This document discusses factors that impact student learning and identifies teacher effectiveness as having the greatest impact. It summarizes a study that tracked students over 2 years in different school and teacher environments. The study found that students taught by ineffective teachers for 2 years dropped from the 50th to 3rd percentile, while those with effective teachers rose to the 96th percentile. The document provides research supporting direct instruction models and instructional strategies proven to improve student achievement, such as setting clear learning objectives and checking for understanding. It emphasizes the importance of recruiting and retaining effective teachers to provide students with an exceptional learning environment.

1. Staff Development
by
James Lake
IMPACTS ON LEARNING AND
INSTRUCTION

3. 1. Credentials of the teacher
2. Class size
3. Leadership
4. Teacher quality
5. Curriculum
6. Parent involvement
WHICH OF THESE HAS THE GREATEST IMPACT
ON LEARNING?

4. K-12 Study over 2 years
Synthesis of 35 years of high profile research
studies
Looked at students entering at the 50th percentile
and spending 2 years in different types of schools
with different types of teachers.
ROBERT MARZANO’S RESEARCH (2003)

5. Impact on Student Learning
Percentile Entering Percentile Leaving
Average School
and
Average Teacher
50
Ineffective School
and
Ineffective Teacher
50
Effective School
and
Ineffective Teacher
50
Ineffective School
and
Effective Teacher
50
Effective School
and
Average Teacher
50
Effective School
and
Effective Teacher
50
50
3
37
78
96
63

6. • Average School and an Average Teacher
Entered at the 50th percentile and leaves at the 50th
Percentile
• Ineffective School and Ineffective Teacher
Leaving at the 3rd Percentile
• Effective School and Ineffective Teacher
Leaving at the 37th Percentile
IMPACT ON LEARNING

7. • Ineffective School and Effective Teacher
Leaving at the 63rd Percentile
• Effective School and Average Teacher
Leaving at the 78th Percentile
• Effective School and Effective Teacher
Leaving at the 96th Percentile
IMPACT ON LEARNING

8. Conclusion:
After 2 years of Ineffective School and
Ineffective Teacher, it is likely the child will
never academically recover.
Student learning was devastated --dropping
from the 50 percentile to
Just the 3rd percentile.
INEFFECTIVE SCHOOLS AND TEACHERS

9. “Effective teachers have a profound
influence on student achievement.”
50th percentile to the 96th
Marzano, R. (2003). What Works in Schools. Alexandria, VA: Association
for Supervision and Curriculum Development, pp. 77-78.
TEACHER EFFECTIVENESS

10. “When a teacher is excited and
enthusiastic about their courses, the
students take interest and are more
likely to engage in learning the
lesson.”
Thomas, J. (2007). Teaching with passion. Education Digest, 73(3), 63-65. Retrieved from
http://web.ebscohost.com
TEACHER EFFICACY

11. Schools must become focused on
teacher-directed instruction and
professional collaboration to
improve student learning.
OBJECTIVE

12. Effective
Instruction
Improves
Student
Learning
Increases
student
achievement
FLOW OF STUDENT SUCCESS

13. Gagne
&
Briggs
1979
Missouri
Mathematics
Project 1979
Madeline
Hunter
(Mastery
Teaching)
1982
Slavin
1994
Rosenshine
1995
Explicit
Direct
Instruction
(EDI)
2006
INSTRUCTIONAL MODELS
Variety of teaching models over the years.

14. 1. Acceptance and Safety
2. Choice – Differentiated Instruction
3. High Expectations – Stated in Objective
4. Assessing Prior Knowledge and connecting to new ideas –
Reviewing previously learned material
5. Meaningful Engagement – Why are we learning this?
6. Clarity – Checking for Understanding
7. Reflection Time – Appropriate wait time
8. Aligned Assessment – Guided Practice
NEEDS OF LEARNERS

15. Learning Objectives: A statement describing what
students will be able to do by the end of the lesson. It
must match the Independent Practice and be clearly stated
to the students and frequently revisited.
Activate Prior Knowledge: Purposefully moving
something connected to the new lesson from students’ long
term memories into their working memories so they can
build upon existing knowledge.
Concept/Skill Development: Teaching students the
concepts contained in the Learning Objective or the skills
necessary to execute the Learning Objective. Teach the
students how to do it.
INSTRUCTIONAL STRATEGIES

