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NORTH CAROLINA NEW SCHOOLS
a public-private catalyst for education innovation
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Practice Makes Perfect:
Behaviors of Effective Teachers
NAAC 25th Annual Conference
March 19, 2015
Stacy Costello
Program Director, NC STEP
Outcomes
3
•
Overview of NC STEP alternative certification
program and its parent organization, NC New
Schools
•
Explore the Teaching Practice Map tool
•
Share ways the ‘Map’ can be used as a tool to
support long-term professional growth of
teachers, especially new teachers
WE BELIEVE THAT
EVERY STUDENT
DESERVES TO
GRADUATE READY
FOR COLLEGE AND
CAREERS SO
THEY CAN PROVIDE
FOR THEMSELVES,
THEIR FAMILIES AND
THEIR COMMUNITIES.
4
NC New Schools Design Principles
A framework for secondary school innovation
5
Our Approach
Common Instructional Framework
Powerful teaching and learning
Read.
Write.
Think.
Talk.
Every class.
Every day.
6
• NC New Schools promotes active learning to
engage students with real-world lessons.
• Instruction emphasizes the development of
strong skills, in addition to content mastery, in
effective written and oral communication,
problem solving, critical thinking and
collaboration.
• Teachers in all subjects share a Common
Instructional Framework (CIF) to ensure the
same set of high expectations in every class.
What is NC STEP?
A new lateral entry teacher certification program.
• Administered by NC New Schools
• Supported by the US Department of Education
• Approved by the NC State Board of Education
• Seeking to recruit and retain college graduates who
are interested in becoming high school science,
technology, engineering or math (STEM) teachers
7
What is NC STEP?
We give our candidates…
A 12-month COST FREE program consisting of:
• Blended online coursework through WIDE World at
the Harvard Graduate School of Education
• Professional development workshops and
conferences through NC New Schools
• Coaching and mentoring support through NC New
Schools
• Blended seminars and support for continuous growth
8
What is NC STEP?
The candidate gives back…
• A three year commitment to teach under a lateral entry
license in a high need district/school,
• While earning a salary and benefits as a full-time
teacher
• Gaining a NC Professional Educator’s License
9
Scaling NC STEP
YEAR
TOTAL NUMBER OF
INTERNS / NUMBER OF
PARTNER SCHOOLS
2012 Cohort I
16/4
2013 Cohort II
32/8
2014 Cohort III
48/12
2015 Cohort IV
48/12
2016 Cohort V
48/12
Over 5 years, NC STEP will train 192 STEM professionals for
careers in teaching.
North Carolina New Schools
Innovative Partner Schools and
Districts Forsyth
Durham
Guilford
Vance
Edgecombe
Caldwell
Madison
Wake
Charlotte
Stanly
Union
Placement Sites
Cumberland
Wayne
Partner Districts that qualify as highneed districts
School Sites
Partner District
Brunswick
A Program of Support
NC STEP
Staff
Host
School
Mentor
Team
STEP
Intern
12
Measures of Teacher Effectiveness
MULITPLE MEASURES
Student Data
Portfolio
Teacher
Evaluation
Summary
Report
Mentor
Survey
Principal
Feedback
Student
Survey
STEP
Observations
13
Teaching Practice Map
• What do you see?
The
Making
Meaning
Protocol
14
• What questions does this text
raise for you?
• What is significant about this
text?
Teaching Practice Map
Lesson Plan Rubric
• Analyze the lesson plan using the Planning for
Success section.
1) Identify a component of strength and a component of growth
2) How might the associated behaviors influence a conversation
with this teacher? How might it influence the next steps for this
teacher?
• Share your assessment with another pair.
15
Using the Tool
16
Using the Tool
http://padlet.com/scostello/practic
e
17
Contact Information
Stacy Costello
NC STEP Program Director
NC New Schools
4600 Marriott Drive, Suite 510
Raleigh, NC 27612
(919) 277-3798
[email protected]
George Ward III
NC STEP Recruitment/Placement Coordinator
NC New Schools
4600 Marriott Drive, Suite 510
Raleigh, NC 27612
(919) 277-9002
[email protected]
Teaching Practice Map
For
Long-Term Professional Growth
Collaboration for Success
Adapted from Marzano, Danielson, TNTP and
Urban Teacher Center
NC New Schools |3.18.15
Planning for Success:
Planning Instruction
Components
Follow Standards-Based
Planning
Behaviors (as evidenced in lesson plans)
 Establish a long-term, sequential plan that leads to mastery of the most important content
 Allocate instructional time to address the appropriate content for the grade and the course
 Lesson advances students towards grade-level standards
Establish Clear Learning
Goals



Clearly identify what the students should know and/or be able to do
Develop goals that are ambitious and measurable
Provide accommodations and modifications as needed to ensure all students are able to meet
learning goals
Identify Criteria and
Measurements for
Success



Develop a vision for student success aligned to standards and learning goals
Incorporate multiple opportunities for formative assessment
Create rubrics and tools that clearly communicate high-quality student work and expectations
Design Student-Centered
Learning Experiences






Incorporate the use of hands-on, student-centered experiences aligned to standards
Plan engaging activities that motivate students to learn
Create opportunities for students to read, write, think and talk about substantive content
Provide multiple opportunities for students to practice along the continuum of success
Include student choice (choice in task, mode of completion)
Plan real-world tasks that are relevant and meaningful for students
Build a Culture of
Academic Rigor






