Chapters 4 and 5 teaching and learning professional development
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Chapters 4 and 5: Teaching and Learning Professional Development. Dr. Rob Anderson Spring 2011. Agenda. Leadership Book Presentations Alissa , Julissa and Joe Tallahassee update Chapters Four and Five: Teaching and Learning and Professional Development

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Chapters 4 and 5 teaching and learning professional development

Chapters 4 and 5: Teaching and LearningProfessional Development

Dr. Rob Anderson

Spring 2011


Agenda

Agenda

  • Leadership Book Presentations

    • Alissa, Julissa and Joe

  • Tallahassee update

  • Chapters Four and Five: Teaching and Learning and Professional Development

  • Robert Marzano and iObservation

  • Teacher Evaluation System


Major themes chapter 4

Major Themes: Chapter 4

  • Principal role in teaching and learning

  • Using Theoretical Frames for planning

    • Cognitive

    • Constructivist

    • Multiple Intelligences

  • Models of Evaluation


Major themes chapter 5

Major Themes: Chapter 5

  • Mission for Professional Development

  • Principles of Effective Professional Development


Florida principal leadership standards

Florida Principal Leadership Standards

Standard 3: Instructional Plan Implementation.  Effective school leaders work collaboratively to develop and implement an instructional framework that aligns curriculum with state standards, effective instructional practices, student learning needs and assessments. The leader:

  • Implements the Florida Educator Accomplished Practices as described in Rule 6A-5.065, F.A.C. through a common language of instruction;

  • Engages in data analysis for instructional planning and improvement;

  • Communicates the relationships among academic standards, effective instruction, and student performance;

  • Implements the district’s adopted curricula and state’s adopted academic standards in a manner that is rigorous and culturally relevant to the students and school; and

  • Ensures the appropriate use of high quality formative and interim assessments aligned with the adopted standards and curricula.


Florida principal leadership standards1

Florida Principal Leadership Standards

Standard 4: Faculty Development. Effective school leaders recruit, retain and develop an effective and diverse faculty and staff.   The leader:

  • Generates a focus on student and professional learning in the school that is clearly linked to the system-wide strategic objectives and the school improvement plan;

  • Evaluates, monitors, and provides timely feedback to faculty on the effectiveness of instruction;

  • Employs a faculty with the instructional proficiencies needed for the school population served;

  • Identifies faculty instructional proficiency needs, including standards-based content, research-based pedagogy, data analysis for instructional planning and improvement, and the use of instructional technology;

  • Implements professional learning that enables faculty to deliver culturally relevant and differentiated instruction; and

  • Provides resources and time and engages faculty in effective individual and collaborative professional learning throughout the school year.


Teaching and learning

Teaching and Learning

  • Three major categories into which learning theories fall

    • Behaviorist

      • Pavlov

    • Cognitivist

      • Metacognition

    • Constructivist

      • Discovery Learning


Teaching and learning1

Teaching and Learning

  • Theories aside, where are we now and what do you need to know?

    • Robert Marzano

    • iObservation


Robert marzano

Robert Marzano

  • Robert J. Marzano, PhD, is cofounder and CEO of Marzano Research Laboratory in Englewood, Colorado.

  • Author of more than 30 books and 150 articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention.

  • His books include Designing & Teaching Learning Goals & Objectives, District Leadership That Works, Designing & Assessing Educational Objectives, Making Standards Useful in the Classroom, and The Art and Science of Teaching.


Iobservation

iObservation

  • Is the methodology that your school district using one that Robert Marzano would personally support? Why or why not?


Robert marzano1

Robert Marzano

  • “Meta-analytic techniques (see Hedges & Olkin, 1985; Lipsey & Wilson, 2001; Cooper, 2009) were used to aggregate the findings from the independent studies using the statistical software package Comprehensive Meta-Analysis (CMA, Version 2).

