jonathan saphier ppt improving teacher

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					Teacher Effectiveness…
    Going Deeper
           Great Lakes TURN
             Milwaukee, WI
               May, 2010



             Jon Saphier




                   RBT
  Research for Better Teaching, Inc.
 Propositions about Teaching

 Proposition 1:
Teachers are preeminently important.




  Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
What is the most significant variable in
  increasing student achievement?




 What Teachers              Increased
 Know, Believe               Student
  & Can Do                 Achievement
  Propositions about Teaching
Proposition 2:
There is a real knowledge base about teaching

• it’s practical, and real
• far larger, sophisticated and complex than
    acknowledged by our HR pipeline
• it’s hard won but learnable, [and not innate ability]
• not available to large segments of our teaching corps
• not built into accountability systems
• absolutely required to educate all our children to 21st
   century standards and eliminate the achievement gap

• ….and it’s different.

   Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
  Three Approaches to
Whole School Improvement



                   1.                                      2.                            3.
       Improve                                         Use                      Create
                                                                                 New
     Teaching                                         Data                    Structures
Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
                                     Structures
1960s                              Open Classrooms

                                   IGE Schools
1970s
                                   Self-paced, individualized
                                   materials
1980s                              Freshman Advisories
                                   Site-Based Decision-Making
                                   Long Block Scheduling
1990s
                                    Voucher Plans
                                   Small Schools

2000s                              Charter Schools
                                   Extended Day


  Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
                                                 Data

                      Standards-Based Education
1980s
                      State-Wide Standardized Tests

                      Interim Assessments

1990s                 Data Warehouse

                      PLCs

                      RTI
2000s
                      Data Coaches



   Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
             Improving Teaching
                     Alternate Certification
1980s
                               Recruitment

                                        Bonuses
      1990s
                                            Teach for America

                                                     Teacher Tests
                 2000s                                      Performance Based Pay

                                                                      Teacher Evaluation


                           2010s                      MISSING IN ACTION: NATIONAL
                                                      POLICY FOR CAREER
                                                      DEVELOPMENT
                                                      OF TEACHING EXPERTISE
 Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
          Five Main Points Today:
1. Teaching                                   …far larger and more complex…
                                              on par with architecture, law, engineering
   Expertise
                                              …there’s a common core of validated
2. Teaching                                   knowledge about what it looks and
                                              Sounds like
   Expertise
                                            …what school districts can do
3. Teaching                                  to get more of it in more classrooms
   Expertise                                 more of the time

                                           …what state and federal policy can do
4. Teaching                                 to get more of it in more classrooms
   Expertise                                more of the time

5. Teaching                                …what teachers’ unions can do
                                            to lead for more of it in more classrooms
   Expertise                                more of the time
    Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
Ensuring access to, continuous
   improvement of , and accountability for
    expertise with this knowledge and skill is
   the missing link of education reform.
It must be married to all other efforts. It is
   what all other initiatives require in order for
   them to work.


   Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
 Teaching is anything a person does
 that influences the probability of
 intended learning.

 Anything!



Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
                                         A GOOD TEACHER
                                                                    What It Really Takes

                                                                       Cultural Proficiency

                                                                          Data Analysis
What People Think It                                                Team Collaboration Skills
      Takes
    Everything Else                                                        Motivation

  Content Knowledge                                                         Planning




                                                           SKILLS
       Literate                                                            Instruction

                                                                          Management
        Smart
                                                                          Technology

COMMITMENTS AND BELIEFS                                             Concept Specific Pedagogy

                                                                     Content Analysis Skills
            Humility
         Perseverance
                                                                       Content Knowledge
        Effort Based Ability
       Constant Learning                                                     Literate


      Research for Better Teaching, Inc, www.RBTeach.com
                                                                              Smart
                                       Punish
                                        Exclude
                                        Threaten
                                          Sharp Sarcasm
                                            Judgmental Reprimand
                                            Order
                                              Specific Verbal Desist
                                               General Verbal Desist                                                     DESISTING
                                                Mild Sarcasm
                                                  Private Desist
                                                   Bringing in Group Pressure
                                                    Peer Competition
                                                      Move Seat
                                                       “I” Message
                                                         Remove Distraction
                                                          Offer Choice
                                                            Urge
                                                             Remind
                                                              Flattery
                                                                Signals
                                                                 Pause and Look
                                                                   Name Dropping
                                                                    Offer Help
                                                                     Touch
                                                                       Proximity

