Using the nctep to impact student achievement nctep as the basis for instructional improvement
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Using the NCTEP to Impact Student Achievement NCTEP as the basis for instructional improvement. What is Essential to Student Achievement?. Standards Based Instruction Relationships Engaged Learners Assessment. http://www.marzanoresearch.com/products/catalog.aspx?group=107

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Using the nctep to impact student achievement nctep as the basis for instructional improvement

Using the NCTEP to Impact Student AchievementNCTEP as the basis for instructional improvement


What is essential to student achievement

What is Essential to Student Achievement?

  • Standards Based Instruction

  • Relationships

  • Engaged Learners

  • Assessment

http://www.marzanoresearch.com/products/catalog.aspx?group=107

Barley, Z., Lauer, P. A., Arens, S. A., Apthorp, H. S., Englert, K. S., Snow, D., & Akiba, M. (2002). Helping at-risk students meet standards: A synthesis of evidence-based classroom practices. Aurora, CO: Mid-continent Research for Education and Learning.


Rubric activity

Rubric Activity

Where in the rubric do we find it…

Standards Based

Relationships

Engagement

Assessment


What would you see in a highly effective classroom

What would you see in a highly effective classroom?

What might you see in the classroom that could be an indication of the four elements of effective instruction?

Standards Based

Relationships

Engagement

Assessment


What does it look like

What does it look like?

Cheat sheets for principals--flip charts, access to internet, sharing web site bookmarking

http://www.mentoringminds com/store/Common-Core-Standards/Elementary-Flip-Charts/Kindergarten-Common-Core-Standards-Flip-Chart/941


Conferencing questions d esigned with i ntentionality

Conferencing Questions Designed with Intentionality

The evaluator uses the conference time as an opportunity to:

  • ask questions that provide an understanding of the teacher’s developmental level.

  • ask questions that facilitate an accurate evaluation.

  • develop an awareness of the support needed by individual teachers.

  • communicate high expectations for teachers.

    • Integrating literacy, Bloom’s Taxonomy

  • clarify inaccuracies or misunderstandings in pedagogy, instructional best practice, or expectations.


Q uestions d esigned with intentionality

Questions Designed with Intentionality

Standard III a Examples

  • How do you use the Essential

    Standards/Common Core in

    your planning?

  • Do you use a pacing guide?

  • What has been the most

    difficult aspect of transitioning

    to the new standards for you

    as a teacher?


T he post conference

The Post Conference

  • An opportunity for instructional improvement and mini Professional Development.

  • Review questions that might be used in the post conference.

  • Make changes and comments on rubric as you post conference.

  • Indicate on rubric, support and suggestions for improvement.

  • Major issues should be indicated in professional growth plan, monitored, directed, or action.


Your turn design your own questions

Your turn!Design your own questions

Write your own questions that are designed to establish high expectations and indicate a teacher’s level of practice in…

Standards Based

Relationships

Engagement

Assessment

Indicate the standard and the element beside each question.


Tools to quantify o bservational d ata

Tools to Quantify Observational Data


Question stem analysis resource

Question Stem Analysis Resource

http://tpri.wikispaces.com/file/view/05-2Bloom-16-17+Stems+for+Instruction.pdf


How do we measure engagement liketoread com karen haag

How do we measure engagement?liketoread.com Karen Haag


Tracking chart

Tracking Chart


Tracking chart 2

Tracking Chart 2


Using the nctep to impact student achievement nctep as the basis for instructional improvement

Teacher Behavior Student Behavior

1. Teacher asks students to copy a 1. Students work alone to copy

chart verbatim from their texts text. Some students finish

into their notebooks. quickly and then do nothing.

2. Teacher follows a student’s low-level 2. Since any student may be response with a probing question for called on, all listen carefully to

the entire class, then waits to allow the teacher’s new question and

students to process before calling on formulate possible answers.

a student to answer.

Impact on Student Learning

1. Students have spent 10 minutes at the lowest level of thinking.

2. Time and expectation for higher order thinking is developed in the group.


Video reflection student engagement focus

Video Reflection: Student Engagement Focus

1. Briefly describe the instruction you provided during the lesson.

2. To what extent were students actively engaged in the lesson? How do you know?

3. If you had the opportunity to teach this lesson over again, what would you do differently?

4. If there was one thing from the lesson you would share with a colleague, what would it be?

from Jill Hall, principal of Neal Middle School, Durham Public Schools


Sharing best practices

Sharing Best Practices

Share strategies and tools you have used to quantify data or capture evidence during observations.

Further Resources: http://www.dpi.state.nc.us/profdev/resources/coaching/


Using the nctep to impact student achievement nctep as the basis for instructional improvement

Skillful Coaching

Effective Instructional

Leaders

Require Skillful

Coaching Strategies!

Pg. 1


Using the nctep to impact student achievement nctep as the basis for instructional improvement

The Efficacy Effect

Lowest Quality

Peak Performers

2

3

4

5

1

New teacher

New to grade

or content

Issues in

personal life

All

temporary

Talent,

practice and

coaching are

needed to

develop.

No t new

Not new to

grade/content

No issues

Little to no

talent and

are 85% as

good as they

will get.

B

A

Q1 is made up of two categories of teachers.

Pg. 2

Teacher efficacy is the elephant among mice.


Using the nctep to impact student achievement nctep as the basis for instructional improvement

The Efficacy Effect

2

3

4

5

1

Upper Q2, Q3 and lower Q4 teachers represent 40% of our teachers. They are 60% developed.

Teacher efficacy is the elephant among mice.


Using the nctep to impact student achievement nctep as the basis for instructional improvement

The Efficacy Effect

2

3

4

5

1

Coaching and experience are needed to develop.

Teacher efficacy is the elephant among mice.


