School-Wide Change Through
Improved Teacher Instruction
DR. RONALD VALENTI & JESSICA BIANCULLI
Some Universal Concepts in Delivering
Effective Student Learning
 We want to see students achieve. The learning process i...
Education Lives in a Culture of Change
 Education must contend with and adapt to the culture of
change.
 Dealing with th...
Principal as the Learning/Instructional Leader
 School wide change in effective learning must rely on sound
leadership.
...
Four Essential Skills for an Effective Learning Leader
 Interpersonal Skills
 Planning Skills
 Instructional Observatio...
Interpersonal Skills
 Maintain trust and spur motivation
 Enhance collegiality-- promotes sharing , cooperation and
coll...
Planning Skills
 Begins with clear identification of goals or a vision to work
toward
 Part of the planning phase is to ...
Instructional Observation Skills
 Provide teachers with feedback to consider and reflect
upon.
 Observations help guide ...
Research and Evaluation Skills
 Needed to critically question the success of instructional
programs.
 Use of action rese...
Discussion
 What are you currently looking for in classrooms when
you’re observing/doing a walk-thru?
 What consistent i...
Teacher Lens – Guiding Question
HOW CAN I IMPROVE LEARNING
OUTCOMES IN MY CLASSROOM?
What Works in Schools
Marzano, 2003
Average student - 50th percentile
2 years highly ineffective teaching
Performance drop...
Consider This Question
Walk through the hallways of any school and you
will see there is teaching going on … but, how do
w...
Guiding Question
HOW CAN FORMATIVE ASSESSMENT
AIDE IN CONTINUALLY IMPROVING
TEACHING AND LEARNING?
2
7
What are formative assessments?
 “Formative assessment is a planned process in which
assessment-elicited evidence of st...
WHAT TYPES OF ASSESSMENT
METHODS CAN BE USED?
18
WHAT TYPES OF ASSESSMENT METHODS CAN BE USED?
 Selected Response
 Constructed Response
 Performance Tasks
 Personal Co...
WHAT TYPES OF ASSESSMENT METHODS CAN BE USED?
 Selected Response – Exit Ticket
• Which of the following planets discussed...
WHAT TYPES OF ASSESSMENT METHODS CAN BE USED?
Constructed Response – Journal Entry
What questions do you still have abou...
WHAT TYPES OF ASSESSMENT METHODS CAN BE USED?
Performance Task – Cooperative Learning
Wikipedia reports that 8% of all A...
WHAT TYPES OF ASSESSMENT METHODS CAN BE USED?
Personal Communication – Think- Pair-Share
During instruction, asking ques...
WHAT TYPES OF ASSESSMENT METHODS CAN BE USED?
 Selected Response
 Constructed Response
 Performance Tasks
 Personal Co...
Guiding Question
HOW CAN I CREATE A MORE
STUDENT-CENTERED, INQUIRY-BASED
LEARNING ENVIRONMENT?
2
Inquiry-Based Learning
A transformation from the typical teacher-centered
classroom to:
 Student-centered learning
Driven...
“Hands-On” versus “Inquiry-Based?”
Open Chat
 What’s the difference between hands-on learning
and inquiry-based learning?...
Questions to Spur Inquiry
1. What do you think?
2. Why do you think that?
3. How do you know?
4. Can you tell me more?
5. ...
Small tweaks…
 Teachers lens:
1. Ambiguous directions – when appropriate
2. Less support – but ask questions
3. Think tim...
Stanford’s Spark Truck
“When kids are successful in school, that’s great. But we’re
interested in seeing kids fail.” – Eug...
Stanford’s Spark Truck
“What we’re doing is creating a prototyping mind-set. You try
something, you fail at something, you...
Debrief- Failure is an Option!
 What school-wide structures need to be in
place to support this shift?
 What type of sup...
31
Thank you for your participation!
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Schoolwide Change Through Improved Teacher Instruction

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Schoolwide change comes about through improved teacher instruction, but the role of the principal as the instructional leader is also central to this premise. Vibrant learning communities are developed when these roles work together. This two-part webinar will explore the principal’s role in providing the environment where student achievement is enhanced, then investigate how the teacher’s role is strengthened in providing sound and effective instruction, regardless of the standards that drive a school in its pursuit of excellence.

In this webinar, you will learn:

The universal, constant concepts to deliver effective student learning
How education resides in the culture of change
The Four Essential Skills for an Effective Learning Leader
The importance of communicating clear learning targets to students
How formative assessments drive effective instruction
How to enhance engagement and promote deeper understanding of content through student-centered learning environments

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Transcript of "Schoolwide Change Through Improved Teacher Instruction"

