Leading(ASOT(Through(( What We Know...

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MARZANO Research Laboratory888.849.0851 marzanoresearch.com

Leading ASOT Through High Reliability Schools

Jan Hoegh & Tammy Heflebower Vice Presidents

Marzano Research Laboratory MARZANO Research Laboratory888.849.0851 marzanoresearch.com

What We Know

Teacher Actions Student Achievement

An incontestable fact: “…student achievement in classes with highly skilled teachers is beKer than student achievement with less skilled teachers.” Effec%ve Supervision: Suppor%ng the Art and Science of Teaching

(Marzano, Frontier, & Livingston, 2011)

HANDOUT PAGE 2


Workshop Objectives

o Show how ASOT fits into a bigger picture of High Reliability Schools;

o Focus a bit on level 1—specifically school culture; o Focus primarily on level 2—a common model of instruc[on;

o Address implementa[on challenges and create ac[on steps; and

o Explore coaching and reflec=on prac=ces to enhance implementa=on of ASOT.

Consider yourself and your style… NORTH

Ac#ng = “Let’s do it!” Likes to act, do things, plunge in.

WEST Paying a=en#on to detail – likes to know the who, what, when, where, and why before ac#ng.

EAST Specula#ng – likes to look at the big picture and the possibili#es before ac#ng.

SOUTH Caring – likes to know that everyone’s feelings have been taken into considera#on and that their voices have been heard before ac#ng.


1.  What are the strengths of your style?(4 adj.) 2.  What are the limita[ons of your style?(4 adj.) 3.  What style do you find most difficult to work

with and why? 4.  What do people from the other “direc[ons” or

styles need to know about you so you can work together effec[vely?

5.  What do you value about the other three styles?

Please answer the following ques=ons with your group.


Two important first pieces…

Level 1: Safe & Orderly Environment (Including School Climate and Culture)

Level 2: An Instructional Framework

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Healthy School Culture

•  All children can (and will) learn. •  All children will learn because of what we do.

Transforming School Culture, Mahammud


Toxic School Culture

•  Educators believe student success based upon: – Students’ levels of concern – AKen[veness – Prior knowledge – Willingness to comply with demands of school

•  Educators create policies and procedures and adopt prac[ces that support their belief in the impossibility of universal achievement.

Transforming School Culture, Mahammud


Level 2.1

Clear vision about

instruction

A school-wide model of instruction

We provide professional development for the model

Teachers can describe predominant instructional practices

Focus and prioritize initiatives—making connections

School-wide language of instruction used throughout


A common language of instruc=on allows everyone to focus on common instruc=onal

elements!


Leading Indicator 2.2 Teachers are provided support to con[nually enhance their pedagogical skills through reflec=on and professional growth plans.


Levels of Agreement: 1-Strongly Disagree 2-Disagree 3-Neither Disagree or Agree 4-Agree 5-Strongly Agree N-No knowledge

2.2 Teachers are provided support to continually enhance their pedagogical skills through reflection and professional growth plans.

Teachers have written statements of their individual pedagogical growth goals. 1 2 3 4 5 N Teachers keep track of the progress made on their individual pedagogical growth goals. 1 2 3 4 5 N Our school leader meets with teachers regarding their growth goals. 1 2 3 4 5 N Teachers can articulate their progress on their pedagogical growth goals. 1 2 3 4 5 N Our school leader hires effective teachers. 1 2 3 4 5 N Our school leader has a system in place to effectively evaluate the selection process for hiring new teachers for our school.

1 2 3 4 5 N

Our school leader has a system in place to effectively evaluate and revise our new teacher induction program.

1 2 3 4 5 N

Our school leader retains effective teachers. 1 2 3 4 5 N Our school leader can produce evaluation results, growth plans, and evidence of support for any struggling teachers.

1 2 3 4 5 N

2.3 Predominant instructional practices throughout the school are known and monitored.

In our school, walk-through data are aggregated so as to disclose predominant instructional practices. 1 2 3 4 5 N Our school leader can describe the predominant instructional practices of our school. 1 2 3 4 5 N Our teachers can describe the predominant instructional practices of our school. 1 2 3 4 5 N Our school leader provides forthright feedback to our teachers regarding their instructional practices. 1 2 3 4 5 N Our school leader can describe effective practices and problems of practice. 1 2 3 4 5 N

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Levels of Agreement: 1-Strongly Disagree 2-Disagree 3-Neither Disagree or Agree 4-Agree 5-Strongly Agree N-No knowledge

2.2 Teachers are provided support to continually enhance their pedagogical skills through reflection and professional growth plans.

