The Core of Educational The Core of Educational

LeadershipLeadership

Research for Better Teaching, Inc.Research for Better Teaching, Inc.

RBT

Jon Saphier

Accomplished educators are Accomplished educators are always asking: always asking:

“How can we get better?”“How can we get better?”

Four Historical Approaches to Improving Four Historical Approaches to Improving Student AchievementStudent Achievement

3. 90’s & 2000s Standards and Accountability4.

2000s: Use Data

2.

90s: Change Structures and

Schedules

5. Focus on High-Expertise Teaching 5. Focus on High-Expertise Teaching

1. 1980s: Curriculum

Packages and Programs

What is the most significant variable in What is the most significant variable in

increasing student achievement?increasing student achievement?

What TeachersKnow, Believe

& Can Do

IncreasedStudent

Achievement

M.E.T. (Gates Project) 2012 M.E.T. (Gates Project) 2012 ResearchResearch

The variation in teaching effectiveness between classrooms within a school is greater than the variation in effectiveness between schools. [Thus student learning hinges on the expertise of the teacher in front of them now!]

Outcomes of DayOutcomes of Day

1. Dive into the nature of teaching expertise….Goal: common images, common language and concept system for talking about teaching togther

2. Insights into how leaders at both building and central levels can most influence classroom teaching expertise.

7 Propositions about Teaching7 Propositions about Teaching

Proposition 1: Teachers are preeminently important.

Proposition 2:There is a real knowledge base about teaching that is practical, accessible, huge, complex, and validated…and it’s different.

Definition“Teaching skill” is anything a person does that influences the probability of intended learning.

Anything!

Personal relationships…Teamwork skills…Dataanalysis skills…Error analysis skills…Family inclusionskills…

• Proposition 3:

We need a common language and

concept system for holding this

knowledge and talking about it

together.

• Proposition 4:

The nature of professional knowledge

in any field is:

--Tasks to be accomplished

--Repertoire of ways to accomplish

them

--Skill at matching the response or

strategy one picks from one’s

repertoire to match the content, the

people, or the situation

• Proposition 5:

For all our students…we want more good teaching in more classrooms for more children more of the time

…not a blame statement.

• Proposition 6:

The school-as-workplace is the prime site for teacher learning.

• Proposition 7:

Leaders make the difference on whether the school becomes a dynamic and powerful site for teacher learning…for improving classroom teaching and learning.

• “Where to Show Up and What to Do”

• So the core of educational leadership is:

mobilizing collective action

to improve teaching expertise

in every classroom.

FOUNDATION OF ESSENTIAL BELIEFS

KEY CONCEPTS• Tasks• Repertoire• Matching

INSTRUCTIONALINSTRUCTIONALSTRATEGIESSTRATEGIESClarity Principles of

LearningModels of Teaching

MANAGEMENTMANAGEMENTSpace Time Routines

Attention Momentum Discipline

MOTIVATIONMOTIVATION

PersonalRelationship

BuildingClass Climate

Expectations/Effort Based Ability

CURRICULUMCURRICULUMCurriculum

Design

OverarchingObjectives

Objectives

Assessment LearningExperiences

Planning

Startle Using Student ’s Name in Instructional Example Redirecting Partial Answer Pre-Alert Unison Looking at One, Talking to Another Incomplete Sentences Equal Opportunity Random Order Circulation Wait-Time Eye Contact Freedom from Distraction (visual and auditory)

ALERTIING

Encouragement Enthusiasm Praise Humor Dramatizing

WINNING

Punish Exclude Threaten Sharp Sarcasm Judgmental Reprimand Order Specific Verbal Desist General Verbal Desist Mild Sarcasm Private Desist Bringing in Group Pressure Peer Competition Move Seat “I” Message Remove Distraction Offer Choice Urge Remind Flattery Signals Pause and Look Name Dropping Offer Help Touch Proximity

DESISTING

Voice Variety Gesture Piquing Student ’s Curiosity Suspense Challenge Making Student a Helper Props Personification Connecting with Student ’s Fantasies

ENLISTING

Authority

Attraction

The The AttentionAttention

ContinuumContinuumAcknowledging ACKNOWLEDGING

5 Least Done Attn. Moves5 Least Done Attn. Moves

• “I” Message

• Pre-Alert

• Wait-Time

• Props

• Dramatizing

FOUNDATION OF ESSENTIAL BELIEFS

KEY CONCEPTS• Areas of Performance• Repertoire• Matching

INSTRUCTIONALINSTRUCTIONALSTRATEGIESSTRATEGIESClarity Principles of

LearningModels of Teaching

MANAGEMENTMANAGEMENTSpace Time Routines

Attention Momentum Discipline

MOTIVATIONMOTIVATION

PersonalRelationship

BuildingClass Climate

Expectations/Effort-Based Ability

CURRICULUMCURRICULUMCurriculum

Design

OverarchingObjectives

Objectives

Assessment LearningExperiences

Planning

3 KEY MESSAGES3 KEY MESSAGES

1. What we’re doing is important.

2. You can do it.

3. I won’t give up on you, even if you give up on yourself.

1:46

TEACHER CHOICE OF TEACHER CHOICE OF LANGUAGELANGUAGE IN RECURRING IN RECURRINGSPECIFIC SITUATIONS:SPECIFIC SITUATIONS:

