EDUCATIONAL TOOLS AND RESOURCES: Leading, Progress Monitoring And Supervising Classroom Instruction

Professional Staff Development Presenters:

Bergeron Harris, Ed.D.Assistant Professor,

Educational AdministrationTexas State University

Jeanne Montgomery Spencer, Ed.D.Adjunct Professor,

College of EducationConcordia University & Texas State University

Purpose of Professional Development Session:

This session is designed to provide participants with tools and resources they can use for leading, progress monitoring, and supervising classroom instruction.

Learning Objectives:

Attendees will learn about classroom walkthrough structures and systemic processes that determine instructional alignment to standards, student task alignment to standards, and data collection for determining targeted professional development.

Presenters will use a research-based school improvement framework that will guide participants in understanding the context needed to move beyond a school or system’s current state, using data to inform practice, and identifying structures needed to sustain school improvement.

“Teachers are expected to reach unattainable goals with inadequate tools. The miracle is that at times they accomplish this impossible task.”

Haim G. Ginott

Leading

“Leaders... appeal to the heart... with people's deepest, heartfelt hopes. What are these hopes? Humans have a fundamental longing to believe we are successful in what we do - our need to achieve. Educators are typically denied this sense of success. Bombarded with too many state, national, and district standards for students to master... teachers are often unclear as to what they are supposed to accomplish.” Rick Dufor 2004

Appointment Time

Define Leadership and Leading

Leadership and Leading

The leaders who work most effectively, it seems to me, never say “I.” And that’s not because they have trained themselves not to say “I.” They don’t think “I.” They think “we”; they think “team.” They understand that their job is to make the team function. They accept responsibility and don’t sidestep it, but “we” get the credit…. This is what creates trust and enables you to get the task done. Peter Drucker

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Theory of Action

Time for

Collaboration

Clear

Expectations

Monitor Support and Intervene

Supporting Student Achievement

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THE CLEARER THE FOCUS THE GREATER THE ACHIEVEMENT

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Curriculum Specialists and Solutions Teams provide support to Assistant Principals, Academic Deans and Instructional Coaches

Principal, Assistant Principals, Academic Deans and Instructional Coaches support both novice and veteran teachers on their campus

Support Structure

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Source: Region XIII, Education Service Center

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School Sense of Urgency

Viable Curriculum

Shared Vision

Professional Learning needs based on

classroom data from visits

Supervision Instruction

Processes and Structures to

support learning

Accountable Learning

Communities

Robust SupportSystems

Collaborate and Share Successes

School 2 1 1 2 2 2 2 1 2

School 2 2 1 2 1 1 2 1 1

School 1 2 2 1 1 1 1 2 3

School 2 3 2 3 2 3 4 2 1

School 2 2 2 3 2 1 2 2 2

School 1 2 2 2 1 2 1 3 1

School 2 3 2 2.5 2.5 2.5 2.5 2.5 2.25

School 1 3 2 3 2 2 2.5 2 1

School 2 2 2 2 2 2 2 2 2

School 2 3 3 4 2 3 3 3 3

School 1 3 3 3 2 2 3 2 2

School 2 3 2 3 2 2 2 3 2

School 1 2 2 2 2 2 2 2 2

School 2 2 2 3 3 2 2 2 2

School 2 2 2 2 2 3 2 2 2

School 2 2 1 3 2 2 1 1 1

School 1 2 3 3 2 2 2 2 2

School 1 2 2 3 2 2 2 2 2

School 2 2 2 3 3 3 3 2 3

School Improvement Framework: Middle School Needs Assessment 1 – Exemplary systems in place ------------------- 4 – Needs focus and support

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Appointment Time

Supervising Classroom Instruction

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The Classroom Teacher

The task of the excellent teacher is to stimulate "apparently ordinary" people to unusual effort. The tough problem is not in identifying winners; it is in making winners out of ordinary people.

K. Patricia Cross

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Component 1 2 3 4

Questioning Strategies

Teacher questions predominately elicit yes/no answers. Questions are directed at assessing recall information of students. No wait time is provided. Limited participation by students.

Teacher predominately asks recall, fact, and procedural questions. Wait time is limited. Elaboration of answers is not required of students. Teacher calls only on students who volunteer.

