Teacher Effectiveness… Going Deeper Great Lakes TURN Milwaukee, WI May, 2010

1. Jon Saphier RBT Research for Better Teaching, Inc. Teacher Effectiveness…Going DeeperGreat Lakes TURNMilwaukee, WIMay, 2010

2. Propositions about Teaching • Proposition 1: • Teachers are preeminently important. Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

3. What is the most significant variable in increasing student achievement? Increased Student Achievement What Teachers Know, Believe & Can Do

4. Propositions about Teaching • Proposition 2: • There is a real knowledge base about teaching • it’s practical, and real • far larger, sophisticated and complex than • acknowledged by our HR pipeline • it’s hard won but learnable, [and not innate ability] • not available to large segments of our teaching corps • not built into accountability systems • absolutely required to educate all our children to 21st • century standards and eliminate the achievement gap • ….and it’s different. Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

5. Three Approaches to Whole School Improvement 3. Create New Structures 1. Improve Teaching 2. Use Data Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

6. Structures 1960s Open Classrooms IGE Schools 1970s Self-paced, individualized materials 1980s Freshman Advisories Site-Based Decision-Making Long Block Scheduling 1990s Voucher Plans Small Schools 2000s Charter Schools Extended Day Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

7. Data 1980s Standards-Based Education State-Wide Standardized Tests Interim Assessments 1990s Data Warehouse PLCs RTI 2000s Data Coaches Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

8. Improving Teaching Alternate Certification 1980s Recruitment Bonuses 1990s Teach for America Teacher Tests 2000s Performance Based Pay Teacher Evaluation 2010s MISSING IN ACTION: NATIONAL POLICY FOR CAREER DEVELOPMENT OF TEACHING EXPERTISE Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

9. Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

10. Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

11. Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

12. Five Main Points Today: 1. Teaching Expertise …far larger and more complex… on par with architecture, law, engineering …there’s a common core of validated knowledge about what it looks and Sounds like 2. Teaching Expertise …what school districts can do to get more of it in more classrooms more of the time 3. Teaching Expertise …what state and federal policy can do to get more of it in more classrooms more of the time 4. Teaching Expertise 5. Teaching Expertise …what teachers’ unions can do to lead for more of it in more classrooms more of the time Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

13. Ensuring access to, continuous improvement of , and accountability for expertise with this knowledge and skill is the missing link of education reform. It must be married to all other efforts. It is what all other initiatives require in order for them to work. Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

14. Teaching is anything a person does that influences the probability of intended learning. Anything! Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

15. Cultural Proficiency Data Analysis Team Collaboration Skills Motivation Everything Else Planning Content Knowledge Instruction Literate Management Smart Technology Concept Specific Pedagogy Content Analysis Skills Content Knowledge Literate Smart A GOOD TEACHER What It Really Takes What People Think It Takes SKILLS COMMITMENTS AND BELIEFS Humility Perseverance Effort Based Ability Constant Learning Research for Better Teaching, Inc, www.RBTeach.com

16. Punish Exclude Threaten Sharp Sarcasm Judgmental Reprimand Order Specific Verbal Desist DESISTING 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 Startle Using Student ’ s Name in Instructional Example Redirecting Partial Answer Pre - Alert Unison Looking at One, Talking to Another ALERTIING Incomplete Sentences Equal Opportunity Random Order Circulation Wait - Time Eye Contact Freedom from Distraction (visual and auditory) Voice Variety Gesture Piquing Student ’ s Curiosity Suspense ENLISTING Challenge Making Student a He lper Props Personification Connecting with Student ’ s Fantasies ACKNOWLEDGING Acknowledging Encouragement Enthusiasm Praise WINNING Humor Dramatizing Authority The Attention Continuum Attraction Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

17. 5 Least Done Attn. Moves • “I” Message • Pre-Alert • Wait-Time • Props • Dramatizing Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

18. “I” Message • Non-judgmental description of the behavior • How the behavior makes me feel • Tangible effects Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

19. But what if no attention moves are made--why are students paying rapt attention? Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

20. Overarching Objectives Curriculum Design CURRICULUM Planning Objectives Learning Experiences Assessment Personal Relationship Building Class Climate MOTIVATION Expectations INSTRUCTIONAL STRATEGIES Models of Teaching Principles of Learning Clarity Space Time Routines MANAGEMENT Attention Momentum Discipline FOUNDATION OF ESSENTIAL BELIEFS • KEY CONCEPTS • Areas of Performance • Repertoire • Matching Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

