g2g “Moving GOOD Instruction to GREAT Instruction”
What Can You Expect Today? • Value your Experience • Stir Up the Sometimes Forgotten • Add Validity • Add Knowledge • Provide Resources
Connections to Oct SAMs Good is the enemy of great. And that is one of the key reasons why we have so little that becomes great. We don’t have great schools, principally because we have good schools.
Connections to Oct SAMs… • Who are you? • Where are you now? • Where are you going? • How do you plan to get there?
Key Resources • Article: What Makes a Great Teacher • Article: Classroom Management • Research: What Helps Students Learn? • Book: Instructional Coaching by Jim Knight • Two Day Assessment Results: 7 schools
Bad, Good, Great… Ten Minute Brain Stirrer: • Read the article: “What Makes a Great Teacher?” • For your assignment – determine what the characteristic for the great teacher would look like for a “Bad” teacher and a “Good” teacher • You will need someone to report for the group
VIDEO Seven Habits of Highly Ineffective Teachers
Research on School and Teacher Effectiveness Marzano, Teachers… whether they are ineffective, average, effective, or highly effective make a difference! Teachers…whether they are bad, good, or great make a difference!
According to Harry Wong Schools exist and teachers are hired for one reason only: to help students achieve. If students cannot demonstrate learning or achievement, the student has not failed—We have failed the student.
What does the “Great” teacher look like? Customer Boss
G2G Dating…. Write on a piece of paper… G 2 G Make a discussion date for each letter/number • Good dating: Make a date with someone you know • Great dating: Make a date with someone you do not know or seldom get to talk with Debbie Jody Donald
“G” Date Partner Discussion Principals LEAs Lead Teachers Coaches who can outline a play on a black board are a dime a dozen. The ones who win get inside their players and motivate. Vince Lombardi
Short 10 minute Break Excellence is the gradual result of always striving to do better. Pat Riley, NBA Coach
What Helps Students Learn? Wang, Haertel, and Walberg • Analyzed 179 handbook chapters and reviews • Compiled 91 research syntheses • Surveyed 61 educational researchers • Conclusion was 28-categories that influence student learning – grouped into 6 broad types of influences
Six Broad Influences: • Student Characteristics • Classroom Instruction and Climate • Home, Peer, and Community Context • Program Design • School Organization • State and District Characteristics
G2G Dating • Get with your “2” partner and discuss whether you agree with the “one bullet, one arrow, one dart theory. • Be prepared to discuss…Why or Why Not?
In a school of 75 teachers: • 25-27 teachers are struggling with basic classroom management and student/teacher relationships. • In a school of 30 teachers: • 9 – 11 teachers are struggling with basic classroom management and student/teacher relationships
Disruptive Students: • Can inhibit the learning of every student in the class, including themselves • Can cause teachers to become physically and mentally exhausted • Cause teachers to doubt their abilities and “calling” • Cause them to leave the profession Jim Knight, Instructional Coaching
Management Instruction http://education.stateuniversity.com/pages/1834/Classroom-Management.html
Demands on the Student Academic Task Demands Understanding and Working with Content And Social Task Demands Interacting with Others Concerning that Content
Classroom Management • Creating the setting • Decorating the room • Arranging the chairs • Speaking to children and handling responses • Putting procedures/routines in place • Executing, modifying, reinstituting them • Developing/Communicating Rules • Implementing rewards and consequences
Great Teachers Have “With-it-ness” • Teacher is aware of what is happening in all parts of the classroom at all times • Teacher is able to intervene promptly and accurately when inappropriate behavior threatens to become disruptive • Teacher is able to connect positively with students It is the way a teacher plans, organizes, manages, and watches over the classroom
Four Important Questions • Who are we? • Where are we now? • Where are we going? • How do we plan to get there?
Where are We Now? As a table group… • Discuss the FIRST FOUR sections of the form • What would you add or change? • How might you use this (with your tweaks) to get baseline information to answer the question – Where are you Now? • How might this information impact your CIP?
Sample Rubric Asbury High School Marshall County
Where are We Going? Things to consider: • Generate questions from the data and obtain answers • Based on the data, determine how you need to attack the issues • Create a timeline that includes a long range goal with short term benchmarks
How Can We Get There? Things to consider: • Address some aspects globally • Consider teachers doing a self assessment • Let them determine what they want to work on and be ready to provide support • Identify teachers who are getting it right and use them as models • Pour the bulk of your energy into those who are close
Video on differentiated instruction Time for Humor!
Time: Misuse of It Bell-ringers Too Long with No Accountability – students did not understand the purpose Dead Time – Routines not in Place Distractions – Bells, Intercom, Activities Instruction Little Evidence of Planning Little Sense of Urgency Little small group or differentiation of lessons No adjustments for non mastery/content centered verses learner centered
One simple but powerful question: • If I meet one of my students on the street a year from now…what would I want them to know from my class? • When a student leaves my classroom…what do I want them to remember from today’s lesson?
PURPOSEFUL PLANNING Teachers know…students know…parents know where they are going.
Table Group: Questions for You to Consider Do you think that planning(lack of) is an issue at your school(s)? What do you think are essential components of a lesson plan? Look at the unit organizer – what do you like the most about it?
Great Teachers… • Model their thinking • Ask effective questions at a variety of levels • Give constructive feedback • Organize instruction well • Scaffold instruction • Teach students how to assess their learning
A Great Teacher ….Builds Momentum and Captures Kids • Keeps the lesson moving briskly • Chunks the lessons effectively • Does not over dwell on a minor or already understood part of the lesson • Focuses on the standards/objectives • Corrects students quickly and returns to the lesson. • Moves students from one activity to the next
Great TeachersKeep Attention by Group Alerting Teacher uses questioning/recitation strategies that maintain active student participation • Call on students at ____________. • Raise group interest by interspersing suspense between questions by saying, ____________________________. • Have the entire group or class respond in ___________. Random “This is a tough one coming up” Unison
Great TeachersKeep Attention by Group Alerting • Physically move around the room and ask students to show what they have done. • While asking one student to respond, look at other students. • Use of equity sticks, cards, and other strategies to ask questions
Resources You May Find Helpful … • Time On Task • Classroom Practices That Undermine Motivation • Assessing Questioning Behavior • Reflection Tool
Before you use any resources… Teachers need to: • be involved in co-constructing observation forms • to conduct self assessments and identify areas they want help Leadership needs to: • Put data out there like a piece of art – asking “What do you think?” “What does it say to you?” “What do you need to do the same or differently?”
In the absence of planning and management… http://youtu.be/tO4X8_c80kg