BASA

The Leadership and Learning Center®

Julie R. Smith, Ph.D.

BASA

Developing a deeperunderstanding of DeliberatePractice

Broward Assessment for School Administrators

The Leadership and Learning Center®

Learning Intention/ Success CriteriaBroward County Schools District

• Briefly review the five elements that make up the Deliberate Practice process and know how it connects to your School Improvement Plan

• Understand what a “Proficiently” created Deliberate Practice Plan looks like and implement the DP Development and implementation at a proficient or higher level

• Begin the process to develop a “Proficient” Deliberate Practice Plan

Reflections

With a table partner, briefly discuss the components of Deliberate Practice (DP) and share your learnings from your 2012-2013 DP plan.

DP Growth Target Template

Viviane Robinson’s Findings

Barometer of Influences on Achievement

0.400.300.20

0

0.500.60

0.70

0.80

0.90

1.00Typical teacher

Effects

Developmenta

l effectsReverse effects

0.10

Zone of desired effects

Hinge Point=0.40

Elements of Deliberate Practice• Focus Issue (Why worth pursing?)• Growth Target (What expect to know/do?) • Anticipated Gains (What hope to learn?)

• Plan of Action (How accomplish?)• Progress Points (What to monitor?)

DP Development Rubric

Selecting Growth TargetsGrowth Target

Explanation

Growth Target #1

An issue that addresses a school improvement need related to student learning and either selected by the district or approved by leader’s supervisor. The focus should be on complex issues that take some time to master such as providing observation and feedback of high-effect size instructional practices.

Growth Target #2

An issue related to a knowledge base or skill set relevant to instructional leadership (selected by leader).

Growth Targets #3 and 4

Optional: additional issues as appropriate. The addition of more targets should involve estimates of the time needed to accomplish targets 1 and 2. Where targets 1 and 2 are projected for mastery in less than half of a school year, identify additional target(s).

BASA Self-Assessment

Narrowing the Focus

1-2 High-leverage Leadership Indicators

Lowest scored indicatorsALL Domains

Lowest scored “weighted”Indicators Domains 1 & 2

Lowest scoredIndicators Proficiency

Area 4

Self-assessment of all 45 Indicators

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Focus Issue

The leader’s SMARTGoal is drawn directlyfrom the school’sSchool ImprovementPlan…

Why is the target worth pursuing?

Sample Focus IssueBy June 2014, there will be an increase to 90% (394), of all 10th grade students that score a level 4.0 or higher on the Florida Writes Test.

Cut and Paste SIP Goal

Learning Activity

Considering your School Improvement Plan and the data you have reviewed (Targeted area of low student performance and a related prioritized area of adult performance), capture a FOCUS ISSUE (SMART Goal) that is worthy of devoting your time, leadership knowledge, skills, and influence.

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Growth Target

The leader’s GrowthTarget is a product ofOf your “Narrowing”process…

1-2 BASA Indicators briefly described orleader’s growth target

Describe what you expect to know/do?

Deliberate Practice Focus and Growth Target

Formula

School Improvement Plan SMART

Goal

Leader's Growth

Target (2-3 BASA

Indicators)

DP Focus and

Growth Target

Sample Growth TargetIndicator 3.6 - Faculty Effectiveness: The leader monitors the effectiveness of classroom teachers and uses contemporary research and the district’s instructional evaluation system criteria and procedures to improve student achievement and faculty proficiency on the FEAPs. Indicator 4.2 - Feedback Practices: The leader monitors, evaluates proficiency, and secures and provides timely and actionable feedback to faculty…

Sample Focus Issue Growth Target

Your Prioritized BASA Indicators Should…

• Result in improved teaching and leadership performance to positively impact student achievement

• Require the help of a teacher or “coach” or securing additional professional development

• Be designed to stretch you beyond your current abilities

• Isolate remarkably specific aspects of your practice and focus your time and energy on just those things until they are improved

Learning Activity

Your turn. Identify your 1-2 prioritized “Growth Targets” from your “narrowing” process. Write them out on your plan.

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Anticipated Gains

Learning barrier

Instructional practice

Leadership practice

Describe what you hope to learn?

Sample Anticipated Gains• Become keenly aware of the barriers to proficient

student performance to elaborate with both their expository and persuasive writing

• Develop an awareness of the instructional practices that appear to most help students overcome those barriers as well as those that don’t have a positive relationship to improvements in student writing performance

• Determine whether or not the selected leadership strategy was having the desired impact or not

Anticipated GainsWhat You Hope To Learn from Your Efforts

Learning ActivityYour turn. What do you hope to learn?Describe your Learning barrier,

Instructional practice, and

Leadership practiceShare your thinking with a Shoulder Partner.

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Plan of Action

Observable

Measurable

Formative languageFrequently checked

Application of BASA

How will you accomplish the target?

