Chapters 4 and 5: Teaching and Learning Professional Development Dr. Rob Anderson Spring 2011

Agenda Leadership Book Presentations – Alissa, Julissa and Joe Tallahassee update Chapters Four and Five: Teaching and Learning and Professional Development Robert Marzano and iObservation Teacher Evaluation System

Major Themes: Chapter 4 Principal role in teaching and learning Using Theoretical Frames for planning – Cognitive – Constructivist – Multiple Intelligences Models of Evaluation

Major Themes: Chapter 5 Mission for Professional Development Principles of Effective Professional Development

Florida Principal Leadership Standards Standard 3: Instructional Plan Implementation. Effective school leaders work collaboratively to develop and implement an instructional framework that aligns curriculum with state standards, effective instructional practices, student learning needs and assessments. The leader: Implements the Florida Educator Accomplished Practices as described in Rule 6A , F.A.C. through a common language of instruction; Engages in data analysis for instructional planning and improvement; Communicates the relationships among academic standards, effective instruction, and student performance; Implements the district’s adopted curricula and state’s adopted academic standards in a manner that is rigorous and culturally relevant to the students and school; and Ensures the appropriate use of high quality formative and interim assessments aligned with the adopted standards and curricula.

Florida Principal Leadership Standards Standard 4: Faculty Development. Effective school leaders recruit, retain and develop an effective and diverse faculty and staff. The leader: Generates a focus on student and professional learning in the school that is clearly linked to the system-wide strategic objectives and the school improvement plan; Evaluates, monitors, and provides timely feedback to faculty on the effectiveness of instruction; Employs a faculty with the instructional proficiencies needed for the school population served; Identifies faculty instructional proficiency needs, including standards-based content, research-based pedagogy, data analysis for instructional planning and improvement, and the use of instructional technology; Implements professional learning that enables faculty to deliver culturally relevant and differentiated instruction; and Provides resources and time and engages faculty in effective individual and collaborative professional learning throughout the school year.

Teaching and Learning Three major categories into which learning theories fall – Behaviorist Pavlov – Cognitivist Metacognition – Constructivist Discovery Learning

Teaching and Learning Theories aside, where are we now and what do you need to know? – Robert Marzano – iObservation

Robert Marzano Robert J. Marzano, PhD, is cofounder and CEO of Marzano Research Laboratory in Englewood, Colorado. Author of more than 30 books and 150 articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention. His books include Designing & Teaching Learning Goals & Objectives, District Leadership That Works, Designing & Assessing Educational Objectives, Making Standards Useful in the Classroom, and The Art and Science of Teaching.

iObservation Is the methodology that your school district using one that Robert Marzano would personally support? Why or why not?

Robert Marzano “Meta-analytic techniques (see Hedges & Olkin, 1985; Lipsey & Wilson, 2001; Cooper, 2009) were used to aggregate the findings from the independent studies using the statistical software package Comprehensive Meta-Analysis (CMA, Version 2). In general, meta-analytic techniques are used when the results of independent studies on a common topic are combined. “

iObservationiObservation Overview Four domains 60 elements that are evaluated on a scale – Innovating – Applying – Developing – Beginning – Not Using

Implementation Each district negotiated their current implementation with their teacher union Resulted in a haphazard implementation across the state

Teacher Evaluation System Overview Consists of 40% student growth and 60% Marzano evaluation model

Marzano Evaluation Model Four Domains where data is collected – Domain One: Classroom Strategies and Behaviors – Domain Two: Preparing and Planning – Domain Three: Reflecting on Teaching – Domain Four: Collegiality and Professionalism

Marzano Evaluation Model How Data is Collected – Domain One: Formal and Informal Observations – Domain Two: Pre and post conferences and lesson plans – Domain Three: IPDP and conferences – Domain Four: Observation and artifacts related to collegiality and professionalism

iObservation The technology tool that will be used to collect data points within each of the four domains and enter them into your evaluation. You will be able to log in to see where you stand – very transparent Once it’s in, it’s in

Category Placement for Evaluation Category 1 – New teachers who have 0-2 years of teaching experience Category 2A – Teachers who have at least 3 years of teaching experience Category 2B – Teachers who have at least 3 years of teaching experience but who may be: a) a new hire, b) assigned to teach a new subject area or c) assigned to a school with a different population of students from their previous assignment Category 3 – Teachers previously determined to be less than effective in the classroom

Why is this important? Your category placement determines the thresholds for each of the levels of evaluation within the Marzano Evaluation Model Highly Effective EffectiveDevelopin g Unsatisfactor y

Relationship Between Marzano Model and Teacher Evaluation MarzanoPointsEvaluation Model Innovating4Highly Effective Applying3Effective Developing2Needs Improvement Beginning/Not Using1 or 0Unsatisfactory

How this comes together Domain 1 60% Domain 2 20% Domain 3 10% Domain 4 10% 60% of teacher evaluation or

Category 1 and 2B Highly Effective EffectiveDevelopin g Unsatisfactor y At least 60% at level 4 & 5% at level one or zero At least 60% at level 3 or higher Less than 60% at level 3 or higher & less than 50% at level one or zero Greater than or equal to 50% at level one or zero

Category 2A Highly Effective EffectiveDevelopin g Unsatisfactor y At least 65% at level 4 & 3% at level one or zero At least 65% at level 3 or higher Less than 65% at level 3 or higher & less than 50% at level one or zero Greater than or equal to 50% at level one or zero

Value Added Model Tests to be used this year will be FCAT Reading and Algebra and Geometry EOC exams If you have 25 students in 9 th or 10 grade taking either of these exams, this will be the score that counts for your evaluation If you do not have 25 students taking either of these exams, your Value Added score will be the best out of the following three measures – School Aggregate score in Reading – School Aggregate score in Math – Scholl aggregate score in reading and math combined

Cut Scores for Value Added Model

Student Characteristics Student Characteristics: – Up to two prior years of achievement scores (the strongest predictor of student growth) – The number of subject-relevant courses in which the student is enrolled – Students with Disabilities (SWD) status – English Language Learner (ELL) status – Gifted status – Attendance – Mobility (number of transitions) – Difference from modal age in grade (as an indicator of retention)

Classroom Characteristics Classroom characteristics: – Class size – Homogeneity of students’ entering test scores in the class

School Characteristics The model recognizes that there is an independent factor related to the school that impacts student learning –a school component. – Statistically is simply the factors already controlled for in the model measured at the school level by grade and subject – May represent the impact of the school’s leadership, the culture of the school, or the environment of the school on student learning

Professional Development Stay current Know where it is you are as a school and where you aspire to be Understand your own needs as well as the needs of your teachers

Ten Principles of Effective Professional Development Effective professional development… Focuses on teachers as central to student learning, yet includes all other members of the school community Focuses on individual, collegial, and organizational improvement Respects and nurtures the intellectual and leadership capacity of teachers and others in the school community Reflects best available research and practice in teaching, learning and leadership Enables teachers to develop further expertise in subject content, teaching strategies, uses of technologies and other essential elements in teaching to high standards Promotes continuous inquiry and improvement embedded in the daily life of schools Is planned collaboratively by those who will participate in and facilitate that development Requires substantial time and resources Is driven by a coherent long-term plan Is evaluated ultimately on the basis of its impact on teacher effectiveness and student learning

For Next Week Read Chapters Seven and Ten Presentations – Jessica H.