Teacher varies levels of questions. Effective use of wait time. Some questions are designed to deepen student understanding. Students are asked to justify their answers. Teacher ensures most students participate in the questioning process. Questions are designed to support differentiation.

Teacher frequently asks high-level questions that solicits student conversation. Teacher allows for students to formulate and give complete answers. Students ask well-developed questions of one another. Differentiated questions are designed to elicit and ensure responses from all learners.

Strategies that Promote Disciplinary Thinking

by Students

Students use limited strategies modeled by the teacher that promote knowledge acquisition.

Students use limited strategies modeled by the teacher that promote knowledge, comprehension, and application of concepts.

Students use various differentiated strategies modeled by the teacher that encourage critical and creative thinking skills and make connections across several content areas.

Teacher provides opportunities for students to develop and articulate original strategies that promote critical and creative thinking skills and guide their metacognitive understandings of academic, social, and ethical issues and concepts across several content areas.

Anchors of Support

(Tools and resources that assist in student

learning)

Students have limited access to anchors of support, and/or have few opportunities to use anchors of support. Anchors of support are not relevant or aligned to standards.

Students are provided some access to anchors of support. Anchors of support are primarily used by the teacher. Anchors of support are not planned for differentiation.

Students are provided with selected anchors of support. Teacher directs the use of anchors of support to develop concepts. Anchors of support are clearly planned for differentiation and student learning.

Students have access to and use a variety of anchors of support that are relevant, aligned to standards, and planned to support differentiation. Students select and use anchors of support to demonstrate and communicate their thinking and to investigate concepts.

Student Engagement

Students are disengaged and off task. Students are not able to articulate what they are learning and why. Planned tasks are of low cognitive demand and require that students work in isolation without academic conversation.

Students are compliant with tasks rather than academically engaged. Students may not be able to articulate what they are learning and why. Learning is teacher directed. Planned tasks might allow for students to work together but may not foster deep connections and understanding of concepts.

Most students are on task and able to articulate what they are learning and why. Students are usually seated in groups for ongoing collaboration. Group procedures are articulated by teacher and followed by most students.

Students are on task and able to articulate what they are learning and why. Learning is student directed. Clearly planned expectations for collaborative group work and learning are executed by all students.

Instructional Best Practices Innovation Configuration for Middle School Classrooms

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Assessment and Interventions

Teacher administers campus and district required assessments. Instruction is not differentiated to support student interventions.

Teacher provides differentiated assessments. This includes: some formative assessments, authentic project-based assessments, written/oral responses, and objective standardized tests. Teacher uses PLC or class data to plan interventions.

Teacher provides differentiated assessments that include criteria charts and rubrics to measure mastery and growth of student learning and provides appropriate interventions. This includes: daily formative assessments, authentic project-based assessments, written/oral responses, and objective standardized tests.

Teacher provides differentiated assessments that include criteria charts and rubrics to measure mastery and growth of student learning, planning aligned interventions, and reflection on instruction. This includes: daily formative assessments, authentic project-based assessments, written/oral responses, and objective standardized tests.

Instructional Technology and 21st Century Learning

Skills

Technology is not used as an instructional resource.

Technology is only used by the teacher for direct instruction.

A variety of technology is sometimes used regularly in classrooms integrated into instruction by students and teacher. Technology is sometimes used to develop critical thinking, collaboration, communication, and creativity skills.

A variety of technology is used regularly in classrooms integrated into instruction by students and teacher. Teacher and students consistently use technology as a tool to develop critical thinking, collaboration, communication, and creativity skills.

Alignment of Instruction

The daily lesson objectives and intended learning are unclear and/or not aligned to the standards and district approved curriculum. Tasks lack depth and complexity and do not include TEKS, ELPS, and College and Career Readiness Standards (CCRS).

The daily lesson objectives and intended learning are posted. Alignment to the standards and district approved curriculum is unclear. Some tasks lack depth and complexity and do not include TEKS, ELPS, and College and Career Readiness Standards (CCRS).

The daily lesson objectives and intended learning are posted. Alignment to the standards and district approved curriculum is clear. Some tasks lack depth and complexity and do not include TEKS, ELPS, and College and Career Readiness Standards (CCRS).

