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.

Leader & Teacher Performance

Student Learning

Foundational Information

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

Contemporary Research

Identifying High-Effect Size Practices

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.

Visible Learning

What Works BEST?

Hattie, J. (2009) Visible Learning. Rutledge. New York

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

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Questions and Reflection