implementing otes with impact - ohio school...

IMPLEMENTING OTES WITH IMPACT November 11, 2014

© 2014, Battelle for Kids. All Rights Reserved

Mike Thomas [email protected] Kate Heynoski [email protected]

Susan Hakel [email protected] Shari Grant [email protected]


Agenda

  How do we improve educational outcomes?

  Where we are right now as a profession?

  Key insights from research on high-performing educators   Professional Development and the Connect Framework

  Using teacher teams to personalize professional development

  Connections with OTES


2013 Gallup Student Poll: Students’ Emotional Engagement

Engaged 55% Not Engaged

28%

Ac1vely Disengaged

17%

Student Emo+onal Engagement   600,000 respondents from

students in grades 5-12   Assesses students’ level of

involvement in and enthusiasm for school

  Emotional Engagement is the non-cognitive measure that is most directly related to academic achievement.


If emotional engagement really matters, how do we get more of it?

  Of the three factors in the Gallup Student Poll — Hope, Engagement and Well Being — Engagement is the factor over which teachers and schools have the most influence.

  A one percent increase in student engagement is associated with:   A six-point increase in reading   An eight-point increase in math

  The level of student engagement is strongly related to the level of teacher engagement.


Agenda







Data from Gallup’s 2012 Workforce Poll (Q12 survey): 70,000 Respondents with 7,200 K-12 teachers

Engaged 31%

Not Engaged 56%

Actively Disengaged

13%

Teacher Engagement   Engaged — Involved, enthusiastic, and

committed. Constantly looks for new and better ways to achieve outcomes.

  Not Engaged — May be satisfied, but are not emotionally connected to their work. Unlikely to devote discretionary time to improvement.

  Actively Disengaged — Dissatisfied with the workplace and is likely spreading negativity to coworkers.


Teacher Engagement levels also vary with experience

  35% of first year teachers are engaged.

  28% of teachers with 3-5 years experience are engaged   40% ̶ 50% of teachers leave the profession in their first 5 years.


2012 Gallup Workforce Poll   Teachers report the highest

levels of on-the-job stress   Many cite high-stakes testing as a

major cause.

  Teachers were the least likely to agree with the statement: At work, my opinions seem to count.

  In general, teachers feel stressed, isolated and disempowered.


Are there ways to change this picture?

 Most organizations, including schools, get motivation all wrong   Emphasize monetary incentives, rewards and

sanctions.

 What really supports improvement?   The drive for Mastery   A clearly defined sense of Purpose   The capacity to exercise Autonomy in our work

Source: Pink, D. (2011). Drive: The surprising truth about what motivates us. Riverhead, NY: Riverhead Books.


Agenda



  Key insights from research on high-performing educators   Professional development and the Connect Framework




HET / HEP Research Overview   Six years of studying Highly Effective Teachers (HETs)

  HETs identified using classroom-level, value-added results   All core subject areas (Math, Reading, Science, Social Studies)   Ohio, Tennessee and Houston and Lubbock, Texas

 One year of studying Highly Effective Principals (HEPs)   HETs identified using school-level, value-added results   Ohio and Tennessee


Large-Scale Research Findings – Years 1 and 2   HETs and HEPs cited these four themes as reasons for their

effectiveness

Trusting Relationships: Cultivating a supportive community

Continuous Improvement: Adapting and embracing change

Stable Classroom Environment: Establishing structures and processes

High Expectations: Maximizing every student’s achievement


Compe+ng Values Framework (1983) 4 Perspec)ves on Organiza)onal Effec)veness


Positive and Negative Zones

Used with permission from Quinn, 1991.


Key Insights from our Research

  Great teachers are made, not born.   The Connect Framework defines great teaching

  4 dimensions of effective teaching   HETs integrate their practice across all four.

  The Connect Framework as a tool for improvement   Performance declines when you focus too heavily on

one dimension of the framework.   Provides a structure for reflection and experimentation


The Hierarchy Myth   Teachers seem to exaggerate the importance of their

strengths and discount areas they feel aren’t priorities or personally their weaker areas.   Example: Teacher A who is highly structured and routine focused

believes he/she is a better teacher than Teacher B who is always trying something new, implementing creative projects to impact results.

