Florida Charter Schools
Teacher and Leader Evaluation
Staff Development Presentation Materials
for Certified Trainers
Implementing High-Effect Size Practices
Presented by
Learning Activity 1
High-Effect Size Practices: Four Corners
Think about the effective implementation of high-effect size practices and relate it to the
four track and field events below. Choose one that reflects your thinking and make the
best metaphor.




Jumping the hurdles
Throwing the javelin
Pole vaulting
Running a relay race
Once you have made your choice, take your paper with you to the corner marked with
post-it paper signifying your event. With your team, record all of the reasons you
selected your event on the chart paper, and record all of the reasons you did not select
the other three events.
Choose a reporter to share your thinking. You will have 10 minutes.
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Teacher and Leader Evaluation
Learning Activity 2:
Below you will find the Florida Department of Education’s high-effect size indicators
document. In pairs, review the indicators and provide a rating for each one as to the
level of implementation in your school. Rate each as:
FI= Fully Implemented – implemented well in every classroom
PI= Partially Implemented – implemented well in the majority of classrooms
II= Isolated Implementation – implemented well in a few classrooms
NI= Not Implemented – not implemented well in any classrooms
High-Effect Size Indicators (2012)
Classroom teachers need a repertoire of strategies with a positive-effect size so that
what they are able to do instructionally, after adapting to classroom conditions, has a
reasonable chance of getting positive results. As school leaders and mentor teachers
begin to focus on feedback to colleagues to improve proficiency on practices that
improve student learning growth, emphasis should be on those strategies that have a
high-effect size. Where every Florida classroom teacher and school leader has a
core repertoire of highly effective practices, progress on student learning is
accelerated.
The Department’s identified set of indicators on high-effect size instructional and
leadership strategies with a causal relationship to student learning growth constitute
priority issues for deliberate practice and faculty development.
Classroom Teacher High-Effect Indicators
Learning Goal with Scales: The teacher provides students with clearly stated learning
goals accompanied by a scale or rubric that describes levels of performance relative to
the learning goal.
FI
PI
II
NI
Tracking Student Progress: The teacher facilitates the tracking of student progress on
learning goals using a formative approach to assessment.
FI
PI
II
NI
Established Content Standards: The teacher ensures that lesson and unit plans are
aligned with established state content standards identified by the state and the manner
in which that content should be sequenced.
FI
PI
II
NI
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Teacher and Leader Evaluation
Multi-Tiered System of Supports: The teacher provides a learning environment with
multiple tiers of support to meet individual needs and affect positive change.
FI
PI
II
NI
Tracking Rate of Progress: The teacher’s implementation of a multi-tiered system of
supports (MTSS) routinely collects, analyzes, and uses ongoing progress monitoring
data to evaluate student rate of progress aligned with behavioral and grade-level
academic standards.
FI
PI
II
NI
Clear Goals: The teacher identifies a lesson or part of a lesson as involving important
information to which students should pay particular attention.
FI
PI
II
NI
Text Complexity: The teacher cognitively challenges students through the use of
“complex text” to learn content information and routinely includes close reading,
rereading, and use of dependent questions to deepen student understanding of text
incorporating these two processes:
• Writing in response to text
• Text-Based discussions with students
FI
PI
II
NI
ESOL Students: The teacher provides instruction to ESOL students on the
development of the English language learners’ ability to produce and respond to spoken
and written English texts, from pronunciation and formation of individual sounds and
letters, through word and sentence level, to patterns of text structure utilizing the
appropriate ESOL teaching strategies.
FI
PI
II
NI
--------------------------------------------References to contemporary research on instructional and leadership strategies may be found at
www.fldoe.org/profdev/pa.asp. These research findings provide guidance on instructional and leadership practices
that support professional growth and student learning growth.
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Reproduction rights provided to Florida DOE and FL Charter Schools
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Teacher and Leader Evaluation
Learning Activity 3:
The high-effect size strategies listed here are from Robert Marzano’s 2007 research.
The strategies are grouped on a line based on their common effect size. Your task is to
match the effect size to the strategy or cluster of strategies. Work with your tablemates
or a partner to complete the task and be prepared to share your thinking with the whole
group.
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Reproduction rights provided to Florida DOE and FL Charter Schools
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Teacher and Leader Evaluation
Learning Activity 4:
Working with a partner or with your tablemates, place the strategy listed below in the
appropriate quadrant by effect size.
High-Effect Strategies: What works BEST?
Feedback
Metacognitve Strategies
Ability Grouping
Team Teaching
Questioning Strategies
Teacher Expectations
Vocabulary Instruction
Teacher-Student Relationships
Teacher Subject Knowledge
Retention
Teaching Test-Taking
Open Classrooms
Learning Styles
Phonics Instruction
Very High Effects: 0.67 to 1.44 ES
Moderate to High Effects: 0.43 to 0.54 ES
Low Effects: 0.17 to 0.22 ES
Low to Negative Effects: 0.12 to -0.13 ES
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Teacher and Leader Evaluation
Feedback & Concluding Thoughts
Based upon your experiences today…
What “squares”
with your
thinking?
3 points
you are
taking
away?
What is
still going
“around”
in your
mind?
© 2013 The Leadership and Learning Center
Reproduction rights provided to Florida DOE and FL Charter Schools
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Teacher and Leader Evaluation