroom that could be an indication of the four elements of effective instruction? Standards Based Relationships Engagement Assessment

  5. What does it look like? Cheat sheets for principals--flip charts, access to internet, sharing web site bookmarking http://www.mentoringminds com/store/Common-Core-Standards/Elementary-Flip-Charts/Kindergarten-Common-Core-Standards-Flip-Chart/941

  6. Conferencing Questions Designed with Intentionality The evaluator uses the conference time as an opportunity to: • ask questions that provide an understanding of the teacher’s developmental level. • ask questions that facilitate an accurate evaluation. • develop an awareness of the support needed by individual teachers. • communicate high expectations for teachers. • Integrating literacy, Bloom’s Taxonomy • clarify inaccuracies or misunderstandings in pedagogy, instructional best practice, or expectations.

  7. Questions Designed with Intentionality Standard III a Examples • How do you use the Essential Standards/Common Core in your planning? • Do you use a pacing guide? • What has been the most difficult aspect of transitioning to the new standards for you as a teacher?

  8. The Post Conference • An opportunity for instructional improvement and mini Professional Development. • Review questions that might be used in the post conference. • Make changes and comments on rubric as you post conference. • Indicate on rubric, support and suggestions for improvement. • Major issues should be indicated in professional growth plan, monitored, directed, or action.

  9. Your turn!Design your own questions Write your own questions that are designed to establish high expectations and indicate a teacher’s level of practice in… Standards Based Relationships Engagement Assessment Indicate the standard and the element beside each question.

  10. Tools to Quantify Observational Data

  11. Question Stem Analysis Resource http://tpri.wikispaces.com/file/view/05-2Bloom-16-17+Stems+for+Instruction.pdf

  12. How do we measure engagement?liketoread.com Karen Haag

  13. Tracking Chart

  14. Tracking Chart 2

  15. Teacher Behavior Student Behavior 1. Teacher asks students to copy a 1. Students work alone to copy chart verbatim from their texts text. Some students finish into their notebooks. quickly and then do nothing. 2. Teacher follows a student’s low-level 2. Since any student may be response with a probing question for called on, all listen carefully to the entire class, then waits to allow the teacher’s new question and students to process before calling on formulate possible answers. a student to answer. Impact on Student Learning 1. Students have spent 10 minutes at the lowest level of thinking. 2. Time and expectation for higher order thinking is developed in the group.

  16. Video Reflection: Student Engagement Focus 1. Briefly describe the instruction you provided during the lesson. 2. To what extent were students actively engaged in the lesson? How do you know? 3. If you had the opportunity to teach this lesson over again, what would you do differently? 4. If there was one thing from the lesson you would share with a colleague, what would it be? from Jill Hall, principal of Neal Middle School, Durham Public Schools

  17. Sharing Best Practices Share strategies and tools you have used to quantify data or capture evidence during observations. Further Resources: http://www.dpi.state.nc.us/profdev/resources/coaching/

  18. Skillful Coaching Effective Instructional Leaders Require Skillful Coaching Strategies! Pg. 1

  19. The Efficacy Effect Lowest Quality Peak Performers 2 3 4 5 1 New teacher New to grade or content Issues in personal life All temporary Talent, practice and coaching are needed to develop. No t new Not new to grade/content No issues Little to no talent and are 85% as good as they will get. B A Q1 is made up of two categories of teachers. Pg. 2 Teacher efficacy is the elephant among mice.

  20. The Efficacy Effect 2 3 4 5 1 Upper Q2, Q3 and lower Q4 teachers represent 40% of our teachers. They are 60% developed. Teacher efficacy is the elephant among mice.

  21. The Efficacy Effect 2 3 4 5 1 Coaching and experience are needed to develop. Teacher efficacy is the elephant among mice.

  22. The Efficacy Effect Lowest Quality Peak Performers 2 3 4 5 1 New teacher New to grade or content Issues in personal life All Temporary. Talent, practice and coaching are needed to develop. No t new Not new to grade/content No issues Little to no talent and are 85% as good as they will get. B A Peak Performers consist of 20% of the teachers who are only 50% developed. Teacher efficacy is the elephant among mice.