Provide learning experiences are cognitively complex and demanding
Provide students with work that moves them to deeper levels of understanding
Have students solve problems that they haven‟t already been shown how to do
Help students examine their reasoning
Require 100% engagement of all learners
Post student work products (both completed and in-progress work)
Adapted from Marzano, Danielson, TNTP and
Urban Teacher Center
NC New Schools |3.18.15

Anticipate Questions and

Misunderstandings

Access prior knowledge through questioning
Compose questions that require students to think deeply about the content
Develop strategies to respond to anticipated misunderstanding





100% of instructional time is dedicated to student learning
Starts lesson with relevant and engaging activity
Closes lesson with summative activity that provides teacher with feedback on student learning
Planning sets vigorous pace of instruction
Plans for transitions between learning experiences that establishes connections between learning
experiences
Differentiate Instruction





Scaffold the learning experiences through increasingly complex tasks
Make accommodations and modifications based on student needs
Use student data to differentiate the lesson content and its delivery
Purposefully group students for collaborative group work
Visibly adjust instruction when student response indicates a lack of understanding
Prepare Resources


Identify high-quality instructional materials that challenge student thinking
Integrate technology that exposes students to different ways of learning and collaborating
Maximize Instructional
Time
Adapted from Marzano, Danielson, TNTP and
Urban Teacher Center
NC New Schools |3.18.15
Conditions for Success:
Classroom Management and Organizing Instruction
Components
Behaviors
Communicate High
Expectations for ALL
Students






Positively communicate expectations for student behavior AND student learning
Hold students accountable for their actions
Reinforce positive student actions (verbally and non-verbally)
Promote student persistence
Model importance of preparation with a well-planned lesson
Clearly communicate learning goals and strategies to achieve these goals





Know the whole child (emotional, physical and academic needs)
Demonstrate through words and actions that everyone is a valued member of the learning
community
Require students treat one another with respect and compassion
Give precise, genuine praise for real effort
Celebrate success
Establish Classroom
Procedures




Enact an explicit entry routine
Script transition instructions to minimize loss of instructional time
Identify a process to gain students‟ attention when going from small group to whole group
Practice routines until they become rituals for students, i.e. students know what to do, where to go
Set Student Engagement
as a High Priority





Require 100% participation, 100% of the time
Model intensity and enthusiasm
Create spaces for a variety of work (independent, partner, group, student-led instruction)
Immediately respond to non-engagement behavior
Follow a brisk pace appropriate for the lesson
Build Strong
Relationships
Adapted from Marzano, Danielson, TNTP and
Urban Teacher Center
NC New Schools |3.18.15
Effective Instruction:
Implementing Instruction
Components
Lead Instruction
Behaviors
 Convey accurate content for students to achieve learning goal(s)
 Chunk content into manageable pieces
 Post student-friendly learning goals and reference throughout lesson
 Articulate “why this lesson on this day”
 Illustrate explicit connections in content (between chunks, lessons, units and other content areas)
 Provide clear directions and procedures
Facilitate Learning




Require students to articulate what they are working on and why
Help students process, elaborate and represent content
Seize on a “teachable moment”
Create an 80/20 learning environment
Collaborative Group
Work





Include both individual and group accountability measures
Delineate individual responsibilities and tasks for group members
Establish student discourse as a non-negotiable
Facilitate using effective questioning techniques
Monitor process AND student learning
Writing to Learn



Include both low-stakes and high-stakes writing assignments
Require students to justify their thinking with evidence
Align to critical content that helps students reach learning goals
Guided Reading
Discussions




Include a variety of high-quality materials beyond a student textbook
Emphasize understanding of content
Pay attention of critical vocabulary
Ask questions that require complex responses
Adapted from Marzano, Danielson, TNTP and
Urban Teacher Center
NC New Schools |3.18.15
Thought-Provoking
Questioning
Classroom Talk
Check for Understanding





Use wait time when asking open-ended questions
Create a culture of asking questions
Develop questioning sequences that probe for further understanding
Invite students to question and respond to each other‟s questions for clarity and logic
Include questions that require complex responses


Allow frequent opportunities for peer-to-peer and peer-led discourse
Require student to demonstrate listening skills by summarizing and paraphrasing one another‟s
thinking
Model in-depth discussions and out-loud thinking processes
Expect students to push for clarity or justification from an member of the classroom community







Feedback for Learning


Move throughout the room routinely and consistently to assess student understanding
Use focused questions, listen to student talk, and look at student work products that are „in
progress‟ to check for understanding
Create opportunities for student self-assessment
Conference with students to discuss areas of strength and areas of challenge compared to progress
against learning goals
Provide frequent and timely feedback that affirms correctly understood content and clarifies
misunderstood content
Provide specific written feedback on assessments and assignments regarding student
understanding
Create opportunities for students to revise work products based on teacher and peer feedback
Adapted from Marzano, Danielson, TNTP and
Urban Teacher Center
NC New Schools |3.18.15
Evaluation of Success:
Analyzing Instruction
Components
Behaviors
Create Data Systems






Set purposeful short-term and long-term goals for students
Create a data portfolio of each student that includes student work
Establish a data schedule for collecting and analyzing student data
Meet with colleagues to analyze trends and patterns in data without bias
Provide students a role in collecting and analyzing their data
Communicate regularly with parents and families to share student progress
Respond to Data




Carve out time for reflection
Make instructional decisions based on data
Provide specific feedback to students regarding their progress towards learning goal(s)
Identify the root of student misunderstanding and re-teach and/or re-frame to address
Adapted from Marzano, Danielson, TNTP and
Urban Teacher Center
NC New Schools |3.18.15