Celebrating Learning in a Climate of Collaboration…

1. Celebrating Learning in a Climate of Collaboration… Meadow Lakes Elementary

2. Write something positive that is currently happening at your school or site. (Please use the white paper provided on your table.)

3. Snowball Toss • Crumple your paper into a snowball. • Toss your snowball to someone else in the room that you do not know. • Read your new snowball and stand up ready to share what it says (if you want to share)…after you hear the chimes.

4. Meadow Lakes Elementary’s definition of NCLB -Need toCollaborate and celebrateLearning and Best practices

6. The Value of Professional Learning Communities “When teachers operate in professional communities and take collective responsibility for student learning they produce school-wide gains in academic achievement.” (Louis, Kruse & Marks, 1996)

7. Building a climate of meaningful collaboration • Teachers need to have a voice and feel that they are listened to. • Process – A shared vision of ownership is more an outcome of a quality process than a precondition. • Teachers are encouraged to work together and team accomplishments are celebrated.

9. A focus on LEARNING! • A school-wide focus on best practices • Study Groups (FLT/PLC) - value collective learning • Celebrate success early and often – a great way to show what we would like to see more of • A focus on the positive “what’s working” helps to improve the school climate and builds teacher confidence.

11. Lesson Reflections vs. Lesson Plans • What I expected my students to learn? • How I knew my students learned it? • What I did for those students who did not learn it? (Eaker, DuFour, and Burnette, 2002)

13. Effective change takes TIME • We have an organic model of improvement – constantly changing based on new and current information. • Prioritize improvement efforts – we try not to change too much too quickly. • Michael Fullan writes, “…sustainable change takes 3 to 5 years.” - We need to remember this and slow down when we get moving too fast. • Do not expect all or even most groups to change. Progress occurs when we take steps that increase the number of people affected.

14. Feeling insecure • Building trust & respect- supporting teachers who are willing to take a risk or try something new • A new culture is created by a small number of people who are not afraid to feel insecure.” - Rudolf Bahro (philosopher) • “Smooth implementation is often a sign that not much is really changing.” (Fullan, 1999)

16. Conversations • “The quality of an organization is directly linked to the quality of conversations that people have within that organization.” (Senge, 1990) • We value and create time for conversations that are focused on improving student learning.

17. Valuing Conflict “Assume that conflict and disagreements are not only inevitable but fundamental to successful change. Any collective change attempt will necessarily involve conflict.” (Fullan, 1999)

18. Guiding Instruction Using Formative Assessments

19. The Roles ofTitle I and ELL • Team effort • Interpret data • Collaborate with classroom teachers to develop student learning plans • Assess students

20. Formative Assessments • Ongoing • Looks more like instruction in that it includes tasks typically used during the instructional process (also referred to as curriculum based assessment). • Serves to further define the specific focus of instruction

21. Progress Monitoring • When: At least once a month for students performing below grade level based on formative assessments. • Why: To further define the specific focus for instruction. • How: Teacher observation, informal and formal tests.

23. Professional Development • District-wide to Site-based • A focus on Best Practices • Ongoing • Teaming with other schools who have a similar philosophy • To improve and increase instructional staff’s knowledge

25. Focused Learning Teams (FLT’s) • Course Credit • Needs assessment to determine course offerings • Sample courses: Lucy Calkins Writing, Guided Reading, Reading Interventions, Promethean Board Technology

26. School-wide Improvements • Four-Blocks Literacy Framework • Alignment of GLE’s to Curriculum • Lucy Calkins & Six Traits Writing • Leveled bookroom and classroom libraries • Take-Home Reading program • Olweus Bully Prevention Program • Technology: integrated into the curriculum • Family Involvement Events • Consistent Discipline • Restructuring Staff • Response to Intervention

28. Technologies that enhance learning… • Interactive boards • Digital projectors with document readers • Software – PowerPoint, Kidspiration, Earobics, Microsoft, Kidpix • Online resources, custom webpages • Simulations – Space

29. Family Involvement Opportunities • Frequent family nights - one every month • Varied days of the week - meeting families needs • Varied times - before school, during school, after school and evenings • Various subjects - math, health, literacy, science, etc. • Creative themes - Reading Rodeo, Magical Math, etc. • All ages levels • Well publicized - posters, flyers, announcements, stickers • Provide food and “prizes” for families

39. Share your success • What are some of the things your school or site is doing to improve student learning? • What are some indicators to show you it’s working? (write on the Post-Its on your table)

40. Sharing… • Share your ideas around your table and, as a group, choose 3 to share with all of us. • Write 3 ideas on the chart paper at your table.

41. Time to Share

42. Reflect… • On the blue paper, write one idea that you can take back to your school or site to implement.

43. Click, click… • How do you compare? • Activote session…

44. Materials available • Starting a Take-Home Reading Program • Examples of Family Involvement Activities • The Four Blocks Framework (reading and writing)

45. Q & A • Questions for the presenters…

46. References Eaker, R., DuFour, R., and Burnette, R. (2002). Getting Started: Reculturing Schools to Become Professional Learning Communities. Bloomington, IN: National Educational Services. Fullan, M. (1999). Change Forces: The Sequel. London: Falmer Press. Louis, K. S., Kruse, S. D., and Marks, H. M. (1996). “Schoolwide Professional Development.” In F. Newmann and Associates, Authentic Achievement: Restructuring Schools for Intellectual Quality, 170-203. San Francisco: Jossey-Bass. Senge, P. (1990). The Fifth Discipline. New York: Doubleday.