Teachers have written statements of their individual pedagogical growth goals. 1 2 3 4 5 N Teachers keep track of the progress made on their individual pedagogical growth goals. 1 2 3 4 5 N Our school leader meets with teachers regarding their growth goals. 1 2 3 4 5 N Teachers can articulate their progress on their pedagogical growth goals. 1 2 3 4 5 N Our school leader hires effective teachers. 1 2 3 4 5 N Our school leader has a system in place to effectively evaluate the selection process for hiring new teachers for our school.

1 2 3 4 5 N

Our school leader has a system in place to effectively evaluate and revise our new teacher induction program.

1 2 3 4 5 N

Our school leader retains effective teachers. 1 2 3 4 5 N Our school leader can produce evaluation results, growth plans, and evidence of support for any struggling teachers.

1 2 3 4 5 N

2.3 Predominant instructional practices throughout the school are known and monitored.

In our school, walk-through data are aggregated so as to disclose predominant instructional practices. 1 2 3 4 5 N Our school leader can describe the predominant instructional practices of our school. 1 2 3 4 5 N Our teachers can describe the predominant instructional practices of our school. 1 2 3 4 5 N Our school leader provides forthright feedback to our teachers regarding their instructional practices. 1 2 3 4 5 N Our school leader can describe effective practices and problems of practice. 1 2 3 4 5 N


Leading Indicator 2.2 Teachers are provided support to con[nually enhance their pedagogical skills through reflec=on and professional growth plans.


Research & Theory

Teacher Reflective Practice

Teacher Pedagogical Skill

Student Achievement

direct causal impact AND indirect causal impact


Three Types of Practice . . .

• Automa[city • Flow • Deliberate Prac[ce


Three Key Comparisons Automaticity Flow Deliberate Practice

Non-conscious

Conscious Very conscious

•  Cerebellum activity •  Might be pleasant or

unpleasant •  Examples:

•  Driving a car •  Tying shoes •  Eating

•  Often motivating and pleasant

•  “Corresponds to complete immersion and effortless mastery of the activity.” (Ericsson, 1996)

•  Engaged in activities for which you are skilled.

•  Requires less effort •  Examples:

•  High interest activities •  Playing your favorite

sport •  Reading a book

•  Not always pleasant •  Involves repetition •  Aims to improve

performance •  Seeks feedback on

performance •  Is highly mentally

demanding •  Employs highly focused and

specially designed practice activities

•  May involve a coach to give feedback and help design practice activities


Automaticity

o Occurs with a task that is carried out with minimal mental effort, possibly even without conscious thought.

o Example: Riding a bike What examples from the classroom have you

observed?

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Flow o  Individuals engage in ac[vi[es at which they are skilled and the level of challenge perfectly matches the skills, training, strengths, and resources of the performer.

o Engagement = Top Performance o Ojen lose track of [me during “Flow”

Do teachers typically achieve flow with things they like to do or things that challenge them?


Deliberate Practice

o  In deliberate prac[ce, you are con[nually challenging yourself and you are on the edge of comfort and failure with the challenge.

o By being deliberate in your prac[ce, you are engaging in the constant pursuit of excellence and growth.

How can deliberate prac%ce be explained in different words?


Remember this?


Leading Indicator 2.2 Teachers are provided support to con[nually enhance their pedagogical skills through reflec[on and professional growth plans.


Five Categories for Reflective Practice

1.  Having a model of instruc[on; 2.   SePng growth goals; 3.  Engaging in focused prac[ce; 4.  Engaging in focused feedback; and 5.  Observing and discussing effec[ve teaching


Generic Rubric for Instruction Innovating

4 Applying

3 Developing

2 Beginning

1 Not using

0

The teacher integrates several

strategies to create a

macrostrategy or adapts

strategies for unique student needs and situa[ons.

The teacher uses strategies or behaviors

associated with an element and monitors their

effects on student outcomes.

The teacher uses

strategies or behaviors associated with an

element, but in a

mechanis[c way.

The teacher uses strategies or behaviors associated with an element

incorrectly or with parts missing.

The teacher is unaware of strategies or behaviors associated with an element.

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Personal Profile

R E P R O D U C I B L E

Becoming a Re!ective Teacher Visit marzanoresearch.com/classroomstrategies

Teacher Self-Ratings on the Personal Pro!le

Lesson Segments Involving Routine Events

Design Question: What will I do to establish and communicate learning goals, track student progress, and celebrate success?

Element4

Innovating3

Applying2

Developing1

Beginning0

Not Using

1. What do I typically do to provide clear learning goals and scales (rubrics)?

2. What do I typically do to track student progress?

3. What do I typically do to celebrate success?

Design Question: What will I do to establish and maintain classroom rules and procedures?

