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Enhancing Teacher Expertise Through Individualized Deliberate Practice Plans

This document outlines a proactive approach for improving teacher performance and student achievement through Deliberate Practice Plans (DPP). By implementing a structured six-step process, educators engage in self-assessment, goal setting, and reflection to ensure continuous professional growth. This method aligns with legislative mandates, promotes collaboration, and incorporates multi-metric evaluations. Deliberate practice is rooted in the belief that all teachers can enhance their skills, resulting in cumulative gains in student outcomes over time. Celebrate these successes in your educational environment!

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Enhancing Teacher Expertise Through Individualized Deliberate Practice Plans

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  1. Improving Our Profession ThroughDeliberate Practice

  2. Out with the old…

  3. Welcome the new! • A truly individualized PDP • Growth oriented • Meet two legislative mandates with one process • PDP • Multi-metric evaluation

  4. Deliberate practice is a way for teachers to grow their expertise through a series of planned activities, reflection, and collaboration.

  5. DP is not a Marzano concept! • David Shenk (2010) • Geoff Colvin (2008)

  6. Gladwell on DP • Malcolm Gladwell (2011): “Success has to do with deliberate practice. Practice must be focused, determined, and in an environment where there's feedback.” Gladwell Interview

  7. Causal Chain An expectation that all teachers can increase their expertise from year to year, which produces gains in student achievement from year to year-- with a powerful cumulative effect

  8. Marzano Instructional System • Domain 1 = Classroom Strategies • Domain 2 = Planning • Domain 3 = Reflection • Domain 4 = Collegiality

  9. Six Step Process Graphic from Learning Sciences International

  10. Step One: Self Assessment iObservation Private to employee

  11. Step Two: Identify Focus Strategies • Employee reviews self-assessment and last year’s observation/walkthrough data • Employee chooses 1, 2, or 3 strategies for DP • *Subject to principal approval • Select baseline score • Old indicator: Evaluation rating • New indicator: Self-assessment

  12. Step Three: Create Measurable Goals • One goal per strategy • Goal’s focus is teacher improvement • Impact of teacher improvement on student performance • One goal must use measurable student outcomes • Formative or summative data

  13. Section Four: Actions in the Classroom • Classroom action steps • Evidences • Self-reflection • Resources • Time • Materials • PLC • Mentors & peers • PD

  14. Step Five: Reflection • One reflection per quarter per goal • Guiding questions • Allocate time for this activity

  15. Step Six: Tracking Progress • Growth shown in iObservation • Improvement rewarded in scoring system • Celebrate successes on your campus!

  16. Evaluation Impact • Improve ratings in Domain 1 • Credit for growth in DP score • Improve ratings in Domains 2-4

  17. How DP is Scored Scoring rules are tentative & subject to approval by DOE.

  18. DP Score Impact for 2012-13 • Instructional Practice = 50% • Deliberate Practice = 10% • Student Learning Growth = 40% Pending DOE approval Could be adjusted in future years

  19. Closing Thoughts on PDP/DP • All instructional personnel, not just teachers • Teacher empowerment • Walkthroughs are critical • Ongoing support • Instructions document • iObservation webinar

  20. Leadership Development Plan • New leadership evaluation process • Marzano model • One year lag from teacher evaluation • New leadership development plan • Compliance requirement for 2012-13 • Deliberate practice beginning 2013-14

  21. New LDP Document • Applies to all school-based administrators • Individualized • Goals can align with job responsibilities using SIP data as a guide • Evidence for administrator evaluation

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