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Academy of Pacesetting States. Indicators of Effective Instruction Larry Kugler July 20, 2009. Goals for Today’s Session. Learn about the Patterns of Practice School Review Process (POP) Become familiar with the Teacher Interview and Classroom Observation (TICO) tool

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Academy of Pacesetting States

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Academy of pacesetting states

Academy of Pacesetting States

Indicators of Effective Instruction

Larry Kugler

July 20, 2009


Goals for today s session

Goals for Today’s Session

  • Learn about the Patterns of Practice School Review Process (POP)

  • Become familiar with the Teacher Interview and Classroom Observation (TICO) tool

  • Gain knowledge of POP indicators of effective classroom instruction

  • Practice coding using the TICO


Academy of pacesetting states

CII

Center on Innovation

& Improvement

POP

OSSE

Office of the State

Superintendent

of Education

District of Columbia

MACC

Mid-Atlantic

Comprehensive

Center


Patterns of practice school review process pop

Patterns of Practice School Review Process (POP)

  • The purpose of the POP is to provide OSSE with a process and protocols for conducting annual school reviews.

  • The POP is based on 49 indicators found in the Handbook on Restructuring and Substantial School Improvement (2007) published by CII.

  • These indicators are organized into nine standards.


Pop s nine standards

POP’s Nine Standards

  • Curriculum

  • Assessment and Evaluation

  • Instruction

  • Comprehensive and Effective Planning

  • School Culture

  • Professional Development

  • Leadership

  • Organization Structure and Resources

  • Parent and Community Involvement


Pop s nine standards1

POP’s Nine Standards

  • Curriculum

  • Assessment and Evaluation

  • Instruction

  • Comprehensive and Effective Planning

  • School Culture

  • Professional Development

  • Leadership

  • Organization Structure and Resources

  • Parent and Community Involvement


Academy of pacesetting states

Classroom Observation

(TICO)

Document Review

Principal

Interview

Teacher Interview

(TICO)

Leadership Team

Focus Group

Instructional Staff Online Survey

Parent Focus

Group

Instructional Staff

Focus Group

Non-Instructional

Staff Focus Group


Academy of pacesetting states

Classroom Observation

(TICO)

Document Review

Principal

Interview

Teacher Interview

(TICO)

Leadership Team

Focus Group

Instructional Staff Online Survey

Parent Focus

Group

Instructional Staff

Focus Group

Non-Instructional

Staff Focus Group


Lesson introduction the teacher iii a09 clearly states the lesson s topic theme or chief objective

Lesson Introduction

The teacher…

III A09 Clearly states the lesson’s topic, theme, or chief objective

IIIA09: The teacher states the topic or central theme of the lesson.


Academy of pacesetting states

Classroom Management

IIIA35 Students are engaged and on task

This is evidence that students are participating in the instructional activity. For whole class instruction, the teacher intentionally draws various students into the discussion with questions or prompts, creating a fairly even, balanced participation. For students, the “all but two” rule might apply. At any point in time, are “all but two” of the students alert, sitting with good posture, with eyes on the teacher? For individual or small group work at any point in time, are 80% or more of the students focused on the task?


Academy of pacesetting states

Classroom Management

IIIA31 Interacts instructionally with students (explaining, checking, giving feedback)

IIIA31: Bi-directional, verbal interaction between the teacher and student(s) includes at least one heard instance of instructionally-based comments during student group work or independent work.


Academy of pacesetting states

Introducing Lesson

IIIA11 Uses modeling, demonstration, graphics

IIIA11: The teacher provides a concrete organizer by using a model, demonstration, or graphic.


Academy of pacesetting states

Classroom Management

IIIC05 Teacher uses a variety of instructional modes

IIIC05: During the observed period the teacher uses more than one mode of instruction (e.g., whole class, small group, computer-based, independent).


Academy of pacesetting states

Teacher Directed Whole Class or Teacher-Directed Small Group

Lesson Presentation

The teacher…

IIIA16 Uses prompting/cueing

IIIA16: A cue or prompt is a signal, hint, or nudge to help the student toward a correct response. The teacher may frame a question to provide contextual cues. If the teacher exhibits the use of cues/prompts, check YES.


Practice coding using the tico

Practice Coding Using the TICO

  • TICO form (pp 48-49)

  • Watch video

  • Code after viewing (definitions pp 43-45)

  • Discuss observations in small groups

  • Large group debriefing


Conclusions and suggestions

Conclusions and Suggestions

  • TICO designed to assess schoolwide instruction, not evaluate individual teachers. Anonymous results aggregated.

  • Indicators can be selected based on identified needs.

  • Triangulation is important to justify conclusions.

  • Training of observers is critical.


Academy of pacesetting states

Larry Kugler

Literacy and School Improvement Specialist

6807 Bluecurl Circle

Springfield, Virginia 22152

703-913-3177 (W)

703-606-3785 (C)

[email protected]


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