Collaborative Teacher Team Guide

Dear Colleagues:

In recent years, many schools have implemented professional learning communities (PLCs), data teams, and other types of teams in an effort to improve teaching and learning. Therefore, the focus on Collaborative Teacher Teams probably feels familiar to most educators. This document is designed to help improve the effectiveness of grade-level and department-level teams through the implementation of Data Wise, which is a step-by-step process for using multiple forms of data to improve teaching and learning. This Collaborative Teacher Team Guide includes four major sections:

Section 1: Why Operate as a Collaborative Teacher Team?This section focuses on reasons why working collaboratively and implementing evidence-based practices are essential to achieving transformative results in schools.

Section 2: Collaborative Teacher Teams – The BasicsThis section focuses on the foundational theory behind a high-functioning Collaborative Teacher Team. Keep in mind that a Collaborative Teacher Team is not only something you do; it is something you are as professional educators in today’s innovative school settings.

Section 3: How to Implement Collaborative Teacher TeamsThis section focuses on how to operate as an effective Collaborative Teacher Team

Section 4: Tools to Support Collaborative Teacher TeamsThis section provides resources that have been specifically selected to assist Collaborative Teacher Teams in their work

Section 5: Modeling for Collaborative Teacher TeamsThis section provides an exemplar of a “fish bowl” meeting

Getting Collaborative Teacher Teams well established is essential so that educators--individually, and collectively—realize the potential value in collaborative teaming and participate fully in the process. We trust that this guide will help schools implement collaborative practices and successfully transform into places where all students, regardless of their previous experiences in schools, thrive

Warm regards,

Your School Transformation partners

ContentsCollaborative Teacher Team Guide.................................................................................................................................................................................................................................................................................................................................................1

Section 1: Why Operate as a Collaborative Teacher Team?.................................................................................................................................................................................................................................................................................................3

Section 2: Collaborative Teacher Teams – The Basics............................................................................................................................................................................................................................................................................……………………..5

Introducing Data Wise............................................................................................................................................................................................................................................................................................................................................................5

Collaborative Inquiry in Action: Ladder of Inference..............................................................................................................................................................................................................................................................................................7

Learner-Centered Problem (LCP)......................................................................................................................................................................................................................................................................................................................................8

Identify a Problem of Practice.............................................................................................................................................................................................................................................................................................................................................8

Collaboratively Determine and Implement an Evidence-Based Instructional Strategy............................................................................................................................................................................................................................9

Section 3: How to implement Collaborative Teacher Teams............................................................................................................................................................................................................................................................................................10

The Team...................................................................................................................................................................................................................................................................................................................................................................................10

The Process...............................................................................................................................................................................................................................................................................................................................................................................11

Four Components of Effective Collaborative Teacher Team Meetings...........................................................................................................................................................................................................................................................13

Norms..........................................................................................................................................................................................................................................................................................................................................................................................13

Protocols....................................................................................................................................................................................................................................................................................................................................................................................14

Agendas......................................................................................................................................................................................................................................................................................................................................................................................14

Tips on Collaborative Data-Review: Ladder of Inference....................................................................................................................................................................................................................................................................................15

Types of Data............................................................................................................................................................................................................................................................................................................................................................................16

Student Performance Data.................................................................................................................................................................................................................................................................................................................................................16

Section 4: Tools to Support Collaborative Teacher Teams................................................................................................................................................................................................................................................................................................19

Tools to Increase Engagement and Efficiency...........................................................................................................................................................................................................................................................................................................19

Agendas Examples.................................................................................................................................................................................................................................................................................................................................................................19

Tips for Team Norms............................................................................................................................................................................................................................................................................................................................................................19

Tools for Analyzing Data.....................................................................................................................................................................................................................................................................................................................................................20

#1: General Questions for Looking at Data.................................................................................................................................................................................................................................................................................................................20

#2: What do you see? What do you make of it? Protocol......................................................................................................................................................................................................................................................................................20

#3: Questions for Analyzing Common Assessment Data......................................................................................................................................................................................................................................................................................20

Tools for Defining Action Steps........................................................................................................................................................................................................................................................................................................................................21

Tools for Reflection...............................................................................................................................................................................................................................................................................................................................................................22

Section 5: Modeling for Collaborative Teacher Teams........................................................................................................................................................................................................................................................................................................22

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Section 1: Why Operate as a Collaborative Teacher Team?School transformation work is not easy! As the proverb states, “If you want to go fast, go alone. If you want to go far, go together.” Today’s schools are filled with classrooms where teaching and learning demands are different than those of previous generations. Internet search engines make it very easy to find information on just about any topic, which is readily accessible via smartphones, wireless networks, social media, and newsfeeds. Today’s learners need to decipher and be selective with the information they seek, receive, and process. Simply knowing something is not enough.

