OIP Resources and Training Documents
Used in This PowerPoint
Materials/Resources:
Print copies of the handouts for each person. They are used at the following
slides:
Slide 17 – HO1: Classroom Instruction That Works Framework by Marzano McRel
Slide 18 – HO2: Practices That Lead to Achievement – What Are They? By Dr. Olzendam
Slide 21 – HO3: Characteristics of Instructional Framework
Slide 23 – HO4: DeKalb District Framework
Slide 24 – HO5: Brockton HS Literacy Framework
Slide 31 – HO6: Directions for Identifying List of Effective Practices
Download video of Brian McNulty to be used on slide listed:
Slide 15 – Video: Examples of Instructional Frameworks by Dr. Brian McNulty
Time Needed: 1 ½ hours
Improving
Instructional Practice
District Wide
Understand that Your
System’s Work IS
to Focus on
Instructional
Improvement
“It takes a
system,
not just a
teacher.”
- William Daggett
Model Schools Conference 2011
The DLT, BLT, TBT Connection
Building The System
•Collaborative team structures
that support a culture of
inquiry
•Use of data and intentional
decision making
•Alignment of work to the
district’s goals and strategies
•Shared Leadership:
supporting ongoing two-way
communication and
engagement
•Job embedded professional
development (HQPD)
District
Leadership
Team
Building
Leadership
Teams
Teacher
Based
Teams
High Quality Instruction
School and classroom practice
MUST CHANGE
Cornerstone for all Improvement
“The purpose of leadership is the
improvement of instructional practice
and performance, regardless of
role”(Elmore, 2006). If the work that we do
does not result in improving
instruction in the classroom, it may
be interesting and even important
but it is not critical to improvement.
(McNulty and Besser, 2010 p15)
Primary Roles and Responsibilities
of the DLT Specifically Related to Improved
Instruction
 Maintain district-wide focus on ALL students
receiving core instruction
 Develop a single district improvement plan that
focuses on implementing Teacher Based Teams
and effective instructional practices
 Maintain a district wide focus on preparing ALL
teachers to use effective instructional practices
Primary Roles and Responsibilities of the
BLT Specifically Related to Improved
Instruction
 Establish priorities for instruction and
achievement for ALL teachers
 Build a school culture that supports effective datadriven decision-making by supporting Teacher
Based Teams (TBTs)
 Meet teacher needs for high quality, differentiated
professional development, generated through TBT
work, practice, coaching and other supports
Teachers change their practices
when they have an opportunity to
develop a collective understanding
of high quality instruction and are
provided ongoing opportunities to
collectively reflect, discuss,
deliberately practice, receive
coaching and then adjust their
teaching. (McNulty and Besser, 2011 p.106)
TRADITIONAL FRAMEWORK
DAGGETT SYSTEM
FOR EFFECTIVE INSTRUCTION
What Teachers Should Do
What the Entire System Should Do
Teacher Focused
Student Focused
Teachers Deliver Instruction
Teachers Facilitate Learning
Vision Set by Top Leaders
Vision is Built More Inclusively
Define Vision in terms of Academic Define Vision as Strong Academics
Measure
and Personal Skills and the Ability to
Apply Them
Rigid Structures Support Adult
Flexible Structures Support Student
Needs
Needs
Focus on Teaching
Focus on Learning
Framework of
Effective
Instructional
Practices
CONSISTENT USE OF SPECIFIC
EFFECTIVE TEACHING PRACTICES
DEFINED
“The school or the district has agreed
on everyone using specific effective
practices that are learned,
implemented, monitored, and provide
feedback on learning at all levels.”
( McNulty and Besser 2010)
Importance of an
Instructional Framework
• Provides a common language around
instruction
• Allows district to reinforce and maintain focus
on district goals
• Provides a foundation for ongoing
conversation and collaborative inquiry
• Creates coherence around curriculum,
instruction and student outcomes ( Olzendam , 2008)
When complete, an Instructional
Framework will help answer the question:
What common agreements around
instruction inform teachers’ daily
instructional practices?
www.e3smallschools.org
Examples of Instructional
Frameworks
Brian McNulty
Instructional Framework
Districts have to work together to define and agree
on what HIGH QUALITY INSTRUCTION
means by doing the following:
1.Review the research on effective
instruction
2. Develop a list of effective
practices
McNulty, 2011
From Classroom Instruction That
Works 2nd Edition
Let’s Make the Connections
• Read the article, “Practices That Lead to
Achievement – What are They?”
