Mastery Learning

The idea of mastery learning amounts to a radical shift in responsibility for teachers; the blame for a student's failure rests with the instruction, not a lack of ability on the part of the student. In a mastery-learning environment, the challenge becomes providing enough time and employing the correct instructional strategies so that all students can meet or exceed standards. (Levine, 1985; Bloom, 1981)

OBSERVING NEW EDUCATORS

During an observation some coaches fall into the trap of interpreting what they think they see rather than recording what they actually see and hear. The following is an excerpt from two coaches simultaneously conducting a drop-in observation of a new teacher on November 18, 2004.

Coach 1

• The lesson plan was ready to go at the bell
• The teacher explained the directions clearly and asks for questions regarding clarification
• The teacher used specific desist (names) to get students on task
• The teacher gave an excellent suggestion that another student read
• The teacher has good relationship with students but this could be misconstrued as loose discipline

Coach 2

• All students working on warm-up activity when bell sounded
• Teacher talked with a student who had been absent
• Warm-up activity stopped and transitioned to lesson for the day
• Looked for handouts to give to class
• Students began talking
• Found materials and redirected students back to task
• Reviewed material covered yesterday
• Objectives for today were addressed
• Directions given for today’s activity
• Checked student’s comprehension by asking two students to repeat directions
• Students took 4 minutes to transition to reading/activity groups
• Students were redirected back to task

Observations are important in providing data to strengthen a professional’s practice. Both coaches observed the same lesson. Questions for reflection:

• Which observation provides more detailed data?
• What areas of concern did the first coach reveal? The second coach reveal?
• Which observation provides the best information for writing goals or Specific, Measurable, Attainable, Relevant, and Timely (SMART) objectives for the new educator?

Effective math questions: to promote problem solving

What information do you have?
What do you need to find out?
What strategies are you going to use?
Will you do it mentally?
Will you need pencil and paper?
Will you need a formula?
What tools will you need? Will a calculator helps?
What do you think the answer or result will be?

Source: www.pbs.org/teacherline

Root Cause and Impact

When an intervention does show results in the classroom it is not necessarily the fault of the client or the students. It usually means that the appropriate intervention was not identified or implemented correctly.

Last year I was working with a teacher who shared with me that the students were always off task instead of doing their classwork. I visited his classroom and he was right many of the students were off task. As a result of several conversations with the teacher we implemented several interventions that focused on procedures and classroom management strategies, but each time I return to measure impact of the interventions many of the students were still off task. I will admit that both of us were very frustrated and every intervention we had tried so far had not worked.

Then one day I happened to observe his class during a question and answer period. He was allowing unison responses from the students. Unison response occurs when groups of students shout out the answer to the teacher's question. What this means is that no student is being held responsible for his/her learning because there was always a student who knew the answer and would shout it out. Common sense says just because one student knows the answer it does not mean that all the students in the class know the answer.

I met with the teacher and we implemented a strategy. He use a clip board to call on students by name and he redirected those who shouted out answers. After two weeks these strategies reduced the amount of unison response by two thirds. This change in his practice caused a major change in the students’ behavior during questing sessions and the students became more involved in their classwork because they never knew when they would be called upon to respond.

This example does not mean that all the other interventions were ineffective it was just that once the root cause of the problem was identified and the appropriate combination of interventions were implemented the learning environment improved.

Plan, Do, Study, ACT

In the ACT stage of PDSA, if the result was not achieved, examine the interventions and adjust or change them using knowledge obtained from the Study phase of PDSA. If the interventions were successful and the expected result was achieved, then the client incorporates the new strategy or procedure into his/her practice. The question then becomes, “What is the next steps in continuously improving the clients practice?”
Source: http://www.rootcauseanalyst.com/

Quotes from Outstanding Coaches

Coaches in sports sometimes say things in the most insightful ways . The quotes below were collected from several sites on the internet. As you read these quotes think about how they apply to our work as teachers. Please respond to one or all the quotes in the comment section.

