Download presentation
Presentation is loading. Please wait.
1
Dr. Jennifer Parker-Moore Macomb Intermediate School District
Identifying Best Practice Instruction: iPads and the MCREL Power WalkThrough iPads, Marzano, McREL: A Peer Observation Model A Teacher Observation Model using Classroom Instruction That Works! and Portable Mobile Devices Dr. Jennifer Parker-Moore Jan Harding Macomb Intermediate School District Macomb ISD / MCREL (Dr. Jennifer Parker-Moore: / Janice Harding:
2
RDI Leadership Academy Key Elements
Best Practice Instruction 3 days training: Classroom Instruction that Works Mobile Devices iPads MCREL Power Walk Through 2 days training 5 licenses per building : 1 Administrator, 4 teachers Peer Coaching Ongoing data conferencing and coaching conversations
3
Annual Plan
4
Observation without Evaluation!
Identifying Best Practice Instruction: iPads and the MCREL Power WalkThrough Observation without Evaluation! This unique project incorporates: principal-teacher leader teams a year-long project 3-5 minute observations MCREL Walkthrough software, an iPad, and current research Modeled after the Eastern UP consortium of RDI's implementation. Macomb Consultants participated in a training with EUP and MCREL, and has modeled this project loosely after their successful initiative. Collaborative Coaching Macomb ISD / MCREL (Dr. Jennifer Parker-Moore: / Janice Harding:
5
Purpose Identify what good teaching looks like
Target school improvement goals through data conferencing Identify professional development needs Provide a model for incorporating peer observation and technology Improving instruction using best practice
6
Outcomes Data Technology Best practice School improvement
Generate conversations Data Technology Best practice School improvement Professional development Other
7
Motivation Site Licenses iPads Air Cards Graduate Credits or SCECHs
Training/PD Sub reimbursement Contributing to body of research
8
MCREL Support 2 days of Face to Face training with MCREL trainers on using the Power Walkthrough (PWT) Training manuals Site licenses Technical support NING Ning McREL Media-X referral
9
Macomb ISD Support Four Consultants RDI funding
Backgrounds in: Instructional Technology Staff Development/Educational Leadership Core Content/Title I/School Improvement Became MCREL Train the Trainers RDI funding Coordinated Services & Support of the ISD
10
Local Support 21 local districts Superintendents Curriculum Directors
Human Resources School Principals Bargaining Units Teachers/Teacher Leaders Providing opportunities for the teams to participate
11
Local Considerations Subs covered by grant Making time for:
Walkthroughs Training Collaboration Data Conferencing Bargaining Unit Evaluation vs. Observation Confidentiality Acceptable Use Technology Support
12
Technology Portable Mobile Devices Acceptable Use Policy
iPad – Wifi enabled (not 3G/4G) Acceptable Use Policy Air Cards (3G/4G) Training Basics -- Apps, Use, Settings Advanced – Walkthrough and Reporting Course Management System BlackBoard
13
Identifying Best Practice Instruction: iPads and the MCREL Power WalkThrough
Research Support The complete citations can be found in the reference section. Macomb ISD / MCREL (Dr. Jennifer Parker-Moore: / Janice Harding:
14
Attention Fans: Marzano has left the building…
Sometimes known as the “Marzano 9”, the work of Marzano, Pickering and Pollock (2001) started a phenomenon. The great work at McREL continues, although Marzano has left the organization. Best practice strategies have been updated in the 2012 edition by a new round of instructional enthusiasts!
