1. Developing and Supporting Highly Effective Teachers in Every Classroom Leaders of Learning Implementation
Norman Public Schools
Date

2. Welcome and Introductions
Introduction by School/District Personnel
Facilitators should introduce themselves with name, background, affiliation.

3. Remarks from Administrators…
Administrators would provide a few remarks to address the following:
Goals for use of the Leaders of Learning Program and iObservation system
How this program and tool will support teaching and learning
How the program and tool can support professional learning for administrators and principals
How the data collected can inform professional learning for teachers
Leaders of Learning Program offers a common language and model of instruction.

4. Developing Shared Understanding…
Word Bank
Trust, walk-through, formative, summative, evaluation, collaborative, professional growth, feedback
Task One
Using all the words in the word bank, create a 3 or more sentence narrative that provides an image of your understanding or experience with walk-throughs.
Task Two
Share your narrative with a partner at your table.
As a group decide on a narrative that best represents your table’s thinking about walk-throughs.
You may choose a narrative one of your tablemates created, or combine your narratives and create one that represents your table’s shared understanding of walk-throughs.
Share the purpose of this activity which is to create a shared understanding of the key processes and conditions in implementing walk-throughs as a method of collecting data on teaching practices. The stories should create an image of each participants understanding of or experience with walk-throughs. If you have a participant who is a reluctant writer you may tell them to write down some key talking points from which to tell their story.

5. What is the research telling us?
It is considered common knowledge that a classroom teacher is probably the single most powerful influence on student achievement.
The two most critical factors in supporting effective teaching include: a knowledge base in teaching and deliberate practice.
Marzano, 2009
What do these statements mean to you? Turn to a partner and share their thinking.

6. What is the research telling us?
Schools that have high trust among teachers, parents, and students make gains in learning, whereas schools with low trust show little or no improvement in achievement.
Academic optimism views teachers as capable, students as willing, parents as supportive, and the task as achievable.
Hoy, Tarter, and Hoy
What does academic optimism mean to you? Turn to a new partner and explain your thinking.

7. How can we raise our academic optimism?
Turn and Talk Strategy to gain input from faculty to understand the meaning of academic optimism

8. Purpose and Objectives
Purpose: To examine teaching practice and professional growth as it relates to student learning using the Marzano Observation and Feedback Protocol.
Learning Goals:
To examine current instructional practices by observing self and others.
To reflect on current practice in relation to best practices as defined by NPS
To introduce a tool to support professional learning and collaboration that positively affects student learning.
This is the purpose and objectives for implementing the Marzano Observation and Feedback Protocol powered by iObservation.

9. Learning Sciences International: Beliefs and Assumptions
Frequent, focused classroom visits influence a teacher’s professional growth and students’ academic performance in positive ways.
Timely, actionable feedback helps teachers reflect on their practice and make changes that positively impact student learning.
Anchoring professional conversation in data influences decision making around classroom instructional practices.
Teaching cannot be reduced to a specific set of categories of instructional strategies.
A specific instructional strategy is effective only when used in the specific situation for which it was designed.

10. Beliefs and Assumptions continued…
A common model of instruction provides the foundation for a system of feedback.
Self Observation
Teachers analyze their own teaching through videotapes
Self Reflection
Teachers reflect upon their practice
Instructional Rounds
Teacher and administrator teams engage collectively in examining a model or language of instruction
Observations
Observation of an entire lesson
Walk-throughs
Identify trends and patterns across classrooms, grade levels, schools and district
Common and Comprehensive
Model of Instruction
Stress that iObservation and the Marzano Observation and Feedback Protocol offer opportunity for professional learning on every level of the pyramid. Going through each level may be helpful for teachers to see where formal observations fit into the system.

11. The Marzano Art & Science of Teaching Observation & Feedback Protocol
Lesson Segments Involving Routine Events
Design Question 1: What will I do to establish and communicate learning goals, track student progress, and celebrate success?
Design Question 6: What will I do to establish or maintain classroom rules and procedures?
Lesson Segments Addressing Content
Design Question 2: What will I do to help students effectively interact with the new knowledge?
Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge?
Design Question 4: What will I do to help students generate and test hypotheses about new knowledge?
Lesson Segments Enacted on the Spot
Design Question 5: What will I do to engage students?
Design Question 7: What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?
Design Question 8: What will I do to establish and maintain effective relationships with students?
Design Question 9: What will I do to communicate high expectations for all students?
The Marzano Observation and Feedback Protocol is divided into 9 Design Questions, organized into 3 Lesson Segments, which include 41 categories of instructional strategies.

