1. Using “High-Leverage Practices” (Deborah Ball) to “Teach Like a Champion” (Doug Lemov) Even in the First Year UEP-ADePT’s Early Success Strategies

2.  To increase competence in the implementation of effective teaching skills for diverse learners in high need schools through implementation of Fast Start Skills (Early Success Strategies) & Data Driven Decision Making by...  Integrating Early Success Strategies (at least one) in appropriate UEP coursework and fieldwork ADePT Goals Written in the Grant

3. The “Culture of Practice” 62 techniques with specific steps 1.Train teachers in these techniques (Modeling, Coaching, Feedback) 2.Have them practice them with each other (Practice) 3.Practice in the classroom with a mentor (Scrimmage) 4.Use the techniques in their own classroom (Game Time) Teach Like a Champion Techniques Doug Lemov

4. TeachingWorks: The Practice Curriculum Deborah Ball Develop more practice-focused teacher training Develop more consistent teacher training that will lead to greater equity in the supply of effective teaching

5.  CENTRAL PROPOSITION It is possible to identify a common core for teaching, comprising a set of teaching practices that are: ① Crucial for responsible teaching across contexts ② Specific enough to be named, identified, taught, practiced and assessed  Deborah Ball, University of Michigan

6. Unpacking teaching practices into specific, concrete, actionable techniques (Lemov’s language) Ball – small “grain-sized,” “Specific enough to be named, identified, taught, practiced, and assessed” Specificity & Practice

7. Many standards for pre-service education are too broad (FEAPs) We need a smaller grain size that walks the pre-service teacher through every step toward successful DEMONSTRATION of the practice Grain Size Practices Deborah Ball, University of Michigan

8. Example Using “Calling on Students” as a Small Grain (Ball)

9. Ball – The Practice Curriculum Lemov – Culture of Practice Practice-Focused Teacher Training

10. “Teacher education must focus on preparing expert practitioners...” According to Blue Ribbon Report

11.  Robust opportunities to develop as practitioners  Mentored experiences in the field  Pedagogically designed approximations of practices  Study, observe, practice and test skills in controlled situations. How Is this Done? According to Blue Ribbon Report

12. TeachingWorks Deborah Ball, University of Michigan Goal To identify a small set of instructional practices that are crucial for beginning and early career teachers to master in order to be successful. http://www.teachingworks.org/work-of-teaching/high-leverage-practices

13. PEDAGOGIES OF PRACTICE Deborah Ball Making elements or characteristics explicit Modeling in class (or showing a model in class) Practicing or rehearsing in class Practicing in field (with feedback) Assessing practice http://www.teachingworks.org/training/seminar-series/event/detail/2013-14-seminar-implementing-organizational-routines

14. Lemov – Introduce, explain the “technique” See a model of someone using the technique Rehearse with a peer in class Rehearse with a peer and feedback Rehearse in the classroom with feedback Perform & Assess Pedagogies of Practice that Lead to... Mastery Ball - Making elements or characteristics explicit Modeling in class (or showing a model in class) Practicing or rehearsing in class Practicing in field (with feedback) Assessing practice

15. Success is Halfway to

16. Doing It Successfully Once or Twice is Not Mastery

17.  Familiarize faculty with early success strategies  Faculty select one strategy appropriate for his/her UEP course  Methods courses & Core Teaching course a natural place to include  Tweak something you already do as part of your course to include practice; or,  Determine how to incorporate the strategy with practice & feedback  Indicate what further support needed; i.e. more information and training, videotaping, etc. Next Steps

18. 1.ESS Faculty Implementation Plan (will do today) 2.Incorporated in Course Syllabus Deliverables