Using the NCTEP to Impact
Student Achievement
NCTEP as the basis for instructional improvement
What is Essential
to Student Achievement?
•
•
•
•
Standards Based Instruction
Relationships
Engaged Learners
Assessment
http://www.marzanoresearch.com/products/catalog.aspx?group=107
Barley, Z., Lauer, P. A., Arens, S. A., Apthorp, H. S., Englert, K. S., Snow, D., & Akiba, M. (2002).
Helping at-risk students meet standards: A synthesis of evidence-based classroom practices.
Aurora, CO: Mid-continent Research for Education and Learning.
Rubric Activity
Where in the rubric do
we find it…
Standards Based
Relationships
Engagement
Assessment
What would you see in a highly
effective classroom?
What might you see in the classroom that could
be an indication of the four elements of effective
instruction?
Standards Based
Relationships
Engagement
Assessment
What Do You See?
Standards Based III I Can Statements, Essential Standards, Learning
Instruction
a Objective
Does the student know the intended
outcome?
Does the teacher know the intended outcome?
Is the intended outcome aligned to the SCOS
or Pacing Guide (Is the Pacing guide aligned to
the SCOS)?
Cheat sheets for principals-flip charts-access to
internet, sharing web site bookmarking
Relationships
Engagement
Appropriate use
of Assessment
What does it
look like?
Cheat sheets for
principals--flip charts,
access to internet, sharing
web site bookmarking
http://www.mentoringminds
com/store/Common-CoreStandards/Elementary-FlipCharts/Kindergarten-CommonCore-Standards-Flip-Chart/941
Conferencing Questions Designed
with Intentionality
The evaluator uses the conference time as an opportunity
to:
•ask questions that provide an understanding of the
teacher’s developmental level.
•ask questions that facilitate an accurate evaluation.
•develop an awareness of the support needed by individual
teachers.
•communicate high expectations for teachers.
– Integrating literacy, Bloom’s Taxonomy
•clarify inaccuracies or misunderstandings in pedagogy,
instructional best practice, or expectations.
Questions Designed with Intentionality
Standard III a Examples
• How do you use the Essential
Standards/Common Core in
your planning?
• Do you use a pacing guide?
• What has been the most
difficult aspect of transitioning
to the new standards for you
as a teacher?
The Post Conference
• An opportunity for instructional improvement
and mini Professional Development.
• Review questions that might be used in the
post conference.
• Make changes and comments on rubric as
you post conference.
• Indicate on rubric, support and suggestions
for improvement.
• Major issues should be indicated in
professional growth plan, monitored, directed,
or action.
Your turn!
Design your own questions
Write your own questions that are designed
to establish high expectations and indicate a
teacher’s level of practice in…
Standards Based
Relationships
Engagement
Assessment
Indicate the standard and the element beside each question.
TOOLS TO QUANTIFY
OBSERVATIONAL DATA
Question Stem Analysis Resource
Remember
*Who?
*Where?
*What happened after?
*Can you name all the . . .
?
Analyze
*What’s fact? Opinion?
*What does the author
believe?
*If . . . happened, what
might the ending have
been?
*The least essential
statements are . . .
Understand
*State in your own words.
*Give an example.
*Select the best definition.
*Outline . . .
Apply
*Choose the best
statements that apply.
*Draw a story map.
*What was the main idea?
*What questions would you
ask of . . . ?
Evaluate
*Find the errors.
*Is there a better solution
to . . . ?
*What changes to . . .
would you recommend?
*Defend your position
about . . .
Create
*How many ways can you .
..?
*How would you test . . .?
*Propose an alternative.
*Can you design a . . . to . .
.?
http://tpri.wikispaces.com/file/view/05-2Bloom-16-17+Stems+for+Instruction.pdf
How do we measure engagement?
liketoread.com Karen Haag
Tracking Chart
Tracking Chart 2
Teacher Behavior
Behavior
Student
1. Teacher asks students to copy a
chart verbatim from their texts
into their notebooks.
1. Students work alone to copy
text. Some students finish
quickly and then do nothing.
2. Teacher follows a student’s low-level
response with a probing question for
the entire class, then waits to allow
students to process before calling on
a student to answer.
2. Since any student may be
called on, all listen carefully to
the teacher’s new question and
formulate possible answers.
Impact on Student Learning
1. Students have spent 10 minutes at the lowest level of thinking.
2. Time and expectation for higher order thinking is developed in the group.
17
Video Reflection:
Student Engagement Focus
1. Briefly describe the instruction you provided
during the lesson.
2. To what extent were students actively engaged in
the lesson? How do you know?
3. If you had the opportunity to teach this lesson
over again, what would you do differently?
4. If there was one thing from the lesson you would
share with a colleague, what would it be?
from Jill Hall, principal of Neal Middle School, Durham Public Schools
Sharing Best Practices
Share strategies and tools you have
used to quantify data or capture
evidence during observations.
Further Resources:
http://www.dpi.state.nc.us/profdev/resources/coaching/
Skillful Coaching
Effective Instructional
Leaders
Require Skillful
Coaching Strategies!
