Planning with Indicators of Quality Instruction

Planning with Indicators of Quality Instruction

Planning with Indicators of Quality Instruction

Title: Planning with Indicators of Quality Instruction
Description: Participants will explore the McREL Framework for quality instruction. They will discuss two frameworks and the implications of each framework for improving the quality of instruction in their school. The application is that participants will plan opportunities for teachers to improve their instruction through professional development based on research-based effective classroom instructional strategies.
NOTES:
  • PD hrs: If you are interested in facilitating this workshop for “Professional Development Hours” through ASU, please contact us at or details (including an Attendance Roster Form and a Participant Feedback Form)
  • FEEDBACK: We would appreciate feedback regarding the quality of this PD Facilitator Kit and/or suggestions for improvement (including participant feedback and/or recommended changes to the Facilitator PowerPoint and/or Facilitator Guide). Please email feedback, comments, or suggestions for improvements to (be sure to include the exact name of the workshop).

TARGETED LEARNING FOR THIS WORKSHOP
Note: It is recommended that the facilitator post the objectives and guiding questions (also applicable VAL-ED Research-Based Critical Behaviors and relevant ISLLC Standards).
Introduction to the Instructional Leadership Model
Targeted Objectives:
  • Participants will be introduced to the "Instructional Leadership Model" (a systems thinking approach).
  • Participants will pre-assess their application level of the critical behaviors. (Research-Based Critical Behaviors are presented through the introduction of the action plan.)
Research-Based Critical Behaviors (Vanderbilt University research found that the following principal behaviors have a direct & significant influence on teachers’ performance)
  • The introduction emphasizes a systems thinking approach regarding key processes & core components. Specific behaviors relevant to this workshop are listed in the action plan.
ISLLC Standard:(based on a ISLLC Standards Rubric derived from the ISLLC Performance Expectations & Elements)
  • The introduction is not aligned to specific ISLLC Standards
Key Vocabulary
Core Components, Key Processes, Research-based Critical Behaviors (see action for specific definitions)
Key Words
  • VAL-Ed Workshop, ISSLC Workshop, administrator professional development, principal expectations
Main Segment: Planning with Indicators of Quality Instruction
Targeted Objectives (What is to be learned? How will it be demonstrated? Using Observable verbs & Learning outcomes with Evidence):
  • Participants will increase their knowledge of indicators of quality instruction (including Marzano’s “Essential Nine” and “Four Components,” and Danielson’s Framework) in order to develop a common vocabulary for communicating about instruction in the classroom.
  • Participants will design a professional development experience to improve in one instructional strategy / concept
  • Participants will prepare for a one-on-one conversation with a teacher regarding improvement of classroom instruction
  • Participants will connect learning to Research-Based Critical Behaviors and apply learning to developing an action plan to impact teacher performance and student learning.
Research-Based Critical Behaviors (Vanderbilt University research found that the following principal behaviors have a direct & significant influence on teachers’ performance)
  • Plans opportunities for teachers to improve their instruction through professional development.
  • Coordinates efforts to improve instruction in all classes
  • Observes each teacher’s instructional practices routinely to provide feedback
  • Evaluates teacher’s instructional practices
  • Supports teachers’ opportunities to improve their instructional practices
  • Discusses instructional practices with faculty
ISLLC Standard Criteria:(based on a ISLLC Standards Rubric derived from the ISLLC Performance Expectations & Indicators)
  • ISLLC 2.B Rigorous Curriculum and Instruction
  • ISLLC 2.C Assessment and Accountability
Guiding Questions:
  • What are the indicators of quality instruction?
  • How do instructional leaders discuss instructional practices with faculty?
Key Vocabulary
Agenda and Segment Titles / Time in Minutes / Notes
Introduction of the Instructional Leadership Model & Overview / 20
Indicators of Quality Instruction / 50
Conclusion & Development of an Action Plan / 20
TOTAL TIME / 90 (1.5 hrs)
Materials
  • Facilitator Guide for Planning with Indicators of Quality Instruction
  • Facilitator PowerPoint for Planning with Indicators of Quality Instruction
  • Agenda (facilitator makes this on chart paper)
  • Chart and markers, Post-its, Note cards
Handouts (exact title and name of electronic file)
  • Action Plan
Readings
  • What Teachers Gain from Deliberate Practice
  • Getting Acquainted with the Essential Nine
  • The Framework for Teaching
Alternative Reading
  • Setting the Record Straight on “High-Yield” Strategies
Robert J. Marzano Phi Delta Kappan, Sept 2009, volume 9, number 1, pages 30-38

