Making a Difference in Heidi A. Ramírez, PhD Chief Academic Officer Milwaukee Public Schools

Milwaukee Public Schools is significantly out- performed by other Wisconsin schools and nearly all other large, urban school districts In reading and math Across most domains/competencies Across grade levels Across student sub-groups

Reading 3

4

5 MPS is making little progress in improving literacy achievement across grades

In many areas, MPS student performance has been stagnant or regressing

Mathematics

In others areas, MPS non-disabled students perform at the same levels as students with disabilities nationally, including large cities African-American Students-MathStudents with Disabilities-Math

Significant achievement gaps persist

Many MPS Math Courses Lack Rigor

Too few MPS students are college- ready

How do we accelerate progress for all students? Focus on what happens inside of classrooms ▫Focus on standards/learning intentions ▫Clear framework/vision of effective instruction ▫Explicit, aligned support and materials ▫Improved access to rigorous coursework ▫Leverage expertise and capacity of Milwaukee Math Partnership and Math Teacher Leaders

Frameworks for Skillful Teaching Marzano Hunter Saphier Danielson CHPUC (Characteristics of High Performing Urban Classrooms)

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

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 Overarching Objectives Objectives High Expectations based on Learning Targets High Expectations for All Learning Goals, Track Progress, Celebrate Success Planning Curriculum Design Lessons organized in a Cohesive Unit Strategic Instructional Choices Assessment Routine use of variety of Assessments Space, Time, Routines

Classroom Environment Creating an Environment of Respect and Rapport Establishing a Culture of Learning Managing Classroom Procedures Managing Student Behaviors Organizing Physical Space Class climate Personal relationship building Effective relationships w/ Students Active Engagement of Student Learners Engage Students Cultural Responsiveness Rules & Procedures Adherence to Rules & Procedures Routines Discipline Momentum, Attention Space, Time

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 Objectives ● Clarity Interact w/ New Knowledge Deepen Understanding of New Knowledge Test Hypotheses about New Knowledge Engage Students Principles of Learning Models of Teaching Strategic instructional Choices Active Engagement of Student Learners Cultural Responsiveness

Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with families Contributing to the school and district Growing and developing professionally Showing professionalism Impassioned, Engaged Adult Learners Partnerships w/ Families & Community Collaboration w/ Colleagues

What have we learned from these? 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” ▫Effective teachers have more than one way to handle a given teaching situation ▫Matching depends on the situation, group, goal, and individual student Skillful teachers are made, not born A variety of district and school conditions and supports affect teacher development -- principals and other school leaders have both great potential and responsibility to help them develop

It can be easy to recognize: Well-organized teachers Effective classroom managers Engaging teachers Teachers who know their content Teachers who keep good records Teachers who use “research-based strategies” But skillful/effective teachers –those that “make the match” often take more time to recognize, support, and develop

What will you do this year to support skillful teaching?