ESU 8 Principal CadreSession 3: Teacher Reflection

Click bookfor video

Effective teachers are made, not born.

Even small improvements in teacher effectiveness

can have a positive impact on student achievement.

Student Achievement

Teacher Pedagogical Skill

Teacher Reflective Practice

Start with a Common Language for Instruction

• Instructional planning

• Instructional delivery

• Assessment

• Learning Environment

Elements of Most Instructional Models

Instructional Language ReviewWhat is it? Benefits

Struggles What next?

The Art & Science of Teaching is designed as a comprehensive framework

that draws 40 years of research into a unified

whole.

Teac

her-S

tude

nt R

elat

ions

hips

Adherence to Rules and ProceduresStudent Engagement

High Expectations

ENACTED ON THE SPOT

INVOLVES ROUTINES

ADDRESSES CONTENT SPECIFIC WAYS

Learning Goals and FeedbackRules and Procedures

Interacting with New

Knowledge

Practicing and

Deepening

Generating and Testing Hypotheses

Setting Annual Growth Goals

Self-Audit Based on Instructional Model

Generic ScaleInnovatin

g4

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.

• By the end of the year, I will raise my score on tracking student progress from 1 to 3.

• By the end of the year, I will raise my score on helping students reflect on their learning from a 0 to a 3.

• By the end of the year, I will raise my score on using physical movement from a 1 to a 3.

Examples:

Each teacher generates a personal profile across the elements of your

instructional model.

Cognitive Phase

Shaping Phase

Autonomous Phase

Stages of Learning a New Skill

Have teachers engage in focused practice. Click picture for video

Focus on Specific Steps

Develop a Protocol for a Less Well Defined Strategy

Develop Fluency

Make Adaptations

Integrate Several Strategies

Provide Focused

Feedback

• Video

• Student Survey

• Student Achievement

1. My teacher clearly communicates what I am supposed to be learning during lessons.I disagree I agree I strongly agree2. My teacher helps me see how well I am doing during each unit.I disagree I agree I strongly agree3. My teacher notices when I do well.I disagree I agree I strongly agree

Sample Student Survey

Ultimate Goal is toTrack Progress

Generic ScaleInnovatin

g4

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.

Provide opportunitie

s for teachers to observe and

discuss teaching.

Click picture for video.

Types of Opportunities:

• Videos of other teachers• Coaching colleagues• Instructional rounds

Does teacher reflection fit into the new teacher and principal

evaluation model?

Reflective Teaching Review

• Reflection Pedagogical Skill Student Achievement

• Instructional Model (Common Language)• Growth Goals• Focused Practice• Focused Feedback• Observe and Discuss Teaching• Part of evaluation process

Video for Reflection

Click on picture for video.

While watching the video record

noticings.

• Coach• Teacher

• Discussion• Recording

Coach Teacher

Discussion Recording

Video Noticings:

What modifications could be made?

Procedures

What does it look like? BIG SCHOOL SMALL SCHOOL

What are your next steps with the ideas from Principal Cadre this year?

We’re happy you could join us this year. Please contact us to assist in your future

efforts.