dlt/blt teacher connection spdg

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DLT/BLT Teacher Connection SPDG. March 11, 2009. The real work. The district work has been challenging, but… The real challenging work is going to be getting follow- through in the buildings. What are we communicating to the buildings and BLTs?. We are exploring whether we can learn together - PowerPoint PPT Presentation


  • DLT/BLTTeacher Connection SPDG March 11, 2009

  • The real workThe district work has been challenging, butThe real challenging work is going to be getting follow- through in the buildings

  • What are we communicating to the buildings and BLTs?We are exploring whether we can learn togetherAs a whole building, andAs a whole district

  • The DLT tried to:Chose what we think are powerful strategies.We can spend our time disagreeing which strategy we chose, butThe purpose is to develop our capacity to learn together as a school, and as a district, resulting in the use of shared powerful teaching strategies

  • What Matters Most in Terms of Student Achievement?

  • The variations in student learning are directly correlated with the quality of the teacher.

    McKinsey & Company, 2007

  • The difference in performance between students who are assigned three effective teachers in a row versus those assigned three ineffective teachers in a row is 49 percentile points

  • The single most important influence on student learning is the quality of teaching.

    But despite this recognition, most school districts have not defined what they mean by good teaching.Danielson, 2006

  • What Matters Most in Terms of Teacher Effectiveness?

  • Teachers have the tendency to gravitate towards approaches that are congruent with their prior practices. Stein and Coburn, 2008

  • It appears that the most important difference between the most and least effective classrooms is the teacher, but the most important variable appears to be what they do rather than what they know.Wiliam, 2007Effective Teachers

  • If the research on professional development over the last twenty years has shown us anything, it is that we can change teacher thinking without changing teacher practice.

    The only thing that impacts student achievement is teacher practice.

    Wiliam, 2007

  • So if we are serious about raising student achievement, we must focus on helping teachers change what they do in classrooms. Wiliam, 2007

  • What Does Powerful Teaching Look Like?

  • What Does Powerful Teaching Look Like?Take five minutes and identify at your table.

  • Authentic PedagogyAn analysis of NELS data found that students in restructured schools where authentic instruction was widespread experienced greater achievement gains.Lee et al., 2006

  • Authentic PedagogyAverage students in schools with high levels of authentic instructions would learn about 78 percent more in mathematics between eighth and tenth grades.Lee et al., 2006

  • Authentic Pedagogy Instruction focused on Active learning in real-world contexts Higher-level thinking skills Extended writing and demonstrationNewman et al., 2006

  • What Affects Teaching/Instruction?Having shared norms about teaching and assessment are particularly important. Consensus on what high-quality instruction looks likeOnly when there is agreement on effective pedagogy, is it possible to raise questions about how to eliminate ineffective or extraneous activities.Wahlstrom & Louis, 2008

  • Three Things About Instruction We Know from the Research That MatterPowerful teachingFocused instruction Flexible grouping practices Wahlstrom & Louis, 2008

  • Powerful TeachingProvides attention toward specific learning goals, plenty of choices, and interesting things to think about Presents materials in small steps linked with guided practicePresents information in multiple different waysWahlstrom & Louis, 2008

  • Powerful Teaching4. Involves student problem solving through the active exploration of new ideas, inventing, and trying out their own approaches to real-life problems5. Uses questions to determine students understanding at many levels, including application outside of the classroomWahlstrom & Louis, 2008

  • Powerful Teaching6. Assists learners in developing cognitive strategies that enable them to perform higher-level operations independently. Wahlstrom & Louis, 2008

  • Another Similar View

  • Highly Effective Teachers Support Meaningful Learning by: Creating ambitious and meaningful tasks that reflect how knowledge is used in the field Engaging students in active learning, so that they apply and test what they know

    Darling-Hammond, 2008

  • Drawing connections to students prior knowledge and experiences Diagnosing students understanding in order to scaffold the learning process step by step

