Transcript Power Walkthrough™ Training

iPads, Marzano, McREL:
A Peer Observation Model
A Teacher Observation Model using
Classroom Instruction That Works!
and
Portable Mobile Devices
Dr. Jennifer Parker-Moore
Jan Harding
Macomb Intermediate School District
RDI Leadership Academy
Key Elements
 Best Practice Instruction
• 3 days training: Classroom Instruction that Works
 Mobile Devices
• iPads
 MCREL Power Walk Through
• 2 days training
• 5 licenses per building : 1 Administrator, 4 teachers
 Peer Coaching
• Ongoing data conferencing and coaching conversations
Annual Plan
Observation without Evaluation!
This unique project incorporates:
 principal-teacher leader teams
 a year-long project
 3-5 minute observations
 MCREL Walkthrough software, an
iPad, and current research
Purpose
 Identify what good teaching looks like
 Target school improvement goals through
data conferencing
 Identify professional development needs
 Provide a model for incorporating peer
observation and technology
 Improving instruction using best practice
Outcomes
 Generate conversations
• Data
• Technology
• Best practice
• School improvement
• Professional development
• Other
Motivation
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Site Licenses
iPads
Air Cards
Graduate Credits or SCECHs
Training/PD
Sub reimbursement
Contributing to body of research
MCREL Support
 2 days of Face to Face training with MCREL
trainers on using the Power Walkthrough
(PWT)
Media-X
Ning
McREL
 Training manuals
referral
 Site licenses
 Technical support
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Macomb ISD Support
 Four Consultants
• Backgrounds in:
• Instructional Technology
• Staff Development/Educational Leadership
• Core Content/Title I/School Improvement
• Became MCREL Train the Trainers
 RDI funding
 Coordinated Services & Support of the ISD
Local Support
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21 local districts
Superintendents
Curriculum Directors
Human Resources
School Principals
Bargaining Units
Teachers/Teacher Leaders
Providing opportunities for the teams to
participate
Local Considerations
 Subs covered by grant
 Making time for:
• Walkthroughs
• Training
• Collaboration
• Data Conferencing
 Bargaining Unit
• Evaluation vs. Observation
• Confidentiality
• Acceptable Use
 Technology Support
Technology
 Portable Mobile Devices
• iPad – Wifi enabled (not 3G/4G)
 Acceptable Use Policy
 Air Cards (3G/4G)
 Training
• Basics -- Apps, Use, Settings
• Advanced – Walkthrough and Reporting
 Course Management System
• BlackBoard
Research Support
Attention Fans:
Marzano has left the building…
 Sometimes known as the “Marzano 9”, the
work of Marzano, Pickering and Pollock
(2001) started a phenomenon.
 The great work at McREL continues,
although Marzano has left the organization.
 Best practice strategies have been updated
in the 2012 edition by a new round of
instructional enthusiasts!
Best Practice meets
Instructional Planning
 2012 edition provides many updates,
including the “Framework for Instructional
Planning”
Dean, C. B., Stone, B., Hubbell, E., & Pitler, H. (2012).
Classroom instruction that works: Research-based
strategies for increasing student achievement (2nd ed.).
Alexandria, VA: ASCD.
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001).
Classroom instruction that works: Research-based
strategies for increasing student achievement. Alexandria,
VA: Association for Supervision and Curriculum
Development.
