New Teacher Orientation 2010

Kyle Kallhoff, Director of InstructionLenette Tarleton, Secondary Reading/School Improvement

Clarke County BeliefsWe believe that our schools are:

• A place where learning is the constant and time is the variable

• A place where schedules are based on the individual needs of the student

• A place where progress is determined by proficiency toward the standard

• A place where demography does not determine a child’s destiny

• A place where ALL students graduate college and career ready

Continuous Cycle of Instruction

Instruct

Assess

Plan

2010-2011 Classroom Expectations

1. Teach clear, essential standards (Al COS)

2. Post standards in clear, student friendly terms

3. Scaffold (step by step) instruction– Explicit Instruction- I do – we do – you do– Collaborative Learning- allow students to work together– Check for Understanding (CFU) 5 to 7 times per lesson– Use models/ showcase quality work/ no guess work

4. Differentiate Instruction Daily– During initial delivery and through alternative scheduling

5. Engage ALL students- maximize time on task– Bell to bell engagement– Limit lecture time (present in chunks)– Utilization of Graphic Organizers (patterns, timelines, cause &

effect)– Force students to draw conclusions and inferences– Support arguments with evidence

6. Independent practice- when most/all students are ready

7. Assess at the end of each lesson (various types)

2010-2011 Classroom Expectations

2010-2011 Classroom Expectations

8. Utilization of Reading Strategies– Use of vocabulary strategies by ALL teachers– Word Walls in all classrooms (K-12)– Monthly Comprehension Strategies (6-12)

9. Consistent, Fair, and Equitable Grading Parameters

10. Be Familiar with Your School’s CIP

Continuous Improvement Plan

Strategies and Plans of Action

Total Instructional Alignment

“Leaving no child behind will require that all schools design an instructional program that not only aligns instruction to standards, benchmarks, and assessments, but also presents instruction that is aligned to the learning needs of each individual student.”

-Lisa Carter, Total Instructional Alignment

What is a Curriculum Pacing Guide

• Road Map• Timeline• Written Schedule (updated periodically)• Alignment of COS Standards with

Summative Assessment Items• Consistency Tool• Accountability Tool

Curriculum Pacing Guides

• Aligned to the Alabama Courses of Study• Seven month guide• Created using student achievement data• To be used and verified by every applicable

teacher• To be monitored by building administrators

http://clarkecounty.schoolinsites.com/Default.asp?PN=DocumentUploads&L=1&DivisionID=4175&LMID=160779&ToggleSideNav

=

Connection to Marzano’s What Works in Schools

What Works In Schools

Guaranteed and Viable Curriculum

Challenging goals and effective feedback

Parent and Community Involvement

Safe and Orderly Environment

Collegiality and Professionalism

Home Environment

Learned Intelligence and

Background Knowledge

Student Motivation

Classroom Management

Classroom Curriculum

Design

Instructional Strategies

Instructional Strategies

Identifying Similarities and Differences

Summarizing and Note-Taking

Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations

Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypothesis

Cues, Questions, and Advance Organizers

It was not until the 1970’s that we began to examine effective teaching practices.

What have we learned over the past 34+ years?

Research tells us that:

• The most important factor affecting student learning is the teacher.

• Effective teachers appear to be effective with students of all achievement levels, regardless of the variety of students in their classrooms.

Sanders and Horn, 1994

Classroom Instruction That Works presents

and exemplifies instructional strategies that we have extracted from the research base on effective instruction.

Marzano, 2003

Identifying Similarities and Differences

• Comparing

• Classifying

• Metaphors

• Analogies

Summarizing and Note Taking

Summarizing– The “Rule-based” strategy– Summary frames– Reciprocal teaching

Note Taking– Teacher-prepared notes– Formats for notes– Combination notes

Reinforcing Effort and Providing Recognition

Reinforcing Effort– Teaching about effort– Keeping track of effort and achievement

Providing Recognition– Personalizing recognition– Pause, prompt, and praise– Concrete symbols of recognition

Homework and Practice

Homework– Establish and communicate a homework policy.– Design homework assignments that clearly articulate the

purpose and outcome.– Vary the approaches to providing feedback.

Practice– Mastering a skill requires a fair amount of focused

practice.– While practicing, students should adapt and shape what

they have learned.

Nonlinguistic Representations

• Graphic organizers– Descriptive patterns– Time-sequence patterns– Process/cause-effect patterns– Episode patterns– Generalization/principle patterns– Concept patterns

Nonlinguistic Representations

• Other nonlinguistic representations– Making physical models– Generating mental pictures– Drawing pictures and pictographs– Engaging in kinesthetic activity

Cooperative Learning

• Organized groups based on ability levels should be done sparingly.

• Cooperative groups should be kept rather small in size.

• Cooperative learning should be applied consistently and systematically, but not overused.

Setting Objectives and Providing Feedback

• Setting Objectives– Specific but flexible goals– Contracts

• Providing feedback– Feedback should be “corrective” in nature– Feedback should be timely– Feedback should be specific to a criterion– Students can effectively provide some of their

own feedback.

Generating and Testing Hypotheses

• Systems analysis• Problem solving• Historical investigation• Invention• Experimental inquiry• Decision making

Cues, Questions, and Advance Organizers

• Techniques for activating prior knowledge• Explicit “cues”• Questions that elicit inferences• Analytic questions• Expository advance organizers• Narrative advance organizers• Skimming as a form of advanced organizer• Graphic advance organizers

Using the Nine Categories in Instructional Planning

• At the beginning of a unit, include strategies for setting learning goals.

• During a unit, include strategies– for monitoring progress toward learning goals.– for introducing new knowledge.– for practicing, reviewing, and applying knowledge.

• At the end of a unit, include strategies for helping students determine how well they have achieved their goals.

Marzano, 2001

You Make the DifferenceYou Initiate the Impact

“We can, whenever and wherever we choose, successfully teach all children whose schooling is of importance to us. We already know more than we

need to do that. Whether or not we do it must finally depend on how we feel about the fact that we

haven’t so far.”

Ron Edmunds (1983)