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Learning Centered Conferencing Using the Marzano Framework

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Title: Learning Centered Conferencing Using the Marzano Framework


1
Learning Centered Conferencing Using the Marzano
Framework
  • Beth McGibbon and Brent Perdue
  • Part 1 The Preconference

2
Learning Target
  • By the end of this session, participants will
  • Develop strategies to set the stage for growth
    oriented observation cycles.
  • Be able to identify leadership moves that guide
    reflection and shape growth conversations.

3
AWSP Criterion 5 Improving Instruction
  • Monitoring, assisting and evaluating effective
    instruction and assessment practices.
  • Level 3 Proficient Develops and uses
    observable systems and routines for monitoring
    instruction and assessment uses data
    consistently to provide staff meaningful,
    personal feedback that is effective for improving
    instruction and assessment practice

4
Assumptions
  • Teachers practice improves with on-going
    feedback
  • Feedback is best delivered in bite-size bits
  • Opportunities to practice and apply skill are
    critical to changing practice
  • Immediate application and follow-up is essential
  • Self-Assessment is at the heart of learning
    process
  • Learning is done by the learner.

5
Preconference
  • The purpose is
  • To set the stage for what the observation
    itself will look and feel like for the teacher.
  • To elevate the quality of the lesson by living
    in the framework.
  • To assist the evaluator in determining areas for
    possible teacher growth during the process.

6
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7
Setting the Stage
8
Setting the Stage- Debrief
  • In small groups of 3 or 4, discuss the following
  • What evidence did you see that the observation
    cycle is about Beths professional growth?
  • What evidence did you see that the observation
    will focus on student learning?
  • What else did you notice?

9
Living in the Framework
10
Living in the Framework
  • With an elbow partner discuss
  • What are the pros and cons of structuring the
    pre-conference according to Lesson Segment?

11
Lesson Segment- Routines
12
Lesson Segment- Content
13
Lesson Segment- Enacted on the Spot
14
Lesson Segment- Enacted on the Spot
15
Lesson Segment- Enacted on the Spot
  • Video Clip Debrief
  • What did Brent do well to reframe the
    conversation?
  • What might he do differently if he could relive
    this portion of the pre conference?
  • If you were Brent, what would your next steps be
    to support Beth in this area?

16
Preconference Closure
17
Preconference Sample Questions
18
Learning Target
How did we do?
  • By the end of this session, participants will
  • Develop strategies to set the stage for growth
    oriented observation cycles.
  • Be able to identify leadership moves that guide
    reflection and shape growth conversations.

19
Closure- 3, 2, 1
  • On a piece of paper or in a journal
  • What are three new learnings or ahas you will
    take with you from todays session?
  • What are two practices/strategies that you
    learned about today that you plan to use in your
    next pre-conference?
  • What is one lingering question you have about
    preconferencing that you would like to learn more
    about?

20
Learning Centered Conferencing Using the Marzano
Framework
  • Beth McGibbon and Brent Perdue
  • Part 2 The Post-conference

21
  • The purpose of supervision should be the
    enhancement of teachers pedagogical skills, with
    the ultimate goal of enhancing student
    achievement.
  • -Robert J. Marzano

22
Learning Target
  • By the end of this session, participants will
  • Develop strategies to set the stage for growth
    oriented observation cycles.
  • Be able to identify leadership moves that guide
    reflection and shape growth conversations.
  • Develop strategies for using state rubrics and
    look fors to discuss scoring with observed
    teachers.

23
AWSP Criterion 5 Improving Instruction
  • Monitoring, assisting and evaluating effective
    instruction and assessment practices.
  • Level 3 Proficient Develops and uses
    observable systems and routines for monitoring
    instruction and assessment uses data
    consistently to provide staff meaningful,
    personal feedback that is effective for improving
    instruction and assessment practice

24
Post-conference
  • The purpose is
  • To help a teacher reflect on his/her practice in
    order to grow professionally.
  • To keep the Marzano Instructional Framework at
    the center of a shared conversation about how the
    chosen strategies for a specific lesson impacted
    student learning.
  • Focus deeply on a lever.

25
Setting the Stage
26
Setting the Stage- Debrief
  • What strategies have you found successful in
    building a culture that embraces feedback and
    reflective conversations about teaching and
    learning during
  • Everyday professional interactions?
  • The formal evaluation cycle?

27
In this next clip
  • Watch for how Brent
  • Pushes Beths thinking about lesson closure.
  • Focuses the conversation on student work as it
    relates to the learning target for the day.

28
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29
With an elbow partner
  • What are the benefits of including student work
    as part of the post conference?
  • Are there drawbacks to including student work?

30
Post-conference
  • The purpose is
  • To help a teacher reflect on his/her practice in
    order to grow professionally.
  • To keep the Marzano Instructional Framework at
    the center of a shared conversation about how the
    chosen strategies for a specific lesson impacted
    student learning.
  • Focus deeply on a lever.

31
Whats a lever?
  • Websters Definition
  • Lever \le-v?r, le-\
  • a strong bar that is used to lift and move
    something heavy
  • something used to achieve a desired result

32
What makes a good lever?
  • Teacher possess
  • skill
  • resources
  • Knowledge
  • . to implement the strategy tomorrow
  • Can be generalized across multiple lessons and
    content areas
  • There are often several possible levers

33
In this next clip, determine the lever
34
The lever- Debrief
  • What strategies does Brent use?
  • How does Brent capitalize on a strength he saw in
    Beths instruction to make it s stronger aspect
    of the classroom?

35
What makes a good lever?
  • Teacher possess
  • skill
  • resources
  • Knowledge
  • . to implement the strategy tomorrow
  • Can be generalized across multiple lessons and
    content areas

36
Setting the Stage
37
Lets talk about scoring
38
Lets talk about scoring
  • As you watch this next clip, consider how Brent
  • Works to make the score not the center of the
    conversation
  • Uses rubrics themselves as a learning tool.

39
Lets talk about scoring
40
With an elbow partner
  • Consider these questions
  • How is Beth responding to Brents invitation for
    feedback and reflective conversation?
  • What strategies did Brent use to involve Beth in
    the scoring process and focus on her next steps

41
With a cross town buddy
  • Consider how you have assisted teachers in their
    next steps of improvement during the evaluation
    process.
  • What resources, professional development
    opportunities, or etc. have (or can) you provided
    to assist your teachers?

42
Next steps
43
Reflecting on the Day
  • Based on today
  • What practices are you already doing that todays
    session has reinforced for you?
  • What are two ways you plan to enhance your pre
    and post observation conferences?
  • How will you find time to ensure robust growth
    conversations take place with your teaching
    staff?

44
Give one, Get One
  • On a post-it note, write one action step you will
    take to enhance your pre and post observation
    sessions.
  • Be prepared to share your post-it note with
    another participant in the room.

45
Post Conference Sample Questions
46
Resources
  • Becoming a Reflective Teacher
  • The Art Science of Teaching
  • Leverage Leadership
  • Mentoring Matters
  • Marzano Research Laboratories Website

47
Thank you!
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