                                                                       Startle
                                                                        Using Student ’s Name in Instructional Example
                                                                         Redirecting Partial Answer
                                                                          Pre-Alert
                                                                             Unison
                                                                              Looking at One, Talking to Another
                                                                               Incomplete Sentences                            ALERTIING
                                                                                 Equal Opportunity
                                                                                  Random Order
                                                                                   Circulation
                                                                                    Wait-Time
                                                                                     Eye Contact
                                                                                       Freedom from Distraction (visual and auditory)

                                                                                       Voice Variety


The Attention                                                                           Gesture
                                                                                         Piquing Student ’s Curiosity
                                                                                           Suspense
                                                                                            Challenge                             ENLISTING
                                                                                              Making Student a He lper
                                                                                               Props


 Continuum
                                                                                                Personification
                                                                                                 Connecting with Student ’s Fantasies

                                                                                                   Acknowledging      ACKNOWLEDGING
                                                                                                    Encouragement
                                                                                                     Enthusiasm
  Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com              Praise
                                                                                                                               WINNING
                                                                                                       Humor
                                                                                                        Dramatizing
5 Least Done Attn. Moves

           •     “I” Message
           •     Pre-Alert
           •     Wait-Time
           •     Props
           •     Dramatizing


Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
                                 “I” Message
• Non-judgmental description of the
  behavior

• How the behavior makes me feel

• Tangible effects



   Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
But what if no attention moves
 are made--why are students
    paying rapt attention?




 Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
KEY CONCEPTS
• Areas of Performance
• Repertoire
• Matching                                      Overarching
                                                 Objectives
                                                Curriculum
                                                 Design                  CURRICULUM

                                         Planning        Objectives

                                   Assessment              Learning
                                                          Experiences
                                    Personal
                                   Relationship      Class Climate
                                    Building                                                MOTIVATION
                                            Expectations

                                               Principles of            Models of              INSTRUCTIONAL
                            Clarity                                                              STRATEGIES
                                                 Learning               Teaching

                          Space                     Time                 Routines
                                                                                                  MANAGEMENT
                         Attention              Momentum                 Discipline

                             FOUNDATION OF ESSENTIAL BELIEFS

   Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
KEY CONCEPTS
• Areas of Performance
• Repertoire
• Matching                                      Overarching
                                                 Objectives
                                                Curriculum
                                                 Design                  CURRICULUM

                                         Planning        Objectives

                                   Assessment              Learning
                                                          Experiences
                                    Personal
                                   Relationship      Class Climate
                                    Building                                                MOTIVATION
                                            Expectations

                                               Principles of            Models of              INSTRUCTIONAL
                            Clarity                                                              STRATEGIES
                                                 Learning               Teaching

                          Space                     Time                 Routines
                                                                                                  MANAGEMENT
                         Attention              Momentum                 Discipline

                             FOUNDATION OF ESSENTIAL BELIEFS

   Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
                      3 KEY MESSAGES
1. What we’re doing is important.

2. You can do it.

3. I won’t give up on you, even if you
   give up on yourself.



   Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
Teacher choice of language
           in:
1. Patterns of calling on students
2. Response to Student answers
3. Giving help
4. Dealing with errors
5. Giving tasks and assignments
6. Feedback on individual student
   performance, including authentic praise
7. Being tenacious
     Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
        TEACHER RESPONSES TO STUDENT ANSWERS
 Ways of         Criticizes. “Come on. That answer shows no thought at all.”
moving on           “No,” and redirect to another student.
to another              “No, then give correct answer.
 student                  “No,” with reason why—which may serve as a cue.
                              Cue but move on to another student.
                                Move to another student if first student doesn’t answer.
                                   Redirect to another student to add more, build, extend.
                                    “Would you add anything to that, Jim?”
                                       Student authorized to call on another student to answer in his or her place.