12. What is iObservation?
iObservation is an interactive web-hosted learning system, where administrators and teachers participate in assessing classroom performance and provide evidence that classroom strategies are related to improved student results.
This is a definition of the iObservation system.

13. iObservation Homepage
This is a definition of the iObservation system.

14. What Do We Mean By… Administrator, observer, and learner?
In iObservation these terms represent privilege or access levels in the system.
Administrators can access the whole system. Administrators manage the system.
Observers can access data for those learners they observe.
Learners can access only their own data.
Important to understanding roles in the system

15. What Do We Mean By…
Forms: In iObservation, forms are electronic data collection tools that contain look-fors and evidence of best practice. The next slide is a screenshot of one look-for within a form.
The Marzano Protocol consists of 3 Lesson Segments (3 forms) which include a total of 41 look-fors.
These are screenshots of the Marzano Observation and Feedback Protocol on iOb. The facilitator will show the forms when going over the forms section of this critical input, the scales when talking about scales…etc.
When discussing forms, please indicate that users will be using the Marzano Protocol.

16. These are screenshots of the Marzano Observation and Feedback Protocol on iOb. The facilitator will show the forms when going over the forms section of this critical input, the scales when talking about scales…etc.
When discussing forms, please indicate that users will be using the Marzano Protocol.

17. What Do We Mean By…
Scales: In iObservation, scales can be used to measure professional growth in using teaching skills or strategies.
These are links to the Marzano Observation and Feedback Protocol on iOb. The facilitator will show the forms when going over the forms section of this critical input, the scales when talking about scales…etc.
When discussing forms, please indicate that users will be using the Marzano Protocol.

18. What Do We Mean By…
Exemplary Videos: In iObservation, look-fors are represented in classroom videos.
Self-observation: iObservation allows learners to self-assess progress.
Peer-observation: iObservation allows fellow teachers to observe each other.
Student Interviews: In iObservation, observers can record student interviews during the walkthrough. The next slide is a screenshot of example questions.
These are links to the Marzano Observation and Feedback Protocol on iOb. The facilitator will show the forms when going over the forms section of this critical input, the scales when talking about scales…etc.
When discussing forms, please indicate that users will be using the Marzano Protocol.

19. What Do We Mean By…
Continued

20. What Do We Mean By…
Conferences: An electronic post-classroom visitation conversation between an Observer and a Learner. The next slide shows an example of a conference between a principal and a teacher.
Continued

21. Continued

22. Some Advanced Features…
Discussions: An electronic conversation between an group of selected users.
Professional Growth Plans: PGPs are created by observers or learners in the system and are based on SMART goals.
Specific and Strategic
Measurable
Attainable
Results-Oriented
Time-Bound
Continued

23. Form Exploration
Review the Marzano Observation and Feedback Protocol and scales.
Turn to a partner and share your thoughts.
1. Hand out paper copies of the Marzano Observation and Feedback Protocol and scales for teachers to view and become familiar with. (One way to do this exploration is to assign small groups a design question to explore and then share their observations with the whole group.)
2. Allow time to turn and talk to partner and then ask questions as a group.

24. Who can see my data? Building/District Administrators
Self
Peer with Permission
Building/District Administrators
Self: Teacher can self reflect by completing an observation form. This is a private reflection that only the teacher can see. Administrators will know when teachers have completed a self observation but will see no content.
Peer with Permission: Teachers can engage in a peer to peer observation. Again the content is private between the two individuals. The administrators knows when this has been done but will not see the content of the observation.

25. What is formative assessment?
Ongoing all year
Short visits
Picture of learning over time
Supports growth over time
Compare and contrast to current school/district evaluation system.

26. School District Initiatives iObservation Features
How does the data collected in the iObservation system align with our district initiatives?
School District Initiatives
iObservation Features
Data driven decision-making
Data collected on the system reflects data important to the district
Common Language of Instruction
Marzano Art & Science of Teaching Observation & Feedback Protocol
This slide will include key points. Above is an example. Please add district/school specific initiatives.

27. Why should I be excited about using the Leaders of Learning Program and iObservation as a professional learning tool?
Testimonial from principal/APs/teachers who have observed using the Marzano Protocol in iObservation. Testimony from teachers might be most powerful here.

28. Next Steps for Teachers
Sign in to the iObservation System and verify your account.
____ Self-Observations/Peer Observations
Accessing feedback __________________
Support available
Who is my iObservation point of contact?
Customer Service contact information:
You might want to have copies of this slide or other documentation from the district to share expectations moving forward.

29. Concluding Remarks
Closing remarks from administrators.