Developing Instructional Leaders: The Art and Science of Teaching

Developing Instructional Leaders: The Art and Science of Teaching

Debra PickeringSenior Scholar,

Marzano Research Laboratory

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

Foundations for success

Foundations for Success

Clear guidelines for Collegiality and Professionalism

Research-based and Evidence-basedReflective practice

Planning and Preparation

An agreed-uponModel of Instruction


Model of Instruction

What is a model/language of instruction?


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



1. What do I want students to learn?

2. How will I know if they are learning?

3. What will I do if they have not learned it?

What instructional strategies will I use to enhance that learning?

4. How will I extend and enrich the learning of those who are proficient?

PLCs

2. What are the most effective professional development strategies to assist teachers in moving to deep implementation of best practices in teaching?

3. 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?

4. What is the role of leadership in introducing a culture of students monitoring their own progress of their own learning?

5. What are the research-based attributes of effective formative assessment?6. What is the role of leadership in the establishment and maintenance of classroom

rules and procedures?7. What is the role of school leaders in establishing high expectations for student

learning?8. 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.)?

For Example

The Art and Science of Teaching

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

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

Areas of teacher expertise

ROUTINE SEGMENTS

SEGMENTS ENACTED ON THE SPOT

A robust model is not a list of strategies. Different “lesson/unit segments” require different strategies.

CONTENT SPECIFIC SEGMENTS

SEGMENTS ENACTED ON THE SPOT

Learning Goals and FeedbackRules and Procedures

ROUTINE SEGMENTS

Generating/ Testing

Hypotheses

Practicing and

Deepening

Interacting with New

Knowledge

CONTENT SPECIFIC SEGMENTS

Student Engagement

High Expectations

Te

ache

r/St

uden

t Rel

ation

ship

sAdherence to Rules and Procedures


xxx School Model of Instruction

Student Engagement?

Communicating Learning Goals?

xxx School Model of

Instruction

Formative Feedback?

What do you have in, or would you include in, your model of instruction?

Student Engagement?



Formative Feedback?

So... what does it mean to have something in

your model of instruction?


• Define each area.

• Establish criteria for effective implementation.


your model of instruction?

Student Engagement?


Formative Feedback?


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.”

Student Engagement?


Formative Feedback?


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?


Formative Feedback?


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.


• Define each area.

• Establish criteria for effective implementation.


your model of instruction?• Establish criteria for effective implementation.

For each area of teacher expertise:

Innovating4

Applying3

Developing2

Beginning1

Not using0

Adapts and creates new approaches

to the strategies for

unique student

needs and situations

Uses the strategies;

monitors effects on students;

adjusts to achieve desired

outcome

Uses the strategies

in this area of teacher expertise

Uses strategies incorrectly

or with aspects missing

Strategies needed but

not used

Area of Expertise:

Innovating4

Applying3

Developing2

Beginning1

Not using0

Adapts and creates new approaches to the strategy for unique student needs and

situations

Uses the strategy; monitors effects on

students and adjusts to achieve desired outcome

Uses the strategy Uses strategy incorrectly or with aspects missing

Strategy needed but not used

From your model/language of instruction

Area of Expertise: Student Engagement?

Innovating4

Applying3

Developing2

Beginning1

Not using0


situations






Area of Expertise: Communicating Learning Goals?

Innovating4

Applying3

Developing2

Beginning1

Not using0


situations






Area of Expertise: Formative Feedback?

Innovating4

Applying3

Developing2

Beginning1

Not using0


situations






Innovating4

Applying3

Developing2

Beginning1

Not using0

Adapts and creates new approaches to the strategies for unique student

needs and situations

Uses the strategies; monitors effects on students; adjusts to

achieve desired outcome

Uses the strategies in this area of teacher

expertise

Uses strategies incorrectly or with

aspects missing

Strategies needed but not used

Ratings driven by EVIDENCE from• Achievement data

• Observations• Student input (surveys, interviews)• Classroom Artifacts

Teacher Profile

MODEL T9/09

S/P9/09

T11/09

S/P11/09

T4/10

S/P T Areas of Mastery

Learning Goals 2,5 2.0 3.0Formative Feedback 1.0 1.0 2.0Interact with New Knowledge

2.5 3.0 2.5 2.5

Practice 3.0 2.0Deepen 3.5Cognitively Complex Tasks

3.0

Student Engagement 4.0 4.0 4.0

High Expectations 2.0 4.0 4.0 4.0 Open to Obs.

