1. Powerful Teaching and Learning Duane Baker

2. Goal Explore the research behind Powerful Teaching and Learning™ and practice using the STAR Classroom Observation Protocol™ Powerful Teaching and Learning –Knowledge (PTL: How We Define It) –Tools (STAR Classroom Observation Protocol) –Skills (Observation, Discussion, Reflection)

3. Powerful Teaching and Learning

4. Three Studies PTL: How We Define It PTL: How Teachers Develop It PTL: How Systems Support It

5. Theory of Change School-Level Practices & Environment District-Level Practices & Environment Classroom Practices & Environment Student Learning

6. The History of the Reform Movement 1983 – 1988 “First Wave” –Top down, cosmetic change, first order change 1988 – 1993 “Second Wave” –Grass roots, performance based, second order change Since the Early 1990’s Perennialism Essentialism Behaviorism Cognitivism Teacher-centered Student-centered

7. Instructional Changes Resulting from State Education Reform Acts 1988 - 1993 Adapted curriculumAdopted curriculum Active inquiryStudent compliance Student performanceTeacher information J curveBell curve Criterion referencedNorm referenced Student-centeredTeacher-centered Post-reformPre-reform

8. Education Reform Alignment Clear efforts around what to teach –Curriculum Alignment Clear efforts around what to test –Assessment Alignment Few efforts around how to teach –Instructional Alignment Powerful Teaching and Learning

9. Good Instruction Discuss in your group what you think are some of the components of good instruction, list three or four

10. Lesson Debrief Was this a good lesson? Why? Why not?

11. 4th Grade Math % students receiving free or reduced lunch 100806040200 % meeting math standard 100 80 60 40 20 0

12. Classroom Level Changes Questionnaire 1.Student work shows evidence of understanding, not just recall. 2.Assessment tasks allow students to exhibit higher-order thinking. 3.Students apply knowledge in real world contexts. 4.Students are engaged in activities to develop understanding. 5.Students are presented with a challenging curriculum designed to develop depth of understanding. 6.Teachers utilize the diverse experiences of students to build effective learning experiences. 7.Students present to real audiences. 8.The learning focus is competence, not coverage. 9.Students are engaged in active participation, exploration, and research. 10.Students produce quality work products. 11.Teachers and students set learning goals and monitor progress. 12.Clear expectations define what students should know and be able to do.

13. Development of the STAR Protocol Started with teacher surveys measuring how people learn and was developed into an observation tool as well PTL was highly correlated with WASL. That is, test scores were higher regardless of poverty Students of poverty benefited most from PTL Students of poverty received PTL less often than their more affluent counter parts Abbott & Fouts, WSRC 2003 www.spu.edu/wsrcwww.spu.edu/wsrc (technical reports)

14. Powerful Teaching and Learning STAR Instructional Framework STAR Classroom Observation Protocol STAR Professional Development Process

15. The STAR Instructional Framework 5 Essential Components –Skills/knowledge –Thinking –Application –Relationships 15 Indicators 95 Strategies

16. Looking at Instruction… Looking for Powerful Teaching and Learning… versus

17. Was This an Aligned Lesson? Was this an aligned lesson? What did you observe that would lead you to conclude this?

18. STAR – Essential Components S kills or knowledge developed at a rigorous conceptual level T hinking that leads to personal reflection and higher level questions A pplication of learning in a real or relevant context designed to make meaningful connections R elationships with/among students is critical for student learning and differentiated instruction To what extent are these essential components present in the lesson we observe today?

19. The Question? What is the most effective way of helping improve teaching and learning?

20. The Debrief Relationships (or Other) What bullets did you see? What was an example? Where would we place this indicator on the continuum Try to use “I statements” ie “I saw… Reflect at the bottom of the page Go on to next Essential Component

21. The Continuum If to the right What can I apply to my classroom? If in the middle What else did I want to see in this context? “What would have made it Clearly Observable?” If to the left What could we have seen given this context? “We just did not see it today.”

