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Data Team Training

Data Team Training February, 2014. Data Team Training. February 4, 7, 10, 2014. Learning Goal:. Participants will have a deeper understanding of Deliberate Practice as it relates to teacher improvement.

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Data Team Training

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  1. Data Team Training February, 2014 Data Team Training February 4, 7, 10, 2014

  2. Learning Goal: • Participants will have a deeper understanding of Deliberate Practice as it relates to teacher improvement. • Participants will be able to communicate concepts learned with teachers and provide direction in completing the Deliberate Practice/Reflection section on PGS using data sources from SMART2.

  3. Prior Learning Deliberate Practice is a way for teachers to grow their expertise through a series of planned activities, reflection, and collaboration. Setting goals Focused practice Observing and discussing teaching, and Monitoring progress

  4. Prior Learning Deliberate Practice begins with empowering teachers! Identify areas that I am really good at and areas that I need to improve in. Identify structured deliberate ways to improve. (Teacher Self-assessment)

  5. Activity • Number 1-4 on the back of your agenda. • Identify four new friends that you will work with during this training.

  6. Activity • At your table, discuss your understanding of deliberate practice and what your school has done to orient your teachers to the concept. • Share.

  7. Michael Jordan Video • http://www.youtube.com/watch?v=hXdj8scRdFE

  8. Michael Jordan • Find your #1 friend and based on prior knowledge, talk about how we can relate (deliberate practice) in the teaching profession to the Michael Jordan video. • Share.

  9. Deliberate Practice • Deliberate practice is studying a skill. We often miss this in the coaching process…or not know what to do to fix the problem. • Think about studying a craft or sport. What if we looked at the problem together to problem solve, providing coaching and feedback? • Deliberate practice is very specific based on the need of the teacher. • Deliberate practice involves motivation for the teacher to want to reach higher levels. • Successful deliberate practice depends on feedback.

  10. Reciprocal Teaching Activity • Assign Table Roles for Article Activity • Predictor • Summarizer • Questioner • Clarifier • Take turns reading the paragraphs in the article: Teacher Development Through Deliberate Practice and respond using the assigned roles • Share.

  11. Scenario of Deliberate Practice https://www.teachingchannel.org/videos/high-school-band?utm_campaign=digest&utm_medium=email&utm_source=digest

  12. How would you define instructional expertise? • Find your #2 friend anddiscuss– How does this instructional scenario illustrate “deliberate practice”? • Find another team of 2 and share your thoughts.

  13. Characteristics of Deliberate Practice

  14. Culture of Deliberate PracticeWhat if….. every teacher engaged in self-assessment of classroom practices? every teacher focused on specific instructional strategies for growth?

  15. Deliberate Practice Deliberate Practice for teachers is continually striving to achieve mastery at higher levels through focused practice, reflection and feedback. Teachers reflect on their current instructional strengths and weaknesses and decide how they can focus their practice in order to grow.

  16. Consider these questions: • Find your #3 friend and discuss the questions below: • As you consider deliberate practice, think about the current processes used in our schools to help teachers improve. • How are those processes aligned with, or not aligned with our discussions today on deliberate practice? • And – when it is not aligned – what are the implications for our work? • Share.

  17. Deliberate Practice An expert breaks down the skills that are required to be an expert and focuses on improving those skill chunks during practice or day-to-day activities – often paired with immediate coaching feedback. K. Anders Ericsson

  18. Deliberate Practice • Deliberate Practice is an expectation that all teachers can increase their expertise from year to year which produces gains in student achievement from year to year with a powerful cumulative effect.

  19. Reflection/PGS • Go to PGS website, walk through the steps for completing section #5. • Provide an example. www.santarosa.k12.fl.us

  20. Reflection/PGS • Find your #4 friend and complete the blank reflection form using one of the partner’s deliberate practice implemented this school year. • Pair up with another team of two and share the samples that each team has completed. • Comments.

  21. Wrap it up..questions, concerns, next steps: • With your school Data Team, agree on a time to work with your teachers in small groups to help them complete the deliberate practice/reflection section on PGS prior to March 1, 2014. • Ask for help if you are unclear or uncertain of your understanding of materials presented today.

  22. Good Luck!

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