Section E

Southwest Educational Development LaboratoryAustin, Texas

Strategy Three:

Plan and Provide Resources

Section E


It is important to have a

vision for a specific change

because:

Ho. E. 1


What Leaders of Successful Change Do

• Strategy One: C______ a c_______ for c_________

• Strategy Two: D________ and a_________a shared v______

• Strategy Three: Plan and provide resources

• Strategy Four: Invest in training and professional development

• Strategy Five: Assess progress

• Strategy Six: Provide continual assistance

Ho. E. 2


Plan and Provide Resources

Outcome 1: Participants will explain the importance of a clear vision for planning implementation.

Outcome 2: Participants will identify components and variations, and make recommendations for intervention through a case study.

Outcome 3: Participants will create an Innovation Configuration Matrix to clarify and describe a program as a basis for planning.

Outcome 4: Participants will identify three resources critical to school change.

Ho. E. 3

Ho. E. 4

As

prop

osed

by

the

proj

ect s

pons

orA

s sp

ecif

ied

in th

e pr

ojec

t req

uest

As

desi

gned

by

the

seni

or a

naly

st

As

prop

osed

by

the

prog

ram

mer

sA

s in

stal

led

at

the

user

’s s

ite

Wha

t the

use

rw

ante

d


Configurations of Playground Swings Variations of the Components

Component 1: ___________________

V __________ V_________ V________

Component 2: __________________

V __________ V_________ V________

Component 3: __________________

V __________ V_________ V________

Ho. E. 5


Team AIn this team, two teachers pool their children and teach them at the same time in all subjects, for which they plan together two or three times a week.

Team BIn Team B, teachers do not share a common group of students. Early in the year, children are assigned to each of the four teachers on the basis of achievement level, and they usually remain in that group for the remainder of the year. It is possible for a child to be moved from one teacher to another, but few are shifted. In this pattern, a child is usually taught by at least two teachers in the team but never goes to all team members. The teachers instruct in blocks of either language and social studies or math and science. When the team meets once a month, their discussions center around matters such as scheduling, administrative details or resources that concern the entire team.

Team CA team of five teachers shares a common group of students and most, if not all, students have some contact with each teacher during the course of the day. Each teacher teaches all subjects but to different groups of children, who are grouped after a broad assessment of their total needs. Much of the weekly instructional planning in the team is done cooperatively, although each teacher maintains his or her own particular teaching style and is ultimately responsible for the content of the subjects he or she teaches. Children are easily and commonly shifted from one group to another as their needs require.

Team DLike Team C, Team D teachers share a common group of students, most of whom have some contact with each teacher during the day. Each teacher teaches all subjects to different groups of achievement-grouped children, who are moved to another group when their needs suggest it. Instructional planning in the team is shared, in that certain activities are planned for the entire team by one person. For example, one teacher might plan a two-week unit on science that is taught by all six teachers. All teachers have responsibility for planning such a unit in some subject area, and share it in their weekly planning meeting.

Adapted from: Rutherford, W. L. Configurations of team teaching. Unpublished manuscript. Austin: Research and Development Center for Teacher Education, The University of Texas,

1975.

Teaming Descriptions

Ho. E. 6


Analysis of the Components of Teaming

Developed by Research and Development Center for Teacher Education, The University of Texas at Austin. Available from Southwest Educational Development Laboratory, Austin, Texas.

Ho. E. 7

2 4 5 6

VARIATIONS

Team A Team B Team C Team D

Number of teachers on the

team

Frequency of meeting

CO

MP

ON

EN

TS


Innovation Configurations: Some Definitions

Components

The major operational features of an innovation that describe it in use. Components are usually either materials usage,

teacher behaviors, or student activities.

Variations

The different ways in which the components can be operationalized, e.g., program materials, teacher-made

materials, or commercial textbook; homogenous grouping, heterogeneous grouping, or individualization. Components

can simply be present or absent, e.g. use of diagnostic tests

or no use of diagnostic tests.

Configurations

The operational patterns of the innovation that result from selection and use

of different innovation component variations.