Element4

Innovating3

Applying2

Developing1

Beginning0

Not Using

4. What do I typically do to establish and maintain classroom rules and procedures?

5. What do I typically do to orga-nize the physical layout of the classroom?

Lesson Segments Addressing Content

Design Question: What will I do to help students effectively interact with new knowledge?

Element4

Innovating3

Applying2

Developing1

Beginning0

Not Using

6. What do I typically do to identify critical information?

7. What do I typically do to organize students to interact with new knowledge?

8. What do I typically do to preview new content?

Page 1 of 4


For Your Growth Goal… o  Select a few (2-‐3 elements). o If you are a building or district leader, mark where you think the majority of your teachers would be on the elements.

o  Concentrate on those with lower scores. o  Consider those for which you have strong interest. o Write two or three specific growth goals. o Use the compendium of instruc[onal strategies (p. 85) to assist you.


Sample Growth Goals

By the end of the year, I will raise my score on tracking student progress from a 1 to a 3 by:

o  Recording class performance on wri[ng tasks and pos[ng the charts in the room in order to refer to them on a frequent basis.

o  Have students record personal performance on various tracking mechanisms.


Sample Growth Goals

o By the end of the year, I will raise my score on helping students reflect on their learning from a 0 to a 3 by…

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Learning(Goals(and(Scales

Elaborating(on(New(Content

Questioning

Learning(Goals(and(Scales

Elaborating(on(New(Content

Questioning

High(Expectations(

for(All

High(Expectations(

for(All

The$Art$and$Science$of$Teaching

Recording(Information

Recording(Information

Generating(and(Testing(Hypotheses

Identifying(Errors(in(Reasoning

Reflecting(on(Learning

Generating(and(Testing(Hypotheses

Identifying(Errors(in(Reasoning

Reflecting(on(Learning

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Polleverywhere.com



R E P R O D U C I B L E 18 9

Becoming a Re!ective Teacher Visit marzanoresearch.com/classroomstrategies to download this page.



The teacher reviews expectations regarding rules and procedures to ensure their effective execution.

Teacher Evidence

T Teacher involves students in designing classroom routines.

T Teacher uses classroom meetings to review and process rules and procedures.

T Teacher reminds students of rules and procedures.

T Teacher asks students to restate or explain rules and procedures.

T Teacher provides cues or signals when a rule or procedure should be used.

Student Evidence

T Students follow clear routines during class.

T When asked, students can describe established rules and procedures.

T When asked, students describe the classroom as an orderly place.

T Students recognize cues and signals from the teacher.

T Students regulate their own behavior.

How Am I Doing?

4 Innovating

3 Applying

2 Developing

1 Beginning

0 Not Using

Establishing and maintain-ing classroom rules and procedures

I adapt and create new strategies for unique student needs and situations.

I establish and review expec-tations regard-ing rules and procedures, and I monitor the extent to which students understand the rules and procedures.

I establish and review expec-tations regard-ing rules and procedures, but I do so in a somewhat mechanistic way.

I use the strat-egy incorrectly or with parts missing.

I should use the strategy, but I don’t.






The teacher reviews expectations regarding rules and procedures to ensure their effective execution.

Teacher Evidence

T Teacher involves students in designing classroom routines.

T Teacher uses classroom meetings to review and process rules and procedures.

T Teacher reminds students of rules and procedures.

T Teacher asks students to restate or explain rules and procedures.

T Teacher provides cues or signals when a rule or procedure should be used.

Student Evidence

T Students follow clear routines during class.

T When asked, students can describe established rules and procedures.

T When asked, students describe the classroom as an orderly place.

T Students recognize cues and signals from the teacher.

T Students regulate their own behavior.

How Am I Doing?

4 Innovating

3 Applying

2 Developing

1 Beginning

0 Not Using

Establishing and maintain-ing classroom rules and procedures


I establish and review expec-tations regard-ing rules and procedures, and I monitor the extent to which students understand the rules and procedures.

I establish and review expec-tations regard-ing rules and procedures, but I do so in a somewhat mechanistic way.




Finish the sample growth goal…

o By the end of the year, I will raise my score on establishing and maintaining rules and procedures from a 2 to a 3 by…


Focus on self-improvement by:

² Exchange your growth goal informa[on with someone else.

² Set a date to meet to discuss progress. ² Check in within a month.

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What must a district or school do…

q Develop a common language of teaching. q  Provide opportuni=es for focused feedback and

prac=ce. q  Provide opportuni[es for observing and discussing

effec[ve teaching. q  Require individual teacher growth and development

plans on a yearly basis.

to cul[vate teacher effec[veness?


