Collaborative Data Teams

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e


Collaborative Data Teams

Overview


KEY:

Core Training Modules

Follow-up Training Modules

Precursors to Training

Once teams determine an EP to focus on, they can choose one or multiples of these focused modules. Each of the EP modules in this section will include: implementation guidance with tools and troubleshooting, and using data to determine effectiveness.

The contentsof thispresentation weredeveloped under a grant fromtheUSDepartment of Education to theMissouri Department of Elementaryand Secondary Education(#H323A120018). However, thesecontents do not necessarily representthe policy of the US Department ofEducation, and youshould not assumeendorsement by the FederalGovernment.

Collaborative Data Teams (CDT)

Foundational Processes

AgendasCommunicationNormsRoles

Overview and Purpose

Collaborative Teams

Activity: Wrap Up/Overview of

Next Steps

Follow-Up Based on Data: Coaching and Revisiting PD

School-Based Implementation Coaching

Overview and Purpose of

Coaching for supporting

school-wide implementation

Critical skills of coaching

Coaching in Practice


Next Steps

Follow-Up Based on Data: Coaching and Revisiting PD

Collaborative Work Training

Follow-up to Training

Getting Started

Wrap Up Activity

Focus AreasIntroduction to Missouri Collaborative Work

Use Getting Started Guide to determine starting point and scope of learning

Data-Based Decision Making (DBDM)

Overview and Purpose of DBDM

Data Team Process Steps Sequence and Examples

1. Collect and Chart Data2. Analyze and Prioritize3. SMART Goal4. Instructional Decision Making5. Determine Results Indicators6. Ongoing Monitoring

Developing Meaningful

Learning Targets

Quality Assessment

Design

Performance Events

Constructed Response

Items

Selected Response

Items

Common Formative Assessment (CFA)

Overview and Purpose of CFA

AdvancedProcesses

Consensus Collaborative SkillsProtocols

Overview and Purpose of EP

Effective Teaching/ Learning Practices (EP)

Spaced versus

Massed

Feedback

Assessment Capable Learners

Reciprocal Teaching

Spaced versus

Massed

Assessment Capable Learners

September 2013


Next Steps


Next Steps


Next Steps


Collaborative Data Teams (CDT)

Foundational Processes

AgendasCommunication

NormsRoles

Overview and Purpose

Collaborative Teams

Advanced Collaborative

Processes

Consensus Collaborative Skills

Protocol

Overview and Purpose of

Collaborative Teams


Outcomes for the TrainingUnderstand foundational concepts

and definitions of classroom-level collaborative data teams.

Reflect on the team practices and processes currently in place.

Consider the challenges and potential barriers to becoming a high functioning team.

Commit! Start! Get to work!


Essential Questions1.What are the adult behaviors of an effective team?

2.What are you doing right now in your collaborative data teams?

3.What challenges or barriers have you faced?


Meeting Norms Begin and end on timeBe an engaged participantBe an active listener—open to new

ideasUse notes for side bar conversationsUse electronics respectfully


Quotable QuotesBriefly review the handout. Highlight words or phrases you find

powerful.Find one phrase that most closely

aligns with your professional experience.

Connect these “theoretical” statements with your current reality.


Effective Structures Support Collaborative Cultures

45 minutes per week of dedicated time Inclusion of all instructional staff Support and training for teams Monitoring and feedback


Reflection QuestionsAre these effective structures

included in every classroom level collaborative data team:A regular, protected block of timeAll instructional personnel who impact

student outcomes serving on a collaborative data team

Training for team members to support the tasks and functions of effective collaborative data teams

Regular feedback from leadership (administrators, internal and external coaches)


Collaborative TeamingCollaborative teaming at the classroom level is educators working interdependently to learn about and communicate the impact of their teaching, using evidence of student progress to improve outcomes for all students.

See Missouri Teacher Standards 8 (Professional Practice) and 9 (Professional Collaboration); Missouri Leader Standards 2 (Teaching and Learning) and 3 (Management of Organizational Systems).


Why Collaborate?“Quality teaching is not an individual accomplishment, it is the result of a collaborative culture that empowers teachers to team up to improve student learning beyond what any one of them can achieve alone.” (Carroll, 2009, p. 13)


Collaborative Data Teams Learning Objectives

1. Educators collaboratively develop common purposes and goals for improved student outcomes within a culture that embraces continuous school improvement.

The why…


Learning Objectives (cont.)2. Educators effectively utilize team

processes (agendas, minutes, dialogue and discussion, norms, logistics, consensus, roles, decision-making skills, protocols).

The how…


Learning Objectives (cont.)3. Educators intentionally

collaborate about the most effective practices within curriculum, instruction, assessment, and climate.

The what…


BIG Idea … For improved outcomes for all

students it is necessary for educators to know:

why they are meeting, how to meet, andwhat they are meeting about!


The WHY – Metaphors for Collaboration Reflect: Are your teams focused on

the “right things”? Are your team meetings focused on improved student outcomes?

Activity: Think about a situation in which you have participated where collaboration was supposed to occur. How did it go?

