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OIP Resources and Training Documents Used in This PowerPoint Materials/Resources: Print copies of the handouts for each person. They are used at the following slides: Slide 17 – HO1: Classroom Instruction That Works Framework by Marzano McRel Slide 18 – HO2: Practices That Lead to Achievement – What Are They? By Dr. Olzendam Slide 21 – HO3: Characteristics of Instructional Framework Slide 23 – HO4: DeKalb District Framework Slide 24 – HO5: Brockton HS Literacy Framework Slide 31 – HO6: Directions for Identifying List of Effective Practices Download video of Brian McNulty to be used on slide listed: Slide 15 – Video: Examples of Instructional Frameworks by Dr. Brian McNulty Time Needed: 1 ½ hours
Understand that Your System’s Work IS to Focus on Instructional Improvement
“It takes a system, not just a teacher.” - William Daggett Model Schools Conference 2011
The DLT, BLT, TBT ConnectionBuilding The System • Collaborative team structures that support a culture of inquiry • Use of data and intentional decision making • Alignment of work to the • district’s goals and strategies • Shared Leadership: supporting ongoing two-way communication and engagement • Job embedded professional development (HQPD)
High Quality Instruction School and classroom practice MUST CHANGE
Cornerstone for all Improvement “The purpose of leadership is the improvement of instructional practice and performance, regardless of role”(Elmore, 2006). If the work that we do does not result in improving instruction in the classroom, it may be interesting and even important but it is not critical to improvement. (McNulty and Besser, 2010 p15)
Primary Roles and Responsibilitiesof the DLT Specifically Related to Improved Instruction • Maintain district-wide focus on ALL students receiving core instruction • Develop a single district improvement plan that focuses on implementing Teacher Based Teams and effective instructional practices • Maintain a district wide focus on preparing ALL teachers to use effective instructional practices
Primary Roles and Responsibilities of the BLT Specifically Related to Improved Instruction • Establish priorities for instruction and achievement for ALL teachers • Build a school culture that supports effective data-driven decision-making by supporting Teacher Based Teams (TBTs) • Meet teacher needs for high quality, differentiated professional development, generated through TBT work, practice, coaching and other supports
Teachers change their practices when they have an opportunity to develop acollectiveunderstanding of high quality instruction and are provided ongoing opportunities to collectively reflect, discuss, deliberately practice, receive coaching and then adjust their teaching. (McNulty and Besser, 2011 p.106)
CONSISTENT USE OF SPECIFIC EFFECTIVE TEACHING PRACTICES DEFINED “The school or the district has agreed on everyone using specific effective practices that are learned, implemented, monitored, and provide feedback on learning at all levels.” ( McNulty and Besser 2010)
Importance of an Instructional Framework • Provides a common language around instruction • Allows district to reinforce and maintain focus on district goals • Provides a foundation for ongoing conversation and collaborative inquiry • Creates coherence around curriculum, instruction and student outcomes ( Olzendam , 2008)
When complete, an Instructional Framework will help answer the question:What common agreements around instruction inform teachers’ daily instructional practices? www.e3smallschools.org
Instructional Framework Districts have to work together to define and agree on what HIGH QUALITY INSTRUCTION means by doing the following: • Review the research on effective instruction 2. Develop a list of effective practices McNulty, 2011
Let’s Make the Connections • Read the article, “Practices That Lead to Achievement – What are They?” • Instructional frameworks • Practices • Principal Leadership • Professional Learning Communities – TBTs! • Note the main points in your organizer in the appropriate circle • What are the connections to your TBTs?
Characteristics of Instructional Frameworks • Hunter (1993) • Gagne (1985) • Frey and Fisher (2008) • Marzano (2009) • Schmoker (2011) • Curtis (2011)
Characteristics of Instructional Frameworks Read and discuss: • Hunter and Marzano • Gagne and Schmoker • Frey & Fischer and Curtis What similarities and differences exist? Report to the entire table: • Main point(s) • Similarities • Differences
Example Framework From FIP Your School What Are Formative Instructional Practices? • Clear Learning Targets • Collecting and Documenting Evidence of Student Learning • Providing Effective Feedback • Student Ownership of Learning http://portal.battelleforkids.org/ohio/Race_to_the_Top/FIPYourSchoolOhio.html?sflanen Battelle for Kids, FIP Your School Ohio
Instructional Framework Districts have to work together to define and agree on what HIGH QUALITY INSTRUCTION means by doing the following: • Review the research on effective instruction 2. Develop a district list of effective practices McNulty, 2011
District “Springboards "Can Be Used as Starting Points • Does your district have a research-based Balanced Literacy Framework? • Are you a SIG Building or Race to the Top District that has purchased an instructional program? • Are you using Formative Instructional Practices (FIP) ? • Has your district had training in effective instructional strategies?
Take three minutes to discuss with your team what “starting points” you may already have to use in the development of a framework of instructional practices for ALL teachers in your district.
Do You know The Effective Instructional Practices Are In Your District? What do you have happening in your classrooms right now that can be used to start the development of a district/regional instructional framework?
Develop A List of Effective Practices • Identify consistently high performing teachers (3 yrs) • Pair DLT and BLT members to co-observe 3 identified teachers 2 times each • Specifically describe what the teachers are doing and what the students are doing • Make a draft list (individually and collectively) of high quality instructional practices • Organize practices into an instructional framework (Ex: Use a framework listed above to organize) 6. DLT and BLTs work together to refine and communicate listMcNulty, 2011
Would Teachers in Your District Say This? “I know what instructional strategies I use in my class but I don’t know what the expectation is from the district or building level.”
Planning Time: What Next Steps Need To Be Taken to Ensure a Completed Instructional Framework? How Do We Ensure That the Framework is Understood By All? Is There a Two Way Flow of Information? • DLT • BLT • TBT