Ho. E. 8


Analysis of the Components of Teaming Variations

Ho. E. 9

VARIATIONS

Team A Team B Team C Team D

Number ofteachers on the

team

Frequency ofmeeting

2 4 5 6

Planning

Teaching Assignment of

Teachers

Organizing/GroupingStudents

Flexibility ofGroup

Membership

2-3 times aweek

Once amonth

Plan all subjectstogether

No instructionalplanning. Planfor scheduling,administration, and resources

Teachers teachall subjects to all

students

Teachers teachall subjects to

different groupsof students

Teachers teachall subjects to

different groupsof students

One group of all students

Students assigned to

achievementgroups

Studentsgrouped

according to their needs

No movement asthere is only

one group

Once aweek

Once aweek

Once aweek

Once aweek

Teachers instruct in blocks of

language/social studies or

math/science

Studentsassigned to

achievementgroups

Students remainin the group for

a year, few are shifted

Students are easily shifted based on their

needs from one group to another

Students are easily shifted

based upon their needs from one group to another

CO

MPO

NE

NT

S

Developed by Research and Development Center for Teacher Education, The University of Texas at Austin. Available from Southwest Educational Development Laboratory, Austin, Texas.


The Science Program Case Study

BackgroundDuring the previous year a large committee of teachers, parents, and administrators agreed that the school system should adopt a new science program. The Science Program (TSP) was selected. This program places equal emphasis on the processes of science and science content. In August, all teachers received four days of training in the TSP philosophy and curriculum materials. Teachers began using the TSP curriculum with the opening of school in September.

Now it is late January. The teachers have been using the TSP curriculum for half a year. The science supervisor has suggested that a representative sample of teachers in each building be monitored to see what is actually happening. If necessary, follow-up inservices will be scheduled, although the superintendent doubts that more workshops are really needed. “We did all that last August.”

The Science Program (TSP)TSP is a second generation science curriculum. It was developed in recent years, and is based on the science curricula that were developed for students’ use in hands-on, inquiry-based science experiences. The philosophy of TSP places equal emphasis upon learning the principles and theories of science, and being able to design, conduct and interpret the results of investigations.

TSP places emphasis upon students working with materials and the teacher serving in more of a tutorial role. The program is divided into a series of units with each unit having a theme that gradually develops as the activities of the unit are covered. There are a set of standardized TSP tests that have been designed to assess achievement in science content and science process. Thus, each TSP test has a pencil and paper portion and a materials manipulation portion.

Ho. E. 10


Activity I: Implementation Monitoring

Ho. E. 11

Task 1: Familiarize yourself with the TSP program by reading the program description on the previous page and reviewing the TSP Matrix.

What kinds of implementation problems would you anticipate with this type of program?

Task 2: On the table is a stack of Innovation Configuration Matrices for the TSP program and descriptions of what each of the seven teachers are doing. Your group should read the description for each teacher and complete a TSP Configuration Matrix for each teacher.

What, if anything, stands out about each teacher?

Task 3: Through discussions with your group, summarize the data for all program components and variations across the school. A summary sheet is available on Tp E.11 and Ho E. 11.

What are your impressions of the total sample?

Summarize the data by components and variations for the school building on the second chart.


TSP Program Summary of Teacher Configurations

Ho. E. 12

Teacher

(1)

UnitsTaught

(2)

Use of Materials

(3)

StudentGrouping

(4)

(5)

A

B

C

D

E

F

G

Process/Content Emphasis Assessment


The Science ProgramBuilding Summary Sheet

Ho. E. 13

School ___________ Teachers____________

Variations

Component 1:Units Taught

2

2 3 4

Component 2:Use of Materials

1

1

3Component 3:Student Grouping

Component 4:Process/ContentEmphasis

Component 5:Assessment

1 2

3

1 2 3 4

1 2 3

5


Activity II: Interventions

Now that you have collected information about classroom practice, what would you recommend for interventions?

Task 4: What should the principal do, if anything?

Task 5: What should the science coordinator do, if anything?

Task 6: If there is a workshop, what should be done in it?

Task 7: When would you want to monitor implementation again?