Videos:
  • Video: “Seinfeld Teaches a US History Lesson.” ( 6:20 )

Research Included
  • Joyce, B. & Showers, B. (3rd ed., 2002) Student Achievement Through Staff Development. Alexandria, VA: Association for Supervision and Curriculum Development
  • Speck, M & Knipe, C. (2005) Why Can't We Get It Right?: Designing High-Quality Professional Development for Standards-Based Schools. Corwin Press
References
  • Elliot, Stephen, Goldring, Ellen, Murphy, Joseph, & Porter, Andy (July 2009). Vanderbilt Assessment for Leadership of Education: Handbook Implementation & Interpretation. Nashville, Tennessee. Discovery Education Assessment
  • Marzano, Robert J. (2009). What Teachers Gain from Deliberate. The Effective Educator, December 2010/January 2011 | Volume 68 | Number 4, Pages 82-85 ASCD
  • Larkin, Martha (2002) Using Scaffolded Instruction to Optimize Learning. ERIC Clearinghouse on Disabilities and Gifted Education Arlington VA. December 2002
FACILITATOR RESOURCES
  • Instructional Leadership Matrix: Core Components & Key Processes
  • Instructional Leadership Model (for poster)
  • Norms Development Framework
  • Five Reasons (graphic organizer)
  • ISLLC Standards Rubric
Content Experts: Toni Reynolds, Kathy Scheppe, Marsha Speck, Julius Koenigsknecht
Introduction of the Instructional Leadership Model (and overview)
Management Considerations, Notes, etc (for Introduction of the Instructional Leadership Model)
Management Notes:
  • [#] The number of the PowerPoint slide that aligns with that portion of the presentation is listed in bracket (within the structure or left-hand column).
  • Each segment begins with a slide entitled “Segment Guiding Questions”
  • Check with the superintendent in advance to see if s/he prefers to use established district administrative team norms.
  • Ask the superintendent in advance to prepare a welcome and remarks regarding WHY this workshop is important for principals.
Facilitator Formative Assessment Notes:
This information is intended to provide guidance to adjust the pacing or lesson within the workshop. After you have worked through this workshop, you may make modifications and/or additions to these items to guide other facilitators.
  • Observe participants’ engagement in superintendent’s opening remarks
  • Listen to shared interests of participants. Do comments align with workshop outcomes?
  • Observe participants’ reaction to the proposed norms.

PRESENTATION FOR INTRODUCTION OF THE INSTRUCTIONAL LEADERSHIP MODEL
Introduction / Anticipatory Set for the introduction
  • [1] This is the title slide
  • Start the session with a BRIEF opening remark about the whole workshop.
  • [2] Introduce superintendent to welcome participants and discuss WHY this workshop is important
  • Reinforce superintendent’s opening by sharing several reasons WHY this topic is important
  • Your reasons should align with the concepts of change leadership & creating demand for new initiatives (as modeled on the right).
  • Give participants an opportunity to share interests they have for developing their skills for in this area/topic
  • IF appropriate/necessary, facilitate introductions of all persons in the room (use a strategies that requires each person to “uncover” something about him/her self that others may not know …favorite music, most unique trip, favorite movie from 80’s/college, unique story, etc)
Provide an overview of today by discussing today’s agenda (create & post simple agenda on chart paper)
[3] Describe the “Intended Outcomes” for today
[4] Introduce today’s proposed norms.
Ask group to raise their hands to indicate that they are willing to accept the proposed norms for today.
Emphasize “Share ONE point” …this norms allows everyone to have opportunities to add to the dialogue
Presentation / Engagement Set for the introduction
  • [5] Introduce the Instructional Leadership Model
  • In the big picture, or from a systems thinking perspective, the Instructional Leadership Model represents the focus on student achievement, teacher quality, and administrator excellence.
  • Core components are characteristics of schools that support teacher performance and student learning.
  • Key processes refer to how principals manage those core components.
  • Each core component is managed through the six key processes.
  • If necessary, explain which key processes will be addressed in the workshop.
  • [6] Provide a working definition for core component focus of this workshop (one of the five core component of Instructional Leadership)
  • [7] Provide an overview of the Research-Based Critical Behaviors (listed on slide and listed on action plan)
  • Explain that these are based on Vanderbilt University researchers who found that these principal behaviors have a direct and significant impact on teachers’ performance and student learning. These particular behaviors will guide our training.
  • [8] Introduce the Action Plan (ask all participants to take out the form)
  • Explain that by the end of this workshop each participant will develop an action plan
  • As anticipatory set for that planning, ask participants to carefully read the definition of the core component and make notes about their interpretation of its meaning (1 minute)
  • Then ask them to carefully read the definition of the key process (or key processes) and make notes (1 minute)
  • Next ask them to carefully read the definition of the Research-Based Critical Behaviors and rate their current application of those behaviors. Explain that if they participated in the VAL-ED this should look very familiar. Participants should use the rating scale of 1-5 (5 = highly effective, 3 = satisfactorily effective, 1 = ineffective). Emphasize to participants that the point of this activity is to identify EVIDENCE, so they must describe the evidence that supports their rating (4 minutes).

