g2g “Moving GOOD Instruction

to GREAT Instruction”

Combined Years of Experience at Your Table

What Can You Expect Today?

• Value your Experience• Stir Up the Sometimes Forgotten• Add Validity• Add Knowledge • Provide Resources

Connections to Oct SAMs

Good is the enemy of great.And that is one of the key reasons why we have so little

that becomes great. We don’t have great schools, principally because we have good schools.

Connections to Oct SAMs…

• Who are you?

• Where are you now?

• Where are you going?

• How do you plan to get there?

Key Resources

• Article: What Makes a Great Teacher• Article: Classroom Management• Research: What Helps Students Learn?• Book: Instructional Coaching by Jim Knight• Two Day Assessment Results: 7 schools

Bad, Good, Great…

Ten Minute Brain Stirrer: • Read the article: “What Makes a Great Teacher?”• For your assignment – determine what the

characteristic for the great teacher would look like for a “Bad” teacher and a “Good” teacher

• You will need someone to report for the group

VIDEO

Seven Habits of Highly Ineffective Teachers

Research on School and Teacher Effectiveness Marzano,

School and TeacherCombinations

Percentile Score Upon Entering

Percentile Score Upon Leaving 2 Years Later

Average SchoolAverage Teacher

50th 50th

Highly Ineffective SchoolHighly Ineffective Teacher

50th 3rd

Highly Effective SchoolHighly Ineffective Teacher

50th 37th

Highly Ineffective SchoolHighly Effective Teacher

50th 63rd

Highly Effective SchoolHighly Effective Teacher

50th 92nd

Highly Effective SchoolAverage Teacher

50th 78th9

Teachers… whether they are ineffective, average, effective, or highly effective

make a difference!

Teachers…whether they are bad, good, or great make a difference!

According to Harry Wong

Schools exist and teachers are hired for one reason only:

to help students achieve.

If students cannot demonstrate learning or achievement, the student has not failed—We have failed the student.

10

What does the “Great” teacher look like?

Research Students Principals• Mission Driven and Passionate• Positive and Real• Teacher Leader• With-it-ness• Style• Motivational Expertise• Instructional Effectiveness• Content Knowledge • Street Smarts• Mental Life

• Displays Fairness• Positive Outlook• Prepared• Personal Touch• Sense of Humor• Possesses Creativity• Admits Mistakes• Forgives• Respects Students• Maintains High Expectations• Shows Compassion

• Enthusiasm• Knows Content• Organized• Teaches Actively• Good Attitude• Good C. Management• Paces Instruction• Good people skills• Communicates Clearly• Questions Effectively• Differentiates Instruct. • Builds Class Success• High Expectations• Pleasant Atmosphere• FlexibleCus

tom

er

Boss

G2G Dating….

Write on a piece of paper…G

2

G

Make a discussion date for each letter/number• Good dating: Make a date with someone you know• Great dating: Make a date with someone you do

not know or seldom get to talk with

DebbieJodyDonald

“G” Date Partner Discussion

Coaches who can outline a play on a black board

are a dime a dozen. The ones who win get inside their players and motivate.

Vince Lombardi

PrincipalsLEAs

Lead Teachers

Short 10 minute Break

Excellence is the gradual result of

always striving

to do better.

Pat Riley, NBA Coach

What Helps Students Learn? Wang, Haertel, and Walberg

• Analyzed 179 handbook chapters and reviews• Compiled 91 research syntheses

• Surveyed 61 educational researchers• Conclusion was 28-categories that influence

student learning – grouped into 6 broad types of influences

Six Broad Influences:

• Student Characteristics• Classroom Instruction and Climate

• Home, Peer, and Community Context• Program Design

• School Organization• State and District Characteristics

Classroom Instruction and Climate

Classroom Management: Includes group alerting, teacher “withitness” & learner accountability

1

Student/Teacher Social Interactions: Students respond positively during interactions with teachers and other students

5

Quantity of Instruction: Time on task…amount of time students are actively engaged in learning

9

Classroom Climate: Cohesiveness. Class members are friends, share common interests and values

11

Classroom Instruction: Use of clear and organized direct instruction 12

Student/Teacher Academic Interactions: Frequent calls for extended, substantive oral and written response

14

Classroom Assessment: Use of assessment as a frequent, integral component of instruction

15

Classroom Implementation/Support: Establishing efficient classroom routines and communicating rules and procedures

21

G2G Dating

• Get with your “2” partner and discuss whether you agree with the “one bullet, one arrow, one dart theory.

• Be prepared to discuss…Why or Why Not?

In a school of 75 teachers:• 25-27 teachers are struggling with basic classroom management and student/teacher relationships.

In a school of 30 teachers:• 9 – 11 teachers are struggling with basic classroom management and student/teacher relationships

Classroom Management

Teachers have established rules and procedures and plans for transitions.

Teachers consistently demonstrate the enforcement of these rules and procedures/transitions.

Teachers demonstrate positive relationships with all learners.