  Framework illustrates a balance between these teacher themes


Professional Development and the Connect Framework


Level 1: Finding a Comfort Zone


Level 2: Stretching from an Area of Comfort


Level 3: Integration across the 4 Dimensions


Using Teacher Teams to Personalize Professional Development


Prepare for Personalized

Learning

Assess Teaching Practice

Principal Support

Identify a Focus Area

Stretch Your Practice

Engage in deeper reflection and action around teaching practices

  Systematic, strength-based approach to professional development   Teachers learn to use the Connect Framework to reflect on their

practice and create personalized growth plans   Weekly PLT meetings provide support and accountability

BFK•Connect Teacher Team Development


Video: The Batavia Story


Building the Teams   Teams were comprised of high school, middle school, and

elementary teachers. We were also cognizant of ensuring different subject area representation.

  We wanted focus to be on teacher practice NOT students or content.

Lessons Learned   Initial resistance that they were in groups “with their friends.”   Needed to overcome “building bias.”   Smaller groups are more impactful


What really drives educational improvement in today’s context?

Teacher Evaluation

Teacher Development

•  Purpose •  Mastery •  Autonomy •  Belonging


Batavia’s Rollout   Meaningful professional development that impacts teacher

practice   Participation

  Year 1: One team of 4 middle school teachers   Year 2: Four teams of elementary, middle, and high school teachers (27

total)   Year 3: Five teams of elementary, middle, and high school teachers (24

total w/ 12 participants from previous year   Scheduling and Logistics   TIF Funding   Start small


Agenda







Connections with OTES   Process fulfills requirements for annual growth and improvement

plans

  Because teachers assume responsibility for their growth plan, the load is reduced for building administrators

  Allows teacher to be a more equal partner in the teacher evaluation process

© 2014, Battelle for Kids. All Rights Reserved Source: Ohio Department of Education- The Original Ohio Teacher Evaluation System graphic chart with details

Plan should focus on a teacher’s specific area(s) for growth.


3. Assessment

High Expectations 2. Content 4. Instruction 5. Learning Environment

1. Students 6. Collaboration &

Communication

7. Professional Responsibility & Growth

Relationships Continuous Improvement

Stable Environment

INTERNAL FOCUS

EXTERNAL FOCUS

FLEXIBILITY & OPENNESS

ORDER & CONTROL

BFK•Connect and the Ohio Standards for the Teaching Profession


• Uses assessment data to identify strengths and needs

• Continually checks for understanding

High Expectations • Examines classroom assessment

results to reveal trends and patterns

• Paces learning activities • Monitors teaching strategies

and behaviors

• Differentiates instruction • Provides opportunity for students

to engage in self-assessment

• Adapts instructional methods and materials

• Adjusts quickly and seamlessly within lessons

• Provides substantive, specific, and timely feedback

• Reflects on teaching

Relationships Continuous Improvement

Stable Environment INTERNAL FOCUS EXTERNAL FOCUS

FLEXIBILITY & OPENNESS

ORDER & CONTROL

“Accomplished” Level of Performance— Assessment of Student Learning


OTES Connections   Participants used plan from this process as their growth plan

for OTES.

  Colors are less judgmental than labels

  Framework used to illustrate area of reinforcement and refinement


Final Thoughts   Impact on practice was immediate and lasting   Created a “culture of color”   Mutual respect among buildings


More Questions and More Ideas Mike Thomas Susan Hakel [email protected] [email protected]

Kate Heynoski Shari Grant [email protected] [email protected] Resources, videos, and additional information at: www.BFKConnect.org

@BattelleforKids

facebook.com/battelleforkidsorg

youtube.com/battelleforkids

BattelleforKids.org

BFKConnect.org


Powerful Practice PLTs Overview   Lead learner training 1 day

  Form a Professional Learning Team (PLT)

  Complete BFK•Connect™ 1.5 – 2 hrs Online Learning Pathway

  Weekly PLT meetings ~45 mins/week   Create a growth plan   Implement and monitor growth plan

  Check-in meetings As needed


BFK•Connect Teacher Team Development

• Assemble PLT • Complete online learning

• Training for Lead Learners

•  Training for Administrators

Prepare for Personalized

Learning • Complete BFK•Connect self-assessments

• Leverage evaluation information and student feedback

Assess Teaching Practice

• Work collaboratively to question assumptions about teaching and learning

• Use professional growth planning resources

Identify a Focus Area

• Implement your growth plan with support from the team

• Use the online portfolio tool to monitor progress and reflect on growth

Stretch Your Practice

Engage in deeper reflection and action around teaching practices

Principal Support


How teachers have used the framework

  It provides a language of effective practice   Teachers can talk about different dimensions of their practice and

about how each of these dimensions interacts with the others.   Allows teachers to talk about their practice in terms of strengths and

needs   It allows teachers to design an improvement project that is

focused and specific   It keeps the conversations focused on practice.   It provides a structure for reflection and experimentation.   It allows teachers to take a more proactive approach to

evaluation

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