  1. 1. School-Wide Change Through Improved Teacher Instruction DR. RONALD VALENTI & JESSICA BIANCULLI
  2. 2. Some Universal Concepts in Delivering Effective Student Learning  We want to see students achieve. The learning process is never static.  We want to provide rigorous learning and make our students critical thinkers.  We need vigorous standards that challenge both students and teachers.  We want to ensure that our teachers are competent, qualified and continually grow professionally in order to deliver robust instruction.
  3. 3. Education Lives in a Culture of Change  Education must contend with and adapt to the culture of change.  Dealing with the culture of change requires visionary and practical leadership.  Preparing our students for the changes they must confront is predicated in improving teacher instruction.
  4. 4. Principal as the Learning/Instructional Leader  School wide change in effective learning must rely on sound leadership.  The principal’s primary focus, as the learning instructional leader, is to ensure that the quality of instruction takes place in the classroom.  There is a direct equation with the quality of teaching and student achievement.  There is a direct equation with teacher professional growth, student achievement and the principal’s role as the instructional leader.
  5. 5. Four Essential Skills for an Effective Learning Leader  Interpersonal Skills  Planning Skills  Instructional Observation Skills  Research and Evaluation Skills
  6. 6. Interpersonal Skills  Maintain trust and spur motivation  Enhance collegiality-- promotes sharing , cooperation and collaboration  Tasks accomplished through empowerment  Empowerment leads to ownership  Teachers involved in planning, designing and evaluating programs
  7. 7. Planning Skills  Begins with clear identification of goals or a vision to work toward  Part of the planning phase is to assess what changes need to occur. Be a resource provider to ensure successful teaching  Engage people to be involved  Observe what is going on in the school
  8. 8. Instructional Observation Skills  Provide teachers with feedback to consider and reflect upon.  Observations help guide classroom instruction as well as the improvement of instruction.
  9. 9. Research and Evaluation Skills  Needed to critically question the success of instructional programs.  Use of action research.  Through research and program evaluation can be armed with valuable information to make informed decisions.
  10. 10. Discussion  What are you currently looking for in classrooms when you’re observing/doing a walk-thru?  What consistent instructional models do you see in all of your classrooms?  How do you currently communicate instructional expectation to teachers?
  11. 11. Teacher Lens – Guiding Question HOW CAN I IMPROVE LEARNING OUTCOMES IN MY CLASSROOM?
  12. 12. What Works in Schools Marzano, 2003 Average student - 50th percentile 2 years highly ineffective teaching Performance drops to 3rd percentile Average student - 50th percentile 2 years highly effective teaching Performance rises to 96th percentile 12
  13. 13. Consider This Question Walk through the hallways of any school and you will see there is teaching going on … but, how do we know if there is learning going on? 1. Formative assessments 2. Student-centered environment
  14. 14. Guiding Question HOW CAN FORMATIVE ASSESSMENT AIDE IN CONTINUALLY IMPROVING TEACHING AND LEARNING? 2
  15. 15. 7 What are formative assessments?  “Formative assessment is a planned process in which assessment-elicited evidence of students’ status is used by teachers to adjust their instruction or by students to adjust their current learning practices.” From Transformative Assessment by W. James Popham (2008)
  16. 16. WHAT TYPES OF ASSESSMENT METHODS CAN BE USED? 18
  17. 17. WHAT TYPES OF ASSESSMENT METHODS CAN BE USED?  Selected Response  Constructed Response  Performance Tasks  Personal Communication 19
  18. 18. WHAT TYPES OF ASSESSMENT METHODS CAN BE USED?  Selected Response – Exit Ticket • Which of the following planets discussed today are examples of gas giants? a. Jupiter b. Earth c. Neptune d. Saturn e. Mercury 20
  19. 19. WHAT TYPES OF ASSESSMENT METHODS CAN BE USED? Constructed Response – Journal Entry What questions do you still have about converting a percent to a decimal? 21
  20. 20. WHAT TYPES OF ASSESSMENT METHODS CAN BE USED? Performance Task – Cooperative Learning Wikipedia reports that 8% of all Americans eat at McDonalds every day. 310 million Americans and 12,800 McDonalds… Do you believe the Wikipedia report to be true? With your group, create a mathematical argument to justify your position. 22
  21. 21. WHAT TYPES OF ASSESSMENT METHODS CAN BE USED? Personal Communication – Think- Pair-Share During instruction, asking questions to check for understanding- “What operation might you use to solve this problem?” Explain why you chose this.” 23
  22. 22. WHAT TYPES OF ASSESSMENT METHODS CAN BE USED?  Selected Response  Constructed Response  Performance Tasks  Personal Communication 24 • Which types of assessment methods are commonly used in your classroom? • Which method could be utilized more often? • How does this impact principal walk-thrus?
  23. 23. Guiding Question HOW CAN I CREATE A MORE STUDENT-CENTERED, INQUIRY-BASED LEARNING ENVIRONMENT? 2
  24. 24. Inquiry-Based Learning A transformation from the typical teacher-centered classroom to:  Student-centered learning Driven by:  problem-solving  exploratory learning  active engagement
  25. 25. “Hands-On” versus “Inquiry-Based?” Open Chat  What’s the difference between hands-on learning and inquiry-based learning? • Why does it matter for students? • How can we support teachers? 25
  26. 26. Questions to Spur Inquiry 1. What do you think? 2. Why do you think that? 3. How do you know? 4. Can you tell me more? 5. What questions do you still have? 5 Powerful Questions Teaches Can Ask Students October 31, 2013 - Rebecca Alber http://www.edutopia.org/blog/five-powerful-questions-teachers-ask-students-rebecca-alber 26 Also can be used as formative assessments!
  27. 27. Small tweaks…  Teachers lens: 1. Ambiguous directions – when appropriate 2. Less support – but ask questions 3. Think time – not just “wait” time  Leader lens: 1. Is it the “Sage on the Stage” 2. The “Sit and Get” 3. Or the “Create and Learn” 27
  28. 28. Stanford’s Spark Truck “When kids are successful in school, that’s great. But we’re interested in seeing kids fail.” – Eugene Korsunskiy See: http://sparktruck.org/about
  29. 29. Stanford’s Spark Truck “What we’re doing is creating a prototyping mind-set. You try something, you fail at something, you keep trying. We want kids to know it’s ok to make mistakes along the way.” Elements of Innovation • Brainstorming • Teamwork • Prototyping • Invention • Building • Sharing Source: Hochmann, D. It’s a Gas, Gas, Gas. (January 2013). Spirit Southwest Airlines Magazine.
  30. 30. Debrief- Failure is an Option!  What school-wide structures need to be in place to support this shift?  What type of support will our teachers need? • Parents? • Students? 30
  31. 31. 31 Thank you for your participation!
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