Ho. E. 14

(TS

P)

Sci

en

ce P

rog

ram

Co

nfig

ura

tion

Ho. E. 15

5N

o un

its

orac

tivi

ties

are

taug

ht

4A

few

sel

ecte

dac

tivi

ties

are

taug

ht

3S

ome

unit

sar

e ta

ught

2M

ost u

nits

and

acti

viti

es a

re ta

ught

1A

ll u

nits

and

mos

tac

tivi

ties

are

taug

ht

Com

pon

ent 1

: U

nit

s T

augh

t

Com

pon

ent 2

: U

se o

f M

ater

ials

1S

tude

nts

are

cons

tant

lym

anip

ulat

ing

scie

nce

mat

eria

ls

2O

nly

sele

cted

stu

dent

s an

d th

e te

ache

rha

ndle

the

mat

eria

ls m

ost o

f th

e ti

me

3T

ypic

ally

, the

teac

her

does

dem

onst

rati

ons

and

stud

ents

wat

ch

4 4 4M

emor

izat

ion

of f

acts

and

rea

ding

abou

t sci

ence

are

em

phas

ized

3T

he w

hole

cla

ss is

ta

ught

as

a gr

oup

3T

he p

roce

sses

of

scie

nce

are

give

n m

ajor

em

phas

is

2S

tude

nts

are

kept

in th

ree

to f

ive

perm

anen

t gro

ups

Com

pon

ent 3

: S

tude

nt G

rou

pin

g

Com

pon

ent 4

: P

roce

ss/C

onte

nt E

mph

asis

Com

pon

ent 5

: A

sses

smen

t

1S

tude

nts

wor

k in

divi

dual

lyan

d in

sm

all g

roup

s

1S

cien

ce c

onte

nt a

nd s

cien

cepr

oces

ses

are

emph

asiz

ed e

qual

ly

1A

ll T

SP

ass

essm

ent

acti

viti

es a

re u

sed

2S

cien

ce c

onte

nt is

giv

en m

ajor

em

phas

is

2S

ome

TS

P a

sses

smen

tac

tivi

ties

are

use

d

3 T

each

ers-

mad

e te

sts

are

used

all

the

tim

e

4


Possible Questions for Developing a Matrix

1. Would you describe for me your innovation?

2. What does the innovation look like when implemented?

a. What do teachers do?

b. What do students do?

3. What are the most essential components of the innovation?

a. Which of these are the most important?

b. Which is a teacher likely to use first? Last?

4. What would you ideally like to see at a site that had adopted your innovation?

Ho. E. 16


Demonstration Interview Task

Your task is to listen closely to the person being interviewed and identify components of the innovation. Then, wherever possible, identify variations of each component.

Component 1:Variation:Variation:Variation:





Ho. E. 17

Ma

trix

Ho. E. 18

5 5 5 5 5

4 4 4 4 4

3 3 3 3 3

2 2 2 2 2

1 1 1 1 1

Com

pone

nt 1

:

Com

pone

nt 2

:

Com

pone

nt 3

:

Com

pone

nt 4

:

Com

pone

nt 5

:

Var

iati

ons

to th

e ri

ght a

re u

nacc

epta

ble;

var

iati

ons

to th

e le

ft a

re a

ccep

tabl

e.

Var

iati

ons

to th

e le

ft a

re id

eal.


Steps in Developing anIC Matrix

1. Visualize and brainstorm parts of the new practice or change in terms of what the user would be doing.

2. Identify components that constitute the major pieces of the new practice—by referring to and organizing the brainstorm list, adding to it, combining, or deleting.

3. Actionalize the components by stating them in behaviors or actions/use verbs—what are the users’ behaviors, what are they doing?

4. Consider the sequence of the components and reorder them to make the best sense.

5. Generate variations for each component from ideal to unacceptable—state variations in action terms also.

6. Review, refine, edit the entire document for clarity.

7. Draw lines to indicate ideal, acceptable, and unacceptable variations.

Ho. E. 19

Co

op

era

tive

Le

arn

ing

Ma

trix

Ho. E. 20a

5 5 5 5 5

4 4 4 4 4

3 3 3 3 3

2 2 2 2 2

1 1 1 1 1

Com

pone

nt 1

: St

ruct

ure

Tas

k G

roup

s

Com

pone

nt 2

: R

ewar

ds

Com

pone

nt 3

: In

divi

dual

Acc

ount

abil

ity

Com

pone

nt 5

: P

osit

ive

Inte

rdep

ende

nce

Com

pone

nt 6

: G

roup

Pro

cess

ing

Var

iati

ons

to th

e ri

ght a

re u

nacc

epta

ble;

var

iati

ons

to th

e le

ft a

re a

ccep

tabl

e.