 Ways of          “No, but it’s good you brought it up because others probably thought that too.”
 sticking             “Try again.”
  with a                 Validate what is right or good about an answer, then cue, sticking with the student.
 student                     Ignore answer and cue student.
                                Wait-time II.
                                   Follow up with expression of confidence or encouragement. “I think you know
                                      Follow up with expression of confidence or extend.
                                         Ask student to elaborate.
                                           Call for self-evaluation of answer.
                                              Follow up question to clarify. “Are you saying that…”
                         Acknowledge, “Um hmmmmm.”
 Ways of                   Repeat student’s answer
 acknowl-                    Restate answer in fuller or more precise language.
  edging,                       “Right.”
 affirming                         “Right,” with reason why.
                                      Praise or praise and extend.
            Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
                                                   See Separate Handout
BELIEF #1- ABILITY-BASED
         BELIEF




Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
ERRONEOUS ASSUMPTIONS
  ABOUT INTELLECTUAL
        ABILITY
•   It’s a thing
•   Innate
•   Fixed
•   Unevenly distributed
•   Deterministic
•   Measurable


    Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
 Belief #2- Effort Based Ability

                               CONFIDENCE
                               CONFIDENCE
Ability
Ability
                               EFFECTIVE
                               EFFECTIVE                                               ACHIEVEMENT
                                                                                       ACHIEVEMENT
                                EFFORT
                                 EFFORT



   Hard Work
   Hard Work                                                  Strategies
                                                              Strategies

   Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
 BELIEF

                         ABILITY IS MALLEABLE
                        “Smart is something you can get”
What
                      Practices in                  Policies and                    Behaviors of
Teachers
                      interactive                   Procedures                       teams that    PLCs
Know
                       teaching                       for the                           share
and Can
                                                      School                           content
Do




                                STUDENT ACHIEVEMENT


    Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
    THE BOTTOM LINE OF EFFORT
          BASED ABILITY
The ability to do something competently – anything…
  mathematics, race car driving, dancing, public
  speaking – is primarily determined by effective effort
  and your belief that you can get proficient at it.
  “Smart is something you can get.”

Our work as educators, in fact a major part for some
  kids, is convincing them:
1) they can grow their ability at academics
2) show them how and
3) motivate them to want to.
    Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
                REGULAR CLASSROOM
                  MECHANISMS FOR:
8. Feedback and data
9. Re-teaching , re-takes and re-do’s
10. Grading
11. Grouping
12. Rewards
13. Extra help
14. Clear and accessible criteria
15. Exemplars

  Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
                  EXPLICITLY TEACHING
                      STUDENTS:

• Effective Effort Behaviors
• Attribution Theory
• Tools for Self-Evaluation
• Techniques for Goal Setting and Plans of
  Action
• Reading and Study Skills



    Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
               EFFECTIVE EFFORT
                     It is not enough just to try hard.
                By effort we mean these six things:

1. Time - An understanding of how much time it takes
   to do the job well.

2. Focus - No TV or other distractions; concentrate only
   on the work!

3. Strategies - Learn strategies to use when you meet
   obstacles. If one approach isn’t working, keep trying
   different ways until you find one that works.
     Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
                 EFFECTIVE EFFORT cont.

4. Resourcefulness - Knowing where to go and whom
    to ask for help when you’re really stuck.
5. Use of Feedback - Looking carefully at responses
    to your work so you know exactly what to fix.
     -They know exactly what to focus on to do well (what
   good work looks and sounds like) and where       their
   performance is in relation to it (feedback).
     -They know how to improve (strategies and
     resourcefulness)
6. Commitment - Being determined to finish and do
    the very best work.
    Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
                                        CLARITY

1. Framing the Big Picture
• Objectives
• Itinerary
• Big Idea/Essential Question
• Reason for Activity
• Reason it’s Worthwhile
• Criteria for Success

    Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
                                     CLARITY


2. Getting Ready for Instruction
• Anticipate Confusions
• Pre-assessing
• Activating Students Current Knowledge



  Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
                                     CLARITY


3. Presenting Information…..
         12 Explanatory Devices

4. Speech
5. Explicitness
6. Making Cognitive Connections

  Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
      Twelve Explanatory Devices

•   Modeling Thinking Aloud
•   Visual Imagery
•   Models
•   Diagrams and visual presentations
•   ..
•   ..
•   ..

     Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
                                     CLARITY


Getting Inside Students’ Heads
7. Checking for Understanding
8. Unscrambling Confusion
9. Making Students’ Thinking Visible



10. Summarizing

  Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
KEY CONCEPTS
• Areas of Performance
• Repertoire
• Matching                                      Overarching
                                                 Objectives
                                                Curriculum
                                                 Design                  CURRICULUM

                                         Planning        Objectives

                                   Assessment              Learning
                                                          Experiences
                                    Personal
                                   Relationship      Class Climate
                                    Building                                                MOTIVATION
                                            Expectations

                                               Principles of            Models of              INSTRUCTIONAL
                            Clarity                                                              STRATEGIES
                                                 Learning               Teaching

                          Space                     Time                 Routines
                                                                                                  MANAGEMENT
                         Attention              Momentum                 Discipline

                             FOUNDATION OF ESSENTIAL BELIEFS

   Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
                   Where to Show Up and What to Do
                                                 Building
                                                 Instructional
                                                 Leadership
                                                 Team
     Partnership with                                                        Hi-Functioning PLCs
     Instructional Coach

                                                                                       Hall-Wall Availability
   Faculty Meetings

                                                 Influencing                                       Planning
Frequent short                                    Teaching                                         Building PD
(15 min.) visits with                            and Learning
Conversations CEIQ
                                                                                             Peer Observation
     Planning Conferences

                                                                                     Supporting
             Formal Observation
                                                                                     Study Groups
             Write-ups         Walkthroughs and
                                              Learning Walks
    Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
                                                                                                         Student
               WHAT FUELS
            TEACHER EXPERTISE?
                                                                                                       Achievement



 LOCAL CONTROL                    STATE CONTROL
3. Hiring                        1. College and
                                 Teacher Prep
4. Induction

5. Professional                  2. Licensure
   Development                   7. Re-Licensure
6. Supervision and
                                                                                                  Other Variables beside
   Evaluation
                                                                                                  Teaching:
8. Coaches and                                                                                    - Child and Family Poverty
   Relation with Principal                                                                        -Salaries of Teachers
9. School Structures and                                                                          -State Funding
                                                                                                  - Good Curriculum
   PLCs
                                                                                                  - Clean, Safe Building
10. Professional Culture of the School as                                                         - Parent and Community
    Workplace                                                                                     Relationships

         Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
                           Mathematics, Grade 4
     Use the diagram below to answer question 19.




     3                 4                 5                 6                 7                8


19
      How long is the truck?
      A. 5 3 inches 27
                                                                      Mather School student
           4


     B. 2 4 inches 39
           3

                                                                      responses to this
      C. 5 1 inches 27
           2                                                          question.
      D. 2 1 inches 6
           2



                           Reporting Category for Item 19: Measurement (p.230)
     Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
    Questions and Sequence of Steps For
        Teams Doing Error Analysis
1. What might the student have been thinking to make
this error?


2. How can we find our which of these hypotheses is
right?


3. What different teaching strategies could we use to
“fix” or undo whatever lead to this error- and help the
student solidify his/her skills and concepts?
     Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
    Questions and Sequence of Steps For
        Teams Doing Error Analysis

4. How are each of us going to plan and manage tasks
and time during the instructional period so that we’ll
get 15 minutes to re-teach skills and concepts at least 3
times a week for those students who made errors?


5. How can the team help?




     Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
High Functioning                                    TEAM TIME
                                   Actions Show     SPENT ON:
Teams:                           Team Members’       Sharing plans and teaching
                        BELIEFS AND ATTITUDES:      ideas for upcoming lessons
                       Effort-Based Ability         Analysis of common interim
                       Curiosity                     assessments
                       Individual Teacher           Error analysis and planning for re-
                      Responsibility for Student    teaching together of:
                      Mastery                              -Items on interim assessments
                       Knowledge-Based Teaching           - Daily/weekly student work
                       Joint Commitment to               Data analysis of %
                       get ALL Students                      proficient
                       to Proficiency            TEAM           Revision of SMART goals




                                                     IN THEIR TEAM TALK
                                                     MEMBERS:
                                                        Are Non-Defensive
                                                        Have Open, Strong Debate
                                                        Hold Each Other
                                                         Accountable for Important
                                                         Norms

    Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
                        High Functioning
           Results        Teams
          Orientation

        Accountability
          for Norms

        Legitimate
        Decisions
    Open, passionate
        debate
Trust I can be vulnerable
WHAT PLC/TEAM LEADERS NEED TO
   KNOW AND BE ABLE TO DO:

    TEACHER LEADERSHIP SKILLS:

    • Run good meetings

    • Do error analysis

    • Talk and teach from an Effort-Based point of view

    • Have access to knowledge-based repertoires

    • Use “DNA” Foundation Skills of communication

  Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
WHAT PLC LEADERS NEED TO KNOW AND
          BE ABLE TO DO:
    • Build Team Norms of:
            - Trust
            - Productive conflict
            - Commitment to decisions
            - Accountability for interpersonal behavior
            - Collective results Orientation
    • Model being vulnerable and strong at the same time in
    the way we:




                   Ask for help                                                 Push a results focus
   Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
• Crucial Confrontations, Patterson
  et al.