"If you're not making mistakes, then you're not doing anything. I'm positive that a doer makes mistakes." -- John Wooden

"People of mediocre ability sometimes achieve outstanding success because they don't know when to quit. Most men succeed because they are determined to." -- George Allen

"Coaches have to watch for what they don't want to see and listen to what they don't want to hear."
--John Madden

"A good coach will make his players see what they can be rather than what they are."
--Ara Parasheghian

"Great teamwork is the only way we create the breakthroughs that define our careers."
--Pat Riley

" Excellence is the unlimited ability to improve the quality of what you have to offer." --Rick Pitino

“Ability is what you're capable of doing. Motivation determines what you do. Attitude determines how well you do it.”--Lou Holtz

“It's not the will to win, but the will to prepare to win that makes the difference.”--Bear Bryant

"Sit up straight, listen, and participate."--Pat Summitt

How To Be An Ineffective Teacher

Don't take responsibility for results. Its not me I covered the material. The research is clear the only way to increase student achievement is with a competent, qualified teacher.

Make excuses for your students. I believe all my students can learn but... The effective teacher not only establishes high expectations for their students, they also model appropriate professional behavior in their relationship with others.

Don't plan just cover the textbook. I have more than enough to cover in the textbook to worry about planning. In a standards-driven- system the effective teacher identifies learning objectives, develops appropriate assessments, and designs lessons that provide students an opportunity to learn those standards.

Be a "know it all.” Been there done that. Effective teachers, no matter how good they are, know that they can always improve their instructional practice.

Show no interest in professional development. I have a college degree and am State Certified; I don't need anything else. Effective teachers are enthusiastic life long learners and constantly seek ways to improve their lives and practice.

Let's have some fun, what do you think are some other qualities of an ineffective teacher?

Coaching in Stages

Coaches emphasize that many beginning teachers progress in stages. The first stage focuses on practical skills and information -- where to order supplies, how to organize a classroom, where to find instructional resources, what kind of assistance the teacher association can provide, etc.

During the second stage, coaches and clients concentrate more intently on the art and science of teaching and learning and on polishing classroom management skills.

In stage three, the coach and new teachers's relationship evolves from coach - client to peers working together as equals on a deeper understanding of instructional strategies and ongoing professional development that is based on the needs of their students.

Where a new teacher enters this matrix and how long each stage lasts vary according to the knowledge, experience, and skills that the new teacher brings to the job. A skillful coach works with the new teacher to determine what level of assistance to provide and when to provide it.

Source: http://www.nfie.org/publications/mentoring.htm - content

Coaching Styles

The DIRECT STYLE has advantages it is efficient but does little to develop the new educators self-evaluative skills. The direct style should be used if the issue is safety, specific site-based policies, and deadlines. Using the direct style coaches could make statements like:
• I know you feel that students should have the freedom to sit anywhere they wish but….
• This is the way we teach …… here is a sample you can follow.
• I am aware that you are trying to have your materials, chemicals, etc., as close at hand as possible. However, those chemicals are not stored properly. You must move them right away.

The INDIRECT STYLE uses questions to encourage new educators to recognize problems and develop solutions. This empowers the new educator to assume ownership and responsibility for needed change. Coaches make statements like:
• Am I correct in assuming that you have decided to group the students homogeneously next time? When you try this, how will you know if you are successful?
• How do you plan to put that unit together? What outcomes are you looking for?

In the beginning, when working with an educator new to the profession it is necessary to be direct. In most cases the teachers first day of work is only four or five days before the students first day of school. Therefore, new teachers have very little time for discovery method. However, as the year progresses it is important for the coach to recognize that the new teacher is a peer. The indirect style helps new educators develop a more reflective practice an important skill needed to meet the ever-changing needs of their students.