Coaching Classroom Instruction Effectively


Supporting Research on Coaching


“The meaning of coach as an instructor or trainer is purportedly from around 1830, when it was Oxford University slang for a tutor who ‘carried’ a student through an exam; the term coaching was later applied in the 1800s to improving the performance of athletes.”

Bachkirova et. Al. 2010 (p.2)


In any complex endeavor…

•  It is extremely difficult to reach and maintain the highest levels of performance without help.

•  The most effec[ve help comes in the form of coaching.

Gawande (2011)


Coaching Efficacy Research

“We found that continuing technical assistance, whether provided by an outside expert or by peer experts, resulted in much greater classroom implementation by teachers who shared initial training but did not have the long-term support of coaching.”

Joyce and Showers (2002)

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Coaching = Professional Development

•  When teachers receive an appropriate amount of support for professional learning (i.e., coaching) they have a beKer than 90% implementa[on rate for that par[cular professional learning.

Knight (2007)


Pri me r-:r~,1 -~tructional

CoachesBY JIM KNIGHT

PREVIEWInstructional coaches collaboratewith teachers to help them useproven practices.

Coaches model teaching in class-rooms and help teachers identifywhen to implement interventions.

Principals work with instructionalcoaches to strengthen their ownknowledge and identify teacherswho will receive the greatestbenefit from coaching.

When I was a principal, I wanted so much to have an impacton how my teachers taught. As I was talking with teachers orobserving them, I'd think how much I wished I had the timeto give these teachers the kind of support they need. If I hadhad an instructional coach in my school, I could have donethat....When I see a coach and principal work well together,the coach is really an extension of the principal-the coachmakes it possible for the principal to truly be an instructionalleader.

-Doris Williams, A Harford County (MD) Department ofEducation Hall of Fame Principal and director of the

Passport to Success Program in Anne Arundel County, MD

The pressure to improve the quality of instruction inschools may be higher today than at any other time in thehistory of U.S. education. To respond to this urgent de-mand, schools across the nation are hiring instructionalcoaches (ICs) although there is little published research thatshows what works and what does not work when it comesto instructional coaching. This lack of information about in-structional coaching puts principals and districts at risk. Ifprincipals and other decisionmakers do not understand ex-emplary coaching practices, they risk spending precious dol-lars on instructional coaching programs that have little or noeffect on student achievement.

Over the past six years, researchers from the Kansas Uni-

16 PL MAY 2005

DEVELOPING

Jim Knight ([email protected]) is the project director ofPathways to Success at the University of Kansas Centerfor Research on Learning in Lawrence, KS.

111111*,411:111 IVi 112 W111WM d DEVELOPING

identify teachers' true instructional needs and can respect-fully encourage teachers to work with their ICs. At the sametime, from their vantage point as professionals collaboratingwith teachers, ICs can offer principals another perspectiveon what is happening in the school.

How Can Resistance Be Overcome?In some cases, teachers don't resist change as much as theyresist poorly designed change programs. According to Csik-szentmihalyi (1993), the history of technological changeshows that the changes people embrace generally share twoqualities: They are more powerful than older technologiesand they're easier to use. Csikszentmihalyi states that theideas, values, and technologies "that do the job with theleast demand on psychic energy will survive" (p. 178). Inother words, an appliance that does more work with less ef-fort is preferred. If something is easier, if it does more, peo-ple embrace it. ICs believe that the same notion holds truefor educational interventions and share interventions thatare proven to work and that address the real challenges ateacher faces. The fact that these interventions help teachershelp students increases the likelihood that teachers willadopt them.

However, even a powerful program is not likely to beadopted if it is difficult to implement. Interventions catchon and spread when they are powerful and easy to imple-ment. This is where ICs become very important. The IC'sjob, in large part, is to make it as easy as possible for teachersto implement a given intervention. As IC Devona Dunekackfrom Eisenhower Middle School in Topeka, KS, observed,"As a coach, I do whatever I can to provide support. I makecopies. I get them transparencies if they need them. I model

in their classrooms. I give them feed-back. Sometimes support is just show-ing that things are happening even

^4, when the teachers are too close to theclass to see it."

What Is the Theory?-_ The unfortunate reality is that ICs and

principals can employ all of the tacticsand methods outlined in this articleand stil fail if their change initiative isnot based on sound principles. As thefounding vice president of the CoveyLeadership Center says "The principlesyou live by create the world you live

.RS ; in; if you change the principles youlive by, you will change your world"(Lee, 1997, p. 7)

ICs in the Pathways to Success andPassport to Success projects receive ex-tensive and ongoing professional devel-

opment in what is referred to as the partnership approach(Knight, 2002), which gives conversations a central role inprofessional learning and embodies seven key principles:* Equality: Teachers and ICs are understood to be equal

partners.* Choice: Participant choice is implicit in every communi-

cation about content and in the process used to learn thecontent.