Cause and Effect Examples

Cause Effect

A Plan of Action Statement

THEN…

IF…

Plan of ActionIf I Increase the percent of faculty implementing instruction in methods of elaboration with expository, narrative, persuasive and text-based writing at the “Proficient” and higher levels using a locally developed rubric

Plan of ActionTheory of Action Statement

Sample DescriptionsIF I engage staff in an in-depth study of key non-fiction writing instruction cross content professional development followed by the proficient implementation of these non-fiction writing practices in all classes, THEN…

IF I increase the percentage of time spent during faculty meeting discussions related to targeted student achievement monthly, THEN…

IF I Increase the percentage of faculty who achieve a r=.80  level of agreement monthly on the collaborative scoring of (insert subject) anonymous student work, THEN…IF I increase the percentage of Data Teams (PLCs) whose common formative assessments are developed at the “proficient” or higher levels monthly, THEN…

• IF I increase the number of targeted, sub-group writing assessments scored by the principal (me) monthly using the school’s collaboratively developed rubric…THEN…

• IF we increase the number of Data Teams™ (PLCs) the building leader meets with monthly to review scored samples of “targeted” student work from key assignments…THEN…

• IF we increase the number of (reading or writing or mathematics) best-practice strategies modeled during faculty meetings monthly that are “proficiently” incorporated into classroom instructional practice…THEN…

• IF we increase the number of teachers using high yield instructional practices at the proficient level as defined by a rubric…THEN…

Samples of Measurable “IF”Statements Include…

Sample Plan of Action Statement

If I Increase the percent of faculty implementing differentiatedwriting instruction at the “Proficient” or higher level basedon both direct observation and teacher self-assessmentmonthly using a locally developed rubric.

Learning Activity

Your turn. Describe a measurable Plan of Action “IF” statement.

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Progress Points

Plan of Action (leader)

Formative Assessment(student)

Progress points that allow monitoring?

A Plan of Action Statement

THEN…

IF…

Progress Points

• The percent of staff monthly implementing at the “Proficient” or higher level instruction in methods of elaboration with expository, narrative, persuasive and text-based writing Percent of students scoring at the “Proficient” or higher level on expository and persuasive writing assessment monthly scored using a locally developed rubric

• The percent of students scoring proficient or higher on a locally agreed upon writing rubric

Testing the HypothesisTHEN they would expect to see similar

increases in the percent of students

scoring at the “Proficient” or

higher levels of a locally developed

writing assessment using a site-

developed rubric. IF the leader and his/her teachers

demonstrate monthly increases in

faculty who proficiently (or

higher) implement differentiated writing instruction (using a locally developed

rubric),

Cause and Effect Examples

Cause Effect

IF

Then

Hypothesis Testing

IF… THEN…IF I engage staff in an in-depth study of key non-fiction cross content writing instruction professional development followed by the proficient implementation of these non-fiction writing practices in all classes…

THEN, I expect to see an increase in the students’ proficient and higher cross content writing performance monthly to a non-fiction writing prompt

IF I conduct 30 classroom observations per week and provide feedback, which is acted upon by teachers to improve reading comprehension instructional practices…

THEN, I expect to see an increase in the percent of proficient and higher students (reading comprehension) monthly assessment

• IF we increase the percentage of faculty members whose self-reported levels of implementation on the (insert initiative) rubric is consistent with observed levels of implementation in the same area monthly, THEN student reading comprehension will increase

• IF we increase the number of teachers who engage in peer observation, reflection, and application to improve personal practices monthly, THEN student writing achievement will increase

Or…

• THEN I expect to see the percent of students scoring “Proficient” or higher on a monthly writing assessment increase using a locally developed rubric

• THEN I expect to see an increase in the percent of students scoring at the “Proficient” or higher level on a monthly reading comprehension assessment using a school-developed rubric

• THEN I expect to see an increase in the percent of students scoring at the “Proficient” or higher level on a monthly problem solving assessment using a locally developed rubric

Samples of Measurable “THEN”Student Progress Points…

Sample Progress Point Statements

Learning Activity

Your turn. Rewrite your “IF” Action plan statement and describe a measurable “THEN” student progress point statement (which you add to the action plan statement). Share these two components of your DP with your table group.

