MICHAEL DiPAOLA, EdD DLST PROJECT February 13, 2012

Improved student performance depends on strengthening three legs of an Instructional tripod: Content: What should we teach? Does each teacher have deep knowledge of the curriculum? Pedagogy: How should we teach? Does each teacher use research-based instructional techniques? Relationships: Are we a community? Do students and teachers care about, inspire, and motivate each other?

3 STRATEGYRESOURCESEVIDENCE

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6 DefinitionCharacteristics ExamplesNon-Examples TEACHER FEEDBACK

What Evidence Supports That Assumption?

10 DefinitionCharacteristics ExamplesNon-Examples SUPERVISION

High-stakes evaluation tends to shut down adult learning High-stakes evaluation tends to shut down adult learning Evaluation instruments get in the way Evaluation instruments get in the way Observations fail to provide specific feedback data Observations fail to provide specific feedback data Principals are too busy to complete the tasks well Principals are too busy to complete the tasks well Evaluation almost never focuses on learning Evaluation almost never focuses on learning

13 Evidence (supervision) Opinion (evaluation) ObservableDraws conclusions ObjectiveSubjective Free of value judgmentMay include value judgment Not subject to debate (unambiguous) Makes inferences *New Teacher Center at the University of California, Santa Cruz

Instructional Improvement Supervision Professional Development Evaluation 15

 Principals and Supervisors share leadership with Teachers and engage in coaching, reflection, joint investigation, study teams, and problem solving.  The process should be peer driven and data focused.

non-threatening atmosphere in which – classroom data, not judgments, are used to determine problems – professionals can be open and authentic with each other – the principal and teachers work together to enhance the teaching- learning process

 Effectiveness (improvement of instruction) is defined as the degree to which expected performance is congruent with actual performance at the student and teacher levels.  Teacher learning that results in student learning

20  what lesson does it teach us about the value of classroom observation?

Questioning Skills & Techniques Significant relationship between student achievement and the effective use of questioning at different cognitive levels (Brophy & Good, 1986; Cawelti, 1999; Hattie, 2009; Tobin, 1980).

Remembering Remembering Understanding Understanding Applying Applying Analyzing Analyzing Evaluating Evaluating Creating Creating

Effective Use of Instructional Time Significant relationship between time spent on content and student achievement (Anderman & Midgley, 1998; Berliner, 1988; Hattie, 2009; Lumsden, 1994; Marzano, 2000).

a psychological process; specifically, the attention, interest, investment, and effort students expend in the work of learning (Marks, 2000)

For example through behaviors that observers described as: showing effort showing effort concentration concentration attention to task attention to task asking questions asking questions contributing in interactions contributing in interactions (Birch & Ladd, 1997; Finn & Voelkl 1993).

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Teacher/Student Interactions Teacher verbal activities that keep the learning activity directed, focused, and organized. Student verbal activities that indicate engagement

Providing Information Providing Information Questioning/Probing Questioning/Probing Releasing Control Releasing Control Answering Answering Clarifying Clarifying Praising/Scolding Praising/Scolding Giving Directions Giving Directions Redirecting Skills & Techniques Redirecting Skills & Techniques

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LINKS TO MODEL PRE AND POST CONFERENCES

INTERESDTED INUSING DATA COLLECTION FORMS ON A TABLET OF LAPTOP?