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
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•
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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 Teacher
Combinations
Percentile Score Upon Percentile Score Upon
Entering
Leaving 2 Years Later
Average School
Average Teacher
th
50
50th
Teachers… whether they are ineffective,
th highly effective
average, effective,
50or
3rd
make a difference!
Highly Effective School
th
Highly Ineffective School
Highly Ineffective Teacher
Highly Ineffective Teacher
50
37th
th are bad, good,
Teachers…whether 50
they
63rd or
great make a thdifference!
Highly Effective School
Highly Ineffective School
Highly Effective Teacher
Highly Effective Teacher
Highly Effective School
Average Teacher
50
92nd
50th
78th
9
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
Flexible
G2G Dating….
Write on a piece of paper…
G
2
G
Debbie
Jody
Donald
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
“G” Date Partner Discussion
Principals
LEAs
Lead Teachers
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
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?
Teachers have established rules and Teachers consistently demonstrate
procedures and plans for transitions. the enforcement of these rules and
Classroom
procedures/transitions.
Management
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%
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
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 Demands
Understanding and Working with Content
And
Social Task Demands
Interacting 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 14
for extended, substantive oral and written response
Two Day Assessment
Teachers
Student provide an
Engage- enriching
ment
environment
that stimulates,
motivates, and
engages
learners.
Y
N
P
Teachers follow
required
guidelines in
standardsbased
instruction for
establishing
clear academic
learning goals.
Lessons are
clearly tied to
COS standards
and
communicated
to learners.
Y
N
P
Teachers
design and
teach lessons
that follow a
logical
sequence,
provide
learners with
clearly defined
outcomes and
learning tasks.
Y
N
P
Teachers apply
a variety of
research-based
instructional
strategies
appropriately
matched to
content being
taught and to
learning styles
of students.
Y
N
P
Teachers
formulate and
use questions
to engage
students in
higher order
thinking,
content
mastery, and
encourage
learner
interactions.
Y
N
P
Teachers use a
wide range of
student
response
strategies to
pace and adjust
instruction to
ensure
continual
engagement of
all learners.
Y
N
P
37% 27% 35% 58% 28% 14% 50% 32% 18% 27% 50% 23% 20% 64% 16% 23% 55% 22%
Time: Misuse of It
Bell-ringers Too Long with No
Accountability – students did not
understand the purpose
Dead Time – Routines not in Place
Distractions – Bells, Intercom,
Activities
Instruction
Little 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 Teachers
Keep Attention by Group Alerting
Teacher uses questioning/recitation strategies that
maintain active student participation
Random
• Call on students at ____________.
• Raise group interest by interspersing suspense between
“This is a tough one coming up”
questions by saying, ____________________________.
Unison
• Have the entire group or class respond in ___________.
Great Teachers
Keep Attention by Group Alerting
• 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
Resources You May Find Helpful …
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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