WHY TEACHER BASED TEAMS in SUPPORT OF ALL STUDENTS?

1. WHY TEACHER BASED TEAMS in SUPPORT OF ALL STUDENTS? • Create shared responsibility for each student as part of “all of our kids” • Eliminate teachers working alone • Provide effective ways for differentiated instruction • Establish ongoing and embedded professional development within the TBT

4. What we Know About TBT’s With a balance of administrative support and pressure, teacher groups are more likely to persist with addressing problems long enough to make a causal connection between instructional decisions and achievement gains Gallimore et. al 2009

5. Promoting and Participating in Teacher Learning and Development E.S. = 0.84

6. Teachers change their practices when: • they have an opportunity to develop acollectiveunderstanding of high quality instruction and • are provided ongoing opportunities to collectively reflect, discuss, deliberately practice, receive coaching and then adjust their teaching. McNulty, 2011

7. Teacher Implementation related to Student Achievement % Teachers Implementing with Fidelity Student Scores

8. NON-NEGOTIABLES FOR AN EFFECTIVE LEARNING ORGANIZATION • Intensive training and support in the (5 step) process • Multiple opportunities for practice • Coaching in the process and opportunities for observation McNulty (2010)

9. Facilitation Approaches and Standards READ: Approaches – Instructional and Facilitative Standards for Successful Team Meetings

10. Facilitation Approaches and Standards: • Think about some of the key learning that your team might be engaged in next year (i.e. strategies, modules, common core.) • Think about examples of when you might use each one of these ideas in your team meetings. • Be ready to share. 10

11. Collaborative Inquiry … a way of ensuring that collaboration goes beyond casual story swapping and becomes true, intentional joint work that results in new understandings that will move practice forward Katz, Earl & Jaafar, (2009). Building and Connecting Learning Communities, p.74. 11

12. Implement the Plan Systemically and Systematically Systemically Systematically • Breadth • Depth • Sustainability • Shared Ownership Procedural Coherent Thorough Regularity

13. Ohio Improvement Process Use data to identify critical needs Develop goals, research-based strategies, indicators, & action steps focused on critical needs identified in Stage 1 STAGE 0 Planning and Preparation Establish collaborative structures and processes Review data. Gather summative evidence of implementation and impact

14. The Ohio 5-Step Process: A Cycle of Inquiry

15. Baseline Survey Results from Across Ohio

16. The Checklist Manifesto: How to Get Things Right by Atul Gawande

17. gre Hand-Out

19. Step 1 Collect and Chart Student Data from a Common Assessment • Teacher Created • End-of-Unit Assessments • Purchased Questions

20. Who Needs the Data? DLT/BLT/TBT The Data Coach’s Guide: Love, Stiles, Mundry & DiRanna, c. 2008 Summative district and state assessments (aggregated, disaggregated; srand, item, and student work) Annual Data about people, practices, perceptions (e.g., demographic, enrollment, survey, interview, observation data, curriculum maps) 2-4 times a year Benchmark commonassessments (e.g., end-of-unit, common grade-level tests reported at item level; aggregated, disaggregated; strand, item, and student work) Quarterly or end of unit 1-4 times a month Formative common assessments (e.g., math problem of the week, writing samples, science journals, other student work) Formative classroom assessments for learning (e.g., student self-assessments, descriptive feedback, selected response, written response, personal communications, performance assessments) Daily - Weekly

22. You don’t fatten the pig by weighing it.

23. 5 Step TBT Process Use TBT process to be PROACTIVE in strengthening the Core instruction.

24. 5 Step TBT Process 5 Step TBT Process 5 Step TBT Process

25. Step 1: Gave and Scored Assessment

26. The Data Coach’s Guide: Love, Stiles, Mundry & DiRanna, c. 2008 HOW MUCH IS TOO MUCH!? Summative district and state assessments (aggregated, disaggregated; srand, item, and student work) Annual Data about people, practices, perceptions (e.g., demographic, enrollment, survey, interview, observation data, curriculum maps) 2-4 times a year Benchmark commonassessments (e.g., end-of-unit, common grade-level tests reported at item level; aggregated, disaggregated; strand, item, and student work) Quarterly or end of unit 1-4 times a month Formative common assessments (e.g., math problem of the week, writing samples, science journals, other student work) Formative classroom assessments for learning (e.g., student self-assessments, descriptive feedback, selected response, written response, personal communications, performance assessments) Daily - Weekly

27. Frequent Testing/Effects of Testing .34 Hattie 2009

28. Feedback .73 Hattie 2009

29. What Does Feedback Mean? “The mistake I was making was seeing feedback as something teachers provided to students – they typically did not, although they made claims that they did at the time, and most of the feedback they did provide was social and behavioral. It was only then when I discovered that feedback was most powerful when it is from the student to the teacher that I understand it better. When teachers seek, or at least open to, feedback from students as to what students know, what they understand, where they make errors, when they have misconceptions, when they are not engaged – then teaching and learning can be synchronized and powerful. Feedback to teachers helps make learning visible. “ (Hattie 2009 pg. 173)

30. Formative Evaluation! 0.90 Hattie 2009

31. Formative Evaluation! Pay attention to the formative effects of your teaching, as it is these attributes of seeking formative evaluation of the effects (intended and unintended) of the programs that makes for excellence in teaching. 0.90 Hattie pg. 181 2009

32. Step 2 Analyze student work for strengths and weaknesses.

33. Step 2: Analyze Your Data Highest Scoring Question Pg 3

34. Lowest Questions Pg 5

35. Coaching Prompts 5-Step Process Card

36. gre

37. Step 3 Establish shared expectations for implementing specific differentiated strategies in the classroom.

39. TBTs and Your Instructional Framework What’s the difference between a strategy and an Instructional Framework? Do we know how this fits with TBTs?

40. Charlotte Danielson’s Instructional Framework

42. Step 4 Implement changes consistently across all classrooms

44. Step 5 Collect, Chart and Analyze Post-Assessment Data

48. Sharing Our Learning

50. Communication Loop? • What does the BLT need? • Monthly update from each team • What is the most important information that needs shared for us to be a LEARNING community? • What does the DLT/Transformation Team need? • At least quarterly updates from the BLT on the progress of their TBTs • Implementation Data (Adults) • Pre/Post Data (Students)