g2g “Moving GOOD Instruction to GREAT Instruction” to GREAT Instruction”

Combined Years of Experience at Your Table

What Can You Expect Today? Value your Experience Stir Up the Sometimes Forgotten Add Validity Add Knowledge Provide Resources

Connections to Oct SAMs Good is the enemy of great. And that is one of the key reasons why we have so little that becomes great. We don’t have great schools, principally because we have good schools.

Connections to Oct SAMs… Who are you? Where are you now? Where are you going? How do you plan to get there?

Key Resources Article: What Makes a Great Teacher Article: Classroom Management Research: What Helps Students Learn? Book: Instructional Coaching by Jim Knight Two Day Assessment Results: 7 schools

Bad, Good, Great… Ten Minute Brain Stirrer: Read the article: “What Makes a Great Teacher?” For your assignment – determine what the characteristic for the great teacher would look like for a “Bad” teacher and a “Good” teacher You will need someone to report for the group

VIDEO Seven Habits of Highly Ineffective Teachers

Research on School and Teacher Effectiveness Research on School and Teacher Effectiveness Marzano, School and Teacher Combinations Percentile Score Upon Entering Percentile Score Upon Leaving 2 Years Later Average School Average Teacher 50 th Highly Ineffective School Highly Ineffective Teacher 50 th 3rd Highly Effective School Highly Ineffective Teacher 50 th 37th Highly Ineffective School Highly Effective Teacher 50 th 63rd Highly Effective School Highly Effective Teacher 50 th 92nd Highly Effective School Average Teacher 50 th 78th 9 Teachers… whether they are ineffective, average, effective, or highly effective make a difference! Teachers…whether they are bad, good, or great make a difference!

According to Harry Wong Schools exist and teachers are hired for one reason only: to help students achieve. If students cannot demonstrate learning or achievement, the student has not failed—We have failed the student. 10

What does the “Great” teacher look like What does the “Great” teacher look like?ResearchStudentsPrincipals Mission Driven and Passionate Passionate Positive and Real Positive and Real Teacher Leader Teacher Leader With-it-ness With-it-ness Style Style Motivational Expertise Motivational Expertise Instructional Instructional Effectiveness Effectiveness Content Knowledge Content Knowledge Street Smarts Street Smarts Mental Life Mental Life Displays Fairness Displays Fairness Positive Outlook Positive Outlook Prepared Prepared Personal Touch Personal Touch Sense of Humor Sense of Humor Possesses Creativity Possesses Creativity Admits Mistakes Admits Mistakes Forgives Forgives Respects Students Respects Students Maintains High Maintains High Expectations Expectations Shows Compassion Shows Compassion Enthusiasm Knows Content Knows Content Organized Organized Teaches Actively Teaches Actively Good Attitude Good Attitude Good C. Management Good C. Management Paces Instruction Paces Instruction Good people skills Good people skills Communicates Clearly Communicates Clearly Questions Effectively Questions Effectively Differentiates Instruct. Differentiates Instruct. Builds Class Success Builds Class Success High Expectations High Expectations Pleasant Atmosphere Pleasant Atmosphere Flexible Flexible Customer Boss

G2G Dating…. Write on a piece of paper… G 2 G Make a discussion date for each letter/number Good dating: Make a date with someone you know Great dating: Make a date with someone you do not know or seldom get to talk with Debbie Jody Donald

“G” Date Partner Discussion Coaches who can outline a play on a black board are a dime a dozen. The ones who win get inside their players and motivate. Vince Lombardi Principals LEAs Lead Teachers

Short 10 minute Break Excellence is the gradual result of always striving to do better. Pat Riley, NBA Coach

What Helps Students Learn ? Wang, Haertel, and Walberg Analyzed 179 handbook chapters and reviews Compiled 91 research syntheses Surveyed 61 educational researchers Conclusion was 28-categories that influence student learning – grouped into 6 broad types of influences

Six Broad Influences: Student Characteristics Classroom Instruction and Climate Home, Peer, and Community Context Program Design School Organization State and District Characteristics

Classroom Instruction and Climate Classroom Management: Includes group alerting, teacher “withitness” & learner accountability 1 Student/Teacher Social Interactions: Students respond positively during interactions with teachers and other students 5 Quantity of Instruction: Time on task…amount of time students are actively engaged in learning 9 Classroom Climate: Cohesiveness. Class members are friends, share common interests and values 11 Classroom Instruction: Use of clear and organized direct instruction12 Student/Teacher Academic Interactions: Frequent calls for extended, substantive oral and written response 14 Classroom Assessment: Use of assessment as a frequent, integral component of instruction 15 Classroom Implementation/Support: Establishing efficient classroom routines and communicating rules and procedures 21

G2G Dating Get with your “2” partner and discuss whether you agree with the “one bullet, one arrow, one dart theory. Be prepared to discuss…Why or Why Not?