    Highly Effective Teachers Support Meaningful Learning by: Darling-Hammond, 2008

  • Assessing student learning continuously and adapting teaching to student needs Providing clear standards, constant feedback, and opportunities for work

    Darling-Hammond, 2008Highly Effective Teachers Support Meaningful Learning by:

  • Encouraging strategic and meta-cognitive thinking so students can learn to evaluate and guide their own learning

    Highly Effective Teachers Support Meaningful Learning by: Darling-Hammond, 2008

  • Compare these findings to your own list that you created


  • Students Know More Ways to Learn, Than We Know How to Teach Hord & Sommers, 2008

  • What Matters Most in Terms of Teacher Learning and Changing their Practice?Take five minutes and identify at your table.

  • What Affects Teaching Practices?The development of teacher professional community that includes Reflective dialogue Deprivatized practices Shared norms All have a robust effect on teacher practices.Wahlstrom & Louis, 2008

  • Reflective dialogue (opportunities to discuss practices with other teachers) is particularly important in changing teaching practices. What Affects Teaching Practices?Wahlstrom & Louis, 2008

  • This Is Why the Concept of Learning Communities or Data Teams Is So Important.

  • In schools where teachers examined the evidence of the impact of teaching effectiveness on student achievement and regarded their professional practices as the primary cause of student achievement,

  • the gains in student achievement were three times higher than in schools where the faculty and leaders attributed the causes to factors beyond their control. Reeves, 2007

  • So What Does This Mean for the Work of

    The DLT?The BLT?Grade level, department, and vertical teams?Individual teachers?

  • Work of the BLT

  • DLT/BLT Work

  • What Are Data Teams?Small grade-level or department teams that examine individual student work generated from common formative assessmentsCollaborative, structured, scheduled meetings that focus on the effectiveness of teaching and learning

  • The Data Team ProcessStep 1Collect and chart dataStep 2Analyze strengths and obstaclesStep 3Establish goals: Set, review, reviseStep 4Select instructional strategiesStep 5Determine results indicators

  • Common AssessmentsProvide a degree of consistencyRepresent common, agreed-upon expectationsAlign with Power StandardsHelp identify effective practices for replicationMake data collection possible!

  • BLT Data Team WorkMeet at least monthly to discussAchievement gapsSuccesses and challengesProgress monitoringAssessment schedulesIntervention needsResources

  • DLT/ BLT WorkSupport the understanding for the need for consistent use of the strategies.Intervention strategiesTeam development and learning strategiesPragmaticsScheduling, roles, outcomesSupport the consistent use of the strategies.PD, coaching, mentoring, observations

  • DLT/ BLT WorkDevelop and implement monitoring and feedback tools and strategies.Tools, schedules, methodologiesDevelop and refine team and systems learning.

  • Questions and Discussion

    Brian McNultyThe Leadership and Learning Center866.399.6019BMcNulty@LeadandLearn.comLeadandLearn.com

    Please complete your evaluation.Thanks!

    *************It is essential that throughout this seminar that you emphasize that Data Teams are SCHEDULED, STRUCTURED and focus on TEACHING AND LEARNING. Plan on repeating this statement often through this seminar. ***Principals usually keep these meetings short and they are a time when the principal can become informed about Data Team processes. Usually Data Team leaders are eager to share results with principal because it represents effective instruction. Most principals have a three-ring binder with dividers for each separate data team. He/she simply three whole punches the meeting agenda and minutes and inserts it into the book. Principal and Data Team leader meetings should be long enough to address current concerns. It may be how to facilitate meetings and the need for support and motivation, it may be to discuss how to help a staff member move forward, use of materials, curriculum, gaps that persist, certain students, moving closer to AYP and evidence to support success, schedules, etc.Principals must have the ability on a moments notice to pull out a binder, pull a tab indicating a teams minutes and agendas, identify strategies used, link those strategies to walk-through observations, etc. These meetings are also a time for all the Data Team leaders to support each other and the principal as well. **