  23. The Efficacy Effect Lowest Quality Peak Performers 2 3 4 5 1 New teacher New to grade or content Issues in personal life All Temporary. Talent, practice and coaching are needed to develop. No t new Not new to grade/content No issues Little to no talent and are 85% as good as they will get. B A There is no maximum of how effective Q5 teachers can become. The horizons have no functional upper limits. They get better and better with coaching and support. Teacher efficacy is the elephant among mice.

  24. The Efficacy Effect Lowest Quality Peak Performers 2 3 4 5 1 Set of twins with equal cognitive ability. Twin A has Q1 teachers for 3 consecutive years. Twin B has Q5 teachers 3 consecutive years. What is the impact on student achievement? Pg. 3 Teacher efficacy is the elephant among mice.

  25. The Efficacy Effect Lowest Quality Peak Performers 2 3 4 5 1 40-60%ile points difference in achievement between the students in 3 years. Teacher efficacy is the elephant among mice.

  26. The Efficacy Effect Lowest Quality Peak Performers 2 3 4 5 1 Long Lasting – has an effect on the student’s achievement for 6 years! Teacher efficacy is the elephant among mice.

  27. Skillful Coaching Tools for Developing Teachers and Teaching 30 Second Feedback 5 Minute Feedback Reflective Planning Positive Reinforcement Coaching Instructional Coaching Small Group Coaching Teaching Studies

  28. Skillful Coaching Teacher Efficacy: #1 indicator of student success! Evaluation or Growth Evoking Feedback? Most teachers report a fair amount of classroom visitation, but 90% of this is for the purpose of evaluation, not feedback. Evaluation is heavy on judgment and light on feedback. Ideally, this should be reversed. Valuable, craft improving insights should be light on judgment and heavy on feedback. This practice parallels what we know about providing feedback to students. Feedback produces more learning than grading. Pg. 6

  29. Skillful Coaching Teacher Efficacy: #1 indicator of student success! Evaluation or Growth Evoking Feedback? Most teachers report a fair amount of classroom visitation, but 90% of this is for the purpose of evaluation, not feedback. Evaluation is heavy on judgment and light on feedback. Ideally, this should be reversed. Valuable, craft improving insights should be light on judgment and heavy on feedback. This practice parallels what we know about providing feedback to students. Feedback produces more learning than grading. Pg. 6

  30. Skillful Coaching Teacher Efficacy: #1 indicator of student success! • Tips for Giving Feedback: • 1. Be Gentle: Go easy, be respectful, err on the side of kindness. • 2. Be Skillful: Choose your words • carefully. Use cushion statements, positive presupposition, and positive non-verbal cues. • Be Positive: Show genuine enthusiasm for teaching and a keen interest in the teacher’s lesson. Thank the teacher for opening up his/her classroom.

  31. Skillful Coaching Teacher Efficacy: #1 indicator of student success! • Long-term Coaching Benefits • 1. Coaching develops the innate and latent talents of teachers. The process is positive and rewarding to both the teacher and coach. • When coaching topics are well-chosen, a teacher’s • growth can be fast and significant, resulting in immediate gains in student achievement. • 3. Coaching develops capacity at the school’s technical • core…pedagogy. Future programs and initiatives will be more successful with improved pedagogical skills.

  32. Skillful Coaching Teacher Efficacy: #1 indicator of student success! Long-term Coaching Benefits 4. Coaching increases the ability to recognize good instruction, enhancing interviewing and hiring skills. 5. Coaching affirms a teacher’s sense of worth. 6. The ability to skillfully develop another person’s skills is tremendously satisfying and rewarding to the coach.

  33. Skillful Coaching Teacher Efficacy: #1 indicator of student success! Long-term Coaching Benefits 7. Administrators with good coaching skills are seen as less adversarial and more collaborative. 8. Schools where coaching is skillfully employed tend to keep their excellent teachers longer.

  34. Role Play Activity Teacher Efficacy: #1 indicator of student success! Roles: 1- Principal/Coach 1-Teacher 1-Observer *Choose 1 of the coaching strategies in your handout to utilize during your role play scenario.

  35. Resources • http://rutherfordlg.com/ • http://www.cognitivecoaching.com/ • http://www.marzanoresearch.com/site/

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