Research shows that if teachers are to learn new instructional practices and then effectively transfer them to the classroom, teachers must:

• Learn the skills and understand the theory and rationale for the new content and instruction
• Observe a model in action
• Practice the new behavior in a safe context
• Try out the behavior with support in the classroom (Haycock, 1998; Howell, 1993; Kindsvatter et al., 1988; Pradere, 2007)

At the same time teachers, coaches, and administrators learn the attributes of effective teaching, they learn how the Teach for Success Observation Instrument can help identify areas of pedagogical strength and areas for further development.

The Teach for Success elements and principles draw from numerous sources, including the research of Benjamin Bloom, Robert Marzano, Thomas Guskey, and many others, and your WestEd team has the knowledge and experience to put them into practice to achieve the measurable results you need. The Teach for Success model is organized into the following six sections: Instructional Practices to Support All Learners, Student Engagement, Assessment Practices, Cognitive Level of Questions and Activities, Instructional Approaches, and Learning Environment. Learn more about the Six Sections of the Teach for Success Program.

Instructional Practices to Support All Learners

This section focuses on specific practices that a teacher uses to best facilitate the transfer of knowledge and skills to all students. The work of Marzano, 2007; Echevarria et al., 2007; Algozzine et al., 1997; Rosenshine and Stevens, 1986; and Hunter, 1982 support the design for this section.

Student Engagement

This section focuses on what a teacher does to actively engage all students in learning and to selected student engagement techniques. This section draws on the work of Jamentz, 2002; Marzano, 2007; Marzano et al., 2003; Gentile, 1988; Rosenshine and Stevens, 1986; and Hunter, 1976.

Assessment Practices

This section focuses on types of classroom assessments and on a teacher’s actions while assessing students day to day. This section draws on the work of Fisher and Frey, 2007; Guskey, 2003; and McTighe and Ferrara, 2000.

Cognitive Level of Questions and Activities

This section focuses on using the Revised Bloom’s Taxonomy as a guide in determining the cognitive level of questions and activities.

Instructional Approaches

This section focuses on different types of classroom approaches a teacher can take, such as whole group instruction, small group instruction, and student seatwork. This section draws on the work of Tomlison and Eidson, 2003; Algozzine et al., 1997; Gentile, 1988; Rosenshine and Stevens, 1986; and Hunter, 1982.

Learning Environment

This section focuses on the classroom climate, including the available resources within the classroom and the nature of a teacher’s interactions with students. This section draws on the work of Evertson et al., 2003 and Mendler and Curwin, 1983.

Citations

Algozzine, B., Ysseldyke, J., & Elliot, J. (1997). Strategies and tactics for effective instruction. Longmont, CO: Sopris West.

Anderson, L., Krathwohl, D., Airasian, P., Cruikshank, K., Mayer, R., Pintrich, P., Raths, J., & Wittrock, M. (2001). A taxonomy for learning, teaching, and assessing. New York: Addison Wesley, Longman.

Echevarria, J., Vogt, M., & Short, D. (2007). Making content comprehensible for English language learners: The SIOP model, 3rd edition. Needham Heights, MA: Allyn & Bacon.

Evertson, C., Emmer, E., & Worsham, M. (2003). Classroom management for elementary teachers. Boston, MA: Allyn and Bacon.

Fisher, D., & Frey, N. (2007). Checking for understanding, formative assessment techniques for your classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

Gentile, J. (1988). Instructional improvement: Summary of Madeline Hunter’s essential elements of instruction and supervision. Oxford, OH: National Staff Development Council.

Guskey, T. (2003). How classroom assessments improve learning. Educational Leadership, 60 (5).

Haycock, K. (1998). Good teaching matters: How well-qualified teachers can close the gap. Washington, DC: Education Trust.

Howell, K. W. (1993). Curriculum-based evaluation: Teaching and decision-making. Belmont, CA: Wadsworth.

Hunter, M. (1976). Improved instruction. El Segundo, CA: Theory In Practice Publications.

Hunter, M. (1982). Mastery teaching. El Segundo, CA: Theory In Practice Publications.

Jamentz, K. (2002). Isolation is the enemy of improvement: Instructional leadership to support standards-based practice. San Francisco: WestEd.

Kindsvatter, R., Wilen, W., & Ishler, M. (1988). Dynamics of effective teaching. New York: Longman.

Marzano, R. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R., Marzano, J., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: Association for Supervision and Curriculum Development.

McTighe, J., & Ferrara, S. (2000). Assessing learning in the classroom. National Education Association of United States.

Mendler, A., & Curwin, R. (1983). Taking charge in the classroom: A practical guide to effective discipline. Reston, VA: Reston Publishing.

Pradere, S. (2007). Effective staff development connected to increased student achievement. Doctoral dissertation. University of Nevada, Reno.

Rosenshine, B., & Stevens, R. (1986). Teaching functions. In M.C. Wittrock (Ed.), Handbook of research on teaching, 3rd edition (pp. 376-391). New York: MacMillan.

Tomlison, C., & Eidson, C. (2003). Differentiation in practice: A resource guide for differentiating curriculum. Alexandria, VA: Association for Supervision and Curriculum Development.