Closure for the introduction
  • None

Follow-up Strategies for the introduction (Coaching Bundle)
  • Use the Research-Based Critical Behavior listed in the Action Plan to engage the principal about his/her implementation of those behaviors. You might you pose the following questions to help ensure the principal has a clear picture of the desired end result.
  • What is meant by xxx?
  • What would it look like when that is implemented effectively in your school?
  • What would it sound like, in terms of teacher talk?
  • What is your vision? What impact can these behaviors have on school culture?
  • Use the article/reading to engage the principal in deeper learning or clarifications. Discuss how to apply the concepts in his/her school, and/or how the ideas inform the action plan.
  • Based on the principal’s level of expertise, choose one of the books used as a resource for the workshop and recommend that specific book as a book study. You may want to select one or two chapters and/or specific pieces of texts for follow-up dialogue with the principal.
  • Use the reflection and discussion questions with participants to reinforce the application and successful implementation of concepts.
The items presented here provide a start; facilitators and coaches are encouraged to provide additional and/or modified questions.
Individual Reflection Questions for Coaching
  • How is this topic compatible with district, school, and/or personal beliefs?
  • What new learning will be implementing as a result of this workshop?
  • How will you manage the implementation so that you avoid it being perceived as too complex?
Group Discussion Questions for Online Forum
  • What are the relative advantages of this topic? Why are these concepts better than past practice?
  • How will you change your behavior, in observable & measurable ways, as a result of this topic?
  • How will you engage staff in this topic to ensure this becomes a part of the school culture?

Main Segment: Planning with Indicators of Quality Instruction
Management Considerations, Notes, etc (segment is less than one hour chunk of learning; one big idea or one theme)
Management Notes:
  • [#] The number of the PowerPoint slide that aligns with that portion of the presentation is listed in bracket (within the structure or left-hand column).
  • Each segment begins with a slide entitled “Segment Guiding Question”
Facilitator Formative Assessment Notes:
The formative assessment items are presented only for general guidance. Use this informal feedback to adjust pacing or lessons. After you have worked through this workshop, you may make modifications and/or additions to these items to guide other facilitators.
  • Participant interaction
  • Observe the items written on the post-its (do they have an appropriate focus?)

PRESENTATION FOR THIS SEGMENT (segment is less than one hour chunk of learning; one big idea or one theme)
Introduction / Anticipatory Set for this segment (segment is less than one hour chunk of learning; one big idea or one theme)
  • [9] This slide indicates the beginning of this segment.
  • Facilitator should discuss the guiding questions. They are intended to communicate the focus of this segment to participants.
  • Note that the guiding question is used again at the end of this segment.
  • [10] Ask participants to think about who is the ONE best instructor in their school; if they wanted to show off by taking a visitor to ONE classroom with the highest quality instruction …to which classroom would they take the visitor. (For this exercise they must select one teacher in one classroom.) Ask them to make a bulleted list of what the visitor would see & hear.
  • Provide just a couple of minutes, and then ask participants to pair share.
  • [11] SAY: So let’s shift our thinking to all classrooms, and your role as instructional leader which requires you to gather classroom instruction data.
  • Explain that you want participants to think about what an effective lesson looks like, sounds like, and feels like.
  • Pose the question: What do you accept as evidence of an effective lesson? Participants are to INDIVIDUALLY brainstorm observable indicators that they might see in a classroom.
  • Be sure to emphasize only 1 indicator per post-it notes (These post-it notes are used again in an activity later in this session)
  • [12] SAY: Now let’s work together to discuss other issues related to classroom instruction.
  • Pose the questions on the slide (one at a time; provide about 3 minutes for the group to discuss each question and jot brainstormed answers on post-it notes).
  • Question #3: Explain that for “your staff?” participants should consider training provided on half-days, during faculty meetings, etc
  • Explain that for “an individual teacher” participants should consider 1-on-1 conversations, coaching, discussion of readings, etc
  • Again, these post-it notes are used again in an activity later in this session