21. Overarching Objectives Curriculum Design CURRICULUM Planning Objectives Learning Experiences Assessment Personal Relationship Building Class Climate MOTIVATION Expectations INSTRUCTIONAL STRATEGIES Models of Teaching Principles of Learning Clarity Space Time Routines MANAGEMENT Attention Momentum Discipline FOUNDATION OF ESSENTIAL BELIEFS • KEY CONCEPTS • Areas of Performance • Repertoire • Matching Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

22. 3 KEY MESSAGES • What we’re doing is important. • You can do it. • I won’t give up on you, even if you give up on yourself. Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

23. Teacher choice of language in: • Patterns of calling on students • Response to Student answers • Giving help 4. Dealing with errors 5. Giving tasks and assignments 6. Feedback on individual student performance, including authentic praise 7. Being tenacious Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

24. TEACHER RESPONSES TO STUDENT ANSWERS Criticizes. “Come on. That answer shows no thought at all.” “No,” and redirect to another student. “No, then give correct answer. “No,” with reason why—which may serve as a cue. Cue but move on to another student. Move to another student if first student doesn’t answer. Redirect to another student to add more, build, extend. “Would you add anything to that, Jim?” Student authorized to call on another student to answer in his or her place. Ways of moving on to another student “No, but it’s good you brought it up because others probably thought that too.” “Try again.” Validate what is right or good about an answer, then cue, sticking with the student. Ignore answer and cue student. Wait-time II. Follow up with expression of confidence or encouragement. “I think you know.” Follow up with expression of confidence or extend. Ask student to elaborate. Call for self-evaluation of answer. Follow up question to clarify. “Are you saying that…” Ways of sticking with a student Acknowledge, “Um hmmmmm.” Repeat student’s answer Restate answer in fuller or more precise language. “Right.” “Right,” with reason why. Praise or praise and extend. Ways of acknowl-edging, affirming Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com See Separate Handout

25. BELIEF #1- ABILITY-BASED BELIEF Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

26. ERRONEOUS ASSUMPTIONS ABOUT INTELLECTUAL ABILITY • It’s a thing • Innate • Fixed • Unevenly distributed • Deterministic • Measurable Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

27. CONFIDENCE CONFIDENCE Ability Ability EFFECTIVE EFFORT ACHIEVEMENT EFFECTIVE EFFORT ACHIEVEMENT Hard Work Strategies Hard Work Strategies Belief #2- Effort Based Ability Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

28. BELIEF What Teachers Know and Can Do Policies and Procedures for the School Behaviors of teams that share content Practices in interactive teaching PLCs STUDENT ACHIEVEMENT ABILITY IS MALLEABLE“Smart is something you can get” Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

29. THE BOTTOM LINE OF EFFORT BASED ABILITY • The ability to do something competently – anything… mathematics, race car driving, dancing, public speaking – is primarily determined by effective effort and your belief that you can get proficient at it. “Smart is something you can get.” • Our work as educators, in fact a major part for some kids, is convincing them: • they can grow their ability at academics • show them how and • motivate them to want to. Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

30. REGULAR CLASSROOM MECHANISMS FOR: Feedback and data Re-teaching , re-takes and re-do’s Grading Grouping Rewards Extra help Clear and accessible criteria Exemplars Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

31. EXPLICITLY TEACHING STUDENTS: • Effective Effort Behaviors • Attribution Theory • Tools for Self-Evaluation • Techniques for Goal Setting and Plans of Action • Reading and Study Skills Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

32. EFFECTIVE EFFORT It is not enough just to try hard. By effort we mean these six things: • Time- An understanding of how much time it takes to do the job well. • 2. Focus- No TV or other distractions; concentrate only on the work! • 3. Strategies - Learn strategies to use when you meet obstacles. If one approach isn’t working, keep trying different ways until you find one that works. Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

33. EFFECTIVE EFFORT cont. 4. Resourcefulness - Knowing where to go and whom to ask for help when you’re really stuck. 5. Use of Feedback - Looking carefully at responses to your work so you know exactly what to fix. -They know exactly what to focus on to do well (what good work looks and sounds like) and where their performance is in relation to it (feedback). -They know how to improve (strategies and resourcefulness) 6. Commitment - Being determined to finish and do the very best work. Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

34. CLARITY • 1. Framing the Big Picture • Objectives • Itinerary • Big Idea/Essential Question • Reason for Activity • Reason it’s Worthwhile • Criteria for Success Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

