West Virginia Achieves Professional Development

Series

Volume XIVolume XI

Research-Based Instructional Management Practices

West Virginia Department of Education Mission

 The West Virginia Department of Education, in conjunction with the Regional Education Service Agencies and the Office of Performance Audits, will create systemic conditions, processes and structures within the West Virginia public school system that result in (1) all students achieving mastery and beyond and (2) closing the achievement gap among sub-groups of the student population.

Robert HutchinsThe Conflict in Education in a Democratic Society

“Perhaps the greatest idea that America has given the world is education for all. The world is entitled to know whether this idea means that everybody can be educated or simply that everyone must go to school.”

What We Know…

An emerging body of research identifies characteristics of high performing school systems.

These school systems have made significant progress in bringing all students to mastery and in closing the achievement gap.

These systems share characteristics described in The West Virginia Framework for High Performing Schools.

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CULTURE OF COMMON BELIEFS & VALUES

Dedicated to “Learning for ALL…Whatever It Takes”

HIGH PERFORMING SCHOOL SYSTEM

SYSTEMIC CONTINUOUS

IMPROVEMENT PROCESS

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In teaching it is the method and not the content that is the

message. –

Ashley Montague (b. 1905) (American anthropologist)

Education is not the filling of a pail, but the lighting of a fire.

-- William Butler Yeats

ObjectiveTo provide information that will bring understanding of the correlation between academic achievement and instructional management.

“How does a county school district assure that good

instructional management is present in all classrooms?”

Session Structure

Segment I: Why?

Segment II: What?

Segment III: How?

Core Instructional Core Instructional Management Practices Management Practices

& Techniques& Techniques

Instructional Instructional ContentContent

Classroom Classroom EnvironmentEnvironment

Instructional Instructional TimeTime

Support for Support for AllAll

The Critical Role of Classroom Management

[The] teacher is the single most important factor affecting student achievement.

Improving teacher effectiveness can improve student achievement more than any other single factor.

(Wright, Horn, and Sanders 1997)

Critical Ingredients of Effective Classroom Management

• Rules and procedures

• Disciplinary interventions

• Teacher/Student relationships

• Mental set

(Marzano)

Effective Classrooms for All

Using research based strategies for effective classroom management benefits everyone, including students who are passive, aggressive, attention seeking, perfectionists, and/or socially inept.

(Marzano)

Segment I: Why?

Reflection Question 1Why is it important for all educators to understand the correlation between academic achievement and instructional management?

Segment I: Why?

Reflection Question 2How does research substantiate the importance of the relationship between academic achievement and instructional management?

“Let’s Reflect”

Visualize a classroom from your

days as a student.

Now draw it!

Ten Strategies

Ten Strategies for Creating a

for Creating a Classroom

Classroom Culture of

Culture of High High Expectations

Expectations

Procedures

Procedures and and Routines

Routines

Teaching Teaching Transitions:

Transitions: Techniques for

Techniques for Promoting

Promoting Success Between

Success Between LessonsLessons

Summary of

Summary of “The Key to

“The Key to Classroom

Classroom Management

Management””

Segment II: What?Reflection Question 1

What instructional management practices result in student mastery and are characteristic of an effective classroom?

Segment II: WhatReflection Question 2

Why is communication and feedback among students, parents, and teachers essential for effective classrooms and student achievement?

Segment II: What?Reflection Question 3

What evidence indicates that students are “successfully” navigating transitions?

“Let’s Reflect”

Training Components and Attainment of Outcomes(In terms of Percent of Participants)

OUTCOMESComponents Knowledge

(thorough)

Skill

(strong)

Transfer (executive implementation)

Study of Theory 10% 5% 0%

Demonstrations 30% 20% 0%

Practice 60% 60% 5%

Peer Coaching 95% 95% 95%

Bruce Joyce & Beverly Showers (2002)

Student Achievement Through Staff Development, 3rd edition

Segment III: How?Reflection Question 1

How can using a mentoring program for professional development in instructional management better assist the educators in your county school system?

Segment III: How?Reflection Question 2

What evaluative evidence regarding instructional management could you generate to foster continuous improvement in the mentoring program?

Segment III: How?

Reflection Question 3

How can your county build instructional management reflective practices to get to the heart of teaching and learning?

“Let’s Reflect”

Core Instructional Core Instructional Management Practices Management Practices

& Techniques& Techniques

Instructional Instructional ContentContent

Classroom Classroom EnvironmentEnvironment

Instructional Instructional TimeTime

Support for Support for AllAll

“Now what?”