– Instructional frameworks
– Practices
– Principal Leadership
– Professional Learning Communities – TBTs!
• Note the main points in your organizer in
the appropriate circle
• What are the connections to your TBTs?
Characteristics of Instructional
Frameworks
•
•
•
•
•
•
Hunter (1993)
Gagne (1985)
Frey and Fisher (2008)
Marzano (2009)
Schmoker (2011)
Curtis (2011)
Characteristics of Instructional
Frameworks
Read and discuss:
• Hunter and Marzano
• Gagne and Schmoker
• Frey & Fischer and Curtis
What similarities and differences exist?
Report to the entire table:
• Main point(s)
• Similarities
• Differences
DeKalb Example
Closing
Students:
 Show and explain approaches for solving
problems
 Ask questions
 Use mathematical vocabulary
 Summarize the main concepts for the day and
link concepts to the standards
Teacher:
 Selects students to share solutions
 Explicitly clarifies misconceptions
 Informally assesses student understanding
 Identifies future problems for adjustments in
lessons and interventions
Mathematics
Instructional Framework
Opening
Activating strategy to activate schema
Explicit instruction aligned to the standards and/or
elements that include a balance of:
 Skills
 Conceptual understanding
 Problem solving
Modeling:
 Practices and procedures
 A variety of problem-solving strategies
 Mathematical vocabulary development in
context
Sets performance goals and expectations for the
work session
Celebrate progress towards meeting standards
Work Session
Teacher:
Students:
Facilitates independent and small group work:
 Listens carefully to students
 Allows students to struggle and make mistakes
 Assesses student understanding of the standards
 Provides appropriate hints and asks questions
 Provides feedback and guidance
Struggle to apply skills and concepts to solve problems and gain insight
from mistakes:
 Independent work
 Small group work
Participate in guided practice
Engage in performance tasks
Conference with teacher and/or peers
Demonstrate process standards:
 Solve problems (Using appropriate technology)
 Reason and evaluate mathematical thinking
 Communicate mathematically
 Make connections among mathematical ideas and to other disciplines
 Represent mathematics in multiple ways
Appropriately use manipulatives to solve problems
Engage in content area reading and writing to learn
Monitors and documents student progress
Conferences with students:
 Informal conferences – daily
 Formal conferences – approximately two students per day
Provides small group instruction
Brockton High School Example
Example Framework From FIP
Your School
What Are Formative Instructional Practices?
• Clear Learning Targets
• Collecting and Documenting Evidence of
Student Learning
• Providing Effective Feedback
• Student Ownership of Learning
http://portal.battelleforkids.org/ohio/Race_to_the_Top/FIPYourSchoolOhio.html?sflanen
Battelle for Kids, FIP Your School Ohio
Instructional Framework
Districts have to work together to define and agree
on what HIGH QUALITY INSTRUCTION
means by doing the following:
1.Review the research on effective
instruction
2. Develop a district list of effective
practices
McNulty, 2011
START WITH YOUR
STRENGTHS…
HONOR WHAT YOU
ALREADY HAVE
District “Springboards "Can Be Used as
Starting Points
 Does your district have a research-based Balanced
Literacy Framework?
 Are you a SIG Building or Race to the Top District
that has purchased an instructional program?
 Are you using Formative Instructional Practices
(FIP) ?
 Has your district had training in effective
instructional strategies?
Take three minutes to discuss
with your team what “starting
points” you may already have
to use in the development of a
framework of instructional
practices for ALL teachers
in your district.
Do You know The Effective Instructional
Practices Are In Your District?
What do you have happening
in your classrooms right now
that can be used to start the
development of a
district/regional instructional
framework?
Develop A List of Effective Practices
1. Identify consistently high performing teachers (3 yrs)
2. Pair DLT and BLT members to co-observe 3 identified
teachers 2 times each
3. Specifically describe what the teachers are doing and
what the students are doing
4. Make a draft list (individually and collectively) of high
quality instructional practices
5. Organize practices into an instructional framework
(Ex: Use a framework listed above to organize)
6. DLT and BLTs work together to refine and
communicate list
McNulty, 2011
Would Teachers in Your District
Say This?
“I know what instructional
strategies I use in my class
but I don’t know what the
expectation is from the
district or building level.”
Planning Time:
What Next Steps Need To Be Taken to Ensure a
Completed Instructional Framework?
How Do We Ensure That the Framework is
Understood By All?
Is There a Two Way Flow of Information?
–DLT
–BLT
–TBT