Now more than ever before, the educational community has knowledge of what works. Thought leaders in education, such as Robert Marzano, John Hattie, and Rick DuFour, have organized research on the power that schools and teachers have to influence the learning of students, yielding a much clearer understanding of evidence-based practices. One of the most prominent findings is that collaboration is a social imperative. Below are a few reasons why Collaborative Teacher Teams are a game changer for teachers and their students:

1. Working collaboratively saves teachers time. In times past, teachers walked into their rooms and shut their doors (literally and metaphorically) so they could teach only their kids. Many schools today have multiple classes in the same grade-level and content-area. Consistently, teachers tell policy makers that the most valuable commodity that they have is time. Rather than having each teacher spend inordinate amounts of time developing unit and lesson plans that include content and teaching strategies for one singular classroom, it is smarter for them to work collaboratively and leverage their collective time. This approach has demonstrated a reduction in preparation time, giving teachers back time to monitor each students’ progress more carefully and make instructional adjustments in real time.

2. Working collaboratively helps teachers identify and apply evidence-based practices. What teacher has the time and energy to scroll through 19 million search hits when you Google “What is effective teaching?” Collaborative Teacher Teams can build a shared understanding of effective instructional strategies that work well in the context of their school, for their students and situations.

3. Working collaboratively supports collaborative learning and mentoring. The game has changed for teachers and students, requiring a growth mindset about teaching and learning. Individuals can no longer rely on their experience alone to problem solve instructional issues. In a Collaborative Teacher Team, teachers develop relationships of trust with individuals who are doing similar work. After establishing norms and operating protocols, Collaborative Teacher Teams can encourage each other to grow intellectually and emotionally. Teaching resources can be readily shared, resulting in a process that builds the expertise of everyone.

4. Working collaboratively reduces teacher turnover. In a 2014 study on Teacher Attrition and Mobility, the National Center for Education Statistics reported, “Among public school teachers with one to three years of teaching experience, seven percent voluntarily left teaching in 2012-13 and 13 percent moved to another school1.” A 2016 study by Arizona State University found that, 32 percent of teachers in Arizona reported greater opportunities for collaboration with colleagues as a reason to stay in the teaching profession2. An important pattern is emerging about teaching that supports the notion that a strong system of interconnected educators who view teaching as a dynamic skills set best supported through the collaborative effort of a team is the best way to support learning of all students that endures over time. Sure, there are stories of teachers who gave insurmountable efforts to the profession as “solo” superheroes. Hollywood loves to make movies about them as the goal for education. However, the continued story that rarely gets public attention is that in most cases these superhero “solo” teachers remained in teaching for only short time spans, resulting in limited outcomes over

1 Web. http://nces.ed.gov/pubs2014/2014077.pdf. Accessed August 2, 2016.

2 Web. http://www.sciedupress.com/journal/index.php/irhe/article/view/9215. Accessed August 2, 2016

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time. When teachers work together they are more likely to be effective and have the stamina to teacher for multiple years, resulting in greater continuity for students and their families.

5. Working collaboratively reminds all educators that their work is all about students. Working in a Collaborative Teacher Team means that student achievement is the focus for everyone. Collaborative Teacher Teams build systems of support for teachers and facilitate the sharing of knowledge and experience. Learning from all colleagues promotes a culture of inclusion and has been shown to translate into a more inclusive school culture for students, in general.

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Section 2: Collaborative Teacher Teams – The BasicsIntroducing Data WiseThere are many models for the sharing of data and expertise in schools. Our foundational basis for Collaborative Teacher Teams is a framework called Data Wise3. Developed by the Harvard College of Education, Data Wise provides support for teachers of all grade-levels and content areas to work together and transform their school. The authors of Data Wise write, “Continuous improvement is compelling. Once you get a taste of what can happen when you work hard with people you respect on something important and see real results, there is no turning back.” Effective Collaborative Teacher Teams use the Data Wise framework to develop practices that promote teacher practices that strongly impact student learning.

Data Wise includes three phases: Prepare, Inquire, and Act. Within each phase, teachers work together to effectively collaborate, use data to make informed decisions, and implement instructional practices that are evidence-based.

