Implementing High-Effect Size Practices
Linking High-Effect Size Practices to Teacher Evaluation
Name of School
Objectives for Today
• Define, discuss, and describe high- effect instructional practices and link our work to the teacher evaluation system.
SBE Rule 6A-5.065 The Educator Accomplished Practices
Florida's core standards for effective educators. The Educator Accomplished Practices are based upon three (3) foundational principles; high expectations, knowledge of subject matter, and the standards of the profession.
Each effective educator applies the foundational principles through six (6) Educator Accomplished Practices. Each of the practices is clearly defined to promote a common language and statewide understanding of the expectations for the quality of instruction and professional responsibility.
High-Effect Size Practices
Contemporary research reveals a core of instructional and leadership strategies that have a higher probability than most of positively impacting student learning in significant ways.
High-Effect Size Practices
Classroom teachers need a repertoire of strategies with a positive-effect size so that what they are able to do instructionally, after adapting to classroom conditions, has a reasonable chance of getting positive results.
Learning Activity 1
As we think about the implementation of high-effect size strategies in the
classroom, it helps to use metaphors
to frame our thinking.
Implementing High-Effect Size Strategies is most like…
Pole Vaulting
Click icon to add picture
Jumping the Hurdles
Running a Relay Race
Throwing the Javelin
High-Effect Size Strategies
Are components within the core standards and expectations
described in the FEAPs (Rule 6A-5.065, F.A.C.) and FPLS
(Rule 6A-5.080, F.A.C.) and
constitute priority issues for faculty development and
deliberate practice. A listing of these high-effect size
strategies will be posted for district use on
www.fldoe.org/profdev/pa.asp.
Implementation of Florida’s High-Effect Size Practices
Learning Activity 2
For each of the Department’s high-
effect size strategies, rate the implementation as:
Full, Partial, Isolated, or Not Implemented
Learning Activity 3
Match the effect size to the strategy or cluster of strategies on your handout. Be prepared to share your thinking with the whole group.
19% 34% 14% 15% 25% 20% 17%
High-Effect Strategies Typical Percentile Gains
Summarizing
Homework
PracticeEffort & Recognition
Tracking Student Progress using Scoring Scales
Nonlinguistic RepresentationsNote TakingStudent Discussion/Chunking
Setting Goals/Objectives
Identifying Similarities & DifferencesBuilding VocabularyInteractive Games
High-Effect Size Strategies
Marzano, R. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria, VA: Association for Supervision and Curriculum Development.
High Effect Strategies Typical Percentile Gains
Tracking Student Progress using Scoring Scales
34%
Setting Goals/Objectives 25%Identifying Similarities & DifferencesBuilding VocabularyInteractive Games 20%
Summarizing 19%Nonlinguistic RepresentationsNote TakingStudent Discussion/Chunking 17%
Homework 15%PracticeEffort & Recognition
14%
High-Effect Size Strategies
Marzano, R. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria, VA: Association for Supervision and Curriculum Development.
Learning Activity 4
Working with a partner or with your tablemates, place the high- effect strategy in the appropriate quadrant by effect size.
Rank These Effects
Teacher subject
knowledge
Questioning strategies
Teacher expectations
Team teaching
Learning styles
Vocabulary instruction
Metacognitive strategies
Open classrooms
Student-Teacher
relationships
Feedback
Teaching test-taking
Ability grouping
Retention
Phonics instruction
Low Effects
Very High Effects
Low to Negative Effects
Moderate to High Effects• Feedback 0.75
• Student-Teacher Relationships 0.72
• Metacognitive Strategies 0.69
• Vocabulary Instruction 0.67
• Phonics Instruction 0.54
• Questioning 0.48
• Teacher Expectations 0.43
• Teaching Test-Taking 0.22
• Team Teaching 0.19
• Learning Styles 0.17
• Ability Grouping 0.12
• Teacher Subject Knowledge 0.09
• Open Classrooms 0.01
• Retention -0.13
Connections to the Common Core