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Name of School. Achieving Professional Goals with Deliberate Practice . Our goals today…. Review and apply the research on deliberate practice as an effective process for professional growth Understand and use a process for determining a deliberate practice target for 2013-14 . - PowerPoint PPT Presentation
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Achieving Professional Goals with Deliberate Practice
Name of School
• Review and apply the research on deliberate practice as an effective process for professional growth
• Understand and use a process for determining a deliberate practice target for 2013-14
Our goals today…
The Florida State Model for Evaluation for Teachers…
Reflects teacher performance across all elements (4 domains)
Accounts for teachers’ experience levelsAssigns weight to the domain with greatest
impact on student achievement (Domain 1)Acknowledges deliberate practice by
measuring teacher improvement over time on specific elements within the framework
Deliberate Practice Defined
The state has described deliberate practice as a process in which the educator and the evaluator identify one to four specific and measurable priority-learning goals related to teaching, learning, or school leadership practices that impact student learning growth.
Deliberate Practice
Results in year-to-year development of
instructional and leadership expertise
giving rise to improved student achievement
year-to-year.
Contemporary Research
“…isolate remarkably specific aspects of what
they do and focus on just those things until they are improved; then it’s on to
the next aspect.”
The Highest Performers
Colvin, G. (2008) Talent Is Overrated: What Really Separates World-Class Performers from Everybody Else
Learning Activity 1
Understanding and Applying
Deliberate Practice
Deliberate Practice: Florida Teacher Evaluation
Deliberate Practice for Teachers
Teachers take the leadCollaborate with the
principal to identify personal growth goals
Leaders provide structure, resources, and feedback for ongoing practice
State Model Evaluation Metrics
Status Score30%
Deliberate Practice
20%
Student Growth
50%
Instructional Practice
50%
Source: SB 763, 2011
Deliberate Practice ProtocolNarrow
the Focus
Focused Practice
Focused Feedback
Focused Practice
Monitor Progress
Learning Activity 2
The Deliberate Practice Process
in Teacher Evaluation Systems
Focused FeedbackFocused feedback is an element in the “feedback and practice” process that supports improving one’s proficiency in specific instructional practices. Focused feedback (on what is observed when the instructional strategy is being used) is generally provided by administrators, coaches, and peers. It is intentionally limited to the issue(s) to be addressed and focused on specific classroom strategies and behaviors during a set time interval. The feedback is informative, constructive, objective and actionable – meaning the educator has guidance on how to make changes that improve proficiency of the practice. Focused feedback is usually provided through these five processes; self-rating, walkthroughs, comprehensive observations, coaching or cueing , and student surveys (where student perceptions of teacher behaviors are collected).
Focused Practice
Focused practice is an element in the “feedback and practice” process that supports improving one’s proficiency in specific instructional practices. It involves a teacher understanding the differences in proficiency levels and tracking one’s progress toward effective and highly effective performance capacities. It is intentionally limited as to the issue(s) to be addressed and focused on a limited number of strategies where corrections, modifications, and adaptations are made to improve student learning at an appropriate level of difficulty so that the teacher can experience success.
Effective Deliberate Practice
starts with honest self- reflection to narrow the focus.
