1. Generating Expectations for Student Achievement: GESA Fresno Unified School District Principals and Vice Principals Training June 2007

2. Generating Expectations for Student Achievement (GESA) Historical Overview TESA – Teacher Expectations for Student Achievement GESA – Generating Expectations for Student Achievement

3. Single Plan for Student Achievement – “Clearly define, implement and monitor effective teacher-student interaction strategies at all levels.” Generating Expectations for Student Achievement (GESA)

4. GESA Objectives Increase positive teacher–student interactions (decrease areas of disparity) Increase student achievement Increase use of non-stereotypical behaviors, materials, activities The full GESA model includes peer and self- observation exercises

5. Areas of Disparity Areas of Interactions/ Classroom Strategies that Convey Positive Expectations to Students 1Instructional ContactResponse Opportunities Acknowledgment/Feedback 2Grouping and OrganizationWait Time and Physical Closeness 3Classroom Management/Discipline Touching and Reproof 4Enhancing Self-EsteemListening and Probing 5Evaluation of Student Performance Higher Level Questioning and Analytical Feedback

6. Response Opportunities, Acknowledgement & Feedback Troubling observation* Students who are ignored or asked only easy questions by teachers don’t have a chance to develop their intellectual skills… During a formal validation study for GESA, pre- observations indicated that African-American and Hispanic-American males were interacted with at a rate of 27% less than their class representation. 1. Instructional Contact Setting Objectives and Providing Feedback Reinforcing Effort and Providing Recognition

7. Wait Time & Physical Closeness Alarming observation*: The average time that a teacher waits for a student to responds to a question is 2.6 seconds, but for low achieving students the average was 0.9 seconds.  Wait time allows students to relax, process information and respond.  5-7 Second Rule (It’s the ideal time to convey your high expectations of students): count it out silently when waiting as though you expect a correct reply.  Look at the student initially, but do not fix your eyes upon him/her.  5-7 second rule can be used in most circumstances. 2. Grouping and Organization Learning Groups Cues, Questions, and Advanced Organizers

8. Touching & Reproof In today’s Global Economy/ Society and with heightened sexual harassment awareness, touching is a complicated matter. Hand-shaking is generally considered acceptable, but if someone backs off, let it go. If in doubt, don’t touch. Appropriate reproof is assertive, objective and lacks emotion on the part of the teacher. Setting Objectives and Providing Feedback Reinforcing Effort and Providing Recognition 3. Classroom Mgmt & Discipline

9. Listening & Probing When listening to learn about a student’s background and what may motivate the student, be careful to not leap past “listening” into “clarifying,” “problem-solving,” etc. Simply experiencing a student’s expression style has value. Listening to another is the highest order of conveying our esteem to that person. Listening and giving appropriate feedback are covered within items 1 and 2. 4. Enhancing Self- Esteem Generating and Testing Hypotheses Reinforcing Effort and Providing Recognition

10. Higher Level Questioning & Analytical Feedback Give students questions, assignments, group projects, etc. that lead them through concrete steps to the top of the Cognitive Domain. 5. Evaluation of Student Performance EvaluationAppraise SynthesisInvent AnalysisCategorize ApplicationPerform ComprehensionDescribe KnowledgeDefine

11. Instructional Strategies Cooperative Learning Identifying Similarities and Differences Setting Objectives and Providing Feedback Generating and Testing Hypotheses Cues, Questions, and Advanced Organizers Reinforcing Effort and Providing Recognition Non-linguistic representation Summarizing and Note Taking Homework And Practice

13. Connecting Prior Knowledge GESA

14. With a Partner… or more Open your envelope Sort GESA’s interactions and Marzano’s strategies Match them with each other

15. Learning from each other… Table Share Whole Group