Supervising the art and science of teaching

• 1.Effective Teachers are made not born.are made not born.

2. Even small increments in teacher effectiveness can have a positive effect oncan have a positive effect on Students achievement. 3. (Arguably) Walk Throughs Are the Most Common FormAre the Most Common Form of Feedback to Teachers. 4. (Some) Basic Assumptions Underlying Walk Throughs -Frequent feedback is beneficial to teachers-Frequent feedback is beneficial to teachers - Identification of high- yield strategies has made it possible to identify effective teaching more easily. 5. (The Problem with) Basic Assumption Underlying Walk-Throughs -Frequent feedback is beneficial to teachers. Yes, but Feedback mut accurately reflect the complexity of the Teaching/learningthe complexity of the Teaching/learning process. 6. (The Problem with) Basic Assumption Underlying Walk-Throughs -Frequent feedback is beneficial to teachers. Yes, but Feedback mut accurately reflect the complexity of the Teaching/learning process. -Currently we are on the verge of misusing the reaserchOn instructional strategies in the same way we misused Hunters Fine work. 7. (Some) Basic Assumptions Underlying Walk Throughs -Frequent feedback is beneficial to teachers.-Frequent feedback is beneficial to teachers. - Identification of high- yield strategies has made it possible to identify effective teaching more easily. 8. -Frequent feedback is beneficial to teachers - Identification of high- yield strategies has made it possible to identify effective teaching more easily. (The Problem with) Basic Assumption Underlying Walk-Throughs possible to identify effective teaching more easily. There are no such things strategies. There are onlyhigh pas high yield robability strategies. 9. What is clearly needed is a robust model of teaching as the basis of feedback to teachers that does not simply assume all research based instructional strategiesresearch based instructional strategies Should be present in every leasson. 10. The Art and Science of Teaching is designed as a Comprehensive framework that puts togetherframework that puts together Other works into a unified whole. 11. At the level of teacher planning, The Art & Science of Teaching Involves 10 design questionsInvolves 10 design questions teachers ask of themselves as they plan a unit of instruction. 12. If you dont like this one create your own But it should be at leasteBut it should be at leaste as complex. 13. Q1: What will I do to establish and communicate learning goals, track student progress, and celebrate success?and celebrate success? 14. Q1: What will I do to establish and communicate learning goals, track student progress, and celebrate success?and celebrate success? Q2: What will I do to help students effectively interact with new knowledge? 15. Q1: What will I do to establish and communicate learning goals, track student progress, and celebrate success? Q2: What will I do to help students effectively interact with new knowledge?interact with new knowledge? Q3: What will I do to help students practice and deepen their understanding of new knowledge? 16. Q1: What will I do to establish and communicate learning goals, track student progress, and celebrate success? Q2: What will I do to help students effectively interact with new knowledge? Q3: What will I do to help students practice and deepen their understanding of newdeepen their understanding of new knowledge? Q4: What will I do to help students generate and test hypotheses about new knowledge? 17. Q1: What will I do to establish and communicate learning goals, track student progress, and celebrate success? Q2: What will I do to help students effectively interact with new knowledge? Q3: What will I do to help students practice and deepen their understanding of new knowledge? Q4: What will I do to help students generate and test hypotheses about new knowledge? Q5: What will I do to engage students? 18. Q6: What will I do to establish or maintain classroom rules and procedures?classroom rules and procedures? 19. Q6: What will I do to establish or maintain classroom rules and procedures? Q7: What will I do to recognize and aknowledge adherence to and lack of adherence toadherence to and lack of adherence to Classroom rules and procedures? 20. Q6: What will I do to establish or maintain classroom rules and procedures? Q7: What will I do to recognize and aknowledge adherence to and lack of adherence to Classroom rules and procedures?Classroom rules and procedures? Q8: What will I do to establish and maintain effective relationships with students? 21. Q6: What will I do to establish or maintain classroom rules and procedures? Q7: What will I do to recognize and aknowledge adherence to and lack of adherence to Classroom rules and procedures? Q8: What will I do to establish and maintain effective relationships with students?maintain effective relationships with students? Q9: What will I do to communicate high expectations for all students? 