* Dialogue: ICs collaborate with teachers in conversationsthat allow the teacher and the IC to think and learn to-gether.

* Praxis: Teachers and ICs creatively adapt, shape, and planhow to use interventions.

[Figure 3]Teachers' perceptions of the value of observing coaches providingdemonstration lessons.

20 PL MAY 2005

Que-stiors E.ean score on ascale from 1.00 to 7.00

Does watching coaches demonstratelessons make it easier to implementthe interventions? 6.51

Do teachers think watching a coachmodel practices increased their fidelityto instructional practices? 6.4

Do teachers think watching a coachmodel practices made them moreconfident about implementing? 6.13

I'14,WAIWAR"altell. .


Teachers’ perceptions of the value of observing coaches providing demonstration lessons.

Ques=ons Mean score on a scale from 1.00 to 7.00

Does watching coaches demonstrate lessons make it easier to implement the interven=ons?

6.51

Do teachers think watching a coach model prac=ces increased their fidelity to instruc=onal prac=ces?

6.4

Do teachers think watching a coach model prac=ces made them more confident about implemen=ng?

6.13

Knight, May 2005 MARZANO Research Laboratory888.849.0851 marzanoresearch.com

Teachers who received coaching…

•  Enhanced leadership and communica[on skills in their professional prac[ce

•  Reduced stress •  Increased resilience •  Increased work-‐place well being

Grant, Green, Rynsaardt (2010)


Effect on Student Achievement

•  Coaching Effect on Literacy Study: •  Coached Schools vs. Non-‐Coached •  3 year student growth in literacy skills

– Year one + 16% in coached schools – Year two + 28% in coached schools – Year three + 32% in coached schools

Biancarosa, Bryk, and Dexter (2010)


Thoughts about Coaching. . .

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o Teaching is a personal profession.

o Teaching is almost as personal as paren[ng.

o Coaching will always be taken personally.

It is PERSONAL!


“One strong theme in the discussion of coaching is that it should be non-‐evalua[ve in

nature.”

Marzano, Coaching Classroom Instruc#on, 2013, pgs. 8 & 9

If administrators coach teachers whom they also evaluate, it is important for

them to emphasize learning and growth.


“Should an employer have performance concerns about a staff member, these

concerns are best communicated directly outside the coaching process.

Coaching should never be about ‘fixing’ another person.”

Costa and Garmston, 2002, as quoted in Marzano, Coaching Classroom Instruc#on, 2013, p. 9


Goals of Coaching


Five Goals for Successful Instruc=onal Coaching:

1.  To Point Teachers Toward Best Prac=ces…

The coach holds up the standards and expecta[ons determined from a solid base of research. Kee, Anderson, Dearing, Harris, & Shuster, 2010 pp.46-47 MARZANO Research Laboratory888.849.0851 marzanoresearch.com

2. To Show Teachers What Good Teaching Looks Like

Successful coaches know how to break down performance into cri[cal, individual components. Gawande, 2011, p.5


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3. To help teachers maintain their best performance

The coaching model recognizes that few can achieve and maintain their best on their own. Gawande, 2011, pp. 2-‐3



4. To help teachers achieve flow

Flow happens when teachers are fully immersed in the process of growth and change. The sweet spot – the flow spot – is where the level of challenge perfectly matches the skills, training, strengths, and resources of the performer.

Tschannen-‐Moran & Tschannen-‐Moran 2010 p. 218



5. To Help Teachers Take Risks

A successful coach/leader will challenge educators to break away from the norm, to be crea[ve, to use their imagina[on. A successful coach/leader facilitates a new mindset needed in schools today.

Kee et al., 2010, p. 11


To point teachers toward best prac=ces

The coach holds up the standards and expecta[ons determined from a solid base of research.

To show teachers what good teaching looks like

Successful coaches know how to break down performance into cri[cal, individual components.

To help teachers maintain their best performance

The coaching model recognizes that few can achieve and maintain their best on their own.

To help teachers achieve flow

Flow happens when teachers are fully immersed in the process of growth and change.

To help teachers take risks A successful coach/leader will challenge educators to break away from the norm, to be crea[ve, to use their imagina[on. A successful coach/leader facilitates a new mindset needed in schools today.


Five Goals of Coaching o  Consider the informa=on

presented. o  Solo Thinking: Which of

the five goals is most significant in your opinion AND why?

o  Upon cue, share your choice and your ra=onale with a partner.


Think about STATUS!