Y N P Y N P Y N P

68% 16% 16% 63% 16% 19% 64% 13% 23%

Disruptive Students:

• Can inhibit the learning of every student in the class, including themselves

• Can cause teachers to become physically and mentally exhausted

• Cause teachers to doubt their abilities and “calling”• Cause them to leave the profession

Jim Knight, Instructional Coaching

Management Instruction

http://education.stateuniversity.com/pages/1834/Classroom-Management.html

Demands on the Student

Academic Task DemandsUnderstanding and Working with Content

And

Social Task DemandsInteracting with Others Concerning that Content

Classroom Management

• Creating the setting• Decorating the room• Arranging the chairs

• Speaking to children and handling responses• Putting procedures/routines in place

• Executing, modifying, reinstituting them• Developing/Communicating Rules

• Implementing rewards and consequences

Great Teachers Have “With-it-ness”

• Teacher is aware of what is happening in all parts of the

classroom at all times

• Teacher is able to intervene promptly and accurately when inappropriate behavior threatens to become disruptive

• Teacher is able to connect positively with students

It is the way a teacher plans, organizes, manages, and watches over the classroom

Slide Flash mob

Four Important Questions

• Who are we?

• Where are we now?

• Where are we going?

• How do we plan to get there?

Where are We Now?

As a table group…• Discuss the FIRST FOUR sections of the form• What would you add or change?• How might you use this (with your tweaks) to get

baseline information to answer the question – Where are you Now?

• How might this information impact your CIP?

Sample Rubric

Asbury High School

Marshall County

Where are We Going?

Things to consider:

• Generate questions from the data and obtain answers

• Based on the data, determine how you need to attack the issues

• Create a timeline that includes a long range goal with short term benchmarks

How Can We Get There?

Things to consider:• Address some aspects globally• Consider teachers doing a self assessment• Let them determine what they want to work on and be

ready to provide support

• Identify teachers who are getting it right and use them as models

• Pour the bulk of your energy into those who are close

Video on differentiated instruction

Time for Humor!

Bill Gates video….

Classroom Instruction and Climate

Classroom Management: Includes group alerting, teacher “withitness” & learner accountability/ momentum

1

Quantity of Instruction: Time on task…amount of time students are actively engaged in learning

9

Classroom Instruction: Use of clear and organized direct instruction

12

Student/Teacher Academic Interactions: Frequent calls for extended, substantive oral and written response

14

Two Day Assessment

Student Engage-

ment

Teachers provide an enriching environment that stimulates, motivates, and engages learners.

Teachers follow required guidelines in standards-based instruction for establishing clear academic learning goals. Lessons are clearly tied to COS standards and communicated to learners.

Teachers design and teach lessons that follow a logical sequence, provide learners with clearly defined outcomes and learning tasks.

Teachers apply a variety of research-based instructional strategies appropriately matched to content being taught and to learning styles of students.

Teachers formulate and use questions to engage students in higher order thinking, content mastery, and encourage learner interactions.

Teachers use a wide range of student response strategies to pace and adjust instruction to ensure continual engagement of all learners.

Y N P Y N P Y N P Y N P Y N P Y N P

37% 27% 35% 58% 28% 14% 50% 32% 18% 27% 50% 23% 20% 64% 16% 23% 55% 22%

Time: Misuse of ItBell-ringers Too Long with No Accountability – students did not understand the purpose

Dead Time – Routines not in Place

Distractions – Bells, Intercom, Activities

InstructionLittle Evidence of Planning

Little Sense of Urgency

Little small group or differentiation of lessons

No adjustments for non mastery/content centered verses learner centered

Little Evidence of Planning

One simple but powerful question:

• If I meet one of my students on the street a year from now…what would I want them to know from my class?

• When a student leaves my classroom…what do I want them to remember from today’s lesson?

PURPOSEFUL PLANNING

Teachers know…students know…parents know where they are going.

Table Group: Questions for You to Consider

Do you think that planning(lack of) is an issue at your school(s)?

What do you think are essential components of a lesson plan?

Look at the unit organizer – what do you like the most about it?

Great Teachers…

• Model their thinking• Ask effective questions at a variety of levels

• Give constructive feedback• Organize instruction well

• Scaffold instruction

• Teach students how to assess their learning

A Great Teacher ….Builds Momentum and Captures Kids

• Keeps the lesson moving briskly

• Chunks the lessons effectively

• Does not over dwell on a minor or already understood part of the lesson

• Focuses on the standards/objectives

• Corrects students quickly and returns to the lesson.

• Moves students from one activity to the next

Great TeachersKeep Attention by Group Alerting

Teacher uses questioning/recitation strategies that maintain active student participation

• Call on students at ____________. • Raise group interest by interspersing suspense between

questions by saying, ____________________________.• Have the entire group or class respond in ___________.

Random

“This is a tough one coming up”

Unison

• Physically move around the room and ask students

to show what they have done. • While asking one student to respond, look at other

students.• Use of equity sticks, cards, and other strategies to

ask questions

Great TeachersKeep Attention by Group Alerting

Resources You May Find Helpful …

• Time On Task• Classroom Practices That Undermine Motivation• Assessing Questioning Behavior• Reflection Tool

Before you use any resources…

Teachers need to:• be involved in co-constructing observation forms• to conduct self assessments and identify areas

they want help

Leadership needs to:• Put data out there like a piece of art – asking “What

do you think?” “What does it say to you?” “What do you need to do the same or differently?”

What’s Your Plan?

In the absence of planning and management…

http://youtu.be/tO4X8_c80kg