Celebrating Learning in a Climate of Collaboration…

Meadow Lakes Elementary

Write something positive that is currently happening at your school or site.

(Please use the white paper provided on your table.)

Snowball Toss

• Crumple your paper into a snowball.

• Toss your snowball to someone else in the room that you do not know.

• Read your new snowball and stand up ready to share what it says (if you want to share)…after you hear the chimes.

Meadow Lakes Elementary’s definition of NCLB -

Need toCollaborate and celebrateLearning and Best practices

The Value of Professional Learning Communities

“When teachers operate in professional communities and take collective responsibility for student learning they produce school-wide gains in academic achievement.”

(Louis, Kruse & Marks, 1996)

Building a climate of meaningful collaboration

• Teachers need to have a voice and feel that they are listened to.

• Process – A shared vision of ownership is more an outcome of a quality process than a precondition.

• Teachers are encouraged to work together and team accomplishments are celebrated.

A focus on LEARNING!• A school-wide focus on best practices

• Study Groups (FLT/PLC) - value collective learning

• Celebrate success early and often – a great way

to show what we would like to see more of

• A focus on the positive “what’s working” helps to improve the school climate and builds teacher confidence.

Lesson Reflections vs. Lesson Plans

• What I expected my students to learn?

• How I knew my students learned it?

• What I did for those students who did not learn it?

(Eaker, DuFour, and Burnette, 2002)

Effective change takes TIME• We have an organic model of improvement – constantly

changing based on new and current information.

• Prioritize improvement efforts – we try not to change too much too quickly.

• Michael Fullan writes, “…sustainable change takes 3 to 5 years.” - We need to remember this and slow down when we get moving too fast.

• Do not expect all or even most groups to change. Progress occurs when we take steps that increase the number of people affected.

Feeling insecure

• Building trust & respect- supporting teachers who are willing to take a risk or try something new

• A new culture is created by a small number of people who are not afraid to feel insecure.”

- Rudolf Bahro (philosopher)

• “Smooth implementation is often a sign that not much is really changing.”

(Fullan, 1999)

Conversations

• “The quality of an organization is directly linked to the quality of conversations that people have within that organization.” (Senge, 1990)

• We value and create time for conversations that are focused on improving student learning.

Valuing Conflict

“Assume that conflict and disagreements are not only inevitable but fundamental to successful change. Any collective change attempt will necessarily involve conflict.”

(Fullan, 1999)

Guiding Instruction Using Formative

Assessments

The Roles ofTitle I and ELL

• Team effort

• Interpret data

• Collaborate with classroom teachers to develop student learning plans

• Assess students

Formative Assessments• Ongoing

• Looks more like instruction in that it includes tasks typically used during the instructional process (also referred to as curriculum based assessment).

• Serves to further define the specific focus of instruction

Progress Monitoring

• When: At least once a month for students performing below grade level based on formative assessments.

• Why: To further define the specific focus for instruction.

• How: Teacher observation, informal and formal tests.

DIBELS Accuracy

Fluency Further assessment to identify student needs

Collaborate with teacher to develop student plans

Small groups-inclusion, occasional pull-out, flexible

groupoing Post assessments

Revisit student plan with classroom teacher

Immerse students in literature-rich classroom environment:

shared reading guided reading conferencing comprehension

reading strategy instruction

Professional Development District-wide to Site-based A focus on Best Practices Ongoing Teaming with other schools who have a

similar philosophy To improve and increase instructional

staff’s knowledge

Focused Learning Teams (FLT’s)

Course Credit Needs assessment to determine course

offerings Sample courses: Lucy Calkins Writing,

Guided Reading, Reading Interventions, Promethean Board Technology

School-wide Improvements

• Four-Blocks Literacy Framework• Alignment of GLE’s to Curriculum• Lucy Calkins & Six Traits Writing• Leveled bookroom and classroom libraries• Take-Home Reading program• Olweus Bully Prevention Program• Technology: integrated into the curriculum• Family Involvement Events• Consistent Discipline• Restructuring Staff• Response to Intervention

Technologies that enhance learning…

Interactive boards

• Digital projectors with document readers

• Software – PowerPoint, Kidspiration, Earobics, Microsoft, Kidpix

• Online resources, custom webpages

• Simulations – Space

Family Involvement Opportunities

Frequent family nights - one every month Varied days of the week - meeting families needs Varied times - before school, during school, after

school and evenings Various subjects - math, health, literacy, science,

etc. Creative themes - Reading Rodeo, Magical Math,

etc. All ages levels Well publicized - posters, flyers, announcements,

stickers Provide food and “prizes” for families

Share your success

• What are some of the things your school or site is doing to improve student learning?

• What are some indicators to show you it’s working?

(write on the Post-Its on your table)

• Share your ideas around your table and, as a group, choose 3 to share with all of us.

• Write 3 ideas on the chart paper at your table.

Sharing…

Time to Share

Reflect…

• On the blue paper, write one idea that you can take back to your school or site to implement.

Click, click…

• How do you compare?

• Activote session…

Materials available

• Starting a Take-Home Reading Program

• Examples of Family Involvement Activities

• The Four Blocks Framework (reading and writing)

Q & A

• Questions for the presenters…

References

Eaker, R., DuFour, R., and Burnette, R. (2002). Getting Started: Reculturing Schools to Become Professional Learning Communities. Bloomington, IN: National Educational Services.

Fullan, M. (1999). Change Forces: The Sequel. London: Falmer Press.

Louis, K. S., Kruse, S. D., and Marks, H. M. (1996). “Schoolwide Professional Development.” In F. Newmann and Associates, Authentic Achievement: Restructuring Schools for Intellectual Quality, 170-203. San Francisco: Jossey-Bass.

Senge, P. (1990). The Fifth Discipline. New York: Doubleday.