35. CLARITY • 2. Getting Ready for Instruction • Anticipate Confusions • Pre-assessing • Activating Students Current Knowledge Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

36. CLARITY 3. Presenting Information….. 4. Speech 5. Explicitness 6. Making Cognitive Connections 12 Explanatory Devices Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

37. Twelve Explanatory Devices • Modeling Thinking Aloud • Visual Imagery • Models • Diagrams and visual presentations • .. • .. • .. Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

38. CLARITY Getting Inside Students’ Heads 7. Checking for Understanding 8. Unscrambling Confusion 9. Making Students’ Thinking Visible 10. Summarizing Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

39. Overarching Objectives Curriculum Design CURRICULUM Planning Objectives Learning Experiences Assessment Personal Relationship Building Class Climate MOTIVATION Expectations INSTRUCTIONAL STRATEGIES Models of Teaching Principles of Learning Clarity Space Time Routines MANAGEMENT Attention Momentum Discipline FOUNDATION OF ESSENTIAL BELIEFS • KEY CONCEPTS • Areas of Performance • Repertoire • Matching Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

40. Where to Show Up and What to Do Building Instructional Leadership Team Partnership with Instructional Coach Hi-Functioning PLCs Hall-Wall Availability Faculty Meetings Influencing Teaching and Learning Planning Building PD Frequent short (15 min.) visits with Conversations CEIQ Peer Observation Planning Conferences Supporting Study Groups Formal Observation Write-ups Walkthroughs and Learning Walks Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

41. Student Achievement WHAT FUELS TEACHER EXPERTISE? LOCAL CONTROL STATE CONTROL 3. Hiring 1. College and Teacher Prep 4. Induction 2. Licensure TEACHING EXPERTISE 5. Professional Development 7. Re-Licensure 6. Supervision and Evaluation • Other Variables beside Teaching: • - Child and Family Poverty • Salaries of Teachers • State Funding • - Good Curriculum • - Clean, Safe Building • - Parent and Community Relationships 8. Coaches and Relation with Principal 9. School Structures and PLCs PROFESSIONAL KNOWLEDGE AND SKILLS 10. Professional Culture of the School as Workplace Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

42. Mathematics, Grade 4 Use the diagram below to answer question 19. 3 4 5 6 7 8 How long is the truck? A. 5 inches 27 B. 2 inches 39 C. 5 inches 27 D. 2 inches 6 Reporting Category for Item 19: Measurement (p.230) 19 3 4 Mather School student responses to this question. 3 4  1 2 1 2 Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

43. Questions and Sequence of Steps For Teams 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? Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

44. Questions and Sequence of Steps For Teams 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, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

45. TEAM High Functioning Teams: • TEAM TIME • SPENT ON: • Sharing plans and teaching ideas for upcoming lessons • Analysis of common interim assessments • Error analysis and planning for re-teaching together of: -Items on interim assessments - Daily/weekly student work • Data analysis of % proficient •  Revision of SMART goals • Actions Show • Team Members’ • BELIEFS AND ATTITUDES: • Effort-Based Ability • Curiosity • Individual Teacher Responsibility for Student Mastery • Knowledge-Based Teaching • Joint Commitment to get ALL Students to Proficiency • IN THEIR TEAM TALK MEMBERS: • Are Non-Defensive • Have Open, Strong Debate • Hold Each Other Accountable for Important Norms Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

46. High Functioning Teams Results Orientation Accountability for Norms Legitimate Decisions Open, passionate debate Trust I can be vulnerable

47. WHAT PLC/TEAM LEADERS NEED TO KNOW AND BE ABLE TO DO: • TEACHER LEADERSHIP SKILLS: • Run good meetings • Do error analysis • Talk and teach from an Effort-Based point of view • Have access to knowledge-based repertoires • Use “DNA” Foundation Skills of communication Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

48. WHAT PLC LEADERS NEED TO KNOW AND BE ABLE TO DO: • Build Team Norms of: • - Trust • - Productive conflict • - Commitment to decisions • - Accountability for interpersonal behavior • - Collective results Orientation • Model being vulnerable and strong at the same time in the way we: • Ask for help Push a results focus Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

49. Crucial Confrontations, Patterson et al. • Difficult Conversations, • The Five Dysfunctions of a Team, Lencioni Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

50. School Leadership Team • The purpose of the school leadership team is to improve the teaching and learning practices in all the classrooms. • That’s the team’s main reason for being, it’s commitment, it’s primary mission. Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com