Pg. 1
The Efficacy Effect
Lowest Quality
2
1
A
B
New teacher
No t new
New to grade
or content
Not new to
grade/content
Issues in
personal life
No issues
All
temporary
Talent,
practice and
coaching are
needed to
develop.
3
Peak Performers
4
5
Little to no
talent and
are 85% as
good as they
will get.
Q1 is made up of two categories of teachers.
Pg. 2
Teacher efficacy is the elephant among mice.
The Efficacy Effect
1
2
3
4
5
Upper Q2, Q3 and
lower Q4 teachers
represent 40% of our
teachers. They are
60% developed.
Teacher efficacy is the elephant among mice.
The Efficacy Effect
1
2
3
4
5
Coaching and
experience are needed
to develop.
Teacher efficacy is the elephant among mice.
The Efficacy Effect
Lowest Quality
2
1
A
B
New teacher
No t new
New to grade
or content
Not new to
grade/content
Issues in
personal life
No issues
All
Temporary.
Talent,
practice and
coaching are
needed to
develop.
Little to no
talent and
are 85% as
good as they
will get.
3
Peak Performers
4
5
Peak Performers
consist of 20% of
the teachers who
are only 50%
developed.
Teacher efficacy is the elephant among mice.
The Efficacy Effect
Lowest Quality
2
1
A
B
New teacher
No t new
New to grade
or content
Not new to
grade/content
Issues in
personal life
No issues
All
Temporary.
Talent,
practice and
coaching are
needed to
develop.
Little to no
talent and
are 85% as
good as they
will get.
3
Peak Performers
4
5
There is no
maximum of how
effective Q5
teachers can
become. The
horizons have no
functional upper
limits. They get
better and better
with coaching and
support.
Teacher efficacy is the elephant among mice.
The Efficacy Effect
Lowest Quality
2
1
3
Peak Performers
4
5
Set of twins with equal cognitive ability.
Twin A has Q1 teachers for 3
consecutive years. Twin B has Q5
teachers 3 consecutive years.
What is the impact on student
achievement?
Pg. 3
Teacher efficacy is the elephant among mice.
The Efficacy Effect
Lowest Quality
2
1
3
Peak Performers
4
5
40-60%ile points difference
in achievement between
the students in 3 years.
Teacher efficacy is the elephant among mice.
The Efficacy Effect
Lowest Quality
2
1
3
Peak Performers
4
5
Long Lasting – has an
effect on the student’s
achievement for 6
years!
Teacher efficacy is the elephant among mice.
Skillful Coaching
Tools for Developing Teachers and Teaching
30 Second Feedback
5 Minute Feedback
Reflective Planning
Positive Reinforcement Coaching
Instructional Coaching
Small Group Coaching
Teaching Studies
Skillful Coaching
Evaluation or Growth Evoking Feedback?
Most teachers report a fair amount of
classroom visitation, but 90% of this is
for the purpose of evaluation, not feedback. Evaluation is
heavy on judgment and light on feedback. Ideally, this
should be reversed. Valuable, craft improving insights
should be light on judgment and heavy on feedback. This
practice parallels what we know about providing feedback
to students. Feedback produces more learning than
grading.
Pg. 6
Skillful Coaching
Evaluation or Growth Evoking Feedback?
Most teachers report a fair amount of
classroom visitation, but 90% of this is
for the purpose of evaluation, not feedback. Evaluation is
heavy on judgment and light on feedback. Ideally, this
should be reversed. Valuable, craft improving insights
should be light on judgment and heavy on feedback. This
practice parallels what we know about providing feedback
to students. Feedback produces more learning than
grading.
Pg. 6
Skillful Coaching
Tips for Giving Feedback:
1. Be Gentle: Go easy, be respectful, err on
the side of kindness.
2. Be Skillful: Choose your words
carefully. Use cushion statements, positive
presupposition, and positive non-verbal cues.
3. Be Positive: Show genuine enthusiasm for teaching
and a keen interest in the teacher’s lesson. Thank the
teacher for opening up his/her classroom.
Skillful Coaching
Long-term Coaching Benefits
1. Coaching develops the innate and
latent talents of teachers. The process is positive and
rewarding to both the teacher and coach.
2. When coaching topics are well-chosen, a teacher’s
growth can be fast and significant, resulting in
immediate gains in student achievement.
3. Coaching develops capacity at the school’s technical
core…pedagogy. Future programs and initiatives will
be more successful with improved pedagogical skills.
Skillful Coaching
Long-term Coaching Benefits
4. Coaching increases the ability to
recognize good instruction,
enhancing interviewing and hiring skills.
5. Coaching affirms a teacher’s sense of worth.
6. The ability to skillfully develop another person’s skills
is tremendously satisfying and rewarding to the
coach.
Skillful Coaching
Long-term Coaching Benefits
7. Administrators with good coaching
skills are seen as less adversarial and more
collaborative.
8. Schools where coaching is skillfully employed
tend to keep their excellent teachers longer.
Role Play Activity
Roles:
1- Principal/Coach
1-Teacher
1-Observer
*Choose 1 of the coaching strategies in your handout to
utilize during your role play scenario.
Resources
• http://rutherfordlg.com/
• http://www.cognitivecoaching.com/
• http://www.marzanoresearch.com/site/