Moving Transforming Classroom Practices

to School WideSustainability

Sarah M Croft Jisela Moreno

October 17, 2012

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Transforming Classroom Practices

Learning Goal 1

Create a culture of collegiality and collaboration that inspires teachers to

learn from each other and continuously seek to improve teaching practices

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Transforming Classroom Practices

Learning Goal 2

Demonstrate how utilizing a framework can capture the effects of the teaching on

students through reflective conversations that transform teaching practices

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Transforming Classroom Practices

Learning Goal 3

Create a plan whereby Transforming Classroom Practices can be

systematically moved school-wide and sustained as an ongoing campus

expectation

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Setting the Stage

• Effective teaching makes a difference in student learning

• There are excellent teachers to serve as role models

The Skillful Leader: Confronting Mediocre Teaching by Platt, et.al. 2000

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Setting the Stage

• The biggest driver for raising student achievement is classroom instruction

• There is not quality instruction in every classroom…every period… every day…

The Skillful Leader: Confronting Mediocre Teaching by Platt, et.al. 2000

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Setting the Stage

What is more important than quality instruction for every student?

Who owns the problem?

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I can teach myself, so I am all set.Some kids need a real math teacher.This teacher can’t help them at all.(Becky, the high school junior)

The Skillful Leader: Confronting Mediocre Teaching by Platt, et.al. 2000

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What’s Going On at Our School?

Culture of Debilitating Beliefs

Perpetuating Unpromising Practices

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What’s in Our Wallet?

IncompetenceMediocrityExcellence

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One School’s Story…So Far…

Moving TCP Toward School Wide Sustainability

Gus Garcia Middle SchoolEdgewood ISD

San Antonio, Texas

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Step OneMeeting with the Principal:•Explaining the purpose and process•Determining Cohort One•Lobbying for time to deliver the TCP curriculum prior to school start•Making compromises and efficient use of time by merging TCP with Action Research

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Step TwoTCP Curriculum Delivery•Compacting and tailoring to the concept of Learning Partners (no administrators)•Making it a safe, collegial environment•Having Learning Partners who:

– Commit to conducting CWT’s– Commit to having reflective conversations– Commit to measuring the effect of TCP through

Action Research

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Step ThreeAction Research Curriculum Delivery•Wednesdays, 7:10-7:55 a.m.•Developing our Action Research around a campus challenge or area of focus•The Focus is evolving…effective teaching practices…student engagement…etc.•Using TCP as a vehicle to provide the data to support the Action Research Project

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The TCP/AR Team

Field Data Collection Team (LPs)•Conduct one CWT per week•Conduct a reflective conversation•Document the experience•Report the findings to Data Analysis and Report Team

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The TCP/AR Team

Data Analysis and Report Team•Teacher Leaders•Instructional Facilitator•Principal•PSP

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Possible Next Steps1. Continue with current LP’s through

Semester and rotate LP’s at Semester 22. Begin a new TCP LP Cohort S-2 and

enlarge the Field Data Collector AR pool 3. Merge and facilitate TCP/AR with a new

cohort S-2 and a new challenge or focus4. Repeat same process/es in 2013-145. The possibilities are endless…6. Any Questions?

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Sarah CroftProfessional Service Provider

District and Campus Snap Shotscroft1@hotmail.com

Jisela MorenoTeacher Leader

Gus Garcia Middle School, Edgewood ISDjmoreno@eisd.net

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