Embed Size (px)
Citation preview
Academy of Pacesetting Academy of Pacesetting StatesStates
Indicators of Effective Instruction
Larry KuglerJuly 20, 2009
Goals for Today’s SessionGoals for Today’s SessionLearn about the Patterns of
Practice School Review Process (POP)
Become familiar with the Teacher Interview and Classroom Observation (TICO) tool
Gain knowledge of POP indicators of effective classroom instruction
Practice coding using the TICO
POP
CIICenter on Innovation & Improvement
MACCMid-Atlantic
Comprehensive Center
OSSEOffice of the StateSuperintendent of EducationDistrict of Columbia
Patterns of Practice School Patterns of Practice School Review Process (POP)Review Process (POP)
The purpose of the POP is to provide OSSE with a process and protocols for conducting annual school reviews.
The POP is based on 49 indicators found in the Handbook on Restructuring and Substantial School Improvement (2007) published by CII.
These indicators are organized into nine standards.
POP’s Nine StandardsPOP’s Nine StandardsCurriculumAssessment and
EvaluationInstructionComprehensive
and Effective Planning
School Culture
Professional Development
LeadershipOrganization
Structure and Resources
Parent and Community Involvement
POP’s Nine StandardsPOP’s Nine StandardsCurriculumAssessment and
EvaluationInstructionComprehensive
and Effective Planning
School Culture
Professional Development
LeadershipOrganization
Structure and Resources
Parent and Community Involvement
Document Review
Leadership TeamFocus Group
Principal Interview
Classroom Observation(TICO)
Teacher Interview(TICO)
Instructional StaffFocus Group
Non-InstructionalStaff Focus Group
Instructional Staff Online Survey
Parent FocusGroup
Document Review
Leadership TeamFocus Group
Principal Interview
Classroom Observation(TICO)
Teacher Interview(TICO)
Instructional StaffFocus Group
Non-InstructionalStaff Focus Group
Instructional Staff Online Survey
Parent FocusGroup
Lesson Introduction
The teacher…
III A09 Clearly states the lesson’s topic, theme, or chief objective
IIIA09: The teacher states the topic or central theme of the lesson.
Classroom ManagementIIIA35 Students are engaged and on task This is evidence that students are participating in the instructional activity. For whole class instruction, the teacher intentionally draws various students into the discussion with questions or prompts, creating a fairly even, balanced participation. For students, the “all but two” rule might apply. At any point in time, are “all but two” of the students alert, sitting with good posture, with eyes on the teacher? For individual or small group work at any point in time, are 80% or more of the students focused on the task?
Classroom Management
IIIA31 Interacts instructionally with students (explaining, checking, giving feedback)
IIIA31: Bi-directional, verbal interaction between the teacher and student(s) includes at least one heard instance of instructionally-based comments during student group work or independent work.
Introducing Lesson
IIIA11 Uses modeling, demonstration, graphics
IIIA11: The teacher provides a concrete organizer by using a model, demonstration, or graphic.
Classroom Management
IIIC05 Teacher uses a variety of instructional modes
IIIC05: During the observed period the teacher uses more than one mode of instruction (e.g., whole class, small group, computer-based, independent).
Teacher Directed Whole Class or Teacher-Directed Small GroupLesson Presentation The teacher…
IIIA16 Uses prompting/cueing
IIIA16: A cue or prompt is a signal, hint, or nudge to help the student toward a correct response. The teacher may frame a question to provide contextual cues. If the teacher exhibits the use of cues/prompts, check YES.
Practice Coding Using the Practice Coding Using the TICOTICOTICO form (pp 48-49)Watch videoCode after viewing (definitions pp
43-45)Discuss observations in small
groupsLarge group debriefing
Conclusions and SuggestionsConclusions and Suggestions
TICO designed to assess schoolwide instruction, not evaluate individual teachers. Anonymous results aggregated.
Indicators can be selected based on identified needs.
Triangulation is important to justify conclusions.
Training of observers is critical.
Larry Kugler Literacy and School Improvement Specialist6807 Bluecurl CircleSpringfield, Virginia 22152703-913-3177 (W)703-606-3785 (C)[email protected]