  • In general, meta-analytic techniques are used when the results of independent studies on a common topic are combined. “


Iobservation overview

iObservation Overview

  • Four domains

  • 60 elements that are evaluated on a scale

    • Innovating

    • Applying

    • Developing

    • Beginning

    • Not Using


Implementation

Implementation

  • Each district negotiated their current implementation with their teacher union

  • Resulted in a haphazard implementation across the state


Teacher evaluation system overview

Teacher Evaluation System Overview

  • Consists of 40% student growth and 60% Marzano evaluation model


Marzano evaluation model

Marzano Evaluation Model

  • Four Domains where data is collected

    • Domain One: Classroom Strategies and Behaviors

    • Domain Two: Preparing and Planning

    • Domain Three: Reflecting on Teaching

    • Domain Four: Collegiality and Professionalism


Marzano evaluation model1

Marzano Evaluation Model

  • How Data is Collected

    • Domain One: Formal and Informal Observations

    • Domain Two: Pre and post conferences and lesson plans

    • Domain Three: IPDP and conferences

    • Domain Four: Observation and artifacts related to collegiality and professionalism


Iobservation1

iObservation

  • The technology tool that will be used to collect data points within each of the four domains and enter them into your evaluation.

  • You will be able to log in to see where you stand – very transparent

  • Once it’s in, it’s in


Category placement for evaluation

Category Placement for Evaluation

  • Category 1

    • New teachers who have 0-2 years of teaching experience

  • Category 2A

    • Teachers who have at least 3 years of teaching experience

  • Category 2B

    • Teachers who have at least 3 years of teaching experience but who may be: a) a new hire, b) assigned to teach a new subject area or c) assigned to a school with a different population of students from their previous assignment

  • Category 3

    • Teachers previously determined to be less than effective in the classroom


Why is this important

Why is this important?

  • Your category placement determines the thresholds for each of the levels of evaluation within the Marzano Evaluation Model

Highly Effective

Effective

Developing

Unsatisfactory


Relationship between marzano model and teacher evaluation

Relationship Between Marzano Model and Teacher Evaluation


How this comes together

How this comes together

Domain 1

60%

Domain 2

20%

Domain 3

10%

Domain 4

10%

4

4

4

4

60% of teacher evaluation

3

3

3

3

2

2

2

2

1 or 0

1 or 0

1 or 0

1 or 0


Category 1 and 2b

Category 1 and 2B

Highly Effective

Effective

Developing

Unsatisfactory

At least 60% at level 4 &

5% at level one or zero

At least 60% at level 3 or higher

Less than 60% at level 3 or higher & less than

50% at level one or zero

Greater than or equal to

50% at level one or zero


Category 2a

Category 2A

Highly Effective

Effective

Developing

Unsatisfactory

At least 65% at level 4 &

3% at level one or zero

At least 65%at level 3 or higher

Less than 65%at level 3 or higher & less than

50% at level one or zero

Greater than or equal to

50% at level one or zero


Value added model

Value Added Model

  • Tests to be used this year will be FCAT Reading and Algebra and Geometry EOC exams

  • If you have 25 students in 9th or 10 grade taking either of these exams, this will be the score that counts for your evaluation

  • If you do not have 25 students taking either of these exams, your Value Added score will be the best out of the following three measures

    • School Aggregate score in Reading

    • School Aggregate score in Math

    • Scholl aggregate score in reading and math combined


Cut scores for value added model

Cut Scores for Value Added Model

Unsatisfactory

Highly Effective

Effective

Needs Improvement


Student characteristics

Student Characteristics

  • Student Characteristics:

    • Up to two prior years of achievement scores (the strongest predictor of student growth)

    • The number of subject-relevant courses in which the student is enrolled

    • Students with Disabilities (SWD) status

    • English Language Learner (ELL) status

    • Gifted status

    • Attendance

    • Mobility (number of transitions)

    • Difference from modal age in grade (as an indicator of retention)


Classroom characteristics

Classroom Characteristics

  • Classroom characteristics:

    • Class size

    • Homogeneity of students’ entering test scores in the class


School characteristics

School Characteristics

The model recognizes that there is an independent factor related to the school that impacts student learning –a school component.

  • Statistically is simply the factors already controlled for in the model measured at the school level by grade and subject

  • May represent the impact of the school’s leadership, the culture of the school, or the environment of the school on student learning


Professional development

Professional Development

  • Stay current

  • Know where it is you are as a school and where you aspire to be

  • Understand your own needs as well as the needs of your teachers


Ten principles of effective professional development

Ten Principles of Effective Professional Development


For next week

For Next Week

  • Read Chapters Seven and Ten

  • Presentations

    • Jessica H.


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