The daily lesson objectives and intended learning are posted, articulated, aligned to the standards, and support district approved curriculum. All tasks are planned to the depth and complexity of all state standards which include TEKS, ELPS, and College and Career Readiness Standards (CCRS).

ELL Strategies

Students are not engaged in academic conversation. Students do not have access to tools that support the development of language and concepts. ELPS and Language objectives are not explicitly utilized.

Students are sometimes engaged in academic conversation. Students do not have access to multiple tools that develop academic language and content knowledge. ELPS and Language Objectives may be posted but not utilized to develop student language and understanding of content.

Students are sometimes engaged in academic conversation. Students have access to multiple tools that develop academic language and content knowledge. ELPS and Language Objectives are posted but not consistently used to develop student language and understanding of content.

Students are actively engaged in academic conversation using a broad range of tools. ELPS and Language Objectives are posted, incorporated in the lesson and used by students to support the development of the content concepts. Necessary scaffolds and differentiation are provided to meet the needs of ELL students.

Instructional Best Practices Innovation Configuration for Middle School Classrooms

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Component 1 2 3 4

Student Engagement

Students are disengaged and off task. Students are not able to articulate what they are learning and why. Planned tasks are of low cognitive demand and require that students work in isolation without academic conversation.

Students are compliant with tasks rather than academically engaged. Students may not be able to articulate what they are learning and why. Learning is teacher directed. Planned tasks might allow for students to work together but may not foster deep connections and understanding of concepts.

Most students are on task and able to articulate what they are learning and why. Students are usually seated in groups for ongoing collaboration. Group procedures are articulated by teacher and followed by most students.

Students are on task and able to articulate what they are learning and why. Learning is student directed. Clearly planned expectations for collaborative group work and learning are executed by all students.

Frequency of Occurrences

Time of Sweep and Activity T: On Task D: Off TaskC: Off topic

ConversationS: Out of Seat

Classroom Data: Student EngagementPlease complete the information using the seating chart on back and the table below. Thanks for your input!• Please use the seating chart on back to track the engagement of each student. • Use the following codes: on task (T), off task (D), having off topic conversation (C), or out of their seat (S).• Please note the time of each sweep and the activity at that time in the table below. The teacher will complete the frequency

information based on the data gathered on the seating chart.

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Aligning Curriculum, Instruction, and Assessment

Content Area__________________ Teacher ___________________Grade Level ________ Date _________

Knowledge & Skill Statement & SEThe TEKS was written in formal language The TEKS/Language Objective was written in formal language The TEKS/Language Objective was not evident Student Focus: What are you learning ?

Formative/Summative Assessment: What is the teacher using to for understanding of the TEKS/SE throughout the lesson? What is the teacher using to determine mastery of the TEKS/SE and is it aligned?

cognitive/verb concept context vocabulary

The teacher used oral language strategies The teacher used written response strategies The teacher used questioning strategies The teacher used multiple strategies Formative Assessment was not evident

Questions that Promote Higher-Level Thinking/Rigor: What questions will be asked by the teacher that addresses the rigor of the TEKS/SE?Knowledge level questionsComprehension level questions Application level questionsAnalysis level questions Synthesis level questions Evaluation level questions Questions were not evident

Models/Anchors to Support Student Understanding of TEKS/SEThe students have access and use anchors The students have few opportunities to use anchors Anchors of support were not evident Student Focus: What can you do if you don’t understand something?

Instruction: Is the instruction explicitly aligned to the depth (thinking - cognitive/verb) & complexity (concept, context & vocabulary) of the TEKS/SE?The daily lesson objectives and intended learning are articulated, aligned to the standardsThe daily lesson objective and intended learning are unclear and/or not aligned to the standards and district curriculum

Student Task: Are the students engaged in work aligned to the TEKS/SE? The student task is aligned to the TEK/SE The student task is not aligned to the TEK/SE Students are disengaged and off task Students are compliant with tasks Students are on task and able to articulate learningStudents engaged and learning is student directedStudent Focus: Please explain what you are doing?

