Julie Johnson, Instructional Specialist Monroe 1 BOCES Johnsonj.blog.monroe.edu Monroe 1 BOCES

  Purpose: Which instructional strategies will best move current practice towards the kind of schools we want?  Work of the day: Learn some new instructional strategies and rank them using criteria  Take Away: Top 10 Instructional Strategies Overview of the Day

  Welcome/Overview of the Day  Similar Roles Support and Network  Why does designing effective instructional practices matter?  What is an Instructional Playbook?  Delving in more deeply to instructional practices  What does best practices really mean?  11:30 – 12:30 LUNCH  Using criteria to rank our instructional strategies  How do we really help teachers learn these instructional strategies?  Reflection Agenda 1

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Discuss as a group Record electronically:  How has your thinking and work with teachers shifted?  What has gone well?  What questions do you have?  What instructional strategies have you found to work?  Please provide a statement with an anecdote the supports your claim Johnsonj.blog.monroe.edu

Strategies Long Term Vision Institute Goals What kind of schools are you striving for? Naming and delving deeply into instructional strategies that support your vision

S Strategic and specific M Measureable A Attainable R Results oriented T Time bound What is an effective goal?

 PEERS Goals  Powerful  Easy  Emotionally Compelling  Reachable (strategy is identified)  Student-focused Jim Knight Goal Framework

Student Centered Standards What are the students doing? Learning? Learning Targets Partnership Behavior Content Knowledge Instruction Formative Assessment What do we consider data?

Coaching Cycle Establish Goal Pre-assess Design Instruction Meet all students’ needs Post- assess

  Identifies a change in students  Is measureable  Identifies a teaching strategy to be implemented What is an effective coaching goal?

 The Big Why What do you do? (“PRODUCTS”) -results -what outsiders see and hear -curriculum -assessments -lessons How do you do that? (PROCESS) -processes -practices -work flow -structures Why do you do that? (PURPOSE) -dreams -rationale -goals -vision statements -added value -mission statements

 Why does designing effective instruction matter? Write one thought on a post-it Categorize post-its with your colleagues Respond in writing 3

Advance and post organizers Gradual Release of Responsibility High Level Questioning Quality Assignments “IC’s run the risk of being inefficient if they don’t have a repertoire of effective practices to share with teachers” Instructional Coaching, Jim Knight (2007) p. 177

 What should go on your list? Today’s End Goal: One Page Document Why is it on your list?

 Improvement Cycle

 Behavior Is classroom management under control? Content Knowledge Does the teacher understand the content, have a plan, and understand which information is most important? Instruction Is the teacher using teaching practices that ensure all students master content? Formative Assessment Do the teacher and students know if students are mastering content? Big Four Identify: Focus and leverage

 a clear picture of current reality a change you want to see in students A measureable student goal outcome Strategy to try Identify Identify phase

Student centered goals attitude behavior achievement

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Record electronically What instructional strategies would you say are best practices?  Talk amongst yourselves  Provide short description  Provide rationale  20 minutes Johnsonj.blog.monroe.edu

 What do we mean by Best Practice?  Research Folder Protocol  Gather information  Thinking tool pg. 6  15 minutes  9 minutes individual  6 minutes discuss as a group  Commonalities  Differences  What deepened for you  What shifted for you

 Marzano video

 4 th Lens: Let’s Learn More 3 rd Lens: Variety of Strategies 2 nd Lens: Best Practices 1 st Lens: Brainstormed list Review and next filter…

 Student Engagement & Accountability Thinking Devices Social Learning Reflection Learning Delivery of Instruction Reading Instruction Vocabulary Instruction Writing Instruction Content Instruction Identifying a Variety of Instructional Strategies 7

  Count off by 12’s  3 rounds; 15 minutes/round  10 minutes: Individual processing  Examine materials to determine strategies that fit our current lenses  5 minutes: Group Processing  Leave at least 2 sticky notes for the next group advertising your top picks  Include WHY you chose those GOAL: Find a variety of strategies that fit a variety of situations Small Group Learning

 Packet A Packet B Packet C Rotation 8

 Filter process

 Instructional Strategies Quality Checklist

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How did Jeremiah do? Let’s critique against the handout

 Brave Soul Needed!

  What differences do you notice between using the handout and not using the handout? Debrief

 “One of the main barriers to turning knowledge into action is the tendency to treat talking about something as equivalent to actually doing something about it” The Knowing-Doing Gap Robert Sutton (2000 p. 29) as cited by Jim Knight Unmistakable Impact (2011) What does this have to do with coaching for instruction?

 Improvement Cycle t.pdf

Learn Phase ModelingChecklists

Readings on Checklists: johnsonj.blog.monroe.edu Differentiated for different positions 11

  Analyze various checklists in your red folders  When you can identify a component, write that on a post-it So…what goes on a checklist for instructional strategies? Learning target

 Paper Plate Engagement Protocol Now, categorize your post- its

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  Choose 1 strategy to begin drafting a checklist  Search for already created and revise  Readings have some checklists  Paper template p  Electronic template on my blog Let’s get started…

 Homework: Creating Checklists 15

  Come with your revised one page document with your top ten instructional strategies  Come with a draft of a checklist for at least one instructional strategy Next Session

 I.Reflection: Whip Around Protocol II.Set a goal for yourself III.Fill out End of Day Reflection and tear off page Reflection and Coaching goal