Think of a metaphor or image that describes this situation.

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c eThe HOW –A Closer Look at Team

ProcessesFoundational Processes– Agendas– Minutes and Communication– Norms– Roles

Advanced Collaborative Processes– Seven Norms of Collaboration– Consensus– Meeting Protocols


AgendasTeams utilize agendas which include:

Team/Group NameDate/Time/LocationOutcomes (includes required materials)Past items to review (if necessary)New items CelebrationsNorms (often included in the footer as a reminder)Next meeting date(s)


Minutes and CommunicationMeeting Minutes include:

purpose for the meetingwhere and when heldlist of the attendees decisions that were made - including

the actions that were agreed upon actions that require follow-up should

include to whom it was assigned and the expected completion date


Minutes and CommunicationCommunication:

distribute notes to all members of the team and determine a protocol for vetting the notes (i.e. – corrections should be sent to _____ by _______)

determine a place to store the vetted meeting notes (i.e. - shared drive for electronic filing or file cabinet/notebook for paper copies)

NOTE: The agenda serves as template for minutes and should be attached to the minutes.


Norms are…Simple, powerful statements about the

way meetings can be run.Commitments agreed upon collectively.Consistent reminder of fundamental

meeting guidelines.Focus on respecting all participants.Brief in number (Teams should focus on a

few critical norms rather than an extensive laundry list).


RolesFacilitatorData ManagerRecorder/ReporterTimekeeperNorms -minderNOTE: It is the responsibility of every

team member to be prepared for the meeting and be an engaged participant!


Now You Know…Collaborative Data Teams :

What they are. Why you have them. How you work within them.

Reflect: Where are we now? Where do we need to be?How will we get there?


Get to Work Based on today’s presentation, and using the Collaborative Data Teams Practice Profile and the Next Steps handout, where does your collaborative data team need to begin?

What action will be done (short-term)? Who will do it? When will it be done? What do we need (resources/support) to

get it done?


Missouri Collaborative Work Practice Profile Foundations present in the implementation of each essential function: Commitment to the success of all students and to improving the quality of instruction.

Col laborati ve Data Team (CDT)

Essential Functions Exemplary

Ideal Implementation (All items are in place.)

Proficient

Close to Proficient (Skill is emerging, but

not yet to ideal proficiency. Coaching is

recommended.)

Unacceptable Variation (Follow-up

professional development and

coaching is critical.)

Evidence

1

Educators collaboratively develop common purposes and goals for improved student outcomes within a culture that embraces continuous school improvement.

Teams address each of the following at least twice monthly, as evidenced by agendas and minutes. 1. Discussing data and monitoring student progress 2. Identifying instructional practices that result in student learning 3. Identifying students needing re-teaching 4. Aligning instructional practices to academic standards

Teams address each of the following at least monthly, as evidenced by agendas and minutes. 1. Discussing data and monitoring student progress 2. Identifying instructional practices that result in student learning 3. Identifying students needing re-teaching 4. Aligning instructional practices to academic standards

Monthly agendas and minutes show some but not all of the four items are addressed.

Monthly agenda and minutes show none of the items are addressed.

Agendas/Minutes from each CDT indicate areas of focus addressed.

2

Educators effectively implement group processes (agendas, minutes, dialogue, and discussion, norms, logistics, consensus, roles, decision-making skills, protocols).

Teams meet weekly for approximately 45 minutes, with appropriate team members participating.

Meetings occur regularly as scheduled, but for less than 45 minutes or occur alternating weeks.

Meeting times are irregular, infrequent, and/or often cancelled.

Building schedule for CDT meetings, as well as minutes confirming fidelity to schedule.

Practice Profile


Implementation Fidelity Yes Partially No If partially or no, please

explain. 1. Team meets weekly for approximately 45 minutes 2. Team agendas include all of the following.

• Team/Group Name • Date/Time/Location • Outcomes (includes required materials) • Past items to review • New items • Celebrations • Norms • Next meeting date

3. Team minutes include all of the following. • purpose for the meeting • where and when held • list of the attendees • what was achieved during the meeting • decisions made at the meeting • actions that were agreed, include the action

itself, who it was assigned to, and the completion date


Next Steps: Action=ResultsNext Steps: Actions = Results

Content Focus

Collaborative Data Teams Effective Teaching/Learning Practices Common Formative Assessment Data-based Decision-making School: _________________________ Date Next Steps Form Written:_______________________________ Teams (e.g. grade level or content): _________________________________________________________________________________

Action Planned

What? Responsible

Person(s) Who?

Timeline When?

Resources/Support Needed Results So What?

What steps will you take to start implementing?


Results of Pre-Assessment(This is where the results of the pre-

assessment would appear and where the correct answer would be highlighted.)


In Summary:Implementation of

Collaborative Data TeamsGet the right people to your team’s

tableTrain for and commit to processes and

structures to make your team effectiveMonitor your team’s workMaintain the focus of improved

student outcomesLet’s get to work!

Documents

Collaborative Data Teams