• Difficult Conversations,

• The Five Dysfunctions of a Team,
  Lencioni
  Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
     School Leadership Team
• The purpose of the school leadership team
  is to improve the teaching and learning
  practices in all the classrooms.

• That’s the team’s main reason for being,
  it’s commitment, it’s primary mission.



   Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
• What are you going to do with your time
  when you are together?
  --norms
  --agenda items

• How are you going to support each other,
  and push each other in accomplishing the
  team’s primary mission?
   Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
            Spend our time on…..
• Learn together from the knowledge base on
  teaching
• Push, support, and sponsor peer observation
• Work on adult behavior and norms in the
  building
• Work on our own group dynamics
• Make support plans for struggling
  teachers…share as case studies our own
  supervisory efforts

   Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
  Supervise all the PLCs as
        appropriate:

• Admiring witnesses
• Active participants
• Team therapists!




   Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
 Guidelines for Developing a High
    Efficacy Coaching Corps.
1. Build from strength. The coaches start
  working with the best teachers in the
  school. They are not deployed to “fix” the
  problem teachers.
 2. Emphasize the coaches doing planning
 conferences with teachers rather than
 observation and feedback. There’s
 more bang for the buck here.
    Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
Guidelines for Developing a High
   Efficacy Coaching Corps.
3. One coach per two buildings. Coach develops
   one or two lead teachers in each building who
   later host demonstration classrooms, not for
   showing off “best practices,” but for opening up
   for public teaching and lesson study.
4. If classroom teachers have inadequate
   mathematical content knowledge, don’t
   expect the coach to remedy that through
   coaching. Address it through formal PD
   experiences after school or in other specific
   course settings.
    Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
 Guidelines for Developing a High
    Efficacy Coaching Corps.

5. Explicit training for coaches in the skills of
    “Crucial Confrontations”


6. Develop carefully crafted relationship
   with the principal.



    Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
Guidelines for Developing a High
   Efficacy Coaching Corps.
7. Coaches are present periodically at
   grade level and subject-specific
   team meetings to lead:
   --Unit and Lesson Planning
   --Getting reliable in scoring of student
   work, especially on benchmark
   assessments
   --Doing error analysis of recent student
   work and planning re-teaching together
   Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
8. Meet with all other coaches in the
  administrative unit each Friday to develop
  more expertise in pedagogical content
  knowledge, coaching skills, error analysis,
  and to do round-table case study reviews
  of their work in their respective schools




   Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
           It’s what’s beneath the surface of the activities and structures
         in the three approaches that determines whether we get results.


                 Improve                                                                    Create New
                                                      Use Data
                 Teaching                                                                   Structures



Leaders who know how to build                                      Leaders who know how to build
   Productive Professional                                          Shared Commitment to Effort-
        Relationships                                                      Based Ability
   Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
• What if just joining the staff at a certain
  school meant you would become a better
  teacher? …you’d learn something new
  every day?

There are such schools ( and I hope you’re
 in one that’s well on it’s way to being
 there.)

   Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
      Imagine a school where:
• You feel recognized and supported in the
  complicated work of teaching and learning.
• Your personal sense of efficacy with
  students is fed by the way you interact
  with colleagues.
• You feel like a member of a cohesive team
  pulling in one direction of common
  purpose with mutual support.

   Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
The job of school leaders is to create adult
cultures that are like that… a corps of
people and an environment where all staff
are constantly studying their teaching and
student learning together in groups
 in ways that are:
 • Evidence based
 • Non-defensive
 • Determined
  Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
•   J. W. Little 1982
•   Susan Rosenholtz 1986
•   Fred Newmann and Gary Wehlage 1995
•   Karen Seashore Louis 1999
•   Richard Elmore 2001
•   Tony Bryk 2004


     Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com

				
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