1. National Association for Sport and Physical Education (NASPE) PE Coordinator’s Mini-Conference Wednesday, March 14, 2012 Framework for Effective Teaching

2. Co-Presenters Brett Fuller Curriculum Specialist: Health, Physical Education, Safe and Drug Free Schools Milwaukee Public Schools Milwaukee, WI Phone: 414-475-8057 www.wellnessandpreventionoffice.org Judy LoBianco Supervisor of Health, Physical Education and Nursing Services South Orange-Maplewood Schools Maplewoood, New Jersey Phone: 973-762-5600 x. 1093 jlobianc@somsd.k12.nj.us

3. Frameworks for Effective Teaching Hunter Marzano Danielson CHPUC (Characteristics of High Performing Urban Classrooms) MPS Instructional Observation Form

4. Framework for Teaching Planning and Preparation Classroom Environment Instruction Professional Responsibilities (Danielson, 1996, 2007)

5. Planning and Preparation Selecting instructional goals Demonstrating knowledge of content and pedagogy Demonstrating knowledge of students Demonstrating knowledge of resources Designing coherent instruction Assessing student learning Planning: develops written lesson plans compatible w/ MPS goals High Expectations: communicates that students are expected to achieve at high levels High Expectations based on Learning Targets High Expectations for All Learning Goals, Track Progress, Celebrate Success Knowledge: exhibits accurate and current knowledge of grade level(s) and subject area(s) Lessons organized in a cohesive Unit Strategic Instructional Choices Planning: organizes materials and resources necessary Routine use of variety of assessments

6. Classroom Environment Creating an Environment of Respect and Rapport Establishing a Culture of Learning Managing Classroom Procedures Managing Student Behaviors Organizing Physical Space Effective relationships w/ students Active engagement of student learners Instruction: engages students in active practice and involvement in the learning process… Engage students Cultural responsiveness Instruction: models respect… Instruction: motivates and encourages active participation by students from various cultural, linguistic, racial, and socio-economic backgrounds Rules & procedures Classroom management: maintains appropriate student behaviors… Adherence to rules & procedures

7. Instruction Communicating clearly and accurately Using questioning and discussion techniques Engaging students in learning Providing feedback to students Demonstrating flexibility and responsiveness High Expectations based on Learning Targets Identifies and shares learning objectives with students Involves all students in dialogue which encourages questioning and higher level, critical thinking Interact w/ New Knowledge Deepen Understanding of New Knowledge Test Hypotheses about New Knowledge Engage Students Provides opportunities for students to reflect o their own learning and performance and to learn from each other Strategic instructional Choices Active Engagement of Student Learners Cultural Responsiveness

8. Professional Responsibilities Reflecting on teaching Maintaining accurate records Communicating w/ families Contributing to the school and district Growing and developing professionally Showing professionalism Impassioned, Engaged Adult Learners Partnerships w/ Families & Community Collaboration w/ Colleagues Attitude: serves as a positive role model for all students Attitude: sets a positive tone Attitude: addresses expressions of discrimination fairly, firmly, and consistently Attitude: reflects confidence in his/her own ability to teach

9. What have we learned from these? Skillful teachers are made, not born – Teaching is complex; can’t be reduced to a checklist of behaviors or strategies for every classroom, content area, grade, learning objective, student – Effective teachers have rich repertoires of professional practice and are skilled at “making the match” between standard, student, situation, and strategy – Effective teachers have more than one way to handle a given teaching situation What will we do differently?

10. Expectations Students – Consistently present and prepared – Ready to learn – Focused on success Teachers and Staff – Understand and align work to the standards, framework for teaching, assessments, and related resources (e.g., common course plans, CLP) Improve core instruction, including through greater differentiation and literacy integration – Actively participate in professional development and reflect on and in practice – Implement with fidelity (e.g., instructional minutes, instructional design) – Share expertise with and accept feedback from others

11. Expectations School leaders: – Understand the framework, CLP, standards and materials – Create a positive climate for learning – Promote effective instruction/support teacher learning Be in classrooms, provide feedback and support – Use data to monitor progress and improve – Hold staff accountable and be accountable themselves

12. Expectations Support staff, community members, parents, and other stakeholders: – Understand and support the framework, standards and expectations, and implementation – Help ensure students come to school and are prepared to learn--reinforce learning to high standards – Hold us accountable, help us celebrate our successes

13. Questions???? Brett Fuller Curriculum Specialist: Health, Physical Education, Safe and Drug Free Schools Milwaukee Public Schools Milwaukee, WI Phone: 414-475-8057 www.wellnessandpreventionoffice.org Judy LoBianco Supervisor of Health, Physical Education and Nursing Services South Orange-Maplewood Schools Maplewoood, New Jersey Phone: 973-762-5600 x. 1093 jlobianc@somsd.k12.nj.us