16. Guided Practice: Working problems with students at the same
time, step by step, while checking for understanding that they
are executing each step correctly.
Lesson Closure: Having Students work problems or answer
questions to prove that they have learned the concepts and skills
in the Learning Objective before they are given independent
practice.
Independent Practice: Having students successfully practice
what they were just taught.
Note Taking: Engages students in lesson, organization, and
reference material (e.g. Cornell Notes).
INSTRUCTIONAL STRATEGIES CONT.

17. 1. Review previously learned material
2. State and re-state objective frequently throughout the
lesson
3. Present new material
4. Provide guided practice, assess performance, and give
corrective feedback
5. Assign independent practice, assess performance, and
give corrective feedback
6. Review previously learned material – provide
corrective feedback
DIRECT INSTRUCTIONAL MODEL

18. Teach First
Ask a Question
Pause
Pick a Non-Volunteer
Listen to the Response
Effective Feedback (Echo, Elaborate, Explain)
T.A.P.P.L.E.

19. • Align formal assessments to standards
• Project based assessment
• Rubrics
• Collaborative work
• Varying Questions – Bloom’s taxonomy;
Multiple levels of questioning
EVALUATING LEARNING

20. Continually verifying, through a variety
of methods, that students are learning
while being taught (i.e. – calling on non-
volunteers, pair-share, wait time,
proximity, paraphrase, whiteboard
responses).
CHECKING FOR
UNDERSTANDING:

21. Explaining: Teach by telling
Modeling: Teach by strategic thinking – talk it out
aloud
Vocabulary Building: Establish academic vocabulary
and Word Walls
Demonstrating: Teach by using objects to clarify
content
Teaching Bell to Bell: Utilize instructional time
effectively and efficiently
INSTRUCTIONAL NORMS

22. • Increase student achievement using best practices
• Teachers become proficient at utilizing teaching
strategies that are proven to work
• Repetition across the curriculum allows students to
experience success across all types of subject matter
• Set student expectations and assists in classroom
management
• Keep students engaged and on task
WHY INSTRUCTIONAL NORMS?

23. WHEN LEARNING BECOMES
MEANINGFUL….
INCREASES!

24. Recruitment & Retention of School Leaders: A critical need. Association of California
School Administrators, June 2001.
California School Business (Summer, 2007). California Association of School Business
Officials.
EdSource (November, 2007). Superintendents and Principals: Charting the Paths to
School Improvement.
Glass, T. E. & Franceschini, L. A. (2007). The State of the American School
Superintendency. AASA Center for System Leadership, Rowman and Littlefield Education,
Lanham, Maryland.
Marzano, R. (2003). What works in schools. Association for Supervision and Curiculum
Development, Alexandria, VA
Marzano, Waters & McNulty (2005). School leadership that works. Association for
Supervision and Curriculum Development, Alexandria, VA
RAND Research Brief (2003). Are schools facing a shortage of qualified administrators?
Wickham, D. (2007) Female Superintendents: Perceived Barriers and Successful Strategies
Used to Attain the Superintendency in CA. Dissertation, University of the Pacific.
REFERENCES

25. We are as different from one another on the
inside of our heads as we are from one another
on the outside of our heads.
There is no best way to teach, but there are
practices of teaching that are proven, over time,
to improve student learning.
TEACHING AND LEARNING

26. The best way to provide an exceptional learning
environment for students is to give them
outstanding teachers. Great principals focus on
students by focusing on teachers.
Todd Whitaker
Motivational Speaker and Educator
TEACHERS

27. No matter how interesting or relevant the content may
be or how enthusiastic the teacher is about their subject
matter, students must be willing and able to learn the
content and skills.
TEACHING PROFESSIONALS MUST:
ENSURE THEY MEET THE NEEDS OF
STUDENTS SO THAT THEY ARE WILLING TO
LEARN.
LEARNING

28. It is better to be prepared for an
opportunity and not have one than to have
an opportunity and not be prepared.
Whitney Young Jr.
American Civil Rights Leader