“Put the teacher in the big chair.”

Jim Knight

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Crucial Behaviors for Effective Coaching


Trust

•  School trust study: 2002 Schools with a low trust score had only a 1 in 7 chance to improve student learning and nearly no chance to improve in reading and mathema[cs.

Bryk and Schneider (2002)


Trust

•  Teacher-‐Teacher Trust Teachers value other teachers who are expert at their craj and who take leadership roles in school improvement.



Trust

•  Teacher-‐Principal Trust Teachers see the principal as an effec[ve leader who supports their professional development.



Choice “Personal discre[on is in many ways the heart of being a professional. Doctors, lawyers, or teachers are professionals because we trust them to make the right decisions, to use their knowledge skillfully and arwully. That is, what makes someone a professional is her or his ability to choose correctly. When we take away choice, we reduce people to being less than professionals.”

Jim Knight, as quoted in “Coaching Classroom Instruc=on”, 2013, p. 11


Modeling •  You don’t teach someone to drive by just explaining how to do it . . .

•  Modeling builds credibility . . .

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Modeling . . .

o  In the teacher’s class o Co-‐teach o Prior to class, no students o Observe another class, with the coach o Cover class, let the teacher observe o Video


When modeling in the teacher’s class, some considerations…

o Classroom management o Novelty o Respect for the teacher


Talk with your quad partners.

What are you doing or can you do to make sure these behaviors are a part of your

mentoring/coaching work?


Questioning Skills

HANDOUT PAGE 5


Good Questioning Skills o Be 100% present o Listen without assump[ons o Empathize o Be curious o Respect what Susan ScoK calls “the sweet purity of silence”

o Don’t give advice (ini[ally)


Ask Good Questions

What cons[tutes a ‘good’ ques[on?

HANDOUT PAGE 5

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A good question . . .

o Is open-‐ended. o Asks for an opinion/perspec[ve (rather than a right or wrong response).

o Is one that you don’t know the answer to.


Sample Questions

Pair up with someone across the room. Review the sample ques[ons provided and determine one or two that you will commit to using during your next mentoring/coaching session.

Sample'Questions'(Collected'by'Jim'Knight)'

'! Given&the&time&we&have&today,&what&is&the&most&important&thing&

that&you&and&I&should&be&talking&about?&(Susan&Scott)&

! What&if&nothing&changes?&So&what?&What&are&the&implications&for&

you&and&your&students?&(Susan&Scott)&

! What&is&the&ideal&outcome?&(Susan&Scott)&

! What&can&we&do&if&we&resolve&this&issue?&(Susan&Scott)&

! Tell&me&about&what&you&felt…&

! Tell&me&a&little&about&this…&

! What&leads&you&to&believe…&

! What&would&we&see&and&hear&that&would&be&evidence&of&this?&

(Bruce&Wellman;&Lucy&West)&

! What&went&well?&What&surprised&you?&What&did&you&learn?&What&

will&you&do&differently&next&time?&

! What&do&you&think&about&what&the&students&are&doing&here?&

! On&a&scale&of&1H10&how&close&are&you&to&your&ideal&classroom?&

(Steve&Barkley)&

! What&are&you&seeing&that&shows&that&the&strategy&is&successful?&

(Steve&Barkley)&

! What&impact&would&__________have?&(Steve&Barkley)&

! When&have&you&seen&________?&Can&you&make&a&connection&

between&that&time&and&this&time?&(Steve&Barkley)&

! What&evidence&do&you&have&that&students&are&learning?&

! How&might&you&be&more&certain&that&students&are&learning?&

&

&

&

&

&

&


HANDOUT PAGE 8


An interesting finding . . . (Carless, 2006)

•  Asked students and teachers whether teachers provided detailed feedback that helped students improve their next assignments . . .

– ___% of teachers claimed they provided such detailed feedback ojen or always

– ___% of students agreed with their teachers’ claims



– 70% teachers claimed they provided such detailed feedback ojen or always

– ___% of students agreed with their teachers’ claims




– 70% teachers claimed they provided such detailed feedback ojen or always

– 45% of students agreed with their teachers’ claims


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•  What ques[on must we KEEP IN MIND as we offer feedback to learners?

BASED ON THE FEEDBACK I PROVIDE, WILL THE STUDENT TRY

AGAIN?


Feedback… o Name it:

o Describe it:

o  Tell why it’s good:

o Value Statement:


HANDOUT PAGES 8 & 9

o Work with a partner. o First read page 8. Make sure to focus in on the samples provided.

o Move to page 9. Work together to write a feedback note to this teacher.

o We will share our products with another pair.


Let’s try it!