Prepare1. Organize for Collaborative Work2. Build Assessment Literacy

Inquire3. Create Data Overview4. Dig into Student Data 5. Examine Instruction

Act6. Develop Action Plan7. Plan to Assess Progress8. Act and Assess

The Prepare phase is where teachers Organize for Collaborative Work. Typically, Collaborative Teacher Teams are comprised of teachers who share the same students or content, for example grade- or course-level teams. These teams develop shared objectives, norms, procedures, and protocols to make their work together meaningful. Once Collaborative Teacher Teams are organized, they learn about current assessments utilized by their school/district and explore short-term assessment to reliably check for understanding and assess student’s levels of skill: Build Assessment Literacy. Collaborative Teacher Teams engage in regular inquiry cycles (meeting at least twice a month) to collect and analyze accurate information (data) to determine components of classroom instruction that are responsive to students’ needs, resulting in improved levels of student learning.

In the Inquire phase, Collaborative Teacher Teams Create Data Overviews that are organized to be understandable by all members of the team. They Dig into Student Data to identify patterns of student performance and address the following questions:

What do students know and what are they able to do? What does student achievement look like for groups and individuals, for example are there gaps between

different student groups? What is the learning trajectory for students, as individuals and groups, and is it sufficient to meet proficiency

standards set by the state, district/charter, and/or school?

3 Data Wise. Boudett, K. City, E. & Murnane, R. Harvard Education Press. 2015. Third printing.

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By collaboratively addressing these questions, teachers can better identify what it is they want students to know and be able to do and more efficiently determine if student learning is at adequate levels to reach proficiency.

In the Act phase, Collaborative Teacher Teams Develop an Action Plan that outlines the next steps in response to assessment results. Plans to Assess Progress are included to best utilize assessment practices are to generate valid data for decision making by the team. Collaborative Teacher Teams re-start the cycle when they Act and Assess to gather evidence and results for student learning.

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Collaborative Inquiry in Action: Ladder of InferenceThe true measure of Collaborative Teacher Team success is that the team makes better decisions and creates better plans as a result of their collaboration, than they could have done on their own. At the end of chapter 3 (Creating a Data Overview) in Data Wise, there is a mental model described as the “ladder of inference.” The ladder of inference was developed by organizational learning scholars Chris Argyris and Peter Senge4. The ladder of inference is a way of deliberately organizing the progression of thought from simply observing something to doing something about it. For example, when looking at students’ assessment data, the first step is to select or collect data and objectively make observations about it that are simply describing what the observer “sees” in the data. The middle steps are where interpretations or assumptions are shared and conclusions from the data may be made. Collaborative Teacher Teams are encouraged to start low on the ladder and move up the rungs collaboratively when reviewing data, to fully benefit from the power of all team members having a voice and deciding next actions, together.

A Collaborative Teacher Team that uses the ladder of inference takes time to climb the ladder together, below is an example of how a 6th grade team may review a short-term assessment:

1. The school’s Learner Centered Problem for ELA is Writing Anchor Standard 1: Write arguments to support claims with clear reasons and relevant evidence. Teachers agree to collect a writing sample from their students, using a common format and reading stimulus. The prompt asks for evidence from at least 2 readings to support the claim that microorganisms are helpful to human survival.

2. The teachers expose students to multiple texts that apply to the positive and negative effects of microorganisms. Part of the unit includes the students completing a T-chart of positive and negative effects.

3. All teachers administer the short-term assessment within the agreed upon timeframe.4. All teachers come to the meeting prepared with their students’ writing samples.5. Following a brief review of the purpose for the short-term assessment and data analysis, teachers note what

they noticed about the assessment results:a. Teacher 1: Ten of my twenty eight students incorporated evidence information from only one of the in-

class readings.b. Teacher 2: Five of the students in my class failed to cite evidence in their writing sample.c. Teacher 3: I noticed that none of our classes had more than 40% of students writing more than 2

sentences. That prompt was written to produce a 3 to 5 sentence paragraph.

Notice the initial statements are simply what is visible at the data level. The team is at the Inquiry phase of cycle. Next the team climbs up the ladder resulting in more assumptions, conclusions, articulation of beliefs and ultimately action - where we decide to do something that will address students’ learning needs. Since this is the Act phase, some possible actions could be:

Teacher 1: We should re-teach the process for responding to a prompt that requires more than one source, and provide students with more examples of success. I think we need to review the exemplars with students, again.

4 Boudett P, City E, Murname, R. Data Wise A Step by Step Guide to Using Assessment Results to Improve Teaching and Learning. Harvard Education Press. Third Printing. Boston. 2013. Page 87.

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Teacher 3: We should create student-friendly objective trackers so they can eventually judge their own writing as compared to a standard. I think we have shown then a lot of examples and perhaps we need to help them appraise their own writing to make the skill “stick”

Teacher 2: I believe we need to verify whether students understood the prompt and readings, by checking for understanding more systematically before asking them to address the prompt. We could do a few quickwrite tasks each day to quickly appraise what the students can currently do and build their skills more systematically

Teacher 3: We are going to have to incorporate this type of writing again. Our next unit is focused on narrative writing, so we will need to sit down and plan for opportunities to embed argument writing into the learning tasks

The next step for this team is to prioritize the suggested actions and agree on their plan of action.