Academic Vocabulary: Are the teacher and students using academic vocabulary from and related to the TEKS/SE?Teachers and students used academic vocabularyTeachers used academic vocabulary Students used academic vocabularyAcademic vocabulary was not evident

Academic Vocabulary: What guiding questions and/or stems are being used to promote the use of academic vocabulary?Teacher provides questions to promote academic vocabulary Teacher provided sentence stems Teacher did not provide opportunities to use academic vocabulary

Evidence of Effective PlanningSimilaritiesDifferences

Describe Quality Teacher Interactions with Students: ________________________________________________________________________________________________________Question(s)/Something to Ponder: ________________________________________________________________________________________________________

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High Impact Verbs for Lesson Plan Development Across Content Areas of Reading, Science and Mathematics

Reading,

Science

and

Mathematics

Analyze

Compare

Contrast

Demonstrate

Determine

Draw

Evaluate

Identify

Interpret

Make

Predict

Recognize

Relate

Understand

Use

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Describe- What did you see and/or hear during your classroom observations?

Analyze – What patterns or trends did you notice?

Predict – Based upon your observations, what student achievement results would you expect?

Respond – What is your action plan for increasing student achievement with regard to the knowledge and skill of the teacher, the role of the student as learner and the rigor of the content?

Campus Diagnostic Visit

Campus:_____________ Content:_____________________Grade Level Observed:__________

Classroom Observation Debriefing Form

Use the following questions to guide your group discussion regarding the observations you made during your classroom visits. Use your responses to these questions to summarize your observations during the debriefing session.

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Category 1 Category 2 Category 3 & 4MS Office Middle School Office Administrator Middle School Office Administrators (2) Middle School Office

AdministratorCampus Leaders Campus Administrators Campus Administrators Campus Administrators

Campus PrincipalWeekly Campus Visit by Solutions Team, ESL and SS Curriculum Specialists for ESL ELA and Science; SPED Math and Science

Focus on curriculum and assessment (data analysis)

Visit e specific campuses very other week:Solutions Team, ESL and SS Curriculum Specialists for ESL ELA and Science; SPED Math and Science

Focus on curriculum and assessment (data analysis)

Monthly Campus Visit from CAC administrator and Curriculum Specialists for ESL SS and Math, SPED ELA and SS t

focus on curriculum and assessment (data analysis)

Principal PLC Meetings each 6 weeks andMonthly MS Principal Meetings

Monthly MS Principal Meetings Monthly MS Principal Meetings

Tools: School Improvement Framework,Focus Instructional Monitoring Tool,Desktop AuditINOVA and AIMSWEB

Tools: School Improvement Framework,Focus Instructional Monitoring Tool,Desktop AuditINOVA and AIMSWEB

Tools: School Improvement Framework,Focus Instructional Monitoring Tool, Desktop Audit, INOVA and AIMSWEB

Assistant Principals Monthly AP Principal MeetingParticipate in systems check at a different campus with D. Hester

Monthly AP Principal Meeting Monthly AP Principal Meeting

Participate/Lead in PLC content area meetings weekly

Participate/Lead in PLC content area meetings weekly

Participate/Lead in PLC content area meetings weekly

Academic Deans and Instructional Coaches

Participate in PLC content area meetings weekly Participate in PLC content area meetings weekly

Participate in PLC content area meetings weekly

Dept Chairs Plan, Prepare, Implement, Reflect and Revise in PLC content area meetings weekly

Plan, Prepare, Implement, Reflect and Revise in PLC content area meetings weekly

Plan, Prepare, Implement, Reflect and Revise in PLC content area meetings weekly

Teachers Participate in monthly PD by content and grade level with Solutions Team and Curriculum Specialists

Optional Optional

Participate in PLC content area meetings weekly to analyze data, monitor progress and plan lessons

Participate in PLC content area meetings weekly to analyze data, monitor progress and plan lessons

Participate in PLC content area meetings weekly to analyze data, monitor progress and plan lessons

Middle School Monitoring and Support Model

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Middle School Professional Learning Communities

Mondays

Content Area PLCs

Grade Level Planning

Period for 40 minutes

Review previous week's lessons, review

upcoming CRMs, standards, student

work, resources, assessment data,

common assessments, prepare for lesson

planning on Wednesday

Tuesdays

Campus Level PLCs

Grade Level Planning

Period for 40 minutes

Training for campus and district level

initiatives

Wednesdays

Content Area PLCs

Grade Level Planning

Period for 80 minutes

Detailed, specific lesson planning for the following week

based on Monday's findings

Thursdays

Campus Level PLCs

After School

PBS Committee Meetings on the 1st

Thursday of each month

Faculty Meetings on the 2nd Thursday of each month

Department Meetings on the 3rd Thursday of each month

Magnet Meetings on the 4th Thursday of each month

Fridays

PBS PLCs/Teams

Grade Level Planning Period for 40 minutes

Meet with students & parents, team

business, discipline issues, PBS issues as

attendance, classroom

management

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Appointment Time

Progress Monitoring

Progress Monitoring for Student Achievement

“You must inspect what you expect.”

