Chapters 4 and 5: Teaching and Learning

Professional Development

Dr. Rob AndersonSpring 2011

Agenda• Leadership Book Presentations

– Alissa, Julissa and Joe• Tallahassee update• Chapters Four and Five: Teaching and

Learning and Professional Development• Robert Marzano and iObservation• Teacher Evaluation System

Major Themes: Chapter 4• Principal role in teaching and learning• Using Theoretical Frames for planning

– Cognitive– Constructivist– Multiple Intelligences

• Models of Evaluation

Major Themes: Chapter 5• Mission for Professional Development• Principles of Effective Professional

Development

Florida Principal Leadership Standards

Standard 3: Instructional Plan Implementation. Effective school leaders work collaboratively to develop and implement an instructional framework that aligns curriculum with state standards, effective instructional practices, student learning needs and assessments. The leader:• Implements the Florida Educator Accomplished Practices as described in Rule 6A-

5.065, F.A.C. through a common language of instruction;• Engages in data analysis for instructional planning and improvement; • Communicates the relationships among academic standards, effective instruction,

and student performance; • Implements the district’s adopted curricula and state’s adopted academic

standards in a manner that is rigorous and culturally relevant to the students and school; and

• Ensures the appropriate use of high quality formative and interim assessments aligned with the adopted standards and curricula.

Florida Principal Leadership Standards

Standard 4: Faculty Development. Effective school leaders recruit, retain and develop an effective and diverse faculty and staff. The leader:• Generates a focus on student and professional learning in the school that is clearly

linked to the system-wide strategic objectives and the school improvement plan;• Evaluates, monitors, and provides timely feedback to faculty on the effectiveness

of instruction; • Employs a faculty with the instructional proficiencies needed for the school

population served;• Identifies faculty instructional proficiency needs, including standards-based

content, research-based pedagogy, data analysis for instructional planning and improvement, and the use of instructional technology;

• Implements professional learning that enables faculty to deliver culturally relevant and differentiated instruction; and

• Provides resources and time and engages faculty in effective individual and collaborative professional learning throughout the school year.

Teaching and Learning• Three major categories into which learning

theories fall– Behaviorist

• Pavlov

– Cognitivist• Metacognition

– Constructivist• Discovery Learning

Teaching and Learning• Theories aside, where are we now and what

do you need to know?– Robert Marzano– iObservation

Robert Marzano• Robert J. Marzano, PhD, is cofounder and CEO of Marzano

Research Laboratory in Englewood, Colorado. • Author of more than 30 books and 150 articles on topics such

as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention.

• His books include Designing & Teaching Learning Goals & Objectives, District Leadership That Works, Designing & Assessing Educational Objectives, Making Standards Useful in the Classroom, and The Art and Science of Teaching.

iObservation• Is the methodology that your school district

using one that Robert Marzano would personally support? Why or why not?

Robert Marzano• “Meta-analytic techniques (see Hedges &

Olkin, 1985; Lipsey & Wilson, 2001; Cooper, 2009) were used to aggregate the findings from the independent studies using the statistical software package Comprehensive Meta-Analysis (CMA, Version 2).

• In general, meta-analytic techniques are used when the results of independent studies on a common topic are combined. “

iObservation Overview• Four domains• 60 elements that are evaluated on a scale

– Innovating– Applying– Developing– Beginning– Not Using

Implementation• Each district negotiated their current

implementation with their teacher union• Resulted in a haphazard implementation

across the state

Teacher Evaluation System Overview

• Consists of 40% student growth and 60% Marzano evaluation model

Percent of Evaluation

Marzano Evalua-tion ModelStudent growth based on Value-Added measures

Marzano Evaluation Model• Four Domains where data is collected

– Domain One: Classroom Strategies and Behaviors

– Domain Two: Preparing and Planning– Domain Three: Reflecting on Teaching– Domain Four: Collegiality and

Professionalism

Marzano Evaluation Model

• How Data is Collected– Domain One: Formal and Informal

Observations– Domain Two: Pre and post conferences and

lesson plans– Domain Three: IPDP and conferences– Domain Four: Observation and artifacts

related to collegiality and professionalism

iObservation• The technology tool that will be used to

collect data points within each of the four domains and enter them into your evaluation.