15
Best Practice meets Instructional Planning
2012 edition provides many updates, including the “Framework for Instructional Planning” Dean, C. B., Stone, B., Hubbell, E., & Pitler, H. (2012). Classroom instruction that works: Research-based strategies for increasing student achievement (2nd ed.). Alexandria, VA: ASCD. Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
16
Create the Environment for Learning
Framework for Instructional Planning, Classroom Instruction that Works, 2012 Create the Environment for Learning Setting Objectives & Providing Feedback Reinforcing Effort & Providing Recognition Cooperative Learning Develop Understanding Extend & Apply Knowledge Cues, Questions, & Advance Organizers Identifying Similarities & Differences Nonlinguistic Representation Generating & Testing Hypotheses Summarizing & Notetaking Homework & Practice
17
Instructional Technology
Source: McREL Power Walkthrough
18
Instructional Technology
19
Using iPads for Screen Shots and Videos
Using BlackBoard for Posting Content and Sharing
20
CITW-9 Similarities & Differences Summarizing & Note-Taking
CITW-9 Similarities & Differences Summarizing & Note-Taking Effort & Recognition Homework & Practice Non-Linguistic Representations Cooperative Learning Objectives & Feedback Hypotheses Questions, Cues & Advance Organizers About Basics Face of the Classroom (Online Presence) Collaboration Tools Communication Tools Content Area Tools Differentiated Instruction & Diverse Learning Digital Citizenship Visual Learning Copyright & Creative Commons Digital Images Presentation Tools Evaluation/Assessment Online Inter-actives Productivity Tools Staying Informed Research & Reference Tools Professional Learning Networks Virtual Classroom Digital Story Telling Online Video and Audio Sources Flipping Your Classroom (Screen-casting)
21
Managing and Reporting
Users Generate Reports using PWT: Affective strategies Segment of class Primary strategies Secondary strategies Bloom’s Taxonomy Context Student Interviews Cross Tabs Generate Comparisons Create Local templates
22
Managing Walkthroughs
Local teams use MCREL framework to: Manage walkthroughs Create reports Data conference about findings
23
Affective Strategies
24
Segment of Class
25
Primary Strategies
26
Secondary Strategies
27
Bloom’s Taxonomy
28
Context
29
Student Interviews
30
Cross Tabs
31
Goal: Meaningful Conversations
Common language about observation and instruction Understanding of Common Core and Content Standards How to improve instruction What does good teaching look like How to start conversations about good teaching and instructional practice Identifying data points and data conferencing Target professional development needs Building best practice instruction into conversations about practice Building data points into conversations about practice Participating in 8-10 walk around peer observations per week, 50 per month Develop collaborative conversations within peer teams Build capacity within organizations for improvement of instructional practice Positively Influence student achievement through an improvement in instructional practice Build instructional technology proficiency
32
Steenland Elementary Steeland Elementary - A Walk Through Done The "McRel" Way (Note: “Steenland” is misspelled) MISD: Roseville RDI participants – show the video, spotlight the PWT process
33
Data Conversation Collect a large sample of data representing many teachers before sharing school or team data Analyze the data prior to the conversation Let the staff determine for themselves what the data patterns mean under your guidance Pose reflective questions Informally In teams When you are at the point where you are ready to begin the coaching conversations, keep in mind that these are formative assessments for teachers, not summative. Your goal is to help them acquire the feedback that they need to improve their practice. First, analyze the data prior to having a coaching conversation. Have a few goals already in mind based upon your observations. Then consider how to pose your reflective question. We suggest, especially if this is a new system for your teachers, that you begin with informal, group conversations based on data from the group (such as all science teachers, all 3rd-grade teachers, etc.).
34
Data Review Review data, think/pair share and be prepared to discuss:
Celebrations Concerns Recommendations At each table, provide one set of copies of printed Reports. Ask the recorder (PWT Team Member from each table) to note the following 3 items about each area discussed: Celebrations, Concerns, Recommendations. Recorder: Please make note for each area.
35
Area Celebrations Concerns Recommendations Primary Strategies Secondary Strategies Segment of Class Bloom’s Context Articulated Objective Affective Teacher Technology Student Technology Evidence of Learning Sample Data Dig based on the “Look For’s”. Craft questions based on the Celebrations, Concerns, or Suggestions/Supports. Have the Recorder (PWT Team member) record on this sheet and use for planning/team time discussions.
36
Next Steps Which strategies are the staff strongest in?
Which strategies are the staff weakest in? What professional development is needed? What additional supports are needed? Strengths Weaknesses Professional Development Additional Supports Wrap Up Activity: As the PWT Team Member to finalize the document. PWT Team should meet within 3-5 days of the staff conversation. Review the Concerns, Celebrations, Recommendations document. Review the Next Steps: Strengths, Weaknesses, Professional Development, Additional Supports document. Include building leadership in the conversation, making note of future needs.
37
Strengths Weaknesses Professional Development Additional Supports Setting Objectives Providing Feedback Reinforcing Effort Providing Recognition Cooperative Learning Cues, Questions, Advance Org Non-Linguistic Representations Summarizing & Note-taking Assigning HW & Providing Practice Identifying Similarities & Differences Generating & Testing Hypothesis Sample Analysis of Categories of Best Practice and implementation into Professional Development Plans for School Improvement Have the Recorder complete this to submit/use with team for planning purposes.
38
Dr. Jennifer Parker-Moore
Questions? Dr. Jennifer Parker-Moore Jan Harding
Similar presentations
