New Teacher Orientation 2010 Kyle Kallhoff, Director of Instruction Lenette Tarleton, Secondary Reading/School Improvement

Clarke County Beliefs We believe that our schools are: A place where learning is the constant and time is the variable A place where schedules are based on the individual needs of the student A place where progress is determined by proficiency toward the standard A place where demography does not determine a child’s destiny A place where ALL students graduate college and career ready

Continuous Cycle of Instruction Instruct Assess Plan

Classroom Expectations 1.Teach clear, essential standards (Al COS) 2.Post standards in clear, student friendly terms 3.Scaffold (step by step) instruction –Explicit Instruction- I do – we do – you do –Collaborative Learning- allow students to work together –Check for Understanding (CFU) 5 to 7 times per lesson –Use models/ showcase quality work/ no guess work 4.Differentiate Instruction Daily –During initial delivery and through alternative scheduling

5. Engage ALL students- maximize time on task –Bell to bell engagement –Limit lecture time (present in chunks) –Utilization of Graphic Organizers (patterns, timelines, cause & effect) –Force students to draw conclusions and inferences –Support arguments with evidence 6. Independent practice- when most/all students are ready 7. Assess at the end of each lesson (various types) Classroom Expectations

8. Utilization of Reading Strategies –Use of vocabulary strategies by ALL teachers –Word Walls in all classrooms (K-12) –Monthly Comprehension Strategies (6-12) 9. Consistent, Fair, and Equitable Grading Parameters 10. Be Familiar with Your School’s CIP Continuous Improvement Plan Strategies and Plans of Action

Total Instructional Alignment “Leaving no child behind will require that all schools design an instructional program that not only aligns instruction to standards, benchmarks, and assessments, but also presents instruction that is aligned to the learning needs of each individual student.” -Lisa Carter, Total Instructional Alignment

What is a Curriculum Pacing Guide Road Map Timeline Written Schedule (updated periodically) Alignment of COS Standards with Summative Assessment Items Consistency Tool Accountability Tool

Curriculum Pacing Guides Aligned to the Alabama Courses of Study Seven month guide Created using student achievement data To be used and verified by every applicable teacher To be monitored by building administrators PN=DocumentUploads&L=1&DivisionID=4175& LMID=160779&ToggleSideNavhttp://clarkecounty.schoolinsites.com/Default.asp? PN=DocumentUploads&L=1&DivisionID=4175& LMID=160779&ToggleSideNav=

Connection to Marzano’s What Works in Schools What Works In Schools Guaranteed and Viable Curriculum Challenging goals and effective feedback Parent and Community Involvement Safe and Orderly Environment Collegiality and Professionalism Home Environment Learned Intelligence and Background Knowledge Student Motivation Classroom Management Classroom Curriculum Design Instructional Strategies

Identifying Similarities and Differences Summarizing and Note- Taking Reinforcing Effort and Providing Recognition Homework and Practice Nonlinguistic Representations Cooperative Learning Setting Objectives and Providing Feedback Generating and Testing Hypothesis Cues, Questions, and Advance Organizers

It was not until the 1970’s that we began to examine effective teaching practices. What have we learned over the past 34+ years?

Research tells us that: The most important factor affecting student learning is the teacher. Effective teachers appear to be effective with students of all achievement levels, regardless of the variety of students in their classrooms. Sanders and Horn, 1994

Classroom Instruction That Works presents and exemplifies instructional strategies that we have extracted from the research base on effective instruction. Marzano, 2003

Identifying Similarities and Differences Comparing Classifying Metaphors Analogies

Summarizing and Note Taking Summarizing –The “Rule-based” strategy –Summary frames –Reciprocal teaching Note Taking –Teacher-prepared notes –Formats for notes –Combination notes

Reinforcing Effort and Providing Recognition Reinforcing Effort –Teaching about effort –Keeping track of effort and achievement Providing Recognition –Personalizing recognition –Pause, prompt, and praise –Concrete symbols of recognition

Homework and Practice Homework –Establish and communicate a homework policy. –Design homework assignments that clearly articulate the purpose and outcome. –Vary the approaches to providing feedback. Practice –Mastering a skill requires a fair amount of focused practice. –While practicing, students should adapt and shape what they have learned.

Nonlinguistic Representations Graphic organizers –Descriptive patterns –Time-sequence patterns –Process/cause-effect patterns –Episode patterns –Generalization/principle patterns –Concept patterns

Nonlinguistic Representations Other nonlinguistic representations –Making physical models –Generating mental pictures –Drawing pictures and pictographs –Engaging in kinesthetic activity

Cooperative Learning Organized groups based on ability levels should be done sparingly. Cooperative groups should be kept rather small in size. Cooperative learning should be applied consistently and systematically, but not overused.

Setting Objectives and Providing Feedback Setting Objectives –Specific but flexible goals –Contracts Providing feedback –Feedback should be “corrective” in nature –Feedback should be timely –Feedback should be specific to a criterion –Students can effectively provide some of their own feedback.

Generating and Testing Hypotheses Systems analysis Problem solving Historical investigation Invention Experimental inquiry Decision making

Cues, Questions, and Advance Organizers Techniques for activating prior knowledge Explicit “cues” Questions that elicit inferences Analytic questions Expository advance organizers Narrative advance organizers Skimming as a form of advanced organizer Graphic advance organizers

Using the Nine Categories in Instructional Planning At the beginning of a unit, include strategies for setting learning goals. During a unit, include strategies –for monitoring progress toward learning goals. –for introducing new knowledge. –for practicing, reviewing, and applying knowledge. At the end of a unit, include strategies for helping students determine how well they have achieved their goals. Marzano, 2001

You Make the Difference You Initiate the Impact “We can, whenever and wherever we choose, successfully teach all children whose schooling is of importance to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.” Ron Edmunds (1983)