Transcript Designing Staff Development Utilizing Data

Diocese of Allentown
Based upon research and materials from
Teachscape, Phoenix, AZ and Carolyn J. Downey
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“If we want to grow in our practice, we have
two primary places to go: to the inner
ground from which good teaching comes and
to the community of fellow teachers from
whom we can learn about ourselves and our
craft.”
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“I believe that knowing, teaching, and
learning are grounded in sacred soil and that
renewing my vocation as a teacher requires
cultivating a sense of the sacred.”
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Respect.
◦ Minimize interruptions/distractions to self and
others.
◦ Maintain confidentiality of observations.
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Participate.
◦ Talk is accountable for content and process.
◦ Ask questions.
◦ Critique ideas, not individuals.
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Begin and end all sessions on time.
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Facilitator
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Timekeeper
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Recorders
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Reporters
◦ Keeps group on task.
◦ Ensures that group members have opportunity to
participate and offer ideas.
◦ Monitors for talk that is accountable to content and
process.
◦ Monitors movement of group for CWTs.
◦ Reminds group of time during group activities.
◦ Writes key ideas/responses.
◦ Synthesizes key ideas and summarizes them for whole
group.
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Review growth in CWT
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Revise CWT to better meet school needs
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Align CWT with instructional analysis
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Promote deep alignment with curriculum
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Design professional development programs
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Review growth in CWT
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What were the successful experiences?
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What challenges were encountered?
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Did any patterns emerge?
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Successful
◦ Learned about each teacher and each class
◦ Enabled us to see a lot in a little time
◦ Another avenue of awareness of what is happening in each
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grade/classroom
Made me more aware of what to look for when entering a
classroom and to maximize my time there
Got me into the rooms more often
All visits seemed less formal
Helped me focus on specific strategies so I can determine
what areas might need to be addressed for future inservice
planning
Students saw principal as another educator in the room
Teachers are getting used to displaying objective for each
subject taught throughout the day
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Challenging
◦ Time for visits
◦ Length of visits
◦ Classroom doors are in front of room – creates
disturbance
◦ Number of components
◦ Reflective prompt
◦ Comfort with procedure – administrator and teacher
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Revise CWT to better meet
school needs
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Classroom Walk-Through Model
Step 1:
Step 2:
Step 3:
Step 4:
Snapshot of Teaching and Learning
Identification of Instructional Strategies
Level of Learner Engagement
Survey of the Learning Environment
After the Walk…
Step 5: Analysis of Information Collected
Step 6: Reflection with Teacher
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Step 1: Snapshot of Teaching
and Learning
T1
Teaching Objective and
Learning Expectation
T2
Target (Grade Level
Standard)
T3
T4
Taxonomy (Bloom’s)
Text and/or Materials
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Step 2: Identification of
Instructional Strategies
List of Instructional Strategies
Research-Based Strategies
Robert Marzano
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Identifying similarities and differences
Summarizing and note-taking
Reinforcing effort and providing recognition
Homework and practice
Representing knowledge
Learning groups
Setting objectives and providing feedback
Generating and testing hypotheses
Using questions, cues, and advance organizers
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Step 3: Learner Engagement
Levels of Learner Engagement
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Authentic Engagement
Ritual Engagement
Passive Compliance
Retreatism
Rebellion
Working on the Work by Phillip Schlechty (2002)
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Step 4: Survey of the Learning
Environment
• Survey desks, tables, walls, floor,
resources, technology.
• Learning environment is supportive of
learning objectives.
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Step 5: Analysis of Information
Collected
Check
Alignment of the 4Ts
Review
Instructional Strategies
Learner Engagement
Learning Environment
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Step 6: Reflection
It isn’t expected that you will give
a reflective prompt after every
CWT. In fact, it most likely isn’t
even possible.
Expect to give a reflective prompt
for 50% of CWTs.
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always
Review of Six Steps
Step 2: Snapshot of Teaching and Learning
Step 3: Identification of Instructional
Strategies
Step 1: Level of Learner Engagement
periodically
Step 4: Survey of the Learning Environment
Step 5: Analysis of Information Collected
Step 6: Reflection with Teacher
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◦ Use CWT card.
◦ Spend 4 minutes in classroom.
◦ Complete group analysis of CWT.
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Group analysis
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Learner Engagement
Teaching and Learning
Instructional Strategy
Learning Environment
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List analysis on chart paper.
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Report results to whole group.
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LE
Was learner engagement evident? Link to T4 and IS.
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T1 Was the objective evident? What was the objective? The
learner will know _____ and/or be able to do _____. How
did you determine T1?
T2 Was the objective appropriately calibrated? How did you
determine T2?
T3 At what level of Bloom’s Taxonomy were students
functioning? What verbs indicated the level?
T4 What text/materials were used?
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IS
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SLE Was the learning environment supportive of objective?
Was grade level work evident?
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What instructional strategy was evident? Circle highyield strategies.