Learner-Centered Problem (LCP)A Learner-Centered Problem is defined in Data Wise as “a problem of understanding or skill that underlies students’ performance on assessments.” In the example above, the team had previously identified their Learner Centered Problem as a ELA Anchor Writing Standard 1. This standard was selected because students across the grade-levels demonstrated low proficiency and growth, and the teachers argued that it becomes a higher leverage skill as students progress to middle and high school.

It is most helpful for schools and teams to select for a Learner-Centered Problem that fits the following criteria,

1. It is focused and specific. We can’t work toward improvement unless we (the teacher and the students) know exactly what we need to do.

2. It is high leverage. By solving this problem does it solve additional problems? If not, efforts to address the problem may yield only partial or minimal results.

3. It is about student learning. Several factors could have attributed to the students’ assessment results (or lack thereof). A Learner-Centered Problem that is about student learning is actionable.

4. It is common to many students. If the problem is isolated to a few students, perhaps a different Learner-Centered Problem could be addressed to benefit a higher number of students.

Identify a Problem of PracticeA Learner-Centered Problem originates from the students. If the team can identify what the learners need to address, then there are practices the teacher(s) need to also address. This is what we call the Problem of Practice (POP).

Once teachers have identified what underlies students’ assessment results (notice here we are only addressing assessment results and not the students themselves) there are ways to gain higher levels of achievement. Perhaps more explicit instruction is needed? Maybe an alternative approach to a lesson? Maybe including additional learning materials to gain more clarity for a difficult topic? In order to address a Learner-Centered Problem (i.e. a learning deficiency) there are three ways the Collaborative Teacher Team can address its Problem of Practice.

1. Quantity. Can the concept/topic/lesson/standard/etc. be taught more frequently? If students are not demonstrating their understanding, do they need to be taught the concept more frequently?

2. Breadth. Can we address the Learner-Centered Problem by teaching it in more content areas? If the Learner-Centered Problem revolves around writing, could we teach writing skills during math or gym class?

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3. Quality. Can we address the Learner Centered Problem by teaching the concept better? Are there additional or more improved resources? Could a particular teaching strategy become better? Do we need to go more in depth?

Collaboratively Determine and Implement an Evidence-Based Instructional StrategyCollaborative Teacher Teams can improve the quality of teaching and address the Problem of Practice by selecting an evidence-based instructional strategy (EBIS) for collaborative focus. Some strategies are better suited for collaborative focus than others. To maximize the power of instruction, we recommend teams select strategies that meet the following criteria:

reported effect size of .40 or higher suitable for use in all types of classrooms applicable to all subjects, student skills, and grade levels pertinent to classrooms of novice to expert teachers appropriate when implemented individually and in combination with other strategies visible when observing teacher-student interactions in the classroom

By implementing an evidence-based instructional strategy together, teachers are able to effectively change the lives of students and their families. In fact, a synthesis of over 913 meta-analyses, including 60,167 studies and 88,652,074 students, reported that the greatest influence on student learning is instruction.” In the words of John Hattie, “How well teachers teach is the strongest influence on how well students learn.”5.

5 For more information on Evidence Based Instructional Strategies see Hattie, John. Visible Learning. Routledge. 2009

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Section 3: How to implement Collaborative Teacher Teams

In order to effectively foster collaborative practice among teachers both leadership and support are required. To work collaboratively, schools must abandon any practice that encourages and/or allows teacher isolation and individualistic approaches to teaching. When leadership is focused on and supportive of collaborative practices, schools build incredible cultures of inquiry and growth. When positive leadership supports Collaborative Teacher Teams in developing practices and routines that facilitate collaborative, data-based dialogue about instruction and learning, student achievement improves.

Effective Collaborative Teacher Teams are at the heart of school transformation. However, we acknowledge that translating theory into practice can be daunting. This section seeks to support school leaders (at all levels) in making the necessary shifts to ensure that teams are effective. We outline the ideal structure of teams, the process effective teams follow and the four components of effective meetings. Collaborative Teacher Teams that focus on these three concepts will discover the potential they have to impact teaching and learning in powerful ways.

The TeamThe ideal Collaborative Teacher Team is made up of 2-6 members who share the same students and/or curriculum. Highly Effective Collaborative Teacher Teams:

Integrate the four components of effective meetings (Engaged and Efficient, Data-Driven, Committed to Action, and Growth-Oriented) into weekly meetings that are at least 45-minutes in duration

Use a structured inquiry cycle (e.g. Data Wise) Take direction and guidance from school leaders (e.g. School Transformation Team) Maintain a strong feedback/communication loop with one another and the School Transformation Team

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The ProcessEffective Collaborative Teacher Teams hold weekly meetings, where the meeting purpose is understood by all members and aligned with at least one of the following meeting processes. Collaborative Teacher Teams know where they have been, where they are, and where they are headed in cyclical process.