Var

iati

ons

to th

e le

ft a

re id

eal.

Co

op

era

tive

Le

arn

ing

Ma

trix

Ho. E. 20b

1C

ompo

nen

t 1:

Str

uct

ure

Gro

ups

Com

pon

ent 2

: S

tru

ctu

res

Tas

ks

Com

pon

ent 3

: A

ssu

res

Indi

vidu

al A

ccou

nta

bili

ty

Com

pon

ent 5

: P

rom

otes

Pos

itiv

e In

terd

epen

den

ce

Com

pon

ent 6

: A

sses

s th

e G

rou

p P

roce

ssin

g

Var

iati

ons

to th

e ri

ght a

re u

nacc

epta

ble;

var

iati

ons

to th

e le

ft a

re a

ccep

tabl

e.

Var

iati

ons

to th

e le

ft a

re id

eal.

Stud

ents

are

not

assi

gned

to g

roup

sSt

uden

ts a

re a

ssig

ned

togr

oups

of

four

mem

bers

for

a sp

ecif

ic ta

sk

1T

he te

ache

r ex

plic

itly

defi

nes

the

crite

ria

for

succ

ess

as in

clud

ing

all

grou

p m

embe

rs a

ccom

plis

hing

the

task

1G

roup

mem

bers

are

sel

ecte

d at

ran

dom

to

ans

wer

for

the

grou

p an

d/or

indi

-vi

dual

test

s ar

e gi

ven

to e

ach

stud

ent

Com

pon

ent 4

: D

evel

ops

Gro

up

Ski

lls

1G

roup

or

soci

al s

kills

exp

ecte

d to

be

exhi

bite

d du

ring

the

task

are

exp

licitl

yst

ated

, mon

itore

d, a

nd r

ewar

ded

1G

roup

mem

bers

mus

tde

pend

on

one

anot

her

to c

ompl

ete

the

task

1St

uden

ts a

re g

iven

the

time

and

proc

edur

es to

ana

lyze

how

wel

l the

gr

oups

are

fun

ctio

ning

and

how

wel

l th

ey a

re u

sing

the

nece

ssar

y so

cial

ski

lls

2 2 2 2 2 2

Stud

ents

are

ass

igne

d to

wor

k w

ith a

par

tner

on a

spe

cifi

c ta

sk

3 3 3 3 3 3

Stud

ents

are

ass

igne

d to

gr

oups

larg

er th

an f

our

4 4 4 4 4 4

Stud

ents

are

ass

igne

dto

wor

k w

ith a

par

tner

with

out a

spe

cifi

c ta

sk

5 5 5 5 5 5

No

crite

ria

for

succ

ess

are

spec

ifie

d

Tas

ks m

ay b

e co

mpl

eted

by o

ne s

tude

nt f

or th

een

tire

grou

p

No

grou

p or

soc

ial s

kills

are

stat

ed, m

onito

red,

or r

ewar

ded

Gro

up m

embe

rs c

anco

mpl

ete

the

task

alon

e

No

grou

p pr

oces

sing

occ

urs

Co

op

era

tive

Le

arn

ing

Ma

trix

Ho. E. 20c

2C

ontin

ues

to e

nhan

ce

anal

ysis

and

as

sess

men

t ski

lls

2Fr

eque

ntly

arr

ange

s(o

rgan

izes

) ta

sks

to th

at g

roup

mem

bers

mus

t dep

end

on o

ne

anot

her

to c

ompl

ete

the

task

2St

ates

an

mon

itors

gr

oup

skill

s ex

pect

edto

be

exhi

bite

d

2R

epea

tedl

y se

lect

sth

ose

who

typi

cally

answ

er c

orre

ctly

2E

xplic

itly

defi

nes

task

s an

dcr

iteri

a fo

r su

cces

s as

mos

t gro

up m

embe

rsac

com

plis

hing

the

task

Com

pon

ent 1

: S

tru

ctu

res

Gro

ups