• Patterns of calling on students

• Responses to student answers

• Giving help

• Dealing with errors

• Giving tasks and assignments

• Feedback on individual student performance, including authentic praise

• Being tenacious

• Framing re-teaching events

THE BOTTOM LINE OF EFFORT BASED ABILITYTHE BOTTOM LINE OF EFFORT BASED ABILITY

• Our work as educators, in fact a major part for some kids, is :

1) Convincing them they can grow their

ability at academics.

2) Showing them how.

3) Motivating them to want to.

5 BELIEFS 5 BELIEFS THAT LIBERATE OR LIMIT LEARNINGTHAT LIBERATE OR LIMIT LEARNING

LIFE LIBERATING BELIEFS LIFE LIMITING BELIEFS

Mistakes help one learn

You are not supposed to understand everything the first time around. Care, perseverance, and craftmanship are what count.

Good Students solicit help and lots of feedback on their work.

Consistent effort and effective strategies are the main determinants of success

Every one is capable of high achievement, not just the fastest and most confident.

vs.

vs.

vs.

vs.

vs.

Mistakes are a sign of weakness

Speed is what counts. Faster is smarter.

Good students can do it by themselves.

Inborn intelligence is the main determinant of success

Only the few bright can achieve at a high level.

CLARITYCLARITY

1. Framing the Big Picture1. Framing the Big Picture

• Objectives

• Itinerary

• Big Idea/Essential Question

• Reason for Activity

• Reason it’s Worthwhile

• Criteria for Success

CLARITYCLARITY

2. Getting Ready for Instruction

• Anticipate Confusions

• Pre-assessing

• Activating Students’ Current Knowledge

Fruit Bats

flying foxeshunt

rabbit

day36"

bananas

echolocatio

n

sleepeagles

East Indies

plums

Australia

nightchicken

crocodilesspit

monitor l

izard

Fruit Bats

Dividends of Dividends of ““WordsplashWordsplash””

• Student know things to look for • Calls for predicting• Summons prior knowledge• Make connections• Adjust …active reader • Motivating • Ownership• Interactive• Pressure off – safe

CLARITYCLARITY

3. Presenting Information…..

--Twelve Explanatory Devices

4. Speech

5. Explicitness

6. Making Cognitive Connections

Explanatory Devices…especially powerful are

• Modeling Thinking Aloud

• Visual Imagery

• Models

• Diagrams and visual presentations

CLARITYCLARITYGetting Inside Students’ Heads

7. Checking for Understanding

8. Unscrambling Confusions

9. Creating interactive dialog to Make Students’ Thinking Visible

CLARITYCLARITYV. CONSOLIDATING AND ANCHORING THE V. CONSOLIDATING AND ANCHORING THE LEARNINGLEARNING

10. Summarizing

Getting students cognitively active in

summarizing

30 Summarizing Structures30 Summarizing Structures

• 10-2• Learning Buddies• 3…2…1…• The Important Thing…• Luck of the Draw• Paired Verbal Fluency• “Summary Sam”• Sorting Cards• One Word Summary• Synectics Review• One Question Quiz• A• B • C Summarize• Cheat Notes• Best Test• Relay Summary

• Write a Rap• Ticket to Leave• Carousel Brainstorming• Graphic Organizers• Medium-Size Circle• Draw Picture/Diagram• Learning Logs• Thinking Logs• Think – Pair – Share• Biopoems• Reciprocal Teaching• Last Word• Board Games• The Envelope Please• Inside-Outside Circle

FOUNDATION OF ESSENTIAL BELIEFS

KEY CONCEPTS• Areas of Performance• Repertoire• Matching

INSTRUCTIONALINSTRUCTIONALSTRATEGIESSTRATEGIESClarity Principles of

LearningModels of Teaching

MANAGEMENTMANAGEMENTSpace Time Routines

Attention Momentum Discipline

MOTIVATIONMOTIVATION

PersonalRelationship

BuildingClass Climate

Expectations/Effort Based Ability

CURRICULUMCURRICULUMCurriculum

Design

OverarchingObjectives

Objectives

Assessment LearningExperiences

Planning

FEEDBACKFEEDBACKFEEDBACKFEEDBACK

“Academic feedback is more strongly and consistently related to achievement than any other teaching behavior. This relationship is consistent regardless of grade, socioeconomic status, race, or school setting” (Bellon, Bellon, and Blank, 1997, p. 277).

