the five major dimensions: resources & insights
In Visible Learning for Teachers (2012), John Hattie identifies five major dimensions that all expert teachers demonstrate regularly. His description of the knowledgeable, passionate teacher who inspires students through well-crafted and informed lessons is not a dream state, but one which educators can work towards as they seek to master their practice. Hattie states, " a major claim . . . is that the differences between high-effect and low-effect teachers are primarily related to the attitudes and expectations that teacher have when they decide on the key issues of teaching . . . what to teach and at what difficulty" (p. 26). In the Denver Public Schools, the district's cutting edge teacher evaluation system, Leading Excellent Academic Practice (LEAP) (2012), is deeply aligned with Hattie's findings. The LEAP Framework is divided into two observable domains, Learning Environment and Instruction, and within those divisions eight indicators; in addition to the observation, teachers are also evaluated on six indicators on the Professionalism rubric. Together, these twelve indicators make up 40% of a teacher's overall rating. Understanding the five major dimensions of visible teaching is an essential step toward a strong evaluation score.
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Expert teachers can identify the most important ways in which to represent the subject that they teach. |
Subject knowledge is essential to teaching; however, the degree to which one must be an expert in said subject in order to be a successful teacher of that subject is not mutually exclusive. In fact in Visible Learning (Hattie, 2008), it was found that expert content knowledge does not equate to strong student outcomes. This is not to say that a teacher does not need subject knowledge or that anyone can teach any subject. The interplay between content knowledge and pedagogical knowledge is the key to expert teaching. Expert teachers understand the essential ways to teach a subject to ensure both surface and deep learning of the content. Through intentionally designed learning experiences that help students connect to their prior knowledge and other subject area coursework are teachers able to create enduring learnings. Hattie (2012) also encourages educators to "make lessons uniquely their own by changing, combining, and adding to the lessons according to students' needs and their own teaching goals" (p. 28). The Denver Public Schools actively encourages this connection between content and pedagogy. The LEAP evaluation tool honors the work of teachers in creating these kinds of learning experiences for their students as eight of the indicators directly align with this dimension of expert teaching. Through the work of instructional leaders, peer observers, and senior team leads, all DPS teachers receive the support needed to grow their practice to meet the standards set forth in the evaluation system. LEAP Indicators: I.1: Clearly communicates the standards-based content-language objective(s) for the lesson, connecting to larger rationale(s) I.2: Provides rigorous tasks that require critical thinking with appropriate digital and other supports to ensure students’ success I.3 Intentionally uses instructional methods and pacing to teach the content-language objective(s) I.4 Ensures all students’ active and appropriate use of academic language I.6 Provides differentiation that addresses students’ instructional needs and supports mastery of content-language objective(s) P.2 Uses students’ work and data to plan, adjust and differentiate instruction P.3 Collaborates with school teams to positively impact students’ outcomes P.5 Demonstrates self-awareness, reflects on practice with self and others and acts on feedback Aligned Daily Practices:
Edutopia: Are You Tapping into Prior Knowledge Often Enough in Your Classroom Activating Strategies for Use in the Classroom |
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Expert teachers are proficient at creating an optimal classroom climate for learning. |
The classroom environment will either make or break the learning potential of that classroom. Teachers must understand the critical factors necessary for an environment conducive to learning. In highly effective classrooms, expert teachers embrace the learning process and make it comprehensible to their students. Students should be taught that learning is a bumpy process in which everyone is expected to make mistakes, learn from those mistakes, and persevere in order to achieve mastery. Essential to a classroom that embraces mistakes is the component of trust that has been developed between both the students and the teacher and the students themselves. Hattie (2012) characterizes such classrooms saying "error is welcomed . . . student questioning is high . . . [and] engagement is the norm" (p. 29). At the heart of such classrooms teachers create space for risk. Michael Thornton (2015) highlights the importance of risk and how the teacher can create that safe space: "kids take chances because risk is honored, because risks are taken from a comfortable platform, and because there's always a soft spot to land." In the Denver Public Schools, the student population represents a diversity of races, ethnicities, languages, and socio-economics. Teachers need to understand the dynamics and assets that each group brings to their classrooms, and must work to leverage those differences to create a classroom climate that is inclusive of all students while providing access to rigorous content. Keeping the classroom climate in mind is essential for success in the actual teaching of content. One cannot exist without the other. The LEAP Framework provides a guide for teachers as they work to create such learning spaces. LEAP Indicators: LE.1 Demonstrates knowledge of, interest in and respect for diverse students’ communities and cultures in a manner that increases equity LE.2 Fosters a motivational and respectful classroom environment LE.3 Implements high, clear expectations for students’ behavior and routines LE.4 Classroom resources and physical environment support students and their learning I.8 Promotes students’ communication and collaboration utilizing appropriate digital and other resources P.1 Demonstrates and applies knowledge of students’ development, needs, interests and culture to promote equity P.4 Advocates for and engages students, families and the community in support of improved students’ achievement P.6 Pursues opportunities for professional growth and contributes to a culture of inquiry Aligned Best Practices (Taken from the DPS LEAP Handbook (2016):
Edutopia: Creating Space for Risk Classrooms that Encourage Risk-Taking Strategies Seven Strategies for Building Positive Classrooms |
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Expert teachers monitor learning and provide feedback. |