Harris and Spencer, 2012

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Category I: Instructional Expectations for Progress MonitoringPrincipal•Develop a monitoring tool system (data protocol) for at-risk students in all content areas•Require weekly observations by PDAS appraisers to ensure all teachers receive a monthly observation•Monitor, support and intervene to improve instruction and academic achievementAssistant Principals•Participate and/or lead PLC meetings (specify content per AP)\•Conduct weekly classroom observations and provide specific feedback•Ensure that teachers are using the data protocol in PLCs to identify and address student needs and lead discussions about students who are not showing academic progress•Monitor, support and intervene to improve instruction and academic achievementInstructional Coaches and Special Positions (Academic Dean)•Lead and facilitate meaningful PLC’s using the Curriculum Itinerary, Road Maps, and GPS•Observe teachers and provide meaningful feedback and provide PD as needed •Model effective instructional strategies with teachers and students as appropriate•Assist in discussing data protocol monitoring tool in PLC meetingsCounselors•Create a success plan for struggling students to include: attendance, discipline, academics in collaboration with grade level teachers each six weeks in a PLC meeting•Update the data protocol monitoring tool and use the District dashboards to ensure all students are receiving interventions for academic and social development•Secure external supports for students •Ensure eCST teams are effectively addressing student needs•Monitor, support and intervene to improve instruction and academic achievement

Teachers•Add value to every student assigned to him/her. All students who passed previous TAKS should pass the STAAR; all students should demonstrate academic growth•Include the role of the Teacher Assistant when you plan for lessons•Demonstrate use of effective teaching strategies•Immediately identify and assist students who are not achieving in core instruction•Monitor, support and intervene to improve instruction and academic achievementTeacher Assistants•Work with the teacher to implement the lesson plans•Assist students in a way that facilitates and reinforces learning•Monitor, support and intervene to improve instruction and academic achievement 37

Opportunity to Analyze Data

Analysis of Student PerformanceSix-Week and Benchmark Assessments

Campus: ______________________________ Date: _______________________

Please Note: • This review should be completed after each six weeks tests and/or grading period. After reviewing the data, what patterns have you observed about student performance______________________________________________________________________________________________________________________________________________________________________________________________________________

What are the areas of strength?______________________________________________________________________________________________________________________________________________________________________________________________________________

What are the areas needing improvement?______________________________________________________________________________________________________________________________________________________________________________________________________________

What are the possible causal factors for areas impacting student performance?______________________________________________________________________________________________________________________________________________________________________________________________________________

What do you conclude from your analyses?______________________________________________________________________________________________________________________________________________________________________________________________________________

Identify improvement strategies for areas of need.______________________________________________________________________________________________________________________________________________________________________________________________________________

What is your action plan? Activities? Timelines? Person Responsible? Resources? Plan for Progress Monitoring?______________________________________________________________________________________________________________________________________________________________________________________________________________

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Campuses Role of the Content(Alignment of Instruction)

ELPS

Role of the Learner(Engagement)

Role of the Teacher(Questioning

Strategies, Anchors of Support,

Interventions

Role of the Leadership Team

(Evidence of Effective Planning, Preparing,

Implementation, Revision)

SCAFormative and/or

Summative Assessments

CATEGORY 1 SCHOOLS

SS SCI M ELA RD SS SCI M ELA RD SS SCI M ELA RD SS SCI M ELA RD SS SCI M ELA RD

CATEGORY 2 SCHOOLS

SS SCI M ELA RD SS SCI M ELA RD SS SCI M ELA RD SS SCI M ELA RD SS SCI M ELA RD

Comments:

Solutions Team Weekly Campus Report for Category 1 Schools

Week of _______ Using the IC Best Practice document, identify each campus 1 – 4 for the following categories:

Role of the Content, Learner, Teacher, Leadership Team and SCA Data. Provide evidence in the box if it’s a 1 or 2

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I. Student Monitoring: Attendance

1. a. Determine the number of targeted students (6 or more absences) per grade level for the fall 2011 semester and enter the information in the chart below. Describe how your team will intervene and monitor attendance for the spring semester.

