Data Team Training
February, 2014
DataFebruary
Team
Training
4, 7, 10, 2014
Learning Goal:
• Participants will have a deeper understanding of Deliberate
Practice as it relates to teacher improvement.
• Participants will be able to communicate concepts learned with
teachers and provide direction in completing the Deliberate
Practice/Reflection section on PGS using data sources from
SMART2.
Prior Learning
Deliberate Practice is a way for teachers to grow their expertise
through a series of planned activities, reflection, and
collaboration.
Setting goals
Focused practice
Observing and discussing teaching, and
Monitoring progress
Prior Learning
Deliberate Practice begins with empowering teachers!
Identify areas that I am really good at and areas that I need
to improve in.
Identify structured deliberate ways to improve. (Teacher Selfassessment)
Activity
 Number 1-4 on the back of your agenda.
 Identify four new friends that you will work with during
this training.
Activity
 At your table, discuss your understanding of deliberate
practice and what your school has done to orient your
teachers to the concept.
 Share.
Michael Jordan Video
 http://www.youtube.com/watch?v=hXdj8scRdFE
Michael Jordan
 Find your #1 friend and based on prior knowledge, talk
about how we can relate (deliberate practice) in the
teaching profession to the Michael Jordan video.
 Share.
Deliberate Practice
 Deliberate practice is studying a skill. We often miss this
in the coaching process…or not know what to do to fix
the problem.
 Think about studying a craft or sport. What if we looked
at the problem together to problem solve, providing
coaching and feedback?
 Deliberate practice is very specific based on the need of
the teacher.
 Deliberate practice involves motivation for the teacher
to want to reach higher levels.
 Successful deliberate practice depends on feedback.
Reciprocal Teaching Activity
 Assign Table Roles for Article Activity

Predictor

Summarizer

Questioner

Clarifier
 Take turns reading the paragraphs in the article: Teacher
Development Through Deliberate Practice and respond
using the assigned roles
 Share.
Scenario of Deliberate Practice
https://www.teachingchannel.org/videos/high-schoolband?utm_campaign=digest&utm_medium=email&utm_so
urce=digest
How would you define instructional
expertise?
 Find your #2 friend and discuss– How does this instructional
scenario illustrate “deliberate practice”?
 Find another team of 2 and share your thoughts.
Characteristics of Deliberate Practice
Subject’s
Motivation
Study of
Skill
Repeated
performance
Immediate
Informative
Feedback
Culture of Deliberate Practice
What if…..
every teacher
engaged in selfassessment of
classroom
practices?
every
teacher
focused on
specific
instructional
strategies
for growth?
Deliberate Practice
Deliberate Practice for teachers is continually striving to achieve
mastery at higher levels through focused practice, reflection and
feedback.
Teachers reflect on their current instructional strengths and weaknesses
and decide how they can focus their practice in order to grow.
Consider these questions:
• Find your #3 friend and discuss the questions below:
• As you consider deliberate practice, think about the current
processes used in our schools to help teachers improve.
• How are those processes aligned with, or not aligned with our
discussions today on deliberate practice?
• And – when it is not aligned – what are the implications for our
work?
• Share.
Deliberate Practice
An expert breaks down the skills that are required to be an expert and
focuses on improving those skill chunks during practice or day-to-day
activities – often paired with immediate coaching feedback.
K. Anders Ericsson
Deliberate Practice
 Deliberate Practice is an expectation that all teachers can
increase their expertise from year to year which produces
gains in student achievement from year to year with a
powerful cumulative effect.
Reflection/PGS
 Go to PGS website, walk through the steps for
completing section #5.
 Provide an example.
www.santarosa.k12.fl.us
Reflection/PGS
 Find your #4 friend and complete the blank reflection
form using one of the partner’s deliberate practice
implemented this school year.
 Pair up with another team of two and share the samples
that each team has completed.
 Comments.
Wrap it up..questions, concerns,
next steps:
 With your school Data Team, agree on a time to work
with your teachers in small groups to help them
complete the deliberate practice/reflection section on
PGS prior to March 1, 2014.
 Ask for help if you are unclear or uncertain of your
understanding of materials presented today.
Good Luck!