• You will be able to log in to see where you stand – very transparent

• Once it’s in, it’s in

Category Placement for Evaluation

• Category 1– New teachers who have 0-2 years of teaching experience

• Category 2A– Teachers who have at least 3 years of teaching experience

• Category 2B– Teachers who have at least 3 years of teaching experience but who

may be: a) a new hire, b) assigned to teach a new subject area or c) assigned to a school with a different population of students from their previous assignment

• Category 3– Teachers previously determined to be less than effective in the

classroom

Why is this important?• Your category placement determines the

thresholds for each of the levels of evaluation within the Marzano Evaluation Model

Highly Effective

Effective Developing

Unsatisfactory

Relationship Between Marzano Model and Teacher Evaluation

Marzano Points Evaluation Model

Innovating 4 Highly Effective

Applying 3 Effective

Developing 2 Needs Improvement

Beginning/Not Using 1 or 0 Unsatisfactory

How this comes togetherDomain 1

60%Domain 2

20%Domain 3

10%Domain 4

10%

60% of teacher evaluation

4

3

2

1 or 0

4

3

2

1 or 0

4

3

2

1 or 0

4

3

2

1 or 0

Category 1 and 2B

Highly Effective

Effective Developing

Unsatisfactory

At least 60% at level 4 &5% at level one or zero

At least 60% at level 3 or higher

Less than 60% at level 3 or higher & less than50% at level one or zero

Greater than or equal to50% at level one or zero

Category 2A

Highly Effective

Effective Developing

Unsatisfactory

At least 65% at level 4 &3% at level one or zero

At least 65% at level 3 or higher

Less than 65% at level 3 or higher & less than50% at level one or zero

Greater than or equal to50% at level one or zero

Value Added Model• Tests to be used this year will be FCAT Reading and Algebra

and Geometry EOC exams• If you have 25 students in 9th or 10 grade taking either of

these exams, this will be the score that counts for your evaluation

• If you do not have 25 students taking either of these exams, your Value Added score will be the best out of the following three measures– School Aggregate score in Reading– School Aggregate score in Math– Scholl aggregate score in reading and math combined

Cut Scores for Value Added Model

Highly Effective

Effective

Needs Improvement

Unsatisfactory

Student Characteristics• Student Characteristics:

– Up to two prior years of achievement scores (the strongest predictor of student growth)

– The number of subject-relevant courses in which the student is enrolled

– Students with Disabilities (SWD) status– English Language Learner (ELL) status– Gifted status– Attendance– Mobility (number of transitions)– Difference from modal age in grade (as an indicator of retention)

Classroom Characteristics• Classroom characteristics:

– Class size– Homogeneity of students’ entering test scores in

the class

School CharacteristicsThe model recognizes that there is an

independent factor related to the school that impacts student learning –a school component.– Statistically is simply the factors already controlled

for in the model measured at the school level by grade and subject

– May represent the impact of the school’s leadership, the culture of the school, or the environment of the school on student learning

Professional Development• Stay current• Know where it is you are as a school and

where you aspire to be• Understand your own needs as well as the

needs of your teachers

Ten Principles of Effective Professional DevelopmentEffective professional development…

Focuses on teachers as central to student learning, yet includes all other members of the school communityFocuses on individual, collegial, and organizational improvement

Respects and nurtures the intellectual and leadership capacity of teachers and others in the school communityReflects best available research and practice in teaching, learning and leadership

Enables teachers to develop further expertise in subject content, teaching strategies, uses of technologies and other essential elements in teaching to high standardsPromotes continuous inquiry and improvement embedded in the daily life of schools

Is planned collaboratively by those who will participate in and facilitate that developmentRequires substantial time and resources

Is driven by a coherent long-term plan

Is evaluated ultimately on the basis of its impact on teacher effectiveness and student learning

For Next Week• Read Chapters Seven and Ten• Presentations

– Jessica H.