West Virginia Achieves Professional Development Series Volume XI Research-Based Instructional Management Practices

West Virginia Department of Education Mission The West Virginia Department of Education, in conjunction with the Regional Education Service Agencies and the Office of Performance Audits, will create systemic conditions, processes and structures within the West Virginia public school system that result in (1) all students achieving mastery and beyond and (2) closing the achievement gap among sub-groups of the student population.

Robert Hutchins The Conflict in Education in a Democratic Society “Perhaps the greatest idea that America has given the world is education for all. The world is entitled to know whether this idea means that everybody can be educated or simply that everyone must go to school.”

What We Know…  An emerging body of research identifies characteristics of high performing school systems.  These school systems have made significant progress in bringing all students to mastery and in closing the achievement gap.  These systems share characteristics described in The West Virginia Framework for High Performing Schools.

SCHOOL EFFECTIVENESS CULTURE OF COMMON BELIEFS & VALUES Dedicated to “Learning for ALL…Whatever It Takes” HIGH PERFORMING SCHOOL SYSTEM SYSTEMIC CONTINUOUS IMPROVEMENT PROCESS CURRICULLUM MANAGEMENT INSTRUCTIONAL PRACTICES STUDENT/PARENT SUPPORT

In teaching it is the method and not the content that is the message. – Ashley Montague (b. 1905) (American anthropologist)

Education is not the filling of a pail, but the lighting of a fire. -- William Butler Yeats

Objective To provide information that will bring understanding of the correlation between academic achievement and instructional management.

“How does a county school district assure that good instructional management is present in all classrooms?”

Session Structure Segment I: Why? Segment II: What? Segment III: How?

Core Instructional Management Practices & Techniques Instructional Content Classroom Environment Instructional Time Support for All

The Critical Role of Classroom Management  [The] teacher is the single most important factor affecting student achievement.  Improving teacher effectiveness can improve student achievement more than any other single factor. (Wright, Horn, and Sanders 1997)

Critical Ingredients of Effective Classroom Management Rules and procedures Disciplinary interventions Teacher/Student relationships Mental set (Marzano)

Effective Classrooms for All Using research based strategies for effective classroom management benefits everyone, including students who are passive, aggressive, attention seeking, perfectionists, and/or socially inept. (Marzano )

Segment I: Why? Reflection Question 1 Why is it important for all educators to understand the correlation between academic achievement and instructional management?

Segment I: Why? Reflection Question 2 How does research substantiate the importance of the relationship between academic achievement and instructional management?

“Let’s Reflect”

Visualize a classroom from your days as a student. Now draw it!

Ten Strategies for Creating a Classroom Culture of High Expectations Procedures and Routines Teaching Transitions: Techniques for Promoting Success Between Lessons Summary of “The Key to Classroom Management”

Segment II: What? Reflection Question 1 What instructional management practices result in student mastery and are characteristic of an effective classroom ?

Segment II: What Reflection Question 2 Why is communication and feedback among students, parents, and teachers essential for effective classrooms and student achievement?

Segment II: What? Reflection Question 3 What evidence indicates that students are “successfully” navigating transitions?

“Let’s Reflect”

Training Components and Attainment of Outcomes (In terms of Percent of Participants) OUTCOMES ComponentsKnowledge (thorough) Skill (strong) Transfer (executive implementation) Study of Theory10%5%0% Demonstrations30%20%0% Practice60% 5% Peer Coaching95% Bruce Joyce & Beverly Showers (2002) Student Achievement Through Staff Development, 3 rd edition

Segment III: How? Reflection Question 1 How can using a mentoring program for professional development in instructional management better assist the educators in your county school system?

Segment III: How? Reflection Question 2 What evaluative evidence regarding instructional management could you generate to foster continuous improvement in the mentoring program?

Segment III: How? Reflection Question 3 How can your county build instructional management reflective practices to get to the heart of teaching and learning?

“Let’s Reflect”

Core Instructional Management Practices & Techniques Instructional Content Classroom Environment Instructional Time Support for All

“Now what?”