EExpert teachers are problem solvers who not only create strong lesson plans, but are able to gauge the effectiveness of a lesson in real-time, make adjustments, and assess student learning. According to Hattie (2012), these kinds of teachers are "excellent seekers and users of feedback information about their teaching" (p. 29) and are in-tuned to their students' interest and understanding. The LEAP Framework has several indicators which align with this dimension. Specifically, the use of checks for understanding and feedback within a lesson will ensure that all students are mastering the content. Outside of the classroom, it is certainly best practice to work with your grade level team to examine student outcomes and adjust instruction or plan for re-teaching as needed. LEAP Indicators: I.5 Checks for understanding of content-language objective(s) I.6 Provides differentiation that addresses students’ instructional needs and supports mastery of content-language objective(s) I.7 Provides students with academically-focused descriptive feedback aligned to content-language objective(s) P.2 Uses students’ work and data to plan, adjust and differentiate instruction P.3 Collaborates with school teams to positively impact students’ outcomes P.5 Demonstrates self-awareness, reflects on practice with self and others and acts on feedback Aligned Best Practices (Taken from the DPS LEAP Handbook (2016):
Edutopia: 53 Ways to Check for Understanding Teach Thought: 20 Ways to Provide Effective Feedback Edutopia: 5 Research-Based Tips for Providing Students with Meaningful Feedback |
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Expert teachers believe that all students can reach the success criteria. |
Teachers must have a strong commitment to student learning in the classroom; that commitment can only come from a growth mind-set where the educator sincerely believes that the students are more than capable of learning the material and it is her job to help the students reach the desired outcomes through intentional teaching practices engaging all learners. The passion for teaching is at the heart of this belief and the expert educator is constantly seeking and learning news ways of teaching that will yield results for different kinds of learners. In Visible Learning for Teachers, John Hattie cites the Gates Foundation Measures of Effective Teaching Project which found that teachers with a high rate of success also were also viewed positively by their students. Hattie advises, "the manner used by the teacher to treat and interact with students, to respect them as learners and people, and to demonstrate care and commitment for them also needs to be transparent to students" (p. 30). Because of the great amount of diversity in the Denver Public Schools, this dimension of teaching is imperative. Our students come from such a rich tapestry of backgrounds, languages, countries, and experiences; only educators who are culturally competent can hope to work successfully with this student base. In designing the LEAP Framework, these areas of cultural competence were placed at the top as they are the essential foundation for highly effective classrooms which welcome all students while also providing the needed supports to achieve rigorous content. LEAP Indicators: LE.1 Demonstrates knowledge of, interest in and respect for diverse students’ communities and cultures in a manner that increases equity LE.4 Classroom resources and physical environment support students and their learning I.2 Provides rigorous tasks that require critical thinking with appropriate digital and other supports to ensure students’ success I.3 Intentionally uses instructional methods and pacing to teach the content-language objective(s) I.4 Ensures all students’ active and appropriate use of academic language I.6 Provides differentiation that addresses students’ instructional needs and supports mastery of content-language objective(s) P.1 Demonstrates and applies knowledge of students’ development, needs, interests and culture to promote equity P.2 Uses students’ work and data to plan, adjust and differentiate instruction P.4 Advocates for and engages students, families and the community in support of improved students’ achievement Aligned Best Practices:
The National Education Association: Diversity Toolkit: Cultural Competence for Educators Empowering Educators Through Cultural Competence 7 Ways to Scaffold Instruction for English Language Learners |
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Expert teachers influence surface and deep student outcomes. |
Expert teachers know that the job of the educator is to do more than simply teach their content. Expert teachers teach their students how to be successful in a variety of contexts through the skills taught in the subject. These transferable skills are the heart of the public education system and those teachers who master this dimension are those who encourage a love of life-long learning and give their students the tools necessary for any pursuit. A critical component of this kind of teaching is to set challenging goals for student learning where risk-taking is the norm and perseverance is the path to success. Hattie (2012) puts forth the goal that students will develop "into citizens who have challenging minds and the disposition to become active, competent, and thoughtfully critical participants in our complex world" (p. 32). For teachers in Denver, these kinds of outcomes are so critical as many of our students are highly impacted by poverty. With over 50% of the district receiving free or reduced lunch, the promise of a free, public education is essential to providing equity and closing the achievement gap. We must hold all students accountable for learning and help them learn to navigate through an ever changing world. The students who graduate from DPS rely on our district to help level the playing field for them as they enter the world of college and post-secondary training. If students are not challenged within the k-12 setting, they will emerge into the adult world without the necessary skills to be successful. The LEAP Framework offers a series of indicators that guide educators toward providing a rigorous, but supportive environment for students. LEAP Indicators: I.1 Clearly communicates the standards-based content-language objective(s) for the lesson, connecting to larger rationale(s) I.2 Provides rigorous tasks that require critical thinking with appropriate digital and other supports to ensure students’ success I.7 Provides students with academically-focused descriptive feedback aligned to content-language objective(s) I.8 Promotes students’ communication and collaboration utilizing appropriate digital and other resources P.2 Uses students’ work and data to plan, adjust and differentiate instruction P.3 Collaborates with school teams to positively impact students’ outcomes Aligned Best Practices (Taken from the DPS LEAP Handbook (2016):
Other Resources: Procedures for Classroom Talk Low-Stakes Writing: Writing to Learn Not Learning to Write |