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Developing Instructional Leaders: The Art and Science of Teaching

Developing Instructional Leaders: The Art and Science of Teaching. Debra Pickering Senior Scholar, Marzano Research Laboratory. As participants, you will have the opportunity to increase your understanding of: important foundations of effective supervision

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Developing Instructional Leaders: The Art and Science of Teaching

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  1. Developing Instructional Leaders: The Art and Science of Teaching Debra Pickering Senior Scholar, Marzano Research Laboratory

  2. As participants, you will have the opportunity to increase your understanding of: • important foundations of effective supervision • why a “model of instruction” is so critical to a culture of continuous improvement • the role of the supervisor in this culture • the importance of feedback

  3. Foundations for success

  4. Foundations for Success Clear guidelines for Collegiality and Professionalism Research-based and Evidence-based Reflective practice Planning and Preparation An agreed-upon Model of Instruction

  5. Foundations for Success Model of Instruction

  6. Model of Instruction What is a model/language of instruction?

  7. Model of Instruction It defines the areas of teacher expertise important to your school.

  8. Model of Instruction PLCs 1. What do I want students to learn? 2. How will I know if they are learning? What instructional strategies will I use to enhance that learning? 3. What will I do if they have not learned it? 4. How will I extend and enrich the learning of those who are proficient?

  9. 2. What are the most effective professional development strategies to assist teachers in moving to deep implementation of best practices in teaching? • All too often teachers attend powerful workshops about best practices but there is little or no follow up.  What are the next steps that site leaders must do to move teachers from learning a strategy to using a strategy?  • What is the role of leadership in introducing a culture of students monitoring their own progress of their own learning? • What are the research-based attributes of effective formative assessment? • What is the role of leadership in the establishment and maintenance of classroom rules and procedures? • What is the role of school leaders in establishing high expectations for student learning? • How can experienced administrators support teacher teams so that they can come to confident decisions regarding all students in their respective grade or subject matter areas during this time of educational reform (new standards, new curriculum one day; new accountability etc.)?

  10. For Example

  11. The Art and Science of Teaching Areas of teacher expertise 1. Communicating Learning Goals and Feedback 2. Interacting with new knowledge 3. Practicing and Deepen Understanding 4. Generating/testing hypotheses (Cognitively complex) 5. Engaging students

  12. The Art and Science of Teaching Areas of teacher expertise 6. Establishing rules and procedures 7. Acknowledging adherence to rules and procedures 8. Building teacher-student relationships 9. Establishing high expectations

  13. A robust model is not a list of strategies. Different “lesson/unit segments” require different strategies. SEGMENTS ENACTED ON THE SPOT ROUTINE SEGMENTS CONTENT SPECIFIC SEGMENTS

  14. The Art and Science of Teaching SEGMENTS ENACTED ON THE SPOT Student Engagement Learning Goals and Feedback Rules and Procedures ROUTINE SEGMENTS CONTENT SPECIFIC SEGMENTS Interacting with New Knowledge Practicing and Deepening Generating/ Testing Hypotheses Teacher/Student Relationships Adherence to Rules and Procedures High Expectations

  15. xxx School Model of Instruction

  16. xxx School Model of Instruction What do you have in, or would you include in, your model of instruction? Student Engagement? Communicating Learning Goals? Formative Feedback?

  17. xxx School Model of Instruction So... what does it mean to have something in your model of instruction? Student Engagement? Communicating Learning Goals? Formative Feedback?

  18. xxx School Model of Instruction So... what does it mean to have something in your model of instruction? • Define each area. • Establish criteria for effective implementation.

  19. xxx School Model of Instruction Student Engagement • There is a difference between engagement and compliance. • We use a wide array of strategies to gain and keep students’ interest. • The emphasis is on engagement– we avoid reliance on “carrots and sticks.” Communicating Learning Goals? Student Engagement? Formative Feedback?

  20. xxx School Model of Instruction Formative Feedback • Here we assess to guide next steps—then reteach and reassess. • We track student progress toward learning goals. • We record and report achievement, not averages or total points. Student Engagement? Communicating Learning Goals? Formative Feedback?

  21. xxx School Model of Instruction Communicating Learning Goals • Students focus more on the learning goals than on assignment completion. • We monitor to insure activities are important and serve the learning goals. Student Engagement? Communicating Learning Goals? Formative Feedback?

  22. xxx School Model of Instruction • Establish criteria for effective implementation. So... what does it mean to have something in your model of instruction? • Define each area. • Establish criteria for effective implementation.

  23. For each area of teacher expertise:

  24. From your model/language of instruction Area of Expertise:

  25. From your model/language of instruction Area of Expertise: Student Engagement?

  26. From your model/language of instruction Area of Expertise: Communicating Learning Goals?

  27. From your model/language of instruction Area of Expertise: Formative Feedback?

  28. Ratings driven by EVIDENCE from • Achievement data • Observations • Student input (surveys, interviews) • Classroom Artifacts

  29. Teacher Profile

  30. Implications of working from an agreed-upon Model/Language of Instruction

  31. Implications for Professional Development “Flavor of the year” and “bandwagon” approaches However, embrace new ideas.

  32. If school had such a Model/Language of Instruction… …when new ideas/products emerge…

  33. If school had such a Model/Language of Instruction… …when new ideas/products emerge…

  34. If school had such a Model/Language of Instruction… …when new ideas/products emerge…

  35. If school had such a Model/Language of Instruction… …when new ideas/products emerge…

  36. If school had such a Model/Language of Instruction… …when new ideas/products emerge…

  37. Implications for Professional Development • Focused • Differentiated

  38. Teacher A

  39. Teacher B

  40. OK, we have the areas of teacher expertise and we have criteria for evaluating them. What is the role of the supervisor? It is NOT to be THE ONE that determines how well teachers are doing in these areas of teacher expertise.

  41. OK, we have the areas of teacher expertise and we have criteria for evaluating them. What is the role of the supervisor? • It is to create a CULTURE of • Evidence-based FEEDBACK • that is used for continuous improvement.

  42. How am I doing? Reflection and Feedback

  43. Reflection and Feedback • Sources of evidence-based feedback • Self • Students • Peer/supervisor

  44. Reflection and Feedback • Types of observationsfrom peers and supervisors • Videos • Walk-throughs • Complete observations • Instructional rounds

  45. Implications for observations

  46. Observations that try to calculate the presence or absence of specific “high yield” strategies. Observations that provide individual teacher feedback based on 3-5 minutes in the classroom.

  47. Most common reaction from teachers: “We already use all of these strategies.” Most common reaction from administrators: “How can I get teachers to use these strategies?”

  48. Not an Observation Checklist

  49. Implications for observations Observer asks: “What am I observing right now?”

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