Written by Dr. John Meyer
Is everyone in your school on the same page when it comes to what effective teaching looks like? I recently spoke with two teachers who were frustrated by their principals’ feedback after a classroom observation.
In one case, the principal had complimented the teacher on his enthusiasm and nicely organized lesson, but suggested the teacher should plan better lesson introductions. The teacher felt like the discussion focused on things that were not very important to student learning. In the other case, the principal left a completed checklist in his teacher mailbox of things observed during the lesson without any written or verbal feedback.
In part, these frustrations resulted from principals and teachers not having a shared framework of what good teaching looks like. Without a shared framework, the principal has a myriad of dynamics that he might observe and discuss. The teacher is left to guess what the principal might find important. And it’s possible that neither one might focus on the factors that are most important to student learning.
Existing Frameworks for Effective Teaching
A research-based framework of effective teaching that is shared by both the teacher and observer is essential for meaningful observation and discussion (Danielson, 2007). When both share the same understanding of what’s important, with a common language and practice, the teacher knows what to focus on and the principal knows what to look for. Then both can agree on the most meaningful factors that affect student learning.
Several such frameworks of effective teaching exist. McCREL (Dean, Hubbell, Pitler, & Stone, 2012), Marzano (2007), and Danielson (2007) provide research-supported frameworks that describe what effective teachers do. When both the teachers and observer are conversant in the same framework, they are on the same page about what is truly important in a lesson. This helps the teacher know how to teach and helps the observer know what to look for. Such shared understandings promote conversations about teaching that help teachers refine their instruction.
However, the aforementioned frameworks are both complex and expensive. They involve between 15 and 41 identified elements of effective instruction. To understand and master these elements requires extensive training from outside experts. As teachers and principals in a school change, these trainings need to be repeated or the shared understanding is lost. Without a thorough and shared understanding of these elements and how to carry them out, the observation and feedback continue to be frustrating.
WELS Learning-Focused Supervision Framework
That is why the Wisconsin Ev. Lutheran Synod’s (WELS) Commission on Lutheran Schools (CLS) and Martin Luther College (MLC) have developed a more streamlined set of seven elements for Lutheran teachers within a simple framework. These seven elements represent strategies that make the biggest impact on student learning, fit logically in a typical lesson, and can be quickly implemented with little training. We call these elements Learning-Focused Instruction, and they fit within the Learning-Focused Supervision framework.
This uniform and streamlined approach to an effective teaching framework makes sense in the context of WELS schools. Faculties are often overworked, school budgets are tight, and classroom instruction typically follows a traditional approach. A synod-wide framework provides consistency as teachers and principals move from school to school within this Lutheran school system.
Simplicity Is Key
Simplicity is the key to getting busy faculties on the same page. The Learning-Focused Supervision framework is informed by contemporary research and best practice, and provides a foundational starting point for any school. Once faculties master this framework, they can use this foundation as a springboard to adopt and learn some of the more sophisticated frameworks promoted by educational experts.
Learning-Focused Instruction: What Teachers Focus On
The seven elements of Learning-Focused Instruction follow the traditional parts of a lesson.
- Developing Background
- Essential Questions
- Learning Targets
- Quick Formative Assessments
- Full Formative Assessments
- Active Engagement
- Summary and Practice
Developing Background (Willingham, 2009) and Essential Questions (McTighe & Wiggins, 2013) are part of what Madelyn Hunter called the anticipatory set (Schmoker, 2011). Learning Targets are student-friendly expressions of the lesson intent that are shared by both the teacher and students (Moss & Brookhart, 2012). Formative Assessments, both quick and full, check students for understanding of the learning target and provide corrective feedback during the lesson (Black & Wiliam, 1998; Moss & Brookhart, 2009). Active Engagement means that all students are involved in higher-order thinking during the lesson (Himmele & W, 2017). Summary and Practice refers to the way a lesson concludes and the knowledge and skills are reinforced (Vatterott, 2018; Willingham, 2009).
Learning-Focused Supervision: What Supervisors Look For
The above seven elements, along with social-emotional factors, are embedded in the Learning-Focused Supervision framework. It identifies nine specific look-fors in three categories when observing instruction. It is articulated in the Commission on Lutheran School’s Module 2: Coaching—A Formative Process.
Getting on the Same Page
In addition to the CLS’s four Ministerial Growth and Evaluation Program modules, which we are all familiar with, MLC has developed a variety of inexpensive and convenient ways for Lutheran school faculties and teachers to get on the same page.
Faculties can informally discuss and learn the elements of Learning-Focused Instruction using free resources available on the Martin Luther College continuing education website. Teachers are encouraged to earn micro-credentials for each element to develop and demonstrate their competence. School faculties or individual teachers can also engage in formal training through the Martin Luther College (MLC) satellite course EDU8509 Elements of Effective Instruction.
Instructional coaches or principals can develop and demonstrate their supervision skills with the free resources available through the Learning-Focused Supervision series of micro-credentials. They can also learn and practice these same skills through MLC’s Mentoring and Coaching Certificate program and the graduate-level leadership course EDU5302 Supervision of Instruction.
Professional conversations about effective classroom instruction are improved when a school’s teachers and instructional coach are on the same page. The Learning-Focused Supervision framework puts such conversations within reach.
Dr. John Meyer (DMLC ’87) is the Martin Luther College director of graduate studies and continuing education. He is also a member of the Commission on Lutheran Schools’ Growing Educators in Ministry (GEM) team, which developed the Ministerial Growth and Evaluation Program and training.
References
Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. King’s College, London School of Education, London, UK.
Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2nd ed.). Alexandria VA: ASCD.
Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. (2012). Classroom instruction that works (2nd ed.). Alexandria VA: ASCD.
Himmele, P., & W, H. (2017). Total participation techniques: Making every student an active learner (2nd ed.). Alexandria, VA: ASCD.
Marzano, R. (2007). The art and science of teaching: A comprehensive framework for effective teaching. Alexandria VA: ASCD.
McTighe, J., & Wiggins, G. (2013). Essential questions: Opening doors to student understanding. Alexandria VA: ASCD.
Moss, C. M., & Brookhart, S. M. (2009). Advancing formative assessment in every classroom. Alexandria, VA: ASCD.
Moss, C. M., & Brookhart, S. M. (2012). Learning targets: Helping students aim for understanding in today’s lesson. Alexandria, VA: ASCD.
Schmoker, M. (2011). Focus: Elevating the essentials to radically improve student learning. Alexandria VA: ASCD.
Vatterott, C. (2018). Rethinking homework: Best practices that support diverse needs (2nd ed.). Alexandria VA: ASCD.
Willingham, D. T. (2009). Why don’t students like school? San Francisco, CA: Jossey-Bass.