Rules/Procedures 2.0 3.0Teacher/Student Relationships

4.0 4.0 4.0 4.0 Extraordinary

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

Implications for Professional Development

“Flavor of the year” and “bandwagon” approaches However, embrace new ideas.

If school had such a Model/Language of

Instruction…

…when new ideas/products emerge…

Implications for Professional Development

• Focused• Differentiated

Teacher A

MODEL T9/09

S/P9/09

T11/09

S/P11/09

T4/10



2.5 3.0 2.5 2.5


2.0





Teacher B

MODEL T9/09

S/P9/09

T11/09

S/P11/09

T4/10



2.5 3.0 2.5 2.5


3.5





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.

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 ofEvidence-based FEEDBACK

that is used for continuous improvement.

Reflection and Feedback

How am I doing?


• Sources of evidence-based feedback Self Students Peer/supervisor

• Types of observations from peers and supervisors

Videos Walk-throughs Complete observations Instructional rounds


Implications for observations

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.

Most common reaction from teachers:

Most common reaction from administrators:

“We already use all of these strategies.”

“How can I get teachers to use these strategies?”

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

If you were observing a lesson in which students were....

Interacting with New

Knowledge

• Previewing activities• Info presented in small

chunks• Students processing each

chunk in small groups• Students summarizing and

taking notes after content has been introduced

• Students reflecting on their learning

You might see strategies like...

Practicing and Deepening

Understanding

• Brief review of content• Activities involving similarities and differences

• Activities involving identifying errors in thinking

Or• Engaging in guided and independent practice

You might see strategies like...

Focused feedback.

• Types of observations from peers and supervisors

Videos Walk-throughs Complete observations Instructional rounds

• Teachers use video-taped lessons to• Score themselves• Receive feedback from others

Videos

• Typically 3- to 5-minute tours through classrooms

• Useful for “looking for” general patterns

• Overall perceptions and conclusions are shared

•Celebrate strengths and set goals

Walk-throughs

• Typically set up with a preconference.

• Focus on specific areas of teacher expertise.

• Observations last entire period or majority of it.

• Feedback provided to support deliberate practice.

Complete observations

• Typically teams of teachers with a lead teacher.

• Can be short or long in duration.

•Primary focus is for reflection on their own teaching.

•May or may not be used to provide feedback to observed.

Instructional Rounds

Teacher Profile

MODEL T9/09

S/P9/09

T11/09

S/P11/09

T4/10



2.5 3.0 2.5 2.5


3.0





What are some of the barriers to creating and using a model of instruction, as described here?

What are some of the possibilities?

What questions do you have?

Clear guidelines for

Collegiality and Professionalism


Sample Professional Norms1. Community– We demonstrate respect and support for all

stakeholders.

2. Foundational Beliefs– We use our Beliefs about Learning to guide our decisions.

3. Responsibility– We accept responsibility for students’ learning.

4. Efficacy– We believe we can make a difference for all students.

5. Humility– We seek out and use feedback from external sources.

6. Resourcefulness– We seek out ideas for structures, resources, and methods to insure that all students will learn.

7. Creativity– We create new structures, resources, and methods to insure all students will learn.

Sample Beliefs About Learning–

We will make decisions based on the following:

1.All students can learn.

2.Students learn in different ways.

3.Students learn in different timeframes.

4.Errors are inherent in the learning process.

5. If students don’t learn the way we teach, we can find ways to teach they way they learn.

6.Assessment is a process for providing feedback that influences learning.

7.Poverty does not inhibit students’ ability to learn.

To what extent do you have similar

Professional Norms and Beliefs about Learning

that influence your policies and practices?



Planning and preparation

Research-based

Evidence-Based

ExperimentalExperimental

Keep in mind– For any instructional strategy

There are no “high yield” strategies.

There are only “high probability” strategies.

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From : Classroom Instruction That Works

…the unexamined use of instructional strategies might produce some unintended negative outcomes.

The inference that should be drawn…is that no instructional strategy works equally well in all situations.

Evidence-Based Reflective Practice

PeersSupervisor

To what extent do you and your colleagues engage in

Evidence-Based Reflective Practice

as a way of improving instruction?

Developing Instructional Leaders: The Art and Science of Teaching

Documents

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