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Differentiating the Structure of Elementary- and Secondary-Level Collaborative Teacher Teams

The chart below provides additional detail about best practice for Collaborative Teacher Teams to implement a schoolwide action plan6. This chart provides specific details about the function of teams at both the elementary and secondary levels.

Frequency: Weekly meetingsFeedback Loop: Submit instructional plan, meeting notes, summaries of aggregated student data and/or implementation data to School Transformation Team

Elementary Level Secondary Level

Teac

hers

Focus of action plan 1. Implementation of

the Evidence-Based Instructional Strategy (EBIS) in all classes/grades

2. Regular, intentional focus on Learner-Centered Problems in all classes/grades

Focus of action plan 1. Implementation of the Evidence-Based Instructional Strategy

(EBIS) in all classes/grades2. Regular focus on Learner-Centered Problems in English

Language Arts and Math classrooms3. Intentional focus on Learner-Centered Problems at least

monthly in content areas outside of English Language Arts and Math

Colla

bora

tive

Teac

her T

eam

s

All grades/subjects English Language Arts and Math Other Subjects

Primary focus of weekly Collaborative Teacher Team meetings:• Improve learning related

to the Learner-Centered Problems

• Improve implementation of an Evidence Based Instructional Strategy

Primary focus of weekly Collaborative Teacher Team meetings:1. Improve learning related to the

Learner-Centered Problems English language arts: 1 of 4

meetings will focus on Math Learner-Centered Problem

Math: 1 of 4 meetings will focus on English language arts Learner-Centered Problem

2. Improve implementation of the school’s selected Evidence Based Instructional Strategy (EBIS)

Primary focus of weekly Collaborative Teacher Team meetings:• Improve

implementation of EBIS (3 of 4 meetings)

• Improve learning related to the Learner-Centered Problems (1 of 4 meetings)

While the process for Collaborative Teacher Teams will vary slightly from one school to the next, it is important to recognize that meetings are intended to be a cycle that is a continuous, data-driven, process (based on the Data Wise inquiry cycle). It starts with the creation of an instructional plan and relies on the collection of data to inform next steps.

6 In this context, action plan refers to any plan that is a school-wide plan such as 60-Day Plans or 90-Day Plans

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Four Components of Effective Collaborative Teacher Team MeetingsRecognizing that adopting an inquiry cycle is essential to the work of Collaborative Teacher Teams, it is important to note that without effective meetings, this essential work does not get accomplished. Time is the most valuable resource for anyone in education. Teams that focus on the four components of effective meetings are better able to capitalize on the time they have together. The following sections will assist Collaborative Teacher Teams in structuring their meetings so that their time spent in meetings is effective and benefits both teachers and students.

Effective Collaborative Teacher Teams recognize the priority of engaging team members in the work and ensuring that the work is done as efficiently as possible. Engaged and efficient teams focus on the following:

Committing to team norms Creating and utilizing constructive agendas Using protocols to promote clear communication, productive problem solving, and on-going learning

Norms

Effective teams create norms as a social contract; “this is how we agree to do business when working together.” Just as your favorite recipe lists key ingredients to ensuring that you get the dish or dessert that you desire, norms assist Collaborative Teacher Teams in achieving the type of meeting they desire. Practical experience teaches that well-developed norms for Collaborative Teacher Teams are essential to civil discussions. All discussions should include some variation of the following categories7.

Time When do we meet? Will we set a beginning and ending time? Will we start and end on time?

Listening How will we encourage listening? How will we discourage interrupting?

Confidentiality Will what we say in the meeting be held in

confidence? What can be said after the meeting?

Decision Making How will we make decisions? Will we reach decisions by consensus? How will we deal with conflicts?

Participation How will we encourage everyone’s

participation? Will we have an attendance policy?

Expectations What do we expect from members? Are there requirements for participation?

7 http://www.is-toolkit.com/knowledge_library/kl_files/Appendix_B_Norms.pdf

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Additional categories to consider: Conflict Resolution Task Assignments and Accountability Technology Use

Click here for examples of norms.

