Getting Started Chapter 1

1. Getting StartedChapter 1 Ettienne Godfrey EDUL 7793 Summer Term 2008 Dr. Gary Shouppe Class work 7/7/08

2. Traditional Schools Teacher Isolation Traditional organizational chart Teachers separated by grade level and subject area Professional Learning Communities Collaborative Teams Each grade level has three teams Each team has four core teachers Cultural Shift: Collaboration

3. Traditional Schools Grade level meetings Subject area meetings Professional Learning Communities Grade level Team meetings (cross curricular) Grade level subject area meetings Subject area meetings across grade level Routine Practices

4. Traditional Schools 1 x a week Professional Learning Communities Team meetings 1 x week Subject area on grade level 1 x week Subject area w/ all grade levels 1 x month Time

5. Traditional Schools Classwork, homework, tests, and projects are consistent across subject area Professional Learning Communities Classwork, homework, tests, and projects are consistent across each team, subject area, and grade level Products

6. Traditional Schools Compare data (i.e., benchmark tests, CRCT, etc.) amongst subject area Professional Learning Communities Compare data (i.e., benchmark tests, CRCT, etc.) within grade level teams (cross-curricular), subject area in each grade level, and across grade levels in specific subject areas Performance

7. Traditional Schools Use less collaboration Work more independently Less cohesive Less consistent Professional Learning Communities Work interdependently Common goals More cohesive Shared responsibility More consistent Summary