Using the nctep to impact student achievement nctep as the basis for instructional improvement

The Efficacy Effect

Lowest Quality

Peak Performers

2

3

4

5

1

New teacher

New to grade

or content

Issues in

personal life

All

Temporary.

Talent,

practice and

coaching are

needed to

develop.

No t new

Not new to

grade/content

No issues

Little to no

talent and

are 85% as

good as they

will get.

B

A

Peak Performers consist of 20% of the teachers who are only 50% developed.

Teacher efficacy is the elephant among mice.


Using the nctep to impact student achievement nctep as the basis for instructional improvement

The Efficacy Effect

Lowest Quality

Peak Performers

2

3

4

5

1

New teacher

New to grade

or content

Issues in

personal life

All

Temporary.

Talent,

practice and

coaching are

needed to

develop.

No t new

Not new to

grade/content

No issues

Little to no

talent and

are 85% as

good as they

will get.

B

A

There is no maximum of how effective Q5 teachers can become. The horizons have no functional upper limits. They get better and better with coaching and support.

Teacher efficacy is the elephant among mice.


Using the nctep to impact student achievement nctep as the basis for instructional improvement

The Efficacy Effect

Lowest Quality

Peak Performers

2

3

4

5

1

Set of twins with equal cognitive ability.

Twin A has Q1 teachers for 3 consecutive years. Twin B has Q5 teachers 3 consecutive years.

What is the impact on student

achievement?

Pg. 3

Teacher efficacy is the elephant among mice.


Using the nctep to impact student achievement nctep as the basis for instructional improvement

The Efficacy Effect

Lowest Quality

Peak Performers

2

3

4

5

1

40-60%ile points difference

in achievement between

the students in 3 years.

Teacher efficacy is the elephant among mice.


Using the nctep to impact student achievement nctep as the basis for instructional improvement

The Efficacy Effect

Lowest Quality

Peak Performers

2

3

4

5

1

Long Lasting – has an effect on the student’s achievement for 6 years!

Teacher efficacy is the elephant among mice.


Using the nctep to impact student achievement nctep as the basis for instructional improvement

Skillful Coaching

Tools for Developing Teachers and Teaching

30 Second Feedback

5 Minute Feedback

Reflective Planning

Positive Reinforcement Coaching

Instructional Coaching

Small Group Coaching

Teaching Studies


Using the nctep to impact student achievement nctep as the basis for instructional improvement

Skillful Coaching

Teacher

Efficacy:

#1 indicator

of student

success!

Evaluation or Growth Evoking Feedback?

Most teachers report a fair amount of

classroom visitation, but 90% of this is for the purpose of evaluation, not feedback. Evaluation is heavy on judgment and light on feedback. Ideally, this should be reversed. Valuable, craft improving insights should be light on judgment and heavy on feedback. This practice parallels what we know about providing feedback to students. Feedback produces more learning than grading.

Pg. 6


Using the nctep to impact student achievement nctep as the basis for instructional improvement

Skillful Coaching

Teacher

Efficacy:

#1 indicator

of student

success!

Evaluation or Growth Evoking Feedback?

Most teachers report a fair amount of

classroom visitation, but 90% of this is for the purpose of evaluation, not feedback. Evaluation is heavy on judgment and light on feedback. Ideally, this should be reversed. Valuable, craft improving insights should be light on judgment and heavy on feedback. This practice parallels what we know about providing feedback to students. Feedback produces more learning than grading.

Pg. 6


Using the nctep to impact student achievement nctep as the basis for instructional improvement

Skillful Coaching

Teacher

Efficacy:

#1 indicator

of student

success!

  • Tips for Giving Feedback:

  • 1. Be Gentle: Go easy, be respectful, err on the side of kindness.

  • 2. Be Skillful: Choose your words

  • carefully. Use cushion statements, positive presupposition, and positive non-verbal cues.

  • Be Positive: Show genuine enthusiasm for teaching and a keen interest in the teacher’s lesson. Thank the teacher for opening up his/her classroom.


Using the nctep to impact student achievement nctep as the basis for instructional improvement

Skillful Coaching

Teacher

Efficacy:

#1 indicator

of student

success!

  • Long-term Coaching Benefits

  • 1. Coaching develops the innate and latent talents of teachers. The process is positive and rewarding to both the teacher and coach.

  • When coaching topics are well-chosen, a teacher’s

  • growth can be fast and significant, resulting in immediate gains in student achievement.

  • 3. Coaching develops capacity at the school’s technical

  • core…pedagogy. Future programs and initiatives will be more successful with improved pedagogical skills.


Using the nctep to impact student achievement nctep as the basis for instructional improvement

Skillful Coaching

Teacher

Efficacy:

#1 indicator

of student

success!

Long-term Coaching Benefits

4. Coaching increases the ability to

recognize good instruction,

enhancing interviewing and hiring skills.

5. Coaching affirms a teacher’s sense of worth.

6. The ability to skillfully develop another person’s skills

is tremendously satisfying and rewarding to the

coach.


Using the nctep to impact student achievement nctep as the basis for instructional improvement

Skillful Coaching

Teacher

Efficacy:

#1 indicator

of student

success!

Long-term Coaching Benefits

7. Administrators with good coaching

skills are seen as less adversarial and more collaborative.

8. Schools where coaching is skillfully employed

tend to keep their excellent teachers longer.


Using the nctep to impact student achievement nctep as the basis for instructional improvement

Role Play Activity

Teacher

Efficacy:

#1 indicator

of student

success!

Roles:

1- Principal/Coach

1-Teacher

1-Observer

*Choose 1 of the coaching strategies in your handout to utilize during your role play scenario.


Resources

Resources

  • http://rutherfordlg.com/

  • http://www.cognitivecoaching.com/

  • http://www.marzanoresearch.com/site/


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