teacher collaboration 9-26-08

8/14/2019 Teacher Collaboration 9-26-08

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Focused ConversationsTeacher Collaboration

9/26/08


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Todays Agenda

1. Focus on Collaboration Why are we here?2. Focused on what our students learn --

Writing our Curriculum3.3. Focused on ResultsFocused on Results

1. SMART

2. Analysis of Class Test Scores3. Discussion of Individual students

4. Focused on our Five Year Plan

5. Close by 3:30pm


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Warm Up Ping Pong Problem Solving

1. Problem: How do you get the ping pong ball out?2. 3 minutes on your own

3. Discuss with small group and come up with the bestanswer.

Discussion Questions

1. What is the best solution? Why?2. How many of you figured out the group best

solution individually?

3. Any piggybacking?4. What if the question asked how to get the ping pongball out the quickest, or the slowest would your bestanswer change?


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Paying Dividends

If there is anything that the research communityagrees on, it is this: The right kind of continuous,

structured teacher collaboration improves thequality of teaching and pays big, often immediate,dividends in student learning and professional

morale in virtually any setting. Our experience withschools across the nation bears this outunequivocally. (Schmoker 2006)


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What collaboration isnt . . .

It isnt simply teamwork.

It isnt just collegiality.

It isnt just time to get work

done or share ideas.


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What is the right kind of collaboration?

Focused on Student LearningFocused on Student Learning What do our students need to know and be able to do?

How will we know when they have learned it? What will we do when they havent learned it?

What will we do when they already know it?

Uses DataUses Data Observations

Surveys

Common Assessments (Terra Nova, Other)

Shared MissionShared Mission


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Row as One

Great schools row as one; they are quite clearly inthe same boat, pulling in the same direction in

unison. The best schools we visited were tightlyaligned communities marked by a palpable senseof common purpose and shared identity among

staff a clear sense of we. By contrast strugglingschools feel fractured; there is a sense that peoplework in the same school but not toward the same

goals. (Lickona and Davidson 2005)


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Row as One -- Reactions


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Collaboration This Year

oWriting our CurriculumLanguage Arts

oSMART Goal

oFocused Assessment Strategy

oFive Year Planning

oTeacher Observations/Planning


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Our Shared Mission


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Apostles Lutheran School . . .

_______ __________ of our

_______________ and

_________________________ with

___________________ in ________ -

____________ education.


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Apostles Lutheran School . . .

serves families of our congregation

and community with excellence in

Christ centered education.


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Expected Schoolwide Learning Results

Defining excellenceDefining excellence

Spiritual

Academic

Social

Physical


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Test Score Analysis


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Test Scores

Mean Scale Score: If Scale Scores are increasing,then student proficiency is increasing in absoluteterms. This number has no other inherent value. An increasing number over years indicates student

proficiency is growing (student is learning more each year)

Median National Percentile: The Median is the middlescore in a set or ranked scores. Called the counting

average Preferred by many testing experts it has the characteristic of being unaffected by extreme

scores.


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Test Scores

Grade Mean Equivalent: These are notrecommended for use by CTB however many

schools request them. Generally scores withina couple grade levels are accurate, above orbelow that is less so.

These can be grossly misinterpreted. They should not be averaged directly. Does not indicate the level at which a student is

capable of working. Indicates:


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Test Scores

Proficiency Level:OPI (Objectives Performance Index)

An estimate of the number of items astudent would be expected to answercorrectly if there had been 100 similar items

for that objective. 0-44 is Low Mastery 43-69 is Moderate Mastery

70-100 is High Mastery


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Are our children learning?

How is student proficiency changing using theMean Scale Score?

Is the observed change in student proficiencykeeping pace with what is expected over the

same time period for students across thenation using the Median National Percentile?


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Class of 2008 Three Year Proficiency

640

650

660

670

680

690

700

710

720

730

Reading Lang Math Science Soc. Stu.

MeanScaleScore

Grade 6

Grade 7

Grade 8


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Class of 2008 Three Year MDNP

0

10

20

30

40

50

60

70

80

90

100


MDNP

Grade 6

Grade 7

Grade 8


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600

620

640

660

680

700

720


MeanScaleScore

Grade 5

Grade 6

Grade 7


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Class of 2009 Three Year MNS

0

1

2

3

4

5

6

7

8


Mea

nNationalStanine

Grade 5

Grade 6

Grade 7


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600

610

620

630640

650

660

670

680

690

700


Mean

ScaleScore

Grade 4

Grade 5

Grade 6


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Class of 2010 Three Year MDNP

0

10

20

30

40

50

60

70

80

90

100


MDNP

Grade 4

Grade 5

Grade 6


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Our Analysis

Two Teams: Odd / Even Grade Levels

Analyze achievement data. Look for trends formulate why questions Prepare charts if helpful.

Write why questions on the Large Post Its

Piggybacking is allowed and encouraged!


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Five Year Plan

http://sites.google.com/site/alsteachercollaboration/Home

teacher collaboration 9-26-08

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