Implementing High-Effect Size Practices Linking High-Effect Size Practices to Teacher Evaluation Name of School

Objectives for Today Define, discuss, and describe high- effect instructional practices and link our work to the teacher evaluation system.

Leader & Teacher Performance Student Learning

Foundational Information

SBE Rule 6A The Educator Accomplished Practices Florida's core standards for effective educators. The Educator Accomplished Practices are based upon three (3) foundational principles; high expectations, knowledge of subject matter, and the standards of the profession. Each effective educator applies the foundational principles through six (6) Educator Accomplished Practices. Each of the practices is clearly defined to promote a common language and statewide understanding of the expectations for the quality of instruction and professional responsibility.

High-Effect Size Practices Contemporary research reveals a core of instructional and leadership strategies that have a higher probability than most of positively impacting student learning in significant ways.

High-Effect Size Practices Classroom teachers need a repertoire of strategies with a positive-effect size so that what they are able to do instructionally, after adapting to classroom conditions, has a reasonable chance of getting positive results.

Learning Activity 1 As we think about the implementation of high-effect size strategies in the classroom, it helps to use metaphors to frame our thinking.

Implementing High-Effect Size Strategies is most like…

Pole Vaulting Jumping the Hurdles Running a Relay Race Throwing the Javelin

High-Effect Size Strategies Are components within the core standards and expectations described in the FEAPs (Rule 6A , F.A.C.) and FPLS (Rule 6A-5.080, F.A.C.) and constitute priority issues for faculty development and deliberate practice. A listing of these high-effect size strategies will be posted for district use on

Implementation of Florida’s High-Effect Size Practices

Learning Activity 2 For each of the Department’s high- effect size strategies, rate the implementation as: Full, Partial, Isolated, or Not Implemented

Contemporary Research Identifying High-Effect Size Practices

Learning Activity 3 Match the effect size to the strategy or cluster of strategies on your handout. Be prepared to share your thinking with the whole group.

19% 34% 14% 15% 25% 20% 17% High-Effect StrategiesTypical Percentile Gains Summarizing Homework Practice Effort & Recognition Tracking Student Progress using Scoring Scales Nonlinguistic Representations Note Taking Student Discussion/Chunking Setting Goals/Objectives Identifying Similarities & Differences Building Vocabulary Interactive Games High-Effect Size Strategies Marzano, R. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria, VA: Association for Supervision and Curriculum Development.

High Effect StrategiesTypical Percentile Gains Tracking Student Progress using Scoring Scales 34% Setting Goals/Objectives 25% Identifying Similarities & Differences Building Vocabulary Interactive Games 20% Summarizing 19% Nonlinguistic Representations Note Taking Student Discussion/Chunking 17% Homework 15% Practice Effort & Recognition 14% High-Effect Size Strategies Marzano, R. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria, VA: Association for Supervision and Curriculum Development.

Visible Learning

What Works BEST? Hattie, J. (2009) Visible Learning. Rutledge. New York

Learning Activity 4 Working with a partner or with your tablemates, place the high- effect strategy in the appropriate quadrant by effect size.

Rank These Effects Teacher subject knowledge Questioning strategies Teacher expectations Team teaching Learning styles Vocabulary instruction Metacognitive strategies Open classrooms Student-Teacher relationships Feedback Teaching test-taking Ability grouping Retention Phonics instruction

Low Effects Very High Effects Low to Negative Effects Moderate to High Effects Feedback 0.75 Student-Teacher Relationships 0.72 Metacognitive Strategies 0.69 Vocabulary Instruction 0.67 Phonics Instruction 0.54 Questioning 0.48 Teacher Expectations 0.43 Teaching Test- Taking 0.22 Team Teaching 0.19 Learning Styles 0.17 Ability Grouping 0.12 Teacher Subject Knowledge 0.09 Open Classrooms 0.01 Retention -0.13

Connections to the Common Core

Questions and Reflection