Source: Clinical Educator Training

Plan Do STUDY Act

In previous articles we examined the steps of PLAN and DO in the continuous improvement process (CIP).
Plan includes:
• Identifying the “Desired State”
• Selecting appropriate “Assessment Tools”
• Measure “Current Reality.”
• Determine Goals and/or measurable objectives

DO includes:
• Identifying possible interventions or solutions
• Implementing the interventions or solutions.

The next step in the continuous improvement process is STUDY. In this step impact is measured to determine if the desired results were achieved, what if anything went wrong, and what was learned. When gathering data during the STUDY stage use the same or focused parts of the assessment tools that were used to determine the clients “Current Reality.” After gathering the data take time to organize and analyze the date then publish or share the findings with the appropriate audience.

Source: Dr. Doug Miller

Advice From My Coach

First year teachers in the Broward County Public Schools shared the best advice their coaches gave them during their first semester on the job. If you are a new teacher and have any additional advice you received please post it in the comments.

The best advice my Instructional Coach gave me was...

Take one thing at a time. My coach noticed that I tend to take on too much, so he told me to pace myself. He gave me some great ideas on how to be more effective and use time more efficiently. This way I can help the students but still have time to plan other interesting activities instead of doing work that will not be as beneficial to the students.
Irene, Second Grade, Colbert Elementary

Review the Florida Performance Measurement System (FPMS) observation tool used by my AP when doing his formal observation. She explained each category in depth so I understood what I would be observed on.
Megan, First Grade Teacher, Palm Cove Elementary

Do not take on too many things. Its new and exciting, but I cannot do everything. Learn to say no and take time to complete my steps towards my professional certification.
Rachelle, World Languages, West Broward High School

Believe in myself and my abilities to change children's lives for the better!
Lauren, Davie Elementary

Take it one day at a time with a peek at the following day.
Dayana, Kindergarten teacher, Silver Shores Elementary

Don’t be afraid to ask questions!!
Nicole, ESE Teacher, Pembroke Pines Elementary

Don’t worry about things that I cannot control.
Savannah, Pembroke Pines Elementary

To always ask a lot of questions. It is better to ask a lot of questions then to be unclear.

Jenna, 3rd Grade Teacher, Silver Shores Elementary

Continuous Improvement: PLAN, Do, Study, Act

Plan, Do, Study, and ACT (PDSA) is a structured process of continuous improvement. This article describes a planning process commonly used by Instructional Coaches. During the PLAN phase the coach together with the New Educator discuss and identify the characteristics of an effective, competent teacher. These characteristics represent the goals (Desired State) that teachers work toward to improve their practice.

The coach begins the planning process by collecting baseline data. This baseline data is use to clarify the new teacher’s Current Reality. Current Reality is written in concrete measurable terms, such as, “class started on time”, “13 questions were knowledge level and 4 were application level”, or “teacher ignored two student talking off task during warm up activity”.

After baseline data is collected the coach and the new teacher discuss the meaning and possible impact of the information. During the discussion the new teacher and coach select a Goal or area that the new teacher could improve. Once the Goal is established the Desired State can be refined or brought into focus. Then the new teacher and coach can select possible Interventions. Interventions are actions that could lead to a change in teacher behavior that will have a positive effect on student achievement. The reason I said, "could lead" is that we will not know the effect of the interventions until we measure Impact.

Tips for the Planning Process:
• Align actions towards the Desired State
• Fix process not blame
• Use data and data narrowing tools to identify Current Reality
• Build a professional relationship based on commitment, not compliance.

This article focused on the steps to Plan. There will be follow-up articles on Do, Study, and Act.
Source: Doug Miller

INDUCTION MATTERS: The Difference between Mentoring and Induction

A growing body of research demonstrates that implementing a comprehensive induction program is one of the most effective methods for retaining quality teachers, and can cut teacher attrition rates by 50 percent. In addition, designing well-crafted induction programs can improve teaching quality and increase teacher retention. (www.teacherquality.org)

Mentoring is considered a formal coaching relationship in which an experienced teacher gives guidance, support and feedback to a new educator. High quality mentor programs fully train mentors/coaches, pair first and second year teachers with mentors in similar grades and content areas, and release time and common planning time is provided for mentors and mentored.

