Transcript Supporting Good Career and Technical Teachers to Become Great

Supporting Good
Career-Technical Teachers to
Become Great Teachers
Steve Broome
Director, State Development for High School, SREB
Sandy Culotta
Manager, Enhanced Career-Technical Programs, SREB
Southern
Regional
Education
Board
Lynda Jackson
Director, Technology Centers That Work (TCTW), SREB
Bell Ringer
With an elbow
partner, discuss three
“I wonders”
you have about CT
lesson design.
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Session Objectives
Participants will:
 Use formal and informal classroom observations
to identify and address gaps in student learning.
 Identify desirable practices that will better
prepare students for work and further study.
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 Utilize effective feedback to support teachers in
their efforts to move from good to great.
The Main Thing
The main thing is to keep
the main thing the main
thing.
- Zig Ziglar
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Current Status
 With an elbow partner, answer each of
the following questions:
1. How many walkthrough (15 minute) teacher
observations do you complete daily?
2. What type of feedback is provided to
teachers and/or departments?
3. How do these observations support
improvement efforts in your center?
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More Than a Checklist
Using walkthrough
observations to analyze
lesson plans can
improve the quality of
instruction being
delivered and promote
student success.
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Shifting the Focus From
Teacher as Performer:
Three Broad Observation
Inspection Areas
Artifacts
Student Behavior
Teacher Behavior
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Artifacts To Observe in CT
Assignments
Lesson Plans
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Students’ Experiences with Assignments
Indicators Used to Define Rigorous Assignments
Had HQ CT
Assignments
Had LQ CT
Assignments
n = 2667
n = 2667
67%
11%
2. Make inferences from
information provided to
develop a solution for a
problem or project.
77
16
3. Use math to solve
complex problems related to
my CT area.
73
21
4. Apply academic
knowledge and skills to my
CT area.
90
35
1. Develop a logical
argument for your solution
to a problem or project.
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Source: 2012 TCTW Assessment
Note: No Rigorous CT is demographically matched to Had Rigorous CT.
9
Students’ Experiences with Assignments
Indicators Used to Define Rigorous Assignments
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Had HQ CT
Assignment
Had LQ CT
Assignments
n = 2667
n = 2667
5. Apply technical knowledge and
skills to new situation.
90%
33%
6. Develop and test hypotheses.
54
5
7. Complete an extended project
that requires planning,
developing a solution or product
and presenting the results orally
or in writing.
72
16
8. Use computer skills to
complete an assignment or
project in their CT classes at least
weekly.
60
29
Source: 2012 TCTW Assessment
Note: No Rigorous CT is demographically matched to Had Rigorous CT.
10
School Reading Scores By
Percent Students Having HQ
Integrated, PBL, CT
Assignments
280
Reading Score
260
240
220
200
180
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160
0%
10%
20%
30%
40%
Percent Having Rigorous CTE Studies
50%
60%
Source: 2012 TCTW Assessment
11
70%
School Mathematics Scores By
Percent Students Having HQ
Integrated, PBL, CT
Assignments
280
Mathematics Score
260
240
220
200
180
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160
0%
10%
20%
30%
40%
Percent Having Rigorous CTE Studies
50%
60%
Source: 2012 TCTW Assessment
12
70%
School Science Scores By
Percent Students Having HQ,
Integrated, PBL, CT
Assignments
280
Science Score
260
240
220
200
180
Southern
Regional
Education
Board
160
0%
10%
20%
30%
40%
Percent Having Rigorous CTE Studies
50%
60%
Source: 2012 TCTW Assessment
13
70%
Lesson Plans
What are the
components of a
quality lesson
plan?
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Planner – page
Lesson Plans
Elbow partner discussion:
How do you currently review lesson
plans?
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Review Lesson Plans
in the Classroom
Folder should include:
 Lesson Cycle (One - five
days of instructional
planning)
 Standards-based Units
(Series of lessons linked
into a unit of study)
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 Curriculum Pacing
(Calendar in folder)
Lesson Plan Analysis
 Based on what we have
discussed, review the plans
on the table with your elbow
partner.
 Determine which
components of the plan
matches your list of
requirements.
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

What are your WOWS?
What are your WONDERS?
Planner – page
Clusters of Effective
Leadership Practices
Focus
Efficacy
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Monitoring
The Process
A DOCUMENT HAS BEEN CREATED AND COMMUNICATED
Administrators/Leaders
All Faculty
Priorities for Teaching Are Communicated
Via PD
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Within Observation Forms
Observation Feedback is Provided
Individually
Collectively Via Statistics
Clusters of Effective
Leadership Practices
Focus
Efficacy
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Monitoring
Components of Monitoring
 Observation and recording of
specific teaching practices
 Frequent, constructive, and
addresses adult actions
 Focus on the “treasure hunt” not the
“witch hunt”.
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Clusters of Effective
Leadership Practices
Focus
Efficacy
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Monitoring
What Is Efficacy?
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Authentic efficacy is present only
if leaders and teachers believe
that they have a personal and
profound information on student
results. A combination of these
variables has an impact not only
on student performance, but
teacher morale.
– Reeves, 2011
Putting Lesson Design
in Context
Document Analysis:
Possible Examples of How the
Framework for Teaching Could
Apply to Career and Technical
Education Teachers
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Scan the document and star areas where
lesson planning helps teachers meet the
proficient/distinguished cell.
Feedback
from Observations
 Individual Teacher Feedback
 Teacher Team Feedback
 Whole Faculty Feedback
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Wows and Wonders
 Wow:
 100% of the staff posted an
objective(s) on the board.
Objective(s) is clear, uses
student language and
matches the objectives in
your plans.
 Wonder:
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 How can implementing an
effective bell ringer focus the
students and get class
started immediately?
Planner – page
Providing Collective Data
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State of Instruction
Address
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 Completed
periodically
 Clarifies and
refocuses goals
 Founded on data
 Identifies
accomplishments
 Sets the stage for
future work
The Flow of the Address
Revisit
Priorities
Share Data
Identify
Celebrations
and
Opportunities
In Closing…
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 The greatest impact on student
achievement stems from a combination
of focus, monitoring and efficacy.
Effective monitoring is possible only
when leaders focus no more than six
instructional priorities. Authentic
efficacy is present only if leaders and
teachers believe they have a personal
and profound influence on student
results.
- Reeves, 2012
Questions & Concerns
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Thank You!
Steve Broome
Director, State Development for High School, SREB
[email protected]
Sandy Culotta
Manager, Enhanced Career-Technical Programs, SREB
[email protected]
Lynda Jackson
Southern
Regional
Education
Board
Director, Technology Centers That Work (TCTW), SREB
[email protected]