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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

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•Build Capacity to Train TBTs in Ohio 5-Step Process•Provide TBT Training in Ohio 5-Step Process•Collect Data on Quality of TBT Implementation•Set Benchmark Standards•Use BLT Student Performance and Adult Implementation Data to Provide Guidance and Support to BLTs

•Determines district wide and/or building-to-building support needed from internal and external sources

DLT

• Monitor TBT Implementation and instructional practices• Use the data to make decisions around professional development and other supports needed by TBTs

•Identify Strengths and Weaknesses of TBT Student Data•Provide timely flow of BLT Data to DLT Level (as defined by DLT)•Articulate roles and responsibilities of BLT to building staff

BLT

•Give common assessment to students•Analyze results•Use assessment data to group students by needs or deficit skills•Provide intervention/enrichment- by differentiating instruction•Re-assess students, evaluate effectiveness of practices•Summarize student performance and instructional practice data and report to BLT

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What we Know About TBT’s

With a balance of administrativesupport and pressure, teacher

groups are more likely to persistwith addressing problems long

enough to make a causalconnection between

instructional decisions andachievement gains

Gallimore et. al 20099/14/12

5

Promoting and Participating in Teacher Learning

and Development

E.S. = 0.84

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Teachers change their practices when:

• they have an opportunity to develop a collective understanding of high quality instruction and

• are provided ongoing opportunities to collectively reflect, discuss, deliberately practice, receive coaching and then adjust their teaching.

McNulty, 20119/14/12 6

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Student Scores

% Teachers Implementing

with Fidelity

Student Achievement

related to

Teacher Implementation

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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)

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Facilitation Approaches and Standards

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READ:Approaches – Instructional and FacilitativeStandards for Successful Team Meetings

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Facilitation Approaches and Standards:

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1. Think about some of the key learning that your team might be engaged in next year (i.e. strategies, modules, common core.)

2. Think about examples of when you might use each one of these ideas in your team meetings.

3. Be ready to share.

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Collaborative Inquiry

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… 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.

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Implement the Plan Systemically and Systematically

Systemically

• Breadth

• Depth

• Sustainability

• Shared Ownership

Systematically• Procedural

• Coherent

• Thorough

• Regularity

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Ohio Improvement

Process

STAGE 0Planning

and Preparation

Establish collaborative structures and processes

Use data to identify critical needs Develop goals, research-

based strategies, indicators, & action steps focused on critical needs

identified in Stage 1

Review data. Gather summative evidence of

implementation and impact

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Step 1Collect and chart

data

Step 2Analyze student

work specific to the data

Step 3Establish shared expectations for

implementing specific effective changes in the

classroom

Step 4Implement changes consistently across

all classrooms

Step 5Collect, chart and analyze post data

The Ohio 5-Step

Process:A Cycle of

Inquiry

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Baseline Survey Results from Across Ohio

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The Checklist Manifesto: How to Get Things Right

by Atul Gawande

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gre

Hand-Out

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Step 1

Collect and Chart Student Data from a Common Assessment

• Teacher Created• End-of-Unit Assessments• Purchased Questions

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Summative district and

state assessments (aggregated,

disaggregated; srand, item, and

student work)

Data about people, practices, perceptions (e.g.,

demographic, enrollment, survey, interview, observation

data, curriculum maps)

Benchmark common assessments (e.g., end-of-unit, common grade-level tests

reported at item level; aggregated, disaggregated; strand, item, and student

work)

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)

Annual

2-4 times a year

Quarterly or end of unit

1-4 times a month

Daily - Weekly

Who Needs the Data?

DLT/BLT/TBT

The Data Coach’s Guide: Love, Stiles, Mundry & DiRanna, c. 2008

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You don’t fatten the pig by weighing it.

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2

3 4

5

15 Step TBT

ProcessUse TBT process to be PROACTIVE in strengthening the Core instruction.

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2

3 4

5

15 Step TBT

Process

2

3 4

5

15 Step TBT

Process

2

3 4

5

15 Step TBT

Process

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Step 1: Gave and Scored Assessment

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Summative district and

state assessments (aggregated,

disaggregated; srand, item, and

student work)

Data about people, practices, perceptions (e.g.,

demographic, enrollment, survey, interview, observation

data, curriculum maps)

Benchmark common assessments (e.g., end-of-unit, common grade-level tests

reported at item level; aggregated, disaggregated; strand, item, and student

work)

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)

Annual

2-4 times a year

Quarterly or end of unit

1-4 times a month

Daily - Weekly

The Data Coach’s Guide: Love, Stiles, Mundry & DiRanna, c. 2008

HOW MUCH IS TOO MUCH!?

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Frequent Testing/Effects of Testing

.34

Hattie 2009289/14/12

Feedback

.73

Hattie 2009299/14/12

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)

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Formative Evaluation!

0.90

Hattie 2009319/14/12

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.

Hattie pg. 181 2009

Formative Evaluation!

0.90329/14/12

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Step 2

Analyze student work for strengths and

weaknesses.

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Pg 3

Highest Scoring Question

Step 2: Analyze Your Data

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Lowest Questions

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5-Step Process Card Coaching Prompts

37

gre

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Establish shared expectations for implementing specific differentiated

strategies in the classroom.

Step 3

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TBTs and Your Instructional Framework

What’s the difference between

a strategy and an Instructional Framework?

Do we know how this fits with TBTs?

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Domain 1: Planning and Preparation

1a Demonstrating Knowledge of Content Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student Assessments

Domain 2: Classroom Environment

2a Creating an Environment of Respect and Rapport2b Establishing a Culture for Learning2c Managing Classroom Procedures2d Managing Classroom Behavior2e Organizing Physical Space

Domain 3: Instruction

3a Communicating With Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility and Responsiveness

Domain 4: Professional Responsibilities

4a Reflecting on Teaching4b Maintaining Accurate Records4c Communicating with Families4d Participating in a Professional Community4e Growing and Developing Professionally4f Showing Professionally

Charlotte Danielson’s Instructional Framework

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FRAMEWORK STRATEGIESBEFORE o Communicate Learning Targeto Word Study/vocabularyo Activate Prior Knowledge

• Frayer Method • Vocabulary Cluster• K-W-L Chart• Anticipation Guide

DURING:o Present and model the contento Practice and deepen content knowledge

• Shared Reading • Paired Reading• Echo Reading• (using) Think Alouds

AFTER:o Checking for Understanding • Retell

• Writing As An Extension of Reading• Write a Review• Create a Timeline of Story• Application of New Vocabulary

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Implement changes consistently across all classrooms

Step 4

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Collect, Chart and Analyze Post-Assessment Data

Step 5

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Sharing Our Learning

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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)

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Different TBT Configurations

• Vertical Teams • Cross Content • Same Grade Level/Same Content • Multiple Grades/Same Content Area

• Within Class Intervention/Enrichment!• Centers• Differentiated Work (Flexible Grouping)

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Kindergarten TBT Timeline

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Vertical Teams

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Cross-Content Version of TBTs

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