1. Changing the Lens on
Teaching and Learning
Robeson County Coaches
Robeson Community College
November 14, 2012

2. Objectives
• Examining the Impact of Instruction
• Improving Student-Centered Lesson
Observations

3. Objectives
Participants will:
•explore components of change;
•identify and examine evidence and impact on
student learning; and
•develop skills in conducting student-centered
observations.

4. Change
• Organizations are constantly in change.
• Schools are particularly dynamic
organizations.
• Your role is to assist the school to
become:
– stable, not stagnant
– in a positive state of change.

5. Requirements for a Change in Culture
• A true belief with accompanying actions that “this
is the work that must be done”
• Accountability for all (Accountability System)
• Courageous conversations
• Strong sense of vision and focus

6. Transforming School Cultures
1. Develop goals and priorities with an
effective plan for implementation
2. Use data to drive decisions*
3. Recruit, train, and retain high-quality staff
4. Implement high-quality PLCs*
5. Implement strategies for ensuring ALL
students are learning*
6. Implement a strategic literacy plan

7. Transforming School Cultures
7. Maintain student engagement and plan
transitions to ensure on-time graduates
8. Re-evaluate practices and procedures for
their impact on learning*
9. Engage the community in partnerships to
support high-quality education for ALL
students
*NC Framework for Action Components

8. Examining the Impact of
Instruction

9. What does it mean to educate?
1. What is good
teaching?
2. Who determines what
high quality teaching
and learning look like?
4. How do you
determine if students
are learning enough?
3. How do you
determine if students
are learning?

10. Evaluating Teaching and Learning
Activity:
Consider the following:
•What is good teaching?
•What are the elements of a good lesson?
•What does learning look like?

11. Evaluating Teaching and Learning
Use teaching and learning criteria to:
• help you make sense of what you see
• help you to record evidence and outcomes
clearly
• know what or how much students are
learning

12. Teaching and Learning Criteria
What would you look for in the classroom to demonstrate these
criteria?
 Standard I Teachers Demonstrate Leadership
 Standard II Teachers Establish a Respectful
Environment for a Diverse
Population of Students
 Standard III Teachers Know the Content They Teach
 Standard IV Teachers Facilitate Learning for Their
Students
 Standard V Teachers Reflect on Their Practice
 Standard VI Teachers Contribute to Academic Success
* NC State Board of Education and the NC Professional Teaching Standards Commission

13. Criterion
What does it look like in
the classroom?

14. Directions: On an index card….
• Describe an engaging activity you
plan to do in your content area
• Write the higher-level questions
that would accompany the activity
• On the back, describe what you
would do to ensure every student
understands

15. Break

16. Evidence and Impact
• Objectives
• Engagement
• Monitoring/Feedback
• Questioning
• Pace/Rigor

17. Objectives:
Do students know what
they are expected to do
and learn?

18. Today’s Objective
6.P.1.4

19. Today’s Objective
Acquire and use accurately grade-appropriate general academic
and domain-specific words and phrases; gather vocabulary
knowledge when considering a word or phrase important to
comprehension or expression.

20. Objectives:
Are objectives student-friendly?

21. Today’s Objective
Acquire and use accurately gradeappropriate general academic and
domain-specific words and phrases;
gather vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression.

22. Objectives:
Does the teacher make
connections between what the
students are doing and the
objectives?
Does the teacher refer back to
the objectives?

23. Evaluating and Documenting the Impact of
Instruction
•
The teacher posts the NCSCOS objectives on the board and
uses this as a guide for learning by referring back to them
throughout the lesson. As a result, students are well aware of
what their learning targets are for this lesson, and are therefore,
engaged in the learning process.
Or
•
The teacher posts the NCSCOS objectives on the board, but
does not refer to them at any time. When students are asked
what they are learning they point to the objective on the board,
but cannot explain it. Consequently, the NCSCOS objective
was not used effectively to help students understand what they
should be learning, leaving some students disconnected from
the process.

24. Engagement:
Are students doing
what they are
supposed to do?

25. Engagement:
Are students doing
what they should
to achieve the objective?

26. How do you know?

29. Teaching and Learning
• Teaching ………………..Learning
• Cause….………………...Effect
• Teaching ………………..Impact

30. Evidence – SO WHAT?
• What’s the impact?
• What’s the outcome?
• So what?
• How do you know?

31. Evidence
The teacher moves
around the room.
Students sit quietly
in their seats.
Students use the Study
Island program in the
computer lab.
Impact

32. Let’s examine
an example……

33. Observing Instruction

34. Lesson
Observation and
Video Analysis

35. Peer Observation

36. Peer Observations and Feedback

37. LUNCH

38. Lesson Observations/Discussion

39. Break

40. Peer Observations and Feedback

41. Questions/Evaluations

42. Contact Information
• Ellen Stone,
Administrative Assistant
919-835-6124
Ellen.stone@dpi.nc.gov