1. Evidence-Based Teaching Practices: Moving Beyond Identification Toward Implementation With Fidelity
NCSI Cross-State Learning Collaboratives Part B Meeting
November 29 and December 1, 2016 Dallas, Texas
Copyright © 2015 American Institutes for Research and Council of Chief State School Officers. All rights reserved.

2. Today’s Objectives Participants will:
Acknowledge that practice-based opportunities are critical in strengthening educator capacity.
Recognize the essential features of high-quality practice-based teaching opportunities.
Gain awareness of strategies to integrate practice-based opportunities into the preparation and professional learning of educators.
Is adding “teaching” in the second bullet accurate/appropriate?

3. Learner Ready on Day 1 What does this mean?
Good goal, but we know that...
Expertise is not built overnight.
Completing a preparation program does not guarantee implementation fidelity.
Many professional learning events have had marginal impact.
Fidelity of evidence-based practices (EBPs) is essential, but EBPs are not a sure thing.

4. State Systemic Improvement Plan Phase II Data
87%
Of states identified
….used professional development
as an improvement strategy
….used technical assistance
….used coaching as an
improvement strategy
77%
Surveys across participants show a significant increase in both knowledge and readiness after participating in the first session.
57%

5. Professional Learning and Development: How Will It (Or Can It) Be Different?
Insanity = doing the same thing over and over again and expecting different results.
—Albert Einstein

6. Aligning State Initiatives
Consistency in Instructional Expectations
Aligning State Initiatives
Ideal? What about student needs?
Expectations of Instructional Practice
Evidence-Based Practices, High-Leverage Practices
Personnel
Preparation
Practice-Based Opportunities
Induction/ Mentoring
Coaching and Feedback
Educator Evaluation
Instructional Leadership
Professional Learning
Sustained
Support
Program Approval
Professional Standards
Licensure and Certification
Policy
State Strategic Plans
State Equity Plans
School Improvement Plans
State Systemic Improvement Plans
State Personnel Development Grants
Title IIA

7. Breakout Session Discussion
Every Student Succeeds Act and EBPs: What Is Their Impact on Instructional Expectations Across the Tiers?
In multi-tiered systems of support, the “practice” in “evidence-based practice” is different in each tier!
Wouldn’t this mean that criteria for evidence should differ too?
Breakout Session Discussion

8. to What Does It Take…… To move beyond identification
implementation with fidelity?

9. Practice-Based Opportunities
Teachers are provided opportunities to practice what they have learned to reach an expected level of expertise.

10. Guidance Documents

11. Essential Features of High-Quality Practice-Based Opportunities
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12. Essential Features
Candidates seems to need a modifier, at least the first time it’s used. Teacher candidates?

13. Essential Features

15. Practical Examples Virtual simulations
Candidates are provided an opportunity to teach content and practice in a virtual environment.

17. Step 1: Identify critical skills and pedagogy.
Rubric Framework
Step 1: Identify critical skills and pedagogy.
What skills do teachers need across the tiers?
EBPs and high-leverage practices
What is the focus/objectives of the professional learning activities?
What skills do teachers need to be learner ready from day 1?
Evidence-based practices (EBPs) and high leverage practices (HLPs)
CEEDAR resources: Innovation Configurations (ICs) and Course Enhancement Modules (CEMs)
Table 1: Identifying EBPs and HLPs (see below)
Step 1: Identify critical skills and pedagogy
What skills do teachers need to be learner ready from day 1?
Evidence-based practices (EBPs) and high leverage practices (HLPs)
CEEDAR resources: Innovation Configurations (ICs) and Course Enhancement Modules (CEMs)
Table 1: Identifying EBPs and HLPs (see below)
Step 1: Identify critical skills and pedagogy

18. Step 2: Assess and consider professional development quality.
Rubric Framework
Step 2: Assess and consider professional development quality.
To what extent are focus, coherence, and duration reflected in the professional learning events?
What skills do teachers need to be learner ready from day 1?
Evidence-based practices (EBPs) and high leverage practices (HLPs)
CEEDAR resources: Innovation Configurations (ICs) and Course Enhancement Modules (CEMs)
Table 1: Identifying EBPs and HLPs (see below)
Step 1: Identify critical skills and pedagogy
What skills do teachers need to be learner ready from day 1?
Evidence-based practices (EBPs) and high leverage practices (HLPs)
CEEDAR resources: Innovation Configurations (ICs) and Course Enhancement Modules (CEMs)
Table 1: Identifying EBPs and HLPs (see below)
Step 1: Identify critical skills and pedagogy

19. Three Key Ideas
Focus is the degree to which opportunities to practice target the critical content and pedagogy identified.
Duration is the length of time that candidates are offered to extend learning and develop mastery of the critical content and pedagogical approaches.
Coherence is the extent to which common expectations of instructional practice are reinforced and advanced throughout and across professional learning opportunities.
A practice-based approach is based on three key ideas.
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20. What Does It Feel Like for Teachers?

21. Activity Time
The second bullet under Questions to Consider uses jargon that may not communicate with everyone (i.e., “through lines” and “scaffolded”). Is there a simpler way of communicating that point?

22. Activity Time

23. Moving It Forward Considerations State educational agency
Educator preparation programs
Local education agencies

24. Questions?

25. Breakout Sessions Evidence criteria
Leaders: An essential factor in effective EBP implementation

26. Jill Pentimonti, jpentimonte@air.org
For additional information, support, and technical assistance: • Contact your NCSI TA facilitator • Submit your question on Ask the  NCSI
NCSI Presenters:
Jill Pentimonti,
Lynn Holdheide,

27. THANK YOU! http://ncsi.wested.org | @TheNCSI