instructional leadership planning with indicators of quality instruction

InstructionalLeadership

Planning with Indicators of

Quality Instruction

© AZ Board of Regents, All rights reserved, 2012.

• Name of Superintendent – Welcome– Why Important

• Name of Facilitator– Overview / Agenda– Enduring Understandings– Guiding Questions– Targeted Objectives– Introductions

Welcome & Introductions

Proposed Norms & ExpectationsProposed Norms & Expectations

• Stay focused and fully engaged– no competing conversations please

• Participate to grow– share openly and monitor your listening

• Be a learner– create your own meaning and application

• Get your needs met– ask questions that benefit the group– personal questions on breaks

• Housekeeping– silence cell phones– handle business later– share ONE point …then next person


Participants will… Surface prior knowledge to indicators of quality

instruction. Organize indicators of quality instruction in a

framework. Connect concepts to the Research-Based

Critical Behaviors. Apply concepts to developing an action plan to

improve teacher performance and student achievement

Intended Outcomes


Instructional LeadershipKey Processes Applied to Quality Instruction


There are effective practices that maximize student academic and social learning

Quality Instruction


Plans opportunities for teachers to improve their instruction through professional development

Plans instructional services for students with special needs using assessment data

Plans a schedule that enables quality instruction Plans faculty hiring policies with a focus on

effective instructional practices

Research-Based Critical Behaviors


By the end of this workshop you will develop an action plan focused on applying the Research-Based Critical Behaviors.

In the column labeled “Current Reality” Rate yourself on a scale of 1-5

5 = Highly effective 3 = Satisfactorily Effective 1 = Ineffective

Describe the evidence that supports your application of this concept

Action Plan


What are the indicators of quality instruction?

How do instructional leaders discuss instructional practices with faculty?

Indicators of Quality Instruction Segment Guiding Questions


Free Write: If you wanted to show off the classroom at

your site with the highest quality instruction, what room would you enter? Describe what we would see and hear in the

classroom. Include teacher and student behaviors.

Share with an elbow partner

What does quality instruction look like?


On Post- its jot down the answer to the following:

1. What do you accept as evidence of an effective lesson?

Record only 1 indicator per post-it.

Surfacing Prior Knowledge


In table groups, jot down the answers to the following questions on Post-it Notes:2.What are common weaknesses, challenges, and/or barriers to quality instruction in classrooms in your school?3.What components of quality instruction would you like to discuss with …

– your staff?– an individual teacher?

Record only 1 response per post-it.

Surfacing Prior Knowledge


1. Identify Similarities & Differences

2. Summarizing & Note Taking

3. Reinforcing Effort & Providing Recognition

4. Homework & Practice5. Nonlinguistic

Representations

6. Cooperative Learning7. Setting Objectives and

Providing Feedback8. Generating and Testing

Hypotheses9. Cues, Questions, &

Advanced Organizers

Spotlight on Research Dr. Robert Marzano, in his book, Classroom Instruction That Works

(2001) identifies nine effective instructional strategies (in effect size order):


Dr. Robert Marzano, in his book, The Art and Science of Teaching (2007) identifies three areas of focus for quality instruction:

Routine strategiesContent strategiesStrategies enacted on the spot

Spotlight on Research


Read the articles (partners, each reads 1) Getting Acquainted with the Essential Nine What Teachers Gain from Deliberate Practice

Individually… List key points of the article Think about how your previous brainstorming

connects to key points Be prepared to share insights

Share with your partner

Readings


Do your teachers know these strategies? If not, what PD is needed? What related PD has occurred? Share with your elbow partner

How prepared are YOU to recognize it and its appropriate application in a lesson? If not, what training do you need? What related PD have you had? Share with your elbow partner

Planning for Quality Instruction


List which of the nine (9) essential strategies are being applied/implemented in the classroom

Video clip: http://cooperativelearning.nuvvo.com/lesson/9

592-seinfeld-teaches-history

Describe how the application of at least one of the (9) essential strategies could have been used and how that would have improved the lesson

Applying McREL Concepts

http://cooperativelearning.nuvvo.com/lesson/9592-seinfeld-teaches-history

http://cooperativelearning.nuvvo.com/lesson/9592-seinfeld-teaches-history


In her book, Enhancing Professional Practice, (1996) Charlotte Danielson identifies four domains of teaching responsibility:

Spotlight on Research

Planning and PreparationThe Classroom EnvironmentInstructionProfessional Responsibilities


Read The Framework for Teaching: An Overview (pages 1-6) Highlight key points Consider how this framework might help…

Organize thoughts and conversations about quality instruction

Facilitate discussion about weaknesses, challenges, and/or barriers.

Reading

©AZ Board of Regents, BESTProfessional Development, 2012. All rights reserved.


Organize post-it notes into 4 domains Folder chart paper into quarters Label each quadrant

Discuss: What trends do you notice? Which domain appears to need more focus?

Design: A professional development session to

improve that domain (or a specific instructional strategy within that domain)

As A Table Group


How is the Danielson Framework similar to the Marzano Categories? How are they different?

Which framework is the best “fit” for framing discussions in your school?

WHY? Which instructional strategies are the highest priority in

your school? WHY?

How might these frameworks or readings assist you in planning for quality instruction?

Discussion in Table Groups


How will YOU communicate the PLAN for quality instruction to teachers? What are your expectations? How will you get the message out?

How will you ensure this is an ongoing and continuous conversation? Not just one shout-out at staff mtg

Communicating the Plan


Let’s go back to… What component of quality instruction would you like to discuss with an individual teacher? (choose ONE)

Create a MOCK conversation regarding ONE component of quality instruction that you will have with ONE teacher. Be sure to incorporate the common vocabulary

from Charlotte Danielson’s Framework or Marzano’s Categories/Types.

Using our Information


Consider the guiding questions Use column labeled “Strategies/Ideas”

Connect today’s discussions with the “Research-Based Critical Behaviors.”

List at least THREE things per box Pair Share ONE strategy you learned today and

how you plan to use it at your school.

Closure for this Segment

24


Review the following… Targeted Objectives Research-Based Critical Behaviors

Conclusion and Development of an Action Plan

Next Steps What additional data do you need?Who will you involve in process? What resources do you need?

Action PlanDo what? By when?


In table groups (in a round robin format) Share one new learning and describe how

you will apply it in your job NO REPEATS!

Workshop Closure


Please complete “Participant Feedback” form Grant research Improve future workshops

Workshop Closure

instructional leadership planning with indicators of quality instruction

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