Centennial Public Schools Instructional Implementation

Toby BossJill Johnson

Lenny VerMaasESU 6

Becoming a Reflective Teacher

Learning Goals and FeedbackRules and Procedures

INVOLVES ROUTINES

ENACTED ON THE SPOT

Student Engagement

High Expectations

Te

ache

r/St

uden

t Rel

ation

ship

s Adherence to Rules and Procedures

Generating/ Testing

Hypotheses

Practicing and

Deepening

Interacting With New Knowledge

ADDRESSES CONTENT IN SPECIFIC WAYS

Research & Theory

Teacher Reflective Practice

Teacher Pedagogical Skill

Student Achievement

Things Associated with Reflective Teaching

Instructional FrameworkDeliberate PracticeFocused Feedback

Goal SettingObservations

Reflective Practice is Recognized as Important in a Variety of Fields

• Attorneys• Doctors, Nurses• Teachers• Architects• Engineers• Mechanics• Others?

Effective teachers are made, not born.

Do you agree or disagree?

What’s the role of talent?

What’s the role of deliberate practice?

Most people are satisfied with competence, and

never strive for expertise.

Do you agree or disagree?

Even small increments in teacher effectiveness can have a positive effect on

student achievement.

an 8% average

improvement in student

achievement

a 2% improvement in teaching skillful-

ness per year

10

years =x

“…it is reasonable to expect all teachers to increase their

expertise from year to year.”

What must a district or school do?

• Develop a common language of teaching.• Provide opportunities for focused feedback and

practice.• Provide opportunities for observing and

discussing effective teaching.• Require individual teacher growth and

development plans on a yearly basis.

A Hierarchy of Data Types

• Teacher self-perception data• Teacher self-observation data• Observation data from peers, instructional

coaches, supervisors

Teachers score themselves on a rubric or scale for the various components of the model.

Growth Mindset

• This is not the same as teacher evaluation• This is about reflection and working to

improve.• Nobody gets all 3s and 4s

Innovating4

Applying3

Developing2

Beginning1

Not Using0

New strategies are created to meet needs of specific students or class as a whole.

Strategy is used and monitored to see if it has desired effect.

Strategy is used but in a mechanistic way.

Strategy is used but pieces are missing.

Strategy is called for, but not used.

Stages to Learning a Strategy

• Cognitive • Shaping• Autonomous

Cognitive

• Teacher is made aware and gathers information about the strategy.

• May observe or read about the execution• Corresponds to Not Using (0), and move to

Beginning (1) as awareness grows

Shaping

• Teacher begins to use the strategy.• May contain significant errors, but improves

through deliberate practice• Corresponds to Beginning (1) with omissions

or errors and to Developing (2) with improvement

Autonomous

• Teacher performs the strategy with ease and fluency.

• Focus is on the strategy’s effect on student learning and adaptations are made to fit situations or students

• Corresponds to Applying (3) and Innovating (4)

Discuss

• Refer to table 3.2 on page 38• What are the major differences between a

rating of 2 (Developing) and 3 (Applying) on the scale provided?

Self Audit

• Refer to Appendix B beginning on page 185.• Self reflect on each of the elements – keep in

mind the scale – particularly the difference between (2) Developing and (3) Applying.

• Make sure to review the teacher and student evidence.

• Submit your ratings on the google form.