In a school of 75 teachers: teachers are struggling with basic classroom management and student/teacher relationships. In a school of 30 teachers: 9 – 11 teachers are struggling with basic classroom management and student/teacher relationships Classroom Management Teachers have established rules and procedures and plans for transitions. Teachers consistently demonstrate the enforcement of these rules and procedures/transitions. Teachers demonstrate positive relationships with all learners. YNPYNPYNP 68%16% 63%16%19%64%13%23%

Disruptive Students: Can inhibit the learning of every student in the class, including themselves Can cause teachers to become physically and mentally exhausted Cause teachers to doubt their abilities and “calling” Cause them to leave the profession Jim Knight, Instructional Coaching

Management Instruction

Demands on the Student Academic Task Demands Understanding and Working with Content And Social Task Demands Interacting with Others Concerning that Content

Classroom Management Creating the setting Decorating the room Arranging the chairs Speaking to children and handling responses Putting procedures/routines in place Executing, modifying, reinstituting them Developing/Communicating Rules Implementing rewards and consequences

Great Teachers Have “With-it-ness” Teacher is aware of what is happening in all parts of the classroom at all times Teacher is able to intervene promptly and accurately when inappropriate behavior threatens to become disruptive Teacher is able to connect positively with students It is the way a teacher plans, organizes, manages, and watches over the classroom

Slide Flash mob

Four Important Questions Who are we? Where are we now? Where are we going? How do we plan to get there?

Where are We Now? As a table group… Discuss the FIRST FOUR sections of the form What would you add or change? How might you use this (with your tweaks) to get baseline information to answer the question – Where are you Now? How might this information impact your CIP?

Sample Rubric Asbury High School Marshall County

Where are We Going? Things to consider: Generate questions from the data and obtain answers Based on the data, determine how you need to attack the issues Create a timeline that includes a long range goal with short term benchmarks

How Can We Get There? Things to consider: Address some aspects globally Consider teachers doing a self assessment Let them determine what they want to work on and be ready to provide support Identify teachers who are getting it right and use them as models Pour the bulk of your energy into those who are close

Video on differentiated instruction Time for Humor!

Bill Gates video….

Classroom Instruction and Climate Classroom Management: Includes group alerting, teacher “withitness” & learner accountability/ momentum 1 Quantity of Instruction: Time on task…amount of time students are actively engaged in learning 9 Classroom Instruction: Use of clear and organized direct instruction 12 Student/Teacher Academic Interactions: Frequent calls for extended, substantive oral and written response 14

Two Day Assessment Student Engage- ment Teachers provide an enriching environment that stimulates, motivates, and engages learners. Teachers follow required guidelines in standards- based instruction for establishing clear academic learning goals. Lessons are clearly tied to COS standards and communicated to learners. Teachers design and teach lessons that follow a logical sequence, provide learners with clearly defined outcomes and learning tasks. Teachers apply a variety of research-based instructional strategies appropriately matched to content being taught and to learning styles of students. Teachers formulate and use questions to engage students in higher order thinking, content mastery, and encourage learner interactions. Teachers use a wide range of student response strategies to pace and adjust instruction to ensure continual engagement of all learners. YNPYNPYNPYNPYNPYNP 37%27%35%58%28%14%50%32%18%27%50%23%20%64%16%23%55%22%

Time: Misuse of It Bell-ringers Too Long with No Accountability – students did not understand the purpose Dead Time – Routines not in Place Distractions – Bells, Intercom, Activities Instruction Little Evidence of Planning Little Sense of Urgency Little small group or differentiation of lessons No adjustments for non mastery/content centered verses learner centered

Little Evidence of Planning

One simple but powerful question: If I meet one of my students on the street a year from now…what would I want them to know from my class? When a student leaves my classroom…what do I want them to remember from today’s lesson?

PURPOSEFUL PLANNING Teachers know…students know…parents know where they are going.

Table Group: Questions for You to Consider Do you think that planning(lack of) is an issue at your school(s)? What do you think are essential components of a lesson plan? Look at the unit organizer – what do you like the most about it?

Great Teachers… Model their thinking Ask effective questions at a variety of levels Give constructive feedback Organize instruction well Scaffold instruction Teach students how to assess their learning

A Great Teacher …. Builds Momentum and Captures Kids Keeps the lesson moving briskly Chunks the lessons effectively Does not over dwell on a minor or already understood part of the lesson Focuses on the standards /objectives Corrects students quickly and returns to the lesson. Moves students from one activity to the nex t

Great Teachers Keep Attention by Group Alerting Teacher uses questioning/recitation strategies that maintain active student participation Call on students at ____________. Raise group interest by interspersing suspense between questions by saying, ____________________________. Have the entire group or class respond in ___________. Random “This is a tough one coming up” Unison

Physically move around the room and ask students to show what they have done. While asking one student to respond, look at other students. Use of equity sticks, cards, and other strategies to ask questions Great Teachers Keep Attention by Group Alerting

Resources You May Find Helpful … Time On Task Classroom Practices That Undermine Motivation Assessing Questioning Behavior Reflection Tool

Before you use any resources… Teachers need to: be involved in co-constructing observation forms to conduct self assessments and identify areas they want help Leadership needs to: Put data out there like a piece of art – asking “What do you think?” “What does it say to you?” “What do you need to do the same or differently?”

What’s Your Plan?

In the absence of planning and management…