Presentation on theme: "Achieving Professional Goals with Deliberate Practice Name of School."— Presentation transcript:
Achieving Professional Goals with Deliberate Practice Name of School
Review and apply the research on deliberate practice as an effective process for professional growth Understand and use a process for determining a deliberate practice target for Our goals today…
Why Deliberate Practice?
The Florida State Model for Evaluation for Teachers… Reflects teacher performance across all elements (4 domains) Accounts for teachers’ experience levels Assigns weight to the domain with greatest impact on student achievement (Domain 1) Acknowledges deliberate practice by measuring teacher improvement over time on specific elements within the framework
Deliberate Practice Defined The state has described deliberate practice as a process in which the educator and the evaluator identify one to four specific and measurable priority-learning goals related to teaching, learning, or school leadership practices that impact student learning growth.
Deliberate Practice Results in year-to-year development of instructional and leadership expertise giving rise to improved student achievement year-to-year.
“… isolate remarkably specific aspects of what they do and focus on just those things until they are improved; then it’s on to the next aspect.” The Highest Performers Colvin, G. (2008) Talent Is Overrated: What Really Separates World-Class Performers from Everybody Else
The Power of Deliberate Practice
Learning Activity 1 Understanding and Applying Deliberate Practice
Deliberate Practice for Teachers Teachers take the lead Collaborate with the principal to identify personal growth goals Leaders provide structure, resources, and feedback for ongoing practice
State Model Evaluation Metrics Instructional Practice 50% Source: SB 763, 2011
Deliberate Practice Protocol Narrow the Focus Focused Practice Focused Feedback Focused Practice Monitor Progress
Learning Activity 2 The Deliberate Practice Process in Teacher Evaluation Systems
Focused Feedback Focused feedback is an element in the “feedback and practice” process that supports improving one’s proficiency in specific instructional practices. Focused feedback (on what is observed when the instructional strategy is being used) is generally provided by administrators, coaches, and peers. It is intentionally limited to the issue(s) to be addressed and focused on specific classroom strategies and behaviors during a set time interval. The feedback is informative, constructive, objective and actionable – meaning the educator has guidance on how to make changes that improve proficiency of the practice. Focused feedback is usually provided through these five processes; self-rating, walkthroughs, comprehensive observations, coaching or cueing, and student surveys (where student perceptions of teacher behaviors are collected).
Focused Practice Focused practice is an element in the “feedback and practice” process that supports improving one’s proficiency in specific instructional practices. It involves a teacher understanding the differences in proficiency levels and tracking one’s progress toward effective and highly effective performance capacities. It is intentionally limited as to the issue(s) to be addressed and focused on a limited number of strategies where corrections, modifications, and adaptations are made to improve student learning at an appropriate level of difficulty so that the teacher can experience success.
Effective Deliberate Practice starts with honest self- reflection to narrow the focus.
Narrowing the Focus Collaborate with Evaluator for DP Targets Lowest scored indicators In ALL domains Lowest scored indicators in weighted domains Lowest scored indicators linked to student data Self-Assessment of All Performance Indicators Narrowed to 3-5 Prioritized Indicators
#1: Self-Assessment of All 25 Indicators #2: Lowest Scored Indicators in All Domains #3: Lowest Scored “Weighted” Indicators Domains 1 & 2 #4: Lowest Scored Indicators Proficiency Area 4 #5: 3-5 Prioritized Indicators 1.1-E 1.2-NI 1.3-E 2.1-NI 2.3-E 3.1-E 3.2-E 3.3-NI 3.6-NI 4.2-NI 4.3-NI 4.4-E 4.5-E 4.6-E 5.3-E 5.4-NI 6.1-E 6.4-HE 7.1-E 7.2-HE 8.3-E 10.1-HE 10.2-E 10.3-E 10.4-HE Domain Domain Domain Domain 2Proficiency Area 4 Domain Domain Example of Narrowing Process Using Domains & Indictors
Sample Worksheet: Citrus County
Sample Completed Worksheet: Citrus County
Table Talk Discuss the narrowing process with a colleague. How will your professional growth be different as a result?
Teacher’s Name and Position:_______________________________________________________________ Evaluators Name and Position: ______________________________________________________________ Target for school year: Date Growth Targets Approved: ________________________________ Teacher’s Signature: _________________________________Evaluator’s Signature___________________________________ Deliberate Practice Growth Target #: ___ (Insert target identification number here, the check one category below) ( ) School Growth Target ( ) Teacher’s Growth Target Focus issue(s): Why is the target worth pursuing? Growth Target: Describe what you expect to know or be able to do as a result of this professional learning effort. (indicator(s) from the narrowing worksheet) Anticipated Gain(s): What do you hope to learn? Plan of Action: A general description of how you will go about accomplishing the target. Progress Points: List progress points or steps toward fulfilling your goal that enable you to monitor your progress. If you goal Notes : Sample Deliberate Practice Plan Template
Elements of Deliberate Practice Focus Issue (Why worth pursing?) Growth Target (What expect to know/do?) Anticipated Gains (What hope to learn?) Plan of Action (How accomplish?) Progress Points (What to monitor?)
Learning Activity 3 Discuss the plan template at your table. How much change is required to transition from your old planning process to this one using deliberate practice?
In the research, the poorest performers don’t set goals at all; they just slog through their work. Mediocre performers set goals that are general and are often focused on simply achieving a good outcome. The best performers set goals that are challenging and specific.
Tiger Woods has been seen to drop golf balls into a sand trap and step on them, then practice shots from that near- impossible lie.
The great soprano Joan Sutherland devoted countless hours to practicing her trill – and not just the basic trill, but the many different types (whole-tone, semitone, baroque)…
Olympic swimmers like Michael Phelps don’t just hit the pool and do laps all day; they practice all the techniques needed to shave off those precious seconds from their times. Every aspect of swimming is studied, from the mechanics of the stroke to the push-off at the end of each lap.
Living in a cave does not make you a geologist, and being in a classroom does not make you an expert teacher. 10,000 Hours to Expert Performance
Establishing the Mindset for Deliberate Practice