Induction goes beyond mentoring to provide an extensive framework to support the continual professional development for everyone in the organization. Comprehensive induction programs may vary in their design, but essential components include a high quality mentor program, ongoing professional development, access to a supportive network in the school, and a criteria-based evaluation of job performance and the process itself.

Mentoring: Focuses on survival and support
Induction: Promotes career learning and professional development

Mentoring:Fosters a mentor apprentice relationship
Induction: Fosters interdependent collegial support of everyone on the staff

Mentoring: Treats mentoring as an isolated event
Induction: Induction is comprehensive and is a part of a career long professional development design

Mentoring: Reacts to whatever arises
Induction: Acculturates a vision that proactively adapts to changes in expectations and in the organization

Mentoring: Short term
Induction: Long term, recurrent, and sustained

Source: Dr. Sheila Lewis, HRD Program facilitator

"Where does a coach begin?"

One question all coaches ask is “Where do I begin?”  Our profession maintains an impossible expectation that new teachers after five days of preplanning are as effective as veteran teachers. Everyone knows this is not true but we still maintain systems that are contrary to what we know.  Broward County Public School has developed important systems to support new teachers.  We have New Teacher Academy, New Teacher Orientation, and many schools now have their own site-based pre-preplanning orientation programs.  However, these events alone do not meet all the needs of the New Educators.  That brings us back to the importance of Instructional Coaches and their dilemma as coaches “Where do we begin?” 

In 1994, Educational Leadership published an article called “What helps students learn?” The article listed 28 indicators that affect student learning.  It would be impossible for a coach to address all 28 indicators in the research.  However, effective coaches know the importance of focusing on the top four because these categories of teacher behaviors have a major impact on student learning.

1. Classroom Management: In the first few weeks of school, the new teacher should focus on developing procedures that create a safe and orderly environment for students. (Safe and orderly environment is one of the Correlates of Effective Schools.)
   
2. Learning Processes: The New Educators should not just focus on content but should help the students develop learning skills they can use beyond the classroom. (Marzano’s “Nine High Yield Strategies” is recommended as source of high impact instructional strategies.)
   
3. Parents as Allies: Encourage New Educators to contact students’ parents early to share something positive about their child and to explain course content and expectations in the classroom. This will make it easier if later a student has difficulty behaviorally or academically. (Home and School is another Correlate of Effective Schools.) 
   
4. High Expectations: The research strongly suggests that a teacher’s expectations have a significant impact on student performance. The attitude of a teacher should be that all the students in his/her class can and will achieve the State Standards. (Climate of High Expectations is a Correlate of Effective Schools.)
   

The next question is, “Which of the four should I do first?” After analyzing the data you collected during your conversations and observations to determine your New Educator’s “Current Reality’, you should have no difficulty answering this question.  If you would like more information please contact your NESS Program Facilitator through your NESS Liaison.

Source: Dr. Doug Miller

The Role of Coaching

Increased student achievement can only be achieved by improving school effectiveness and teacher skills. In the classroom student success is driven by the teacher’s skills.  A football team, for example, does not win a game simply by telling the quarterback that he must complete 25 passes, and that the wide receiver must catch 8 passes, and the halfbacks must run 110 yards.  A team wins because its players are more proficient in executing the skills required to defeat the competition.  Our New Educators, as wonderful as they are, do not have the skills only experience can provide.  Fortunately, an effective coach can greatly accelerate and enhance the New Educator's acquisition of effective skills.  Coaching is not about teaching the caterpillar how to fly; it’s about creating an opening for it to see the possibilities.
Source: Paul Lefebvre