22. Was This an Aligned Lesson? Was this an aligned lesson? What did you observe that would lead you to conclude this?

23. STAR – Essential Components S kills or knowledge developed at a rigorous conceptual level T hinking that leads to personal reflection and higher level questions A pplication of learning in a real or relevant context designed to make meaningful connections R elationships with/among students is critical for student learning and differentiated instruction

24. STAR - Process S ee T alk A pply R eflect

26. Reflective Question How could you use the STAR Protocol to impact your own instructional practices?

27. Powerful Teaching and Learning

28. Powerful Teaching and Learning Day 2 Duane Baker

29. Powerful Teaching and Learning PTL: How Teachers Develop It Goal: Explore and experience the importance of your colleagues in improving your own instructional practice Score the Phase Two protocol

30. Agenda Reflect on learning and discuss questions Observe and score lesson PTL: How Teachers Develop It Score observation STAR Phase Two Group reflection leading to group planning

31. Reflective Question What did you learn yesterday that you think you can apply to your own teaching.

32. Powerful Teaching and Learning

33. Researchers recorded Powerful Teaching and Learning in 17% of the classrooms observed Degree to which the essential components of PTL were observable 4=Very 3=Somewhat 2=Very Little 1=Not At All Percent 40 30 20 10 0 25%24%34% 17%

36. Why do we see Powerful Teaching and Learning only 17% of the time? –A number of reasons possible Teachers do not know how to teach this way. Teachers do not have the time or energy to prepare these types of lessons. Teachers do not believe kids can do this type of learning. Or maybe we just haven’t effectively supported teachers in developing these skills yet

37. Pause & Reflect What are some of your thoughts and/or questions right now?

38. How Did You Learn to Teach this Way? What are some implications of these findings for you and for others (teachers and administrators)? Experience Modeling Professional Development Open Classrooms

39. What Do You Think About When Preparing these Lessons? What are some implications of these findings for you and for others (teachers and administrators)? Think conceptually Use reform documents Consider developmental needs Practice predictive empathy

40. What Role do Your Colleagues Play? What are some implications of these findings for you and for others (teachers and administrators)? Professional Learning Community Provide a trusting environment

41. University of Chicago Trust in Schools: A Core Resource for Improvement (Bryk & Schnieder, 2002) Trusting relationships among teachers, principals, parents, and students are essential prerequisites to academic achievement gains. “We view the need to develop relational trust as an essential complement both to governance efforts that focus on bringing new incentives to bear on improving practices and to instructional reforms that seek to deepen the technical capacities of school professionals.”

42. Teaching & Learning Common Awareness Common Understanding Common Language Common Practice

43. Common Awareness Teachers are aware of a clear focus on improving the quality of teaching and learning. In an interview asking them about school improvement initiatives, teachers would identify improving teaching and learning as a central theme of their work.

44. Common Understanding Teachers understand the importance of why they are refining and aligning teaching and learning across the school. Teachers will also be able to identify how the various means of professional development support the goal of quality teaching and learning.

45. Common Language Teachers are able to dialogue about teaching and learning using a consistent and understood vernacular related to teaching and learning. Teachers will be able to plan lessons in common and regularly reflect on lessons already taught.

46. Common Practice Classrooms exemplify effective teaching and learning. Teachers will routinely collaborate and visit each other’s classrooms to ensure lesson pedagogy is effective and consistent across the campus.

48. What’s It Going to Take? See it Talk about it Apply it Reflect upon it

49. Reflective Question How could you use the STAR Protocol to impact your own instructional practices?

50. How Districts Support Instruction Conceptual Themes Learning Organizations Common Vision Relational Trust Common Language Change Processes High Expectations Instructional Capacity

51. What philosophical or conceptual themes are driving change in your district? Conceptual Themes Learning Organizations Common Vision Relational Trust Common Language Change Processes High Expectations Instructional Capacity

52. How Districts Support Instruction Strategies Collaboration Time Focused Professional Development Administrators as Instructional Leaders Distributed Leadership Coaching Classroom Observation Use of Data

53. What strategies do you feel align with your philosophical “second order” change ? Strategies Collaboration Time Focused Professional Development Administrators as Instructional Leaders Distributed Leadership Coaching Classroom Observation Use of Data

54. Pause & Reflect What are some of your thoughts and/or questions right now?

55. Reflective Question What else can you say about implications of what you have learned for your district and schools?

56. Reflective Question How could you use the STAR Protocol to impact your own instructional practices?