USING AN INSTRUCTIONAL RUBRIC TO INCREASE TEACHER EFFECTIVENESS

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USING AN INSTRUCTIONAL RUBRIC TO INCREASE TEACHER
EFFECTIVENESS

• Debbie Perkins, Principal
• Stephanie Lightner, Career Teacher
• Connie Schmidt, Career Teacher
• St. Barnabas School
• Indianapolis, IN

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Agenda

• Workshop objective
• Group activity-elements of good instruction
• Instructional rubric
• Observation process
• Examples
• Exit pass/assess new learning

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Agenda

• Workshop objective
• Group activity-elements of good instruction
• Instructional rubric
• Observation process
• How it has impacted teaching and learning
• Exit pass/assess new learning

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(No Transcript)
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Why do we always think change means we have to
give something up?

• Fold you hands
• Cross your arms
• It takes a lunar cycle to make change a habit

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Why People Dont Want To Change

• Dont know what to do
• Dont know how to do it
• Dont know why they should do it
• Dont want to
• Arent well suited or matched to the task

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Todays Objective

• Participants will be able to identify critical
  elements of an instructional rubric.
• Participants will learn how to incorporate an
  instructional rubric into a teacher observation
  process so that teacher effectiveness increases.

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What is an instructional rubric?
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Components of the TAP rubric

• Designing and Planning Instruction

• The Learning Environment

• Instructional Plans
• Student Work
• Assessment

• Expectations
• Managing Student Behavior
• Environment
• Respectful Culture

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Instruction

• Standards Objectives
• Motivating Students
• Presenting Instructional Content
• Lesson Structure Pacing
• Activities and Materials
• Questioning

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Instruction cont.

• Academic Feedback
• Grouping Students
• Teacher Content Knowledge
• Teacher Knowledge of Students
• Thinking
• Problem Solving

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These are the steps!

• Pre-conference
• Observe/script
• Observer scores
• Teacher self-evaluates
• Post-conference
• Area of reinforcement
• Area of refinement/set goal
• Professional development as needed

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Benefits up front

• Common Language
• Orienting New Teachers Mrs. Lightner
• Inspiring seasoned teachers Mrs. Schmidt

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How well does it work?

• Testimoniala beginning teacher
• An experienced teacher

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HOW WELL DOES IT WORK?

• A case study -- seasoned teacher

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Can change really happen?
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• A WIN WIN SITUATION!

Ms. Whipple, I knew you would stretch yourself
for the good of the kids!
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Impact upon student scores
ISTEP
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Comparison of cohort group ISTEP results
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Reflection Assessment

• What questions do you have?

What have you learned?
How will you use it as part of your school
improvement plan?
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Wrap-Up

• In groups of 3 name what you learned and/or will
  use from the presentation
• In groups of 6 name what you learned and/or will
  use from the presentation

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The Survey Says

• My teacher
• gives clear instructions
• communicates in a way I can understand
• sets high expectations
• communicates honestly with me
• relates the lesson to other subjects or the real
  world

• Correlation to rubric
• Presenting Instructional Content
• Presenting Instructional Content, Lesson
  Structure Pacing
• Standards Objectives
• Academic Feedback, Respectful Culture
• Standards Objectives, Motivating Students,
  Activities Materials

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Resources
http//www.chss.iup.edu/jrmcdono/ED455-methods/ te
acher_evaluation_to_enhance_pr.htm http//www.tem
ple.edu/lss/pdf/misc/whatisqualityteacher.pdf htt
p//unjobs.org/authors/charlotte-danielson How
to Make Better Teachers, TIME, Feb. 25,
2008 Fixing Teacher Evaluation, Educational
Leadership, October, 2008 Results Now. Schmoker,
Michael J., ASCD, 200623
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Contact information

• Debbie Perkins, dperkins_at_saintbarnabasparish.org
• Martha Render, mrender_at_ol-g.org
• Stephanie Lightner, slightner_at_saintbarnabasparish.
  org