Protocols

Establishing and using protocols de-personalizes feedback by focusing conversations on the critical components of the team’s role and function. In a 2015 publication,8 the National School Reform Faculty outlined the following benefits of protocol use in school settings:

Time is protected for active listening and silent reflection, giving people license to listen without having to respond

Equity and parity are emphasized and valued ensuring all voices will be heard Participants feel safe to ask challenging questions and give and receive honest feedback Focus is narrowed to specific pieces of work or dilemmas in an honest attempt to address and resolve problems Participants gain differing perspectives and leave feeling empowered and optimistic with actionable next steps

Agendas

Just as protocols provide structure to conversations or decision making processes, agendas provide structure for entire meetings. Well-designed agendas provide Collaborative Teacher Team members with a clear objective for the meeting as well as actionable steps to complete after the meeting. Agendas also help teams to monitor their use of time throughout the meeting. Before every Collaborative Teacher Team meeting, an agenda should be developed. As a best practice, agendas should be prepared and available to participants in advance of the meeting. This will allow meeting participants the opportunity to plan appropriately, bring all necessary materials, and be ready to report on any tasks completed from the previous meeting.

While each Collaborative Teacher Team will choose a meeting agenda template that works best for their team, the use of an agenda is part of ensuring a meeting is effective. The agenda should address all four components of effective meetings by including the following components:

Engaged and Efficient: Time allocation: To ensure that the meetings will

start and end on time Space to define and assign roles and tasks (i.e.

facilitator, recorder, timekeeper) for each meeting participant

Data-Driven: What type of data will be analyzed?

Implementation data or Student Performance data?

What type of protocol will be used to analyze the data?

Committed to Action: Space to summarize decisions and results in

notes to build institutional memory and effective feedback loops

Space to identify tasks, assign responsibilities, and indicate timeframe for completion

Growth-Oriented Space to reflect on the meeting as individuals and

as a team Space to reflect on progress being made toward

team objectives

8 National School Reform Faculty: http://www.nsrfharmony.org/

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Teams that are data-driven make better decisions and are more likely to improve instruction which leads to higher increases in student learning. Data-driven teams are also better able to maintain the momentum of the work. As previously quoted in the preface of Data Wise:

“Continuous improvement is compelling. Once you get a taste of what can happen when you work hard with people you respect on something important and see results, there is no turning back. This is what teachers, principals, and coaches tell us about using data to improve teaching and learning (p. ix).9”

Tips on Collaborative Data-Review: Ladder of Inference

Collaborative Teacher Team meetings are most successful when team members spend an appropriate amount of time at the level of data prior to making a decision or taking action. The Ladder of Inference describes the thinking process that teams go through, usually without realizing it, to arrive at a decision or action10. Harvard Professors Dr. Chris Argyris and Dr. Peter Senge developed this model to help explain why people who look at the same set of evidence can draw very different conclusions and take vastly different actions. The Ladder of Inference demonstrates how prior experiences and belief systems can shape how information is interpreted (i.e. what one notices) and how actions are determined. Beliefs can sometimes lead people to ignore facts and jump to conclusions prematurely. Creating an inquiry-based culture requires a commitment to collaborative inquiry. Collaborative teams tend to make better choices when they start their inquiry at the level of the data. Using the Ladder of Inference gives teams the space and time to fully vet evidence before making decisions.

Click here for tips on staying low on the ladder of inference in order to promote less biased decisions.

9 Boudett, K. P., City, E. A., & Murname, R. J. (2013). Data wise: A step-by-step guide to using assessment results to improve teaching and learning (2

nd Ed.). Harvard Education Press.

10 https://www.mindtools.com/pages/article/newTMC_91.htm

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Types of Data

There are two different types of data that are necessary to inform smart decisions and actions by Collaborative Teacher Teams.

Student Performance Data are generated through measurement of student proficiency and/or growth, for example measurement of the identified Learner-Centered Problem(s). When student assessment data are collected at regular intervals and collaboratively reviewed, teams better understand the learning needs of students and are empowered to make impactful adjustments to instruction.

Short-term data are the results of common classroom assessments and the primary source of data for Collaborative Teacher Teams. Click here for short-term data resources.

Medium-term data are generated through assessments that are: 1) administered at least twice during the academic year; 2) predictive of success on state or district accountability assessments; 3) aligned to core standards; 4) useful to show progress on a Learner-Centered Problem, and 4) accurate identifiers of necessary mid-course adjustments to the Action Plan. In Utah, SAGE Interim is an excellent example of a medium-term assessment.

Long-term data are generated through criterion-referenced assessments that are reliable and valid predictors of student success at the next level. Examples include Utah’s SAGE summative assessment and the ACT.

Implementation Data are generated through measurement of implementation of the school’s Action Plan, including teachers’ use of the selected Evidence-Based Instructional Strategy (EBIS). Implementation data helps inform choices about professional learning, coaching, and feedback. Teams are unlikely to improve student learning without paying careful attention to student decisions and actions in the classroom. Similarly, the most powerful way to increase teacher effectiveness is through meaningful coaching and feedback from valued colleagues and peers. Click here for implementation data resources.

