i Pads Marzano Mc REL A Peer Observation

i. Pads, Marzano, Mc. REL: 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

RDI Leadership Academy Key Elements § Best Practice Instruction • 3 days training: Classroom Instruction that Works § Mobile Devices • i. Pads § MCREL Power Walk Through • 2 days training • 5 licenses per building : 1 Administrator, 4 teachers § Peer Coaching • Ongoing data conferencing and coaching conversations

Annual Plan

Observation without Evaluation! This unique project incorporates: § principal-teacher leader teams § a year-long project § 3 -5 minute observations § MCREL Walkthrough software, an i. Pad, and current research Collaborative Coaching

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

Outcomes § Generate conversations • Data • Technology • Best practice • School improvement • Professional development • Other

Motivation § § § § Site Licenses i. Pads Air Cards Graduate Credits or SCECHs Training/PD Sub reimbursement Contributing to body of research

MCREL Support § 2 days of Face to Face training with MCREL trainers on using the Power Walkthrough (PWT) Media-X Ning Mc. REL § Training manuals referral § Site licenses § Technical support § NING

Macomb ISD Support § Four Consultants • 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

Local Support § § § § 21 local districts Superintendents Curriculum Directors Human Resources School Principals Bargaining Units Teachers/Teacher Leaders Providing opportunities for the teams to participate

Local Considerations § Subs covered by grant § Making time for: • • Walkthroughs Training Collaboration Data Conferencing § Bargaining Unit • Evaluation vs. Observation • Confidentiality • Acceptable Use § Technology Support

Technology § Portable Mobile Devices • i. Pad – Wifi enabled (not 3 G/4 G) § Acceptable Use Policy § Air Cards (3 G/4 G) § Training • Basics -- Apps, Use, Settings • Advanced – Walkthrough and Reporting § Course Management System • Black. Board

Research Support

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 Mc. REL continues, although Marzano has left the organization. § Best practice strategies have been updated in the 2012 edition by a new round of instructional enthusiasts!

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 (2 nd 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.

Framework for Instructional Planning, Classroom Instruction that Works, 2012 Create the Environment for Learning Setting Objectives & Providing Feedback Reinforcing Effort & Cooperative Learning Providing Recognition Develop Understanding Cues, Questions, & Advance Organizers Nonlinguistic Representation Summarizing & Notetaking Homework & Practice Extend & Apply Knowledge Identifying Similarities & Differences Generating & Testing Hypotheses

Instructional Technology Source: Mc. REL Power Walkthrough

Instructional Technology

Using i. Pads for Screen Shots and Videos Using Black. Board for Posting Content and Sharing

http: //21 things 4 teachers. net CITW-9 1. Similarities & Differences 2. Summarizing & Note. Taking 3. Effort & Recognition 4. Homework & Practice 5. Non-Linguistic Representations 6. Cooperative Learning 7. Objectives & Feedback 8. Hypotheses 9. Questions, Cues & Advance Organizers 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 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)

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

Managing Walkthroughs § Local teams use MCREL framework to: § § § Manage walkthroughs Create reports Data conference about findings

Affective Strategies

Segment of Class

Primary Strategies

Secondary Strategies

Bloom’s Taxonomy

Context

Student Interviews

Cross Tabs

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 • • • •

Steenland Elementary § Steeland Elementary - A Walk Through Done The "Mc. Rel" Way § (Note: “Steenland” is misspelled) § http: //youtu. be/d 1 i. M 5 O 6 ACOc 32

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 33

Data Review data, think/pair share and be prepared to discuss: Celebrations Concerns Recommendations Recorder: Please make note for each area.

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.

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

Strengths Weaknesses Professional Development Additional Supports Setting Objectives Providing Feedback Reinforcing Effort Providing Recognition Cooperative Learning Cues, Questions, Advance Org Non-Linguistic Representations Summarizing & Notetaking 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

Questions? Dr. Jennifer Parker-Moore jpmoore@misd. net Jan Harding jharding@misd. net