22. Q6: What will I do to establish or maintain classroom rules and procedures? Q7: What will I do to recognize and aknowledge adherence to and lack of adherence to Classroom rules and procedures?Classroom rules and procedures? Q8: What will I do to establish and maintain effective relationships with students? Q9: What will I do to communicate high expectations for all students? Q10: What will I do to develop effective lessons organized into a cohesive unit? 23. At the level of teacher observation, The Art & Science of Teaching sheds light on Three fundamentalsheds light on Three fundamental segments of classroom instruction. 24. Supervising the Art and Science of Teaching 1. Learning Goals and Feedback 2. Interacting with New Knowledge 3. Practicing and Deepening 4. Generating and Testing Hypotheses 5. Student Engagement 6. Establishing Rules and Procedures6. Establishing Rules and Procedures 7. Adherence to Rules and Procedures 8. Teacher-student Relationships 9. High Expectations 25. -Segments that are routine components of every lesson. -Content specific lesson segments . Fundamental Segments of a Classroom Instruction -Content specific lesson segments . -Segments that must be enacted on the spot. 26. Supervising The Art and Science of Teaching SEGMENTS ENACTED ON THE SPOT ROUTINE SEGMENTS CONTENT SPECIFIC SEGMENTS 27. Supervising ENACTED ON THE SPOT INVOLVES ROUTINES Learning Goals and Student Engagement Adherence Relationships The Art and Science of Teaching Learning Goals and Feedback Rules and Procedures ADDRESSES CONTENT IN SPECIFIC WAYS Interacting With New Knowledge Practicing and Deepening Generating/ Testing Hypotheses AdherencetoRulesandProcedures High Expectations Teacher/StudentRelationship 28. Observing a lesson looks very different from the perspective ofthe perspective of The Art and Science of Teaching. 29. The Fundamental Question any Supervisor/ Observer must ask: -Segment that is a routine component of every lesson? What am I looking at right now? of every lesson? -Content specific lesson segment? -Segment that must be enacted on the spot? 30. Fundamental Segments of Classroom Instruction -Segments that are routine components of-Segments that are routine components of every lesson -Content specific lesson segments -Segments that must be enacted on the spot. 31. Supervising The Art and Science of Teaching INVOLVES ROUTINES Learning Goals and FeedbackFeedback Rules and Procedures 32. - Rules and Procedures (Q6) - Communications learning goals (Q1) - Tracking student progress (Q1)- Tracking student progress (Q1) - Celebrating success (Q1) 33. What do you look for as routine components of every lesson?routine components of every lesson? 34. What do you look for as routine components of every lesson? - Reviewing important rules and procedures- Reviewing important rules and procedures - Reviewing learning goals - Reviewing student progress - Celebrating success 35. Fundamental Segments of Classroom Instruction - Segments that are routine components of every lessonof every lesson - Content specific lesson segments - Segments that must be enacted on the spot 36. Supervising The Art and Science of Teaching INVOLVES ROUTINES Learning Goals and Feedback Rules and Procedures ADDRESSES CONTENT IN SPECIFIC WAYSADDRESSES CONTENT IN SPECIFIC WAYS Interacting With New Knowledge Practicing and Deepening Generating/ Testing Hypotheses 37. - Interacting with new knowledge (Critical input experiences) (Q2) - Knowledge practice and deepening activities (Q3)activities (Q3) - Hypotheses generation and testing tasks (Q4) 38. What type of content segment am I observing? - Does this segment involve new knowledge (Q2)? - Does this segment involve knowledge practice and- Does this segment involve knowledge practice and - Deepening activities (Q3)? - Does this segment involve hypothesis generation and testing tasks (Q4)? 39. Supervising The Art and Science of Teaching INVOLVES ROUTINES Learning Goals and FeedbackFeedback Rules and Procedures ADDRESSES CONTENT IN SPECIFIC WAYS Interacting With New Knowledge 40. If the segment involves new knowledge, what do you expect to see? 41. - Previewing activities - Info presented in small chunks - Students processing each chunk in small groups If the segment involves new knowledge, what do you expect to see? - Students processing each chunk in small groups - Students summarizing and taking notes after content has been introduced - Students reflecting on their learning 42. INVOLVES ROUTINES Learning Goals and Feedback Supervising The Art and Science of Teaching Feedback Rules and Procedures ADDRESSES CONTENT IN SPECIFIC WAYS Interacting With New Knowledge Practicing and Deepening 43. If the segment involves knowledge, practice, and deepeningpractice, and deepening activities what do you expect to see? 44. - Brief review of content - Activities involving similarities and differences - Activities involving identifying errors in thinking If the segment involves knowledge, practice, and deepening activities, what do you expect to see? - Activities involving identifying errors in thinking - Activities involving massed and distributed practice -Homework possibly used as an extension of these activities. 