2011 Fall Semester

4th Six Weeks 5th Six Weeks 6th Six Weeks

Grade# of students w/

6 or more absences

# of students w/ 6 or more

absences

Attendance Rubric of

Effectiveness

# of students w/ 6 or more

absences

Attendance Rubric of

Effectiveness

# of students w/ 6 or more

absences

Attendance Rubric of Effectiveness

678

At the end of the 4th, 5th and 6th week grading period, use the rubric below to determined if your intervention was highly effective, effective and not effective.

Highly Effective Intervention (3)

Effective Intervention

(2)

Not Effective Intervention (1)

ATTENDANCE RUBRIC

Attendance data indicates 97-100%

Attendance data indicates 95-97%

Attendance data declined

MIDDLE SCHOOL MID-YEAR SYSTEMS CHECK Campus Name: Date:

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II. Student Monitoring: AcademicsDetermine the number of targeted students (2 or more failures) per grade level for the fall 2011 semester and enter the information in the chart below. Describe how your team will intervene and monitor student achievement.

MOY 1 Science Math Social Studies ELA

Grade 2 or more Failures Did Not Meet Stand MOY

2 or more Failures Did Not Meet Stand MOY

2 or more Failures

Did Not Meet Stand MOY

2 or more Failures

Did Not Meet Stand MOY

6

7

8

MOY 2 Science Math Social Studies WritingGrade 2 or more Failures Did Not Meet

Stand MOY2 or more Failures Did Not Meet

Stand MOY2 or more Failures

Did Not Meet Stand MOY

2 or more Failures

Did Not Meet Stand MOY

2 or more Failures

Did Not Meet Stand MOY

6

7

8

Highly Effective Intervention (3)

Effective Intervention (2)

Not Effective Intervention (1)

ACADEMICSPerformance data demonstrates growth and mastery (Course grade of 75 or better and assessments are above 70)

Performance data demonstrates some growth (Course grades and assessments have shown improvement since the last grading period)

Performance data does not demonstrate growth and mastery (no improvement in course grades and assessments since implementation of intervention)

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III. Student Monitoring: Discipline

2011 Fall Semester

4th Six Weeks 5th Six Weeks 6th Six Weeks

Grade# of

students w/ 5 or more

referral removals

# of students w/ 5 or more referral

removals

Discipline Rubric of

Effectiveness

# of students w/ 5 or more

referral removals

Discipline Rubric of Effectiveness

# of students w/ 5 or more

referral removals

Discipline Rubric of Effectiveness

6

7

8

Highly Effective Intervention (3) Effective Intervention (2)Not Effective Intervention

(1)

DISCIPLINE0-10 students received referral and removed from the campus (Home Suspension/ALC)

11-20 students received referral and removed from the campus (Home Suspension/ALC)

20 or more students received referrals and removed from the campus (Home Suspension/ALC)

B. At the end of the 4th, 5th and 6th week grading period, use the rubric below to determined if your intervention was highly effective, effective and not effective.

A. Determine the number of targeted students (5 or more removals) per grade level for the fall 2011 semester and enter the information in the chart below. Describe how your team will intervene and monitor discipline for the spring semester

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IV. PLC Effectiveness and Lesson Planning

A. Use the rubric below and determined the effectiveness of your PLC and describe the support your team will provide.

Grade Science Math Social Studies

ELA

6

7

8

Highly Effective

Level 1

Mostly Effective

Level 2

Effective

Level 3

Not Effective

Level 4

V. Instructional Monitoring:

A. Classroom Walkthroughs Describe your process for weekly progress monitoring of classrooms and providing teacher feedback.

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Appointment Time

Thank You for Your Attendance

Contact Information:

Dr. Bergeron Harris

Bergeron.Harris@att.netCell: (512) 632-4113

Dr. Jeanne Montgomery Spencer

jeannespn@yahoo.comCell: (512) 497-9980

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