Framework for Instructional Planning, Classroom Instruction that Works, 2012
Create the Environment for Learning
Setting Objectives &
Providing Feedback
Reinforcing Effort & Cooperative Learning
Providing Recognition
Develop
Understanding
Cues, Questions, &
Advance Organizers
Nonlinguistic Representation
Summarizing & Notetaking
Homework & Practice
Extend & Apply
Knowledge
Identifying Similarities &
Differences
Generating & Testing
Hypotheses
Instructional Technology
Source: McREL Power Walkthrough
Instructional Technology
Using iPads for
Screen Shots and Videos
Using BlackBoard for Posting
Content and Sharing
http://21things4teachers.net
CITW-9
1. Similarities & Differences
2. Summarizing & NoteTaking
3. Effort & Recognition
4. Homework & Practice
5. Non-Linguistic
Representations
6. Cooperative Learning
7. Objectives & Feedback
8. Hypotheses
9. Questions, Cues &
Advance
Organizers
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About Basics
Face of the Classroom (Online Presence)
Collaboration Tools
Communication Tools
Content Area Tools
Differentiated Instruction & Diverse
Learning
Digital Citizenship
Visual Learning
Copyright & Creative Commons
Digital Images
Presentation Tools
Evaluation/Assessment
Online Inter-actives
Productivity Tools
Staying Informed
Research & Reference Tools
Professional Learning Networks
Virtual Classroom
Digital Story Telling
Online Video and Audio Sources
Flipping Your Classroom (Screen-casting)
Managing and Reporting
 Users Generate Reports using PWT:
• Affective strategies
• Segment of class
• Primary strategies
• Secondary strategies
• Bloom’s Taxonomy
• Context
• Student Interviews
• Cross Tabs
• Generate Comparisons
• Create Local templates
Managing Walkthroughs
 Local teams use MCREL framework to:
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Manage walkthroughs
Create reports
Data conference about findings
Affective Strategies
Segment of Class
Primary Strategies
Secondary Strategies
Bloom’s Taxonomy
Context
Student Interviews
Cross Tabs
Goal: Meaningful Conversations
• Common language about observation and instruction
• Understanding of Common Core and Content Standards
• How to improve instruction
• What does good teaching look like
• How to start conversations about good teaching and instructional practice
• Identifying data points and data conferencing
• Target professional development needs
• Building best practice instruction into conversations about practice
• Building data points into conversations about practice
• Participating in 8-10 walk around peer observations per week, 50 per month
• Develop collaborative conversations within peer teams
• Build capacity within organizations for improvement of instructional practice
• Positively Influence student achievement through an improvement in instructional
practice
• Build instructional technology proficiency
Steenland Elementary
 Steeland Elementary - A Walk Through Done
The "McRel" Way
 (Note: “Steenland” is misspelled)
 http://youtu.be/d1iM5O6ACOc
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Data Conversation
 Collect a large sample of data representing many
teachers before sharing school or team data
 Analyze the data prior to the conversation
 Let the staff determine for
themselves what the data
patterns mean under your
guidance
 Pose reflective questions
• Informally
• In teams
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Data Review
Review data, think/pair share and be prepared
to discuss:
Celebrations
Concerns
Recommendations
Recorder: Please make note for each area.
Area
Celebrations
Concerns
Recommendations
Primary
Strategies
Secondary
Strategies
Segment of
Class
Bloom’s
Context
Articulated
Objective
Affective
Teacher
Technology
Student
Technology
Evidence of
Learning
Sample Data Dig based
on the “Look For’s”.
Craft questions based
on the Celebrations,
Concerns, or
Suggestions/Supports.
Next Steps
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Which strategies are the staff strongest in?
Which strategies are the staff weakest in?
What professional development is needed?
What additional supports are needed?
Strengths
Weaknesses
Professional
Development
Additional
Supports
Strengths
Weaknesses
Professional
Development
Additional
Supports
Setting Objectives
Providing Feedback
Reinforcing Effort
Providing
Recognition
Cooperative Learning
Cues, Questions,
Advance Org
Non-Linguistic
Representations
Summarizing & Notetaking
Assigning HW &
Providing Practice
Identifying
Similarities &
Differences
Generating & Testing
Hypothesis
Sample Analysis of
Categories of Best
Practice and
implementation into
Professional
Development Plans for
School Improvement
Questions?
Dr. Jennifer Parker-Moore
[email protected]
Jan Harding
[email protected]