45. Supervising The Art and Science of Teaching INVOLVES ROUTINES Learning Goals and Feedback Rules and ProceduresRules and Procedures ADDRESSES CONTENT IN SPECIFIC WAYS Interacting With New Knowledge Practicing and Deepening Generating/ Testing Hypotheses 46. If the segment involves hypothesis, generating and testing tasks, what do you expect to see?what do you expect to see? 47. - Brief review of content -Students working individually or in groups on long If the segment involves hypothesis, generating and testing tasks, what do you expect to see? -Students working individually or in groups on long term tasks -Teacher acting as facilitator and resource provider. 48. Different Lessons/ Different Expected Behaviors - New Knowledge - Hypothesis Generate/Test 49. New Knowledge -Preview - small chunks - students process chunks Hypothesis Generate/Test Different Lessons/ Different Expected Behaviors - students process chunks - summarize/take notes students reflect 50. New Knowledge -Preview - small chunks - students process chunks Hypothesis Generate/Test - Brief Review - Students work individually groups applying content Different Lessons/ Different Expected Behaviors - students process chunks - summarize/take notes students reflect groups applying content - Teacher as facilitador/ resource provider 51. Fundamental Segments of Classroom Instruction - Segments that are routine components of every lesson - Content specific lesson segments- Content specific lesson segments - Segments that must be enacted on the spot 52. Supervising ENACTED ON THE SPOT INVOLVES ROUTINES Learning Goals and Feedback Student Engagement Adherence Relationships Feedback Rules and Procedures ADDRESSES CONTENT IN SPECIFIC WAYS Interacting With New Knowledge Practicing and Deepening Generating/ Testing Hypotheses AdherencetoRulesandProcedures High Expectations Teacher/StudentRelationship 53. - Engagement activities (Q5) - Consequences regarding rules and procedures (Q7)procedures (Q7) - Relationships (Q8) - Expectations (Q9) 54. What do you look for regarding segments that must be enactedsegments that must be enacted on the spot? 55. - Engagement activities when student lose focus - Acknowledge of rules and procedures being followed or not being followeed - Behaviors that forge positive relationships with What do you look for regarding segments that must be enacted on the spot? - Behaviors that forge positive relationships with students - Attention to behaviors that communicate high expectations for all students 56. Phases of Supporting Effective Teaching in Every Classroom - Phase I: The school/district develops a common language of Instruction or uses/adpats someone elseselses - Phase II: Data is collected from teachers, students, peers, and supervisors regarding classroom activities. Teachers enegage in professional discussions regarding instruction in their classrooms - Phase III: data is used by teachers to set personal goals for enhancing their instructional expertise and the engagement and achievement of their students 57. Phases of Supporting Effective Teaching in Every Classroom - Phase I: The school/district develops a common language of Instruction or uses/adpats someone elsesor uses/adpats someone elses - Phase II: Data is collected from teachers, students, peers, and supervisors regarding classroom activities. Teachers enegage in professional discussions regarding instruction in their classrooms - Phase III: data is used by teachers to set personal goals for enhancing their instructional expertise and the engagement and achievement of their students 58. Whatever model you use, adapt, or create, make sure you keep the three types of segments in mind: - Routines - Segments that adress content in specific ways - Segments that must be enacted on the spot 59. Phases of Supporting Effective Teaching in Every Classroom - Phase I: The school/district develops a common language of Instruction or uses/adpats someone elses - Phase II: Data is collected from teachers, students, peers, and supervisors regarding classroom activities. Teachersregarding classroom activities. Teachers enegage in professional discussions regarding instruction in their classrooms - Phase III: data is used by teachers to set personal goals for enhancing their instructional expertise and the engagement and achievement of their students 60. A Hierachy of Data Types - Teacher self-perception data - Teacher self-observation data - Observation data from peers, instructional- Observation data from peers, instructional coaches, supervisors 61. A Hierachy of Data Types - Teacher self-perception data - Teacher self-observation data - Observation data from peers, instructional coaches, supervisors 62. Focus Area: Im going to work on the part of question 2 that deals with elaborating on what students have learned using comparison and contrast Reaction:Reaction: (Nov. 5) This took more time than I thought to get through the comparison activity. It also seemed harder than it should be. (Nov. 7) Im surprised that the kids remembered what we did 2 days ago about palymomials. This might have worked better than I thought 63. Protocol for Monthly Reflective Practice Meeting - Describe what you were trying - Describe how well it worked and the evidence for your conclusion - Identify aeas of strength- Identify aeas of strength - Identify areas of weakness/questions - Someone summarizes the data at the end of each meeting. Data is aggregated at the school level and reported at monthly faculty meetings 64. Or Teachers score themselves on a rubric or scale for the various components of the modelvarious components of the model 65. Graph of Progress on Growth Continuum 66. A Hierachy of data Types - A Teacher self-perception data - Teacher self observation data- Teacher self observation data - Observation data from peer, instrucional coaches, supervisor 67. Teachers score a video-tape of their own lessonof their own lesson 68. Graph of Progress on Growth Continuum 69. A Hierachy of data Types - A Teacher self-perception data - Teacher self observation data- Teacher self observation data - Observation data from peer, instrucional coaches, supervisor 70. Observation data from peers, instructional coaches, supervisors - Walk-Throughs (Mini-Observations) - Observations - Instructional Rounds- Instructional Rounds - Cueing Teaching 71. Observation data from peers, instructional coaches, supervisors - Walk-Throughs (Mini-Observations) - Observations - Instructional Rounds- Instructional Rounds - Cueing Teaching 72. Walk-Throughs (Mini-Observations) - 3-5 minute tour through classroom - Good for 30,000 foot view of teachers as a wholewhole - Must include the context in which mini- observation took place a. Routines b. Content lesson c. On the spot 73. Observation data from peers, instructional coaches, supervisors - Walk-Throughs (Mini-Observations) - Observations- Observations - Instructional Rounds - Cueing Teaching 74. Observations - Set up with a preconference - Focus on specific elements of effective teaching - Last the entire period or majority of it- Last the entire period or majority of it - Good for feedback regarding deliberate practice 75. Observation data from peers, instructional coaches, supervisors - Walk-Throughs (Mini-Observations) - Observations - Instructional Rounds- Instructional Rounds - Cueing Teaching 76. Instructional Rounds - Teams of teachers led by lead teacher - Can be short or long in duration - Primary focus is for observers to compare- Primary focus is for observers to compare and contrast their practice with observed practice - May or may not be used to provide feedback to observed 77. Observation data from peers, instructional coaches, supervisors - Walk-Throughs (Mini-Observations) - Observations- Observations - Instructional Rounds - Cueing Teaching 78. Cueing Teaching - Focus on struggling teachers - Specific areas of needed improvement - Preconference-Cueing-Postconference- Preconference-Cueing-Postconference 79. Phases of Supporting Effective Teaching in Every Classroom - Phase I: The school/district develops a common language of Instruction or uses/adpats someone elses - Phase II: Data is collected from teachers, students, peers, and supervisors regarding classroom activities. Teachers enegage in professional discussions regarding instruction in their classroomsin their classrooms - Phase III: data is used by teachers to set personal goals for enhancing their instructional expertise and the engagement and achievement of their students 80. Graph of Progress on Growth Continuum 81. Printable Student Achievement Profile 82. Teacher Feedback profile as Dashboard 83. Some reasonable Expectations for Beginning Teachers - Once a year teachers score their own video tapes - Teachers are the subject of instructional rounds ans/or make their video tapes available to others - Teachers conference with other teachers to share insigths regarding effective pedagogy 84. Some Reasonable Expectations for Veteran Teachers Who Demonstrate Expertise in the Classroom - Once a year teachers score their own video tapestapes - Teachers are the subject of institucional rounds and/or make their video tapes available to others - Teachers conference with other teachers to share insights regarding effective pedagogy 85. Some Reasonable Expectations for TargetedTeachers - Specific areas of improvement are identified - Multiple observations (as needed) per semester - Once a semester engage in instructional- Once a semester engage in instructional rounds - Once a semester score their own video taped - If needed implement cueing teaching 86. What is the role of student feedback regarding effective instruction?instruction? 87. Defining Characteristics of an Effective System - A common language of intruction - Feedback to teachers as to their personal profiles - Focus on individual strenghts and weaknesses - Opportunities to observe and interact about effective teaching 88. Leadership for incremental Change - Emphasize relationships - Establish strong lines of communication - Be an advocate for the school- Be an advocate for the school - Provide resources - Maintain visibility - Protect teachers from distractions - Create culture of collaboration - Look for and celebrate successes 89. Leadership for Second Order Change - Shake up the status quo - Expect some things to seem worse - Prpose new ideas - Operate from strong beliefs - Tolerate ambiguity and dissent- Tolerate ambiguity and dissent - Talk research and theory - Create explicit goals for change - Define success in terms of goals