teacher collaboration in small schools
TRANSCRIPT
Teacher collaborationStrategies for small schools and teachers in uncommon subjects.
Some slides contain information from Bill Ferriter’s Singleton PLC Presentation
Learning Targets
• What are the specific challenges that small schools and singleton teachers face in PLCs?
• Explore solutions for overcoming these challenges by creating vertical teams, and cross-discipline teams.
• Explore the seven stages that professional learning teams pass through.
Guided by four questions (Dufour)
• What do we want students to know and be able to do in every grade level and every subject area?
• How do we know each student has learned it?
• What structures and interventions are we using to ensure all kids reach a certain level agreed upon by the team?
• What are we doing if some students already know and understand the material?
The PLC is our vehicle towards improving our school and
increasing student achievement.
Who Are Singletons?
• Teachers in small schools.
• Art, teachers, band directors, media specialists, foreign language teachers.
• Teachers who are in unique subject areas and do not have someone that he or she can collaborate and learn with.
Discussion Question
As a small school, singleton teacher, or a large school what challenges do you currently face in collaborating in a meaningful way?
Rethinking structures
Late Start Wednesdays
50 Great Minutes
Vertical Teams
Rethinking Structures
Answer while reading about White Pine High School in Nevada.
• What are the strengths of creating teams of teachers who are teaching the same subjects?
• What are the weaknesses?
• What barriers would you need to overcome if you took this approach in your building?
Finding the common denominator
Process for Vertical Teaming
• Organize teams based on what learning goals teachers have in common.
• Focus on those issues that are common rather than those that are not.
• Identify the most important common outcomes.
Process of Vertical Teaming
• Develop a method of assessment.
• Have discussions about what levels of mastery you expect.
• Discuss results and come back with common strategies on how you will improve performance.
Let’s Practice
Practice in Action
• Do all students take the exact same assessment?
• Is there a different primary source for each content area?
• Is the common assessment multiple choice or constructed response?
Rethinking Structures
Teachers Teaching Similar Subjects
Rethinking Structures
Answer the following questions while reading about White Pine Middle School’s work to change structures:
• What are the strengths of creating teams of teachers who are teaching the same subjects?
• What are the weaknesses?
• To implement in your building what barriers would you need to overcome?
Constant Communication to
Staff
Activities• District credit (Led by Mike)• Professional Learning Communities
– Admin support– 50 great minutes
• Video for reflection• Book study (Mindset) • Standards based learning• Instructional coaching• PAC meeting• Weekly admin meetings
Professional Learning Plan
Professional Learning Plan
• Descriptions
• Plan
• Calendar
• Timeline
• Walkthrough
7 Stages of PLCs
Seven Stages of PLCs
Stage 1
• What exactly are we supposed to do?
Stage 2
• What’s everyone doing in their classroom?
Stage 3
• What should we be teaching, and how can we lighten the load?
Seven Stages of PLCs
Stage 4• What does mastery look like?Stage 5 • Are students learning what they are supposed to be
learning?Stage 6• Which instructional practices are the most effective
across your team?Stage 7• Which practices are most effective with our
students?
Discussion
What stage are your PLCs in?
