TeacherSchoolStudent Percentile Average 50 The Effects of Teachers and Schools on Student Achievement Over 2 consecutive years Marzano, R. J. (2003). What works in schools; Translating research into action. Alexandria, VA: Association for Supervision & Curriculum Development.
What the Research Says SchoolTeacherStudent Guaranteed & Viable Curriculum Instructional StrategiesHome atmosphere Challenging goals and effective feedback Classroom management Learned intelligence and background Parent and community involvement Classroom curriculum and lesson design Motivation Safe and orderly environment Staff collegiality and professionalism Marzano, R. J. (2003). What works in schools; Translating research into action. Alexandria, VA: Association for Supervision & Curriculum Development.
What does guaranteed and viable mean? It is a composite of opportunity to learn (OTL) and time. OTL - “This means that states and districts give clear guidance to teachers regarding the content to be addressed in specific courses and at specific grade levels. It also means that individual teachers do not have the option to disregard or replace assigned content.” (p. 24, What Works in Schools) Time - “The content that teachers are expected to address must be adequately covered in the instructional time teachers have available.” (p. 24, What Works in Schools)
Maine Law: LD 1422 “Each school administrative unit shall prepare and implement a comprehensive education plan that is aligned with the system of learning results, focused on the learning of all students and oriented to continuous improvement. The comprehensive education plan must include a plan for transitioning to proficiency-based graduation in accordance with section 4722- A.”
The Definition “Systems of instruction, assessment, grading, and academic reporting that are based upon students demonstrating proficiency of the knowledge and skills they are expected to learn before they are promoted to the next grade level, or receive a high school diploma.” ~ Maine Department of Education
The Goal “To ensure that students acquire the knowledge and skills that are deemed to be essential to success in school, higher education, careers, and adult life. If students fail to meet expected standards, they typically receive additional instruction, practice time, and academic support to help them achieve proficiency.” ~ Maine Department of Education
Cycle of Collaborative Inquiry In Support of Proficiency-Based Learning Designing & Tuning Instruction & Assessment Analyzing Instruction in Action Evaluating Student Work The Standards
We can use a deep understanding of standards to drive and inform the following: Curriculum Designing scope and sequences Writing units of study Instruction and Assessment Designing and tuning lessons Designing and validating assessments Analysis of Instruction Analyzing video clips of teaching Looking at Student Work Establishing inter-rater reliability Engaging data-driven dialogues Analyzing student work products Some Proficiency-Based Practices Designing & Tuning Instruction & Assessment Analyzing Instruction in Action Evaluating Student Work The Standards
8 Content Areas Career & Education Development English Language Arts Health Education & Physical EducationHealth Education & Physical Education Mathematics Science & Technology Social Studies Visual & Performing Arts World Languages
5 Guiding Principles A Clear and Effective Communicator A Self-Directed and Life-Long Learner A Creative and Practical Problem-Solver A Responsible and Involved Citizen An Integrative and Informed Thinker
The scope and sequence … 1. Will organize content standards into a format that is more instructionally friendly, 2. Will consist of standards clustered into units of study, 3. Will not include lessons What is a scope and sequence?
Each content area scope and sequence… Reorganizes the standards to support instruction Honors teachers’ professionalism by providing a frame for developing lessons Supports a guaranteed and viable curriculum Ensures all standards are addressed Purpose of the Scope and Sequence
All standards are addressed sometime within the grade span All standards for a grade level are included sometime during the year. Divided into quarters Clustered into units of study Characteristics of the Scope and Sequence