FEEDBACKFEEDBACK

“The most powerful single modification that enhances achievement,” writes Hattie (in Ainsworth and Viegut, 2006, p. 89), “is feedback. The simplest prescription for improving education must be ‘dollops of feedback.’”

•0:40

What skills show up in this What skills show up in this clip?clip?

FOUNDATION OF ESSENTIAL BELIEFS

KEY CONCEPTS• Areas of Performance• Repertoire• Matching

INSTRUCTIONALINSTRUCTIONALSTRATEGIESSTRATEGIESClarity Principles of

LearningModels of Teaching

MANAGEMENTMANAGEMENTSpace Time Routines

Attention Momentum Discipline

MOTIVATIONMOTIVATION

PersonalRelationship

BuildingClass Climate

Expectations/Effort-Based Ability

CURRICULUMCURRICULUMCurriculum

Design

OverarchingObjectives

Objectives

Assessment LearningExperiences

Planning

What skills show up in this What skills show up in this clip?clip?

• Feedback (E/S)

• Differentiation

• Momentum (quick start with the “do-now”)

• Pre-assessment

• Planning by Analysis of student work the night before (selection of three problems in the do-now)

• Framing re-teaching: “You can do it!”

If teaching expertise is the most significant variable in student achievement….

Then leadership is the most significant variable in accounting for the growth of that teaching expertise!

Re: Proposition 7Re: Proposition 7

It’s important for leaders to consider where to show up, and what to do

in their daily rounds.

“How should I use my time to best advantage if the prime goal is the improvement of teaching and learning in the classroom?”

Where to Show Up and What to Do Where to Show Up and What to Do

High-Functioning Content Teams (PLCs)

Student Accountability Talks

Planning Building PD

Peer Observation

SupportingStudy Groups

Walkthroughs and Learning Walks

Formal ObservationWrite-ups

Planning Conferences

Frequent short(15 min.) visits withConversations CEIQ

Faculty Meetings

Partnership withInstructional Coach

Building Instructional Leadership Team

Influencing Teaching and Learning

Mathematics, Grade 4Use the diagram below to answer question 19.

3 4 5 6 7 8

How long is the truck?A. 5 inches 27B. 2 inches 39 C. 5 inches 27D. 2 inches 6

Reporting Category for Item 19: Measurement (p.230)

34

34

12

12

Mather School student responses to this question.

19

Questions and Sequence of Steps For Questions and Sequence of Steps For Teams Doing Error AnalysisTeams Doing Error Analysis

1. What might the student have been thinking to make this error?

2. How can we find our which of these hypotheses is right?

3. What different teaching strategies could we use to “fix” or undo whatever lead to this error- and help the student solidify his/her skills and concepts?

Questions and Sequence of Steps For Questions and Sequence of Steps For Teams Doing Error AnalysisTeams Doing Error Analysis

Questions and Sequence of Steps For Questions and Sequence of Steps For Teams Doing Error AnalysisTeams Doing Error Analysis

4. How are each of us going to plan and manage tasks and time during the instructional period so that we’ll get 15 minutes to re-teach skills and concepts at least 3 times a week for those students who made errors?

5. How can the team help?

Research for Better Teaching

Trust I can be vulnerable

Open, passionate debate

Legitimate Decisions

Accountability for Norms

High Functioning

Teams ResultsOrientation

The Five Dysfunctions of a Team, 2002

Overcoming the Five Dysfunctions of a Team, 2005

by Patrick Lencioni

Research for Better Teaching

--There is a real Knowledge Base about T & L --It matters preeminently. We need

-- Shared images of it,-- Common language for talking about it,-- Constant inquiry into it,

-- and frequent quality conversations about it in relation to student learning.

So to summarize…So to summarize…

• A big idea of this day for me is……

• One thing I think I’ll try is…..

• A question I have is…..

Knowledge Bases for aFully Functioning Teacher

Research for Better Teaching

Behaviors of Individualsin Effective Organizations

12 normsEffective meetings

Collaborative decision makingCommunication skills

Team buildingWin-win

General PedagogicalKnowledge & Skills

Curriculum planningMotivation

Instructional strategiesManagement

Content-SpecificPedagogy

MethodMaterialsExamples

MisconceptionsAnalogies

Stories

Children & TheirDifferences

CognitiveAffectiveCultural

Personal experiencesLearning & thinking styles

AcademicDiscipline &

Student Standards

ParentInvolvement

StudentLearning/Student

Achievement

+Data Analysis+Cultural Proficiency+Technology