Presentation / Engagement Set for this segment (segment is less than one hour chunk of learning; one big idea or one theme)
  • [13] SAY: To develop a common vocabulary during this workshop we are going to take a look at three potential structures that can help guide conversations about quality instruction.
  • Provide a quick review of the original McREL research (Classroom Instruction That Works by Marzano, 2001). In the book Marzano identifies nine (9) essential instructional strategies that research indicates are the most effective instructional strategies. The list on the slide is in effect size order …emphasize the top 5
  • [14] Provide a quick review of the updated McREL research (The Art and Science of Teaching by Marzano, 2007). In the book Marzano identifies an organizational structure
that includes 3 categories with 41 strategy types
  • [15] Distribute the readings:
  • What Teachers Gain from Deliberate Practice
  • Getting Acquainted with the Essential Nine
  • Ask the participants to pair-up, and each individual reading one of the two articles (partners must decide who will ready which article)
  • Individually make notes regarding key points. Think about how your previous brainstorming connects to key points.
  • Be prepared to share insights with your partner; and then with the whole group
  • [16] Now working as a table group, ask participants to discuss the questions on the slide.
  • Participants should consider the degree to which individual teachers in their school know these strategies. Emphasize that you want them to list teachers’ names, not just make vague generalizations. (You may suggest that they create a three column lists …none-low | basic application | high application.) Provide at least two minutes of think time.
  • And then emphasis that they are to think about what PD is necessary for individual teachers or groups of teachers.
  • Pair share
  • Now ask them to consider how prepared they are to recognize the strategies and its appropriate application in a lesson. Provide at least two minutes of think time
  • And then emphasis that they are to think about what PD is necessary for themselves.
  • Pair share
  • [17] Video: “Seinfeld Teaches a US History Lesson.” ( 6:20 )
  • Participants will view the video segment, and then based on the video clip, participants will list all of the nine (9) essential strategies that see/hear being applied/implemented in the classroom.
  • After viewing the video clip, ask participants to describe how the application of at least one of the (9) essential strategies could have been used in that classroom; and how that would have improved the lesson
  • [18] Provide a quick overview of the original work of Charlotte Danielson (Enhancing Professional Practice: A Framework for Teaching, 1996). In her book she identifies four (4) domains of teaching responsibility including 21 instructional indicators. The slide provides an overview of the domains.
  • [19] Distribute the reading The Framework for Teaching: An Overview
  • Ask participants to make notes regarding key points, and consider how this framework might help…
  • Organize thoughts and conversations about quality instruction
  • Facilitate discussion about weaknesses, challenges, and/or barriers
  • [20] Organize your post-it notes (from our warm-up activity) into the four domains.
  • Explain that each group should get a piece of chart paper and folder it into quarter, label each quadrant, and then sort the post-it notes
  • Once they have sorted their post-it notes …pose the following questions:
  • What trends do you notice?
  • Which domain appears to need more focus?
  • As groups are finishing that discussion …challenge each group to design a professional development session (faculty meeting, grade level, or individual) focus on improving that domain (or a specific instructional strategy within that domain.
  • [21] Continue with more discussion …pose the following questions for each 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 priorities in your school? WHY?
  • How might these two frameworks (readings) assist you in planning for quality instruction?
  • [22] SAY: The Marzano Categories & Classroom Strategies that Work, or the Danielson Framework can create a common vocabulary in your school and lead to improved conversations about quality instruction. But, how do you effectively communicate about quality instruction? It’s a tremendous help to have an agreed-upon common vocabulary. What are you going to do next?
  • Pose the questions on the slide. Provide about two minutes to think & make notes regarding each question. Optional: have participants pair share or facilitate a whole group share.
  • [23] Refer participants back to the warm-up activity. As part of the activity they listed a component of quality instruction that they would like to discuss with an individual teacher. Going back to those notes …who was it and what strategy. Explain that you are going to provide participants with time to prepare for that conversation …ask participants to create a MOCK conversation.
  • Provide approximately 4 minutes