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Monitoring and Measuring Your Deliberate Practice Plan

1

2

34

5

Collect cause data

Collect effect dataChart monthly

Share data publicly

Modify as needed

September October November January February0

10

20

30

40

50

60

70

80

90

30

50

6055

65

45

62

50

65

77

Degree of Implementation vs Impact on Student Achievement Results

"IF""THEN"

Monitoring Fequency

Perc

ent P

rofic

ient

Hypothetical Comparison Adult to Student Achievement

% faculty implementing differentiated

writing instruction at the proficient

or higher level

% of students that are proficient or higher on a

monthly writing assessment

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Classroom Discussion

0.82 Effect Size

Ranked 7th overall out of 150 influences on student achievement

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Questioning

0.48 Effect Size

Ranked 53rd overall out of 150 influences on student achievement

“…Questioning wasthe second mostdominant teachingmethod (after teachertalk)…35-50 percentof teaching timeposing questions…60 percent of which are recall.” (Hattie, 2009)

Visible Learning

.48 ES

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Teachers Talk, Talk, and Talk…• Classrooms are dominated by

teacher talk• Accounts for 70-80% of class time,

on average• Follows a typical pattern: teacher

initiation, student response, and teacher evaluation or IRE pattern

• IRE pattern fosters lower-order cognitive learning

• Less than 5% of class time devoted to group discussion

• 5-10% of teacher talk triggers more conversation or dialogue engaging the student

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Listen to Students’ Learning• Listening to students’

dialogue• Students and teachers

joining together in addressing questions or issues of common concern

• Considering and evaluating differing ways of addressing and learning

• Exchanging and appreciating each other’s views

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Marzano Teacher Evaluation

53

54

Danielson Sample Rubric

The Danielson Group. (n.d.) The Framework for Teaching: Evaluation Instrument. Retrieved May 27, 2013, from http://www.danielsongroup.org/userfiles/files/downloads/2013EvaluationInstrument.pdf

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Focused WalkthroughsTeacher Questions/Discussion Data Gathering Classrooms Visited

1 2 3 4 5Distinguished Level 4: Students initiate higher-order questions The teacher builds on and uses student responses to questions in order to deepen student understanding Students extend the discussion, enriching it Students invite comments from their classmates during a discussion and challenge one another’s thinking Virtually all students are engaged in the discussion

✓ ✓✓

Proficient Level 3: The teacher uses open-ended questions, inviting students to think and/or offer multiple possible answers The teacher makes effective use of wait time Discussions enable students to talk to one another without ongoing mediation by the teacher The teacher calls on most students, even those who don’t initially volunteer Many students actively engage in the discussion The teacher asks students to justify their reasoning, and most attempt to do so

✓✓ ✓✓✓✓✓✓

✓✓✓✓✓✓✓✓✓✓

✓✓✓✓✓✓✓✓

Basic Level 2: The teacher frames some questions designed to promote student thinking, but many have a single correct answer, and the teacher calls on students quickly The teacher invites students to respond directly to one another’s ideas, but few students respond The teacher calls on many students, but only a small number actually participate in the discussion The teacher asks students to explain their reasoning, but only some students attempt to do so

✓✓✓ ✓✓✓ ✓✓✓✓

✓✓✓✓

✓✓✓✓✓✓✓

Unsatisfactory Level 1: Questions are rapid-fire and convergent, with a single correct answer Questions do not invite student thinking All discussion is between the teacher and students; students are not invited to speak directly to one another The teacher does not ask students to explain their thinking Only a few students dominate the discussion

✓✓✓✓✓✓✓✓✓✓✓

✓✓✓✓✓✓✓

✓✓

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Focused Walkthrough Data

September October November December0%

10%20%30%40%50%60%70%80%90%

100%

75 65 67 58

1520 13 22

10 15 20 20

Teacher Questions/Discussion

Level 1-2 Level 3 Level 4

Frequency of Data Collection

Perc

ent o

f Cla

ssro

oms

Sept Oct Nov Dec Jan Feb Mar0

20

40

60

80

100

120

68

81 84 8090 94 96

54 57

74 7771

87

53

9

2736 33

41 4354

Feeser Elementary School Self-Assessment, Observational-As-

sessment vs Student Achievement

Self-Assessment Observed-Assessment Writing Achievement

Perc

ent P

rofic

ient

DP Development Rubric

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Check the DP ComponentsFocus Issue A SMART Goal from the school’s SIPGrowth Target

1-2 Prioritized BASA Indicators

Anticipated Gain(s)

Describes what the leader hopes to learn about– • The obstacles to proficient student performance

within the content area in the Focus Issue• Which instructional practices are related• Whether the leadership strategy is having an

impact

Plan of Action

A single strategy that is measurable, observable and time bound, which requires the leader to apply the prioritized FSLA Indicators in the Growth Target

Progress Points

Only two progress points are identified—• The Plan of Action statement (the adult measure)• A formative student achievement measure related

to the content identified within the Focus Issue

A Completed DP Template

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Compare Deliberate Practice Development Rubric and School

Leader Plan1

2

34

5

Focus Issue

Growth TargetAnticipated Gains

Plan of ActionProgress Points

DP Implementation Rubric

The Leadership and Learning Center®

Questions and Next StepsJulie R. Smith, Ph.D.

[email protected] (cell phone)

Broward County Public Schools