Based ONLY on what you see . . .

o What ques[on might you ask the teacher? o What feedback could you offer the teacher?


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ELEMENT OF FOCUS

#28 MAINTAIN A LIVELY PACE



Connecting DQ 1 with Coaching…

We will observe a teacher who has selected TRACKING STUDENT PROGRESS AND CELEBRATING SUCCESS as her element of focus.


How to think as an observer…

• What am I observing right now? •  Is it going well? •  Based on what evidence (a coach must know the correla[ng scale)?




2. What do I typically do to track student progress?

The teacher facilitates tracking of student progress on one or more learning goals using a formative approach to assessment.

Teacher Evidence

T Teacher helps students track their individual progress on the learning goal.

T Teacher assigns scores using a scale or rubric that depicts student status relative to the learning goal.

T Teacher uses formal and informal means to assign scores to students.

T Teacher charts the progress of the entire class on the learning goal.

Student Evidence

T When asked, students can describe their status relative to the learning goal using the scale or rubric.

T Students systematically update their status on the learning goal.

How Am I Doing?

4 Innovating

3 Applying

2 Developing

1 Beginning

0 Not Using

Tracking stu-dent progress


I facilitate tracking of stu-dent progress using a forma-tive approach to assessment, and I monitor the extent to which students understand their level of performance.

I facilitate tracking of stu-dent progress using a forma-tive approach to assessment, but I do so in a somewhat mechanistic way.




Our process . . .

o Watch the clip. o Do some solo thinking.

ü Where is the teacher on the rubric? ü What feedback can you provide based on what was observed and the scale?

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Mock Coaching of Lesson o Work with a partner. o Person A = Emily; Person B = coach. o Par[cipate in a mock coaching session with person A responding as you believe Emily would respond.


How would you coach this teacher?

•  Discuss what you might say in your conversa[on…

•  Begin with what is going well… •  Ask reflec[ve ques[ons and engage in ac[ve listening…

•  Discuss areas for growth (posi[ve manner)… •  Be prepared to provide specific examples!


Lesson Segments

Involving Routine Events

Design Question 1: What will I do to establish and communicate learning goals, track student progress, and celebrate success?• Providing Clear Learning Goals and Scales to

Measure those Goals• Tracking Student Progress• Celebrating Student Success

Design Question 6: What will I do to establish or maintain classroom rules and procedures?• Establishing Classroom Routines• Organizing Physical Layout of the Classroom for

Learning

Lesson Segments

Addressing Content

Design Question 2: What will I do to help students effectively interact with the new knowledge?• Identifying Critical Information• Organizing Students to Interact with New

Knowledge• Previewing New Content• Chunking Content into "Digestible Bites"• Processing of New Information• Elaborating on New Information• Recording and Representing Knowledge• Reflecting on Learning

Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge?• Reviewing Content• Organizing Students to Practice and Deepen

Knowledge• Using Homework• Examining Similarities and Differences• Examining Errors in Reasoning• Practicing Skills, Strategies, and Processes• Revising Knowledge

Design Question 4: What will I do to help students generate and test hypotheses about new knowledge?• Organizing Students for Cognitively Complex

Tasks• Engaging Students in Cognitively Complex

Tasks Involving Hypothesis Generating and Testing

• Providing Resources and Guidance

Lesson Segments

Enacted on the Spot

Design Question 5: What will I do to engage students?• Noticing and Reacting when Students are Not

Engaged• Using Academic Games• Managing Response Rates• Using Physical Movement• Maintaining a Lively Pace• Demonstrating Intensity and Enthusiasm• Using Friendly Controversy• Providing Opportunities for Students to Talk

about Themselves• Presenting Unusual or Intriguing Information

Design Question 7: What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?• Demonstrating "Withitness"• Applying Consequences• Acknowledging Adherence to Rules and

Procedures

Design Question 8: What will I do to establish and maintain effective relationships with students?• Understanding Students' Interests and

Backgrounds• Using Behaviors that Indicate Affection for

Students• Displaying Objectivity and Control

Design Question 9: What will I do to communicate high expectations for all students?• Demonstrating Value and Respect for Low

Expectancy Students• Asking Questions of Low Expectancy Students• Probing Incorrect Answers with Low Expectancy

Students

The Marzano Observation and Feedback Protocol identifies the 41 key strategies revealed by research for effective teaching presented in a robust, easy-to-understand model

of instruction based on the Art and Science of Teaching. All 41 Key Strategies are organized into 9 Design Questions, which are further organized into 3 Lesson Segments.

Patent Pending. iObservation is a registered trademark of Learning Sciences International. © 2007-2010


Instruc=onal Rounds

In the MRL model, rounds are one of the primary ways for teachers to observe and discuss effec[ve teaching.