Narrowing the Focus
Collaborate with Evaluator for DP Targets
Lowest scored indicatorsIn ALL domains
Lowest scored indicators in weighted domains
Lowest scoredindicators linked to
student data
Self-Assessment of All Performance Indicators
Narrowed to 3-5 Prioritized Indicators
#1: Self-Assessment of All 25 Indicators
#2: Lowest Scored Indicators in All Domains
#3: Lowest Scored “Weighted” Indicators
Domains 1 & 2
#4: Lowest Scored Indicators Proficiency Area 4
#5: 3-5 Prioritized Indicators
1.1-E1.2-NI1.3-E2.1-NI2.3-E3.1-E3.2-E3.3-NI3.6-NI4.2-NI4.3-NI4.4-E4.5-E
4.6-E5.3-E5.4-NI6.1-E6.4-HE7.1-E7.2-HE8.3-E10.1-HE10.2-E10.3-E10.4-HE
Domain 1
1.2 2.1
Domain 2
3.3 3.6 Domain 1
4.2 4.3 1.2 2.1
5.4 Domain 2 Proficiency Area 4
Domain 3 3.3 3.6 4.2 4.3 4.2 4.3
6.1 7.1 4.2 4.3 4.4 4.5 4.5 3.6
8.3 5.4 4.6 1.2
Domain 4
10.2 10.3
Example of Narrowing Process Using Domains & Indictors
Sample Worksheet: Citrus County
Sample Completed Worksheet: Citrus CountyCitrus County School District Sample Deliberate Practice Worksheet
#1: Self-
Assessment of All 5 Standards & 50 Indicators
#2: Lowest Scored Indicators in All 5
Standards
#3: Lowest Scored Focus Indicators Standards 2 & 4
#4: School Data Supports
#5: 3-5 Prioritized Indicators
#6: Collaboration with Supervisor for
Final Selection
S1 1.2A-E 1.2B-E 1.2C-E 2.5A-HE 2.5B-E 2.5C-E 3.7E-E 3.9A-NI 3.9C-E 4.10A-E 4.10B-NI 4.10C-HE S2 1.1A-E 2.3A-E 2.3D-E 2.4A-NI 2.4E-E 2.5F-NI S3 2.4C-E 2.4D-NI 2.4F-E 3.6E-HE 3.8A-E 3.8B-E
S3 3.8C-E 3.8D-E 3.9E-NI 3.9F-E 3.9G-E S4 1.1B-E 1.2D-E 2.3B-E 2.3C-NI 2.3E-E 2.4B-E 2.5D-E 2.5E-E 4.10F-NI S5 3.6A-E 3.6B-E 3.6C-NI 3.6D-HE 3.7A-HE 3.7B-E 3.7C-HE 3.7D-HE 3.9B-E 3.9D-E 4.10DE 4.10E-NI
Standard 1 3.9A-NI
4.10B-NI
Standard 2
2.4A 2.5F
Data Supports Focus
Standard 2 2.4A-NI 2.5F-NI
(3.9A, 4.10B,3.6C, 4.10E)
S2 2.4A 2.5F
S2 2.4A 2.5F
S4 2.3C
S4 2.3C
DP Target: S2: Indicator 2.5F
Standard 3 2.4D-NI 3.9E-NI Standard 4 2.3C-NI 4.10F-NI Standard 5
Standard 4 2.3C (2.4A, 2.4D, 4.10F)
3.6C-NI 4.10E-
Table Talk
Discuss the narrowing process with a colleague.
How will your professional
growth be different as a
result?
Teacher’s Name and Position:_______________________________________________________________Evaluators Name and Position: ______________________________________________________________Target for school year: 2013-14 Date Growth Targets Approved: ________________________________Teacher’s Signature: _________________________________Evaluator’s Signature___________________________________
Deliberate Practice Growth Target #: ___ (Insert target identification number here, the check one category below) ( ) School Growth Target ( ) Teacher’s Growth Target
Focus issue(s): Why is the target worth pursuing?
Growth Target: Describe what you expect to know or be able to do as a result of this professional learning effort. (indicator(s) from the narrowing worksheet)
Anticipated Gain(s): What do you hope to learn?
Plan of Action: A general description of how you will go about accomplishing the target.
Progress Points: List progress points or steps toward fulfilling your goal that enable you to monitor your progress. If you goal1.
2.
3
Notes:
Sample Deliberate Practice Plan Template
Elements of Deliberate Practice• Focus Issue (Why worth pursing?)• Growth Target (What expect to know/do?) • Anticipated Gains (What hope to learn?)
• Plan of Action (How accomplish?)• Progress Points (What to monitor?)
Learning Activity 3 Discuss the plan template at your table. How much
change is required to transition from your old planning
process to this one using deliberate
practice?
In the research, the poorest performers don’t set goals at all; they just slog through their work. Mediocre performers set goals that are general and are often focused on simply achieving a good outcome. The best performers set goals that are challenging and specific.
Tiger Woods has been seen to
drop golf balls into a sand trap
and step on them, then
practice shots from that near-
impossiblelie.
The great soprano Joan Sutherland devoted countless hours to practicingher trill – and not just the basic trill, but the many different types (whole-tone, semitone, baroque)…
Olympic swimmers like Michael Phelps don’t just hit the pool and do laps all day; they practice all the techniques needed to shave off those precious seconds from their times. Every aspect of swimming is studied, from the mechanics of the stroke to the push-off at the end of each lap.
Living in a cave does not make you a geologist, and being in a classroom does not make you
an expert teacher.
10,000 Hours to Expert Performance
Establishing the Mindset for Deliberate Practice
A MINDSET for Deliberate Practice
GrowthFixed
Questions and Reflection