Collaborative Teacher Team Notes: use to plan for upcoming actions and review progress toward goals

Meeting Agendas: use to determine team strengths and areas for future improvement

Interviews, Focus Groups, and Surveys: use to analyze perceptions as a way to review progress toward goals—seek to understand current levels of implementation

Learning Walks, Observations, and Quick Checks: use to reflect on implementation of Evidence-Based Instructional Strategies with a focus on Implementation Indicators.

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In order to ensure that Collaborative Teacher Teams review both types of data, proactive scheduling of each meeting’s data focus is essential. A sample 12-week meeting schedule with data types can be found here.

As teachers and administrators face increasing pressure to improve student achievement, the use of data has become more central to how schools evaluate their practices and monitor student learning. Despite this 40-year trend, questions about how teachers can translate data into action linger11. Collecting and reviewing data without making substantive plans for change and implementing those plans will not yield improvements in instruction and student achievement.

Data without action is commonly called “analysis paralysis” or “problem admiration.”

As teams work to make and implement plans for changes that need to be made, it is important to consider a variety of solutions and evaluate each solution for its strengths and weaknesses. When selecting the solution, effective teams will apply two general criteria; is the solution technically feasible and is it acceptable to those who have to implement it? 12

Click here for examples of how Collaborative Teacher Teams can demonstrate their commitment to action.

11 Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009). Using student achievement data to support instructional decision making (NCEE 2009-4067). Washington, DC: National Center for

Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides/.12

http://www.yale.edu/bestpractices/resources/docs/problemsolvingmodel.pdf

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Data Type Percentage of ideal School Transformation Team Use

Percentage of ideal Collaborative Teacher Team

Use

20% 80%

80% 20%

Student Performance Data

Implementation Data

Schools are learning organizations and, as such, teachers and administrators must learn and grow constantly to effectively meet the needs of students. Successful Collaborative Teacher Teams promote a “growth mindset” for both teachers and students. Carol Dweck, a Stanford psychologist, has found that most people fall in one of two categories: those who believe they have to “make do” with the talents and abilities with which they were born, and those who believe that anyone can improve and learn new things. Dweck describes the power of the word “yet” when facing new learning that seems challenging. She shares the impact the power of “yet” has on developing “growth mindset”. Watch her powerful presentation here: Power of Yet (http://bit.ly/PowerOfYet).

Fixed Mindset A “fixed mindset” assumes that our character, intelligence, skills and creative ability are static givens which we can’t change in any meaningful way, and success is the affirmation of that inherent intelligence, an assessment of how those givens measure up against an equally fixed standard. A fixed mindset often results in people striving for success and avoiding failure at all costs become a way of maintaining the sense of being smart or skilled.

Growth Mindset A “growth mindset,” on the other hand, thrives on challenge and sees failure not as evidence of unintelligence but as a heartening springboard for growth and for stretching our existing abilities.

Out of these two mindsets, which we manifest from a very early age, springs a great deal of our behavior, our relationship with success and failure in both professional and personal contexts, and ultimately our capacity for happiness.13

13 Retrieved from: http://www.brainpickings.org/2014/01/29/carol-dweck-mindset/

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Section 4: Tools to Support Collaborative Teacher TeamsThis section of the Collaborative Teacher Team Guide provides links to tools that have been specifically selected to assist Collaborative Teacher Teams as they work to improve functioning in the four components of effective meetings. Tools were selected based on two criteria: ease of use and potential for high impact. The tools provided are in no way an exhaustive list. The intent of the list is to help narrow the focus for Collaborative Teacher Teams who are working to become highly effective teams. Upon mastering these tools, Collaborative Teacher Teams will be better prepared to embrace additional tools and add them to their Collaborative Teacher Team toolbox. As not all tools work in the same manner for every school, it will be important for Collaborative Teacher Teams and School Transformation Teams to consider the various resources provided herein, and determine which ones will best fit for the circumstances and context of your situation.

Tools to Increase Engagement and Efficiency

Agendas Examples

Effective agendas include all four components of effective meetings. They provide a space to record assignments made during the meeting and they ensure a space is provided that will share information back to the School Transformation Team in a feedback loop. Click here for examples of agenda content as well as sample agendas.

Agendas are used to structure overall meetings while protocols are used to structure specific conversations or a decision making process. Protocols can be used during the data-driven, committed to action or growth-oriented components of Collaborative Teacher Team meetings. These tools will be shared in the sections associated with those components.

