MICHAEL DiPAOLA, EdDMICHAEL DiPAOLA, EdDDLST PROJECTDLST PROJECT

February 13, 2012February 13, 2012

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STRATEGY RESOURCES EVIDENCE

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Definition Characteristics

Examples Non-ExamplesTEACHER FEEDBACK

What Evidence Supports That Assumption?

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Definition Characteristics

Examples Non-ExamplesSUPERVISION

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Evidence(supervision)

Opinion(evaluation)

Observable Draws conclusions

Objective Subjective

Free of value judgment May include value judgment

Not subject to debate

(unambiguous)

Makes inferences

*New Teacher Center at the University of California, Santa Cruz

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Principals and Supervisors share Principals and Supervisors share leadership with Teachers and engage in leadership with Teachers and engage in coaching, reflection, joint investigation, coaching, reflection, joint investigation, study teams, and problem solving.study teams, and problem solving.The process should be peer driven and The process should be peer driven and data focused.data focused.

non-threatening atmosphere in which non-threatening atmosphere in which

– classroom data, not judgments, are classroom data, not judgments, are used to determine problemsused to determine problems

– professionals can be open and professionals can be open and authentic with each otherauthentic with each other

– the principal and teachers work the principal and teachers work together to enhance the teaching- together to enhance the teaching- learning processlearning process

Effectiveness (improvement Effectiveness (improvement of instruction) is defined as of instruction) is defined as the degree to which the degree to which expected performance is expected performance is congruent with actual congruent with actual performance at the student performance at the student and teacher levels.and teacher levels.

Teacher learning that Teacher learning that results in student learningresults in student learning

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what lesson does it what lesson does it teach us about the teach us about the value of classroom value of classroom observation? observation?

Questioning Skills & Techniques Questioning Skills & Techniques

Significant relationship between student Significant relationship between student achievement and the effective use of achievement and the effective use of questioning at different cognitive levels questioning at different cognitive levels (Brophy & Good, 1986; Cawelti, 1999; Hattie, 2009; Tobin, 1980).(Brophy & Good, 1986; Cawelti, 1999; Hattie, 2009; Tobin, 1980).

•RememberingRemembering•UnderstandingUnderstanding•ApplyingApplying•AnalyzingAnalyzing•EvaluatingEvaluating•CreatingCreating

Effective Use of Instructional Effective Use of Instructional TimeTime

Significant relationship between time Significant relationship between time spent on content and student spent on content and student

achievement achievement

(Anderman & Midgley, 1998; Berliner, 1988; Hattie, 2009; Lumsden, 1994; Marzano, 2000).

a psychological process; a psychological process; specifically, the attention, interest, specifically, the attention, interest,

investment, and effort students investment, and effort students expend in the work of learningexpend in the work of learning

(Marks, 2000)

FFor example through behaviors or example through behaviors that observers described as:that observers described as:• showing effortshowing effort• concentrationconcentration• attention to taskattention to task• asking questionsasking questions• contributing in interactionscontributing in interactions

(Birch & Ladd, 1997; Finn & Voelkl 1993).

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Teacher/Student InteractionsTeacher/Student Interactions

Teacher verbal activities that keep Teacher verbal activities that keep the learning activity directed, the learning activity directed, focused, and organized. Student focused, and organized. Student verbal activities that verbal activities that indicate indicate engagementengagement

• Providing InformationProviding Information• Questioning/Questioning/ProbingProbing• Releasing ControlReleasing Control• AnsweringAnswering• ClarifyingClarifying• Praising/ScoldingPraising/Scolding• Giving DirectionsGiving Directions• Redirecting Skills & TechniquesRedirecting Skills & Techniques

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LINKS TO MODEL PRE AND POST LINKS TO MODEL PRE AND POST CONFERENCESCONFERENCES

INTERESDTED INUSING DATA COLLECTION INTERESDTED INUSING DATA COLLECTION FORMS ON A TABLET OF LAPTOP?FORMS ON A TABLET OF LAPTOP?