Our Process:

1.  Develop Common Understanding of Rounds 2.  Focus on Details

–  What do we do before rounds to prepare? –  What do we do during rounds? –  What do we do aler rounds?

3.  Experience Rounds 4.  Debrief Experience


Key Points

o Rounds are not evalua[on.

o Rounds are for collabora[on and reflec[on by the observers.

o Reflec[ve conversa[ons should occur immediately, if possible.

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2. Preparing for Instructional Rounds

o  Determine school norms (admin, school teams) o  ground rules o  forms / notes o  feedback to observed teacher o  self-‐reflec[on logis[cs

o  Build common instruc[onal language o  i.e., MRL Observa[on Protocols & The Art and Science of Teaching

o  Clarify purpose (admin to all staff)


2. Preparing for Instructional Rounds

o Determine schedule (admin) o  rounds teams o  subs[tute plan o  teachers being observed

o  Prepare materials o Notes Sheet

o 3 Reflec[ve Ques[ons o ASOT Snapshot Form o *plain note paper o *plus/delta o other suited to district emphasis


Reflective Questions

•  Affirmations: How did this experience validate what I do?

•  Questions: What questions did this experience generate about what I’m doing in my own classroom?

•  Applications: What’s one thing I might try in my classroom?


2. Conducting Instructional Rounds Observing

o Review purpose, ground rules, protocol with team briefly.

o Enter classroom unobtrusively. o Observe and take reflec[ve notes quietly for 10-‐15 minutes.

o Thank the teacher; leave quietly.


2. Conducting Instructional Rounds Debriefing

o Gather your group (hall, classroom, etc.). o Remind team of ground rules.

o Ask group to share affirma[ons o How did this experience validate what I do? o Each person share one. Pass op[on allowed.



o Ask group to share ques[ons/wonderings. o What ques#ons did this experience generate about what’s happening in my classroom?

o Compare/contrast my prac#ce with what I saw. o Each person share one. Pass op[on allowed.

o Ask group to share applica[ons. o What’s one thing I might try in my classroom as a result of this experience?

o Each person share one.

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o Record significant affirma[ons / applica[ons to share with observed teacher, if requested.

o Monitor [me. o Keep the conversa[on posi[ve and focused on the observers.


Redirecting Flip it 180º: Turn the nega[ve into a posi[ve and paraphrase. Use words: “Be, Feel, & Have.” • So a goal for you might be… • So you want to feel… • So you want to have…

Teacher: His students were off task most of the #me! Facilitator: So, you want to have some strategies in place to keep your students engaged in the lesson.


Debriefing Rounds

o Use a sharing strategy that rotates the turn to comment in a round robin manner.

o Encourage open conversa[on, but ensure all get to share during the session.

o Debrief one classroom completely then move on to the next.


Debriefing Continued…

o Par[cipants comment on what they observed in this order: o What they saw that they liked. (Pluses) o What did they wonder about? (Deltas) o Compares and Contrasts his/her own prac[ces with one or more techniques observed.


Debriefing Continued…

o Any teacher can decline to share their observa[ons with the group for any par[cular observa[on or part of an observa[on.

o The debriefing session ends with each par[cipant iden[fying one thing he/she might try in their classroom as a result of rounds.


2. Conducting Instructional Rounds Follow-Up

o Prepare and deliver feedback (if requested)

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Template for Giving Feedback to Observed Teacher

o  Introduc[on: Here are some of the great prac#ces we saw in your ___ classroom that we want to incorporate into our own teaching.

o Name it. Describe it. Say why it’s good. (2-‐4)

o Value Statement: Your techniques effec#vely…

o  Thank you for leUng us learn from you!


Table Partner Discussion . . .

o What are some considera[ons regarding the implementa[on of instruc[onal rounds?

o Choose a recorder to capture ques[ons or sugges[ons you might have.

o Share Out


Readiness for Change Dealing with levels of recep[veness to change in a very personal profession.

(handout page 4)


Readiness for Change

High Skills but Low Will

High Skill and High Will

Low Skill and Low Will Low Skill but High Will


Readiness for Change

High Skills but Low Will

Ojen unaware or don’t believe that they need to

improve.

High Skill and High Will

Mo[vated and always want to improve.

Low Skill and Low Will

Not mo[vated and not knowledgeable about how to

improve.

Low Skill but High Will

Mo[vated, but don’t always know what to do to improve.


How does “readiness for change” affect the work

you do as a mentor/coach?

Please discuss this with your quads.

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MARZANO Research Laboratory

THANK YOU! It has been a

pleasure spending time

with you!

[email protected]@marzanoresearch.com

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