Tips for Team Norms

Norms assist Collaborative Teacher Teams in achieving the type of meetings they desire. Practical experience teaches that well-developed norms for Collaborative Teacher Teams are essential to civil discussions.

#1: Forming Ground Rules14

Participants will consider what they need in order to work productively in a group in order to establish ground rules. Group consensus is used to determine a manageable list of rules to which all members of the team will commit. (Approximately 30 minutes)

#2: Developing Norms15

Participants will use index cards to record behaviors they consider to be ideal for a group. Group members discuss the ideas and commit to norms that will ensure these behaviors are the norm for the group. (Approximately 30 minutes)

14 http://www.nsrfharmony.org/system/files/protocols/forming_ground_rules.pdf

15 https://learningforward.org/docs/tools-for-learning-schools/tools8-99.pdf?sfvrsn=2

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#3: Developing Team Norms16

Participants will consider past negative experiences related to serving on a team. The group will establish a positive commitment statement (a norm) to be adopted that will prevent the past negative experience from recurring.

Tools for Analyzing DataThere are tools for analyzing data and assist teams in being data-driven. The following tools can help teams maximize the time they have together by being intentional with the manner by which the look at data.

#1: General Questions for Looking at DataParticipants use specific questions to guide their analysis of both student performance data and implementation data.

#2: What do you see? What do you make of it? Protocol Participants will remain low on the ladder of inference as they consider data at its initial level. After reviewing the data, the group will consider patterns and determine action steps and supports that are needed to address any concerns.

#3: Questions for Analyzing Common Assessment DataParticipants will use guiding questions to drive a collaborative analysis of common assessment data.

#4: Looking at Student Work ProtocolParticipants will use the What do you see? What do you make of it? Protocol to look at student work.

16 R. DuFour, R. Eaker, R. DuFour, Jigsaw Learning, 2011

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Tools for Defining Action StepsCollecting and reviewing data without making substantive plans for change and implementing those plans will not yield improvements in instruction and student achievement. As teams work to make and implement plans for the changes that need to be made, it is important to consider a variety of solutions and evaluate each solution for its strengths and weaknesses.

#1: 5 Whys ProtocolParticipants will respond to a chain of 5 whys in order to determine the root cause of a problem.

#2: The Five “Hows” ProtocolAs noted by the National Implementation Research Network (NIRN), “Students can only benefit from effective innovations they experience in their education settings.” Therefore, “Teachers have to use those innovations with fidelity and good outcomes in each classroom.”17

#3: Peeling the Onion Protocol18

Most of us are eager to solve problems before we truly understand their depth. This protocol is designed to help us peel away the layers in order to address the deeper issues that lie underneath the surface. If the problem were easy to solve, it would not still be a concern to the group.

#4: Action ChecklistOnce supports have been identified, the team assigns tasks and creates a plan for follow-up:

Who will do what, by when? How will the team know if their supports were effective? What will they do if it wasn’t? How will team members report back on progress?

17 National Implementation Research Network, Scaling implementation capacity: http://nirn.fpg.unc.edu/learn-implementation/implementation-drivers/scaling.

18 http://www.nsrfharmony.org/system/files/protocols/peeling_onion_0.pdf

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Tools for ReflectionSchools are learning organizations and, as such, teachers and administrators must learn and grow constantly to meet the needs of students effectively. Successful Collaborative Teacher Teams promote a “growth mindset” for teachers and students.

#1: Reflection Questions

#2: Agenda Invites Reflection

#3: Pass the Ball ProtocolIn this protocol, participants actively engage in reflection by passing a ball and responding to questions posed by the facilitator.

#4: Individual and Group Reflection on Growth19

Collaborative Teacher Teams would be wise to focus their efforts on mastering the tools and protocols contained in this section of the guide prior to seeking out additional tools. These tools and protocols will serve as a significant foundation for teams and can certainly be adjusted as needed to meet the needs of the team. Upon mastery, we recommend the following websites as excellent sources of additional protocols that can take collaboration to a deeper level.

National School Reform: http://www.nsrfharmony.org/free-resources/protocolsSchool Reform Initiative: http://www.schoolreforminitiative.org/protocols/Center for Collaborative Education: http://www.ccebos.org/tools/

Section 5: Modeling for Collaborative Teacher TeamsBecause we believe in modeling as an effective instructional strategy, especially when done intentionally for gradual release of responsibility, we have created a “fishbowl” model for two Collaborative Teacher Team meetings. These sample meetings show how some of the tools and protocols contained in this guide might fit together in an actual meeting. Click here to access Sample Meeting #1. Click here to access Sample Meeting #2.

19 http://schools.nyc.gov/NR/rdonlyres/78916EEA-A307-48A8-B489-15F9F6FC4800/0/ProfLearning_Activity8.pdf

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