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REFLECTIVE PRACTICE
STAGES OF IMPLEMENTATION
Schoolwide Reflection
Partner and
Small Group
Reflection
Individual
Reflection
Adapted from Reflective Practice to Improve Schools
York-Barr, Sommers, Ghere, Montie (2001)
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Single focus
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Non-judgmental language
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Open-ended
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Present or future tense
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Invitation for reflection
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T1
T2
T3
T4
IS
LE
SLE
Curriculum
Instruction
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Break - 15 minutes
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Align CWT with instructional
analysis
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How is
student achievement data
connected to
CWT data?
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The alignment of the intended
and assessed curriculum sets
the brackets, and the
instructional delivery system
must fit inside those brackets.
Learning for All by Larry Lezotte (1997)
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written
Curriculum
classroom
Instruction
the
Assessment
C
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A
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C
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A
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C
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A
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The issue of instructional
alignment rests on one of the
best kept secrets in American
education: Students do tend to
learn those things they are
taught.
Learning for All by Larry Lezotte (1997)
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A guaranteed and viable
curriculum has the most impact
on student achievement.
What Works in Schools: Translating Research into Action
by Robert J. Marzano ( 2001)
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Determines if areas of concern are
primarily a curriculum issue or an
instruction issue.
Provides a picture of curriculum and
instruction over a period of time.
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CWT Area of Focus
School:
Subject Area:
35 - 49%:
Coordinate curriculum objectives across
grade levels, making sure all objectives
are taught.
Below 35%:
The curriculum has not been taught or
does not exist.
IS
LE
CurrIculum
50 - 69%:
Analyze instructional strategies to
determine most effective teaching
methods.
Curriculum
70 - 84%:
Spend more quality time on instructional
strategies to yield greater results.
Curriculum
Instruction
85 - 100%:
Provide aligned enrichment; extend
learning.
InstructIon
Local Scores
Instruction
Instruction
Grade Level/Population:
T1
T2
T3
T4
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0-34%
35-49%
Curriculum
Curriculum
50-69% Instruction
70-84% Instruction
85-100% Instruction
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Plotting scores on IAT
• Complete school/subject/grade information.
• Using Avg %C Class scores, plot student, class, or
grade data.
• Complete for each area of focus.
• Analyze the IAT chart for each subject area and
grade. Look for areas of strength and need.
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0-34%
35-49%
Trauma
Caution
50-69% Green to Grow
70-84% Blue Ribbon
85-100% Royalty
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0-34% OPI Score
Curriculum Issue: The curriculum has not been
taught or does not exist. Instruction is textbook
driven.
Recommendation: Align curriculum and
instruction.
Question: Do we know what to teach and are we
teaching it?
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35-49% OPI Score
Curriculum Issue: Curriculum objectives are not
fully addressed.
Recommendation: Coordinate curriculum
objectives and make sure all objectives are taught.
Question: Where and when are we teaching what?
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50-69% OPI Score
Curriculum Issue: Instructional strategies are
probably dominated by lecturing, whole-group
instruction, and direct teaching.
Recommendation: Implement high-yield strategies
in all classrooms.
Question: How are we teaching? What thinking
strategies are evident?
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70-84% OPI Score
Curriculum Issue: Amount of time on tasks and the
nature of the tasks may require examination.
Recommendation: Spend more quality time on
instructional strategies to yield greater results.
Question: How can we incorporate more/better
thinking strategies?
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85-100% OPI Score
Curriculum Issue: Differentiate instruction.
Recommendation: Provide aligned enrichment
adding breadth and depth to learning.
Question: How do we provide aligned enrichment?
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Identify patterns from CWT data.
Look for consistency between CWT data and IAT
results.
In areas where there is consistency, there is
support for selecting professional development
topics.
In areas where there is not consistency, closer
attention must be given to the CWT areas of focus.
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Promote deep alignment with
curriculum
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•Creating
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Evaluation
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Synthesis
•Evaluating
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Analysis
•Analysing
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Application
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Comprehension
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Knowledge
•Applying
•Understanding
•Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
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Design professional
development programs
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Student achievement data
and CWT data is
problem finding.
Professional development is
problem solving
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Are professional development topics related to
student achievement?
How can the implementation of professional
development activities be monitored to determine
if they have a direct positive impact on student
learning?
The Leader’s Guide to Standards by Douglas Reeves (2002)
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Training/Inservice/Workshop
Observation/Assessment
Involvement in a Development /
Improvement Process
Study Groups/Learning Communities
Inquiry/Action Research
Individually Guided Activities
Mentoring
Evaluating Professional Development by Thomas Guskey (2000)
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One of the cardinal characteristics
of effective schools
is that they are as eager
to avoid things that don't work
as they are committed to
implementing things that do.
Edmonds, Ronald R. "Effective Schools for the Urban Poor,"
Educational Leadership, 37 (October 1979): 15-18, 20-24.
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It’s your life. Invent the story.
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What catch-phrase caught you?
What does “possibility” mean for us? For our
students? For our school?
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Write your catch-phrase on a post-it strip.
Post the catch-phrase in your office to
remind you of the possibility you are!
We are what we repeatedly do.
Excellence, then, is not an act, but a habit.
Aristotle
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Questions/Concerns
Thank you – Notre Dame of Bethlehem School
Administration, Faculty, and Students
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Diocese of Wilmington
Catholic Schools Office
1626 N. Union Street
Wilmington, DE 19806
302-573-3133
[email protected]
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