1A

ssig

ns s

tude

nts

to f

our-

mem

ber

grou

ps

Com

pon

ent 2

: S

tru

ctu

res

Tas

ks1

Exp

licitl

y de

fine

s ta

sks

and

crite

ria

for

succ

ess

asal

l gro

up m

embe

rsac

com

plis

hing

the

task

Com

pon

ent 3

: A

ssu

res

Indi

vidu

al A

ccou

nta

bili

ty1

Sele

cts

an o

r al

l gro

up m

embe

rsto

ans

wer

for

the

grou

p an

d/or

give

s in

divi

dual

test

s to

eac

h st

uden

t

Com

pon

ent 4

: D

evel

ops

Gro

up

Ski

lls

1E

xplic

itly

stat

es, m

onito

rs,

rew

ards

gro

up o

r so

cial

ski

llsex

pect

ed d

urin

g th

e ta

sk

Com

pon

ent 5

: P

rom

otes

Pos

itiv

e In

terd

epen

den

ce1

Con

sist

ently

arr

ange

s (o

rgan

izes

)ta

sks

so th

at g

roup

mem

bers

mus

t dep

end

on o

ne a

noth

erto

com

plet

e th

e ta

sk

Com

pon

ent 6

: s

the

Gro

up

Pro

cess

ing

1Pr

ovid

es s

tude

nts

the

time

and

proc

edur

es to

ana

lyze

how

wel

lth

eir

grou

ps a

re f

unct

ioni

ng a

ndho

w w

ell t

hey

are

usin

g th

ene

cess

ary

soci

al s

kills

3A

ssig

ns s

tude

nts

to g

roup

s la

rger

than

fou

r

3E

xplic

itly

defi

nes

task

san

d cr

iteri

a fo

r su

cces

sas

som

e gr

oup

mem

bers

acco

mpl

ishi

ng th

e ta

sk

3Fa

ils to

sol

icit

answ

ers

from

eth

nic/

min

ority

stud

ents

or

girl

s

3St

ates

but

doe

s no

tm

onito

r or

rew

ard

expe

cted

gro

up s

kills

3O

ccas

iona

lly a

rran

ges

(org

aniz

es)

task

s so

that

gro

upm

embe

rs m

ust d

epen

d on

one

anot

her

to c

ompl

ete

the

task

3M

onito

rs th

e st

uden

ts’

deve

lopm

ent o

f gr

oup

proc

ess

anal

ysis

and

asse

ssm

ent

4A

ssig

ns s

tude

nts

tow

ork

with

onl

yon

e pa

rtne

r

4Sp

ecif

ies

nocr

iteri

a fo

r su

cces

s

4Pe

rmits

one

stu

dent

to c

ompl

ete

task

s an

dan

swer

for

the

grou

p

4D

oes

not s

tate

, mon

itor,

or r

ewar

d gr

oup

or

soci

al s

kills

4A

rran

ges

task

s th

atpe

rmit

grou

pm

embe

rs to

com

plet

eth

e ta

sk a

lone

4A

llow

s st

uden

ts to

an

alyz

e an

d as

sess

how

thei

r gr

oups

func

tion

5D

oes

not a

ssig

nst

uden

ts to

gro

ups

5Sp

ecif

ies

no ta

sk

5D

oes

not g

ive

atte

ntio

nto

ana

lysi

s an

das

sess

men

t of

grou

ppr

oces

sing

Var

iati

ons

to th

e ri

ght a

re u

nacc

epta

ble;

var

iati

ons

to th

e le

ft a

re a

ccep

tabl

e.

Var

iati

ons

to th

e le

ft a

re id

eal.


Two Basic Questions

1. Is it being used?

2. What is it?

Ho. E. 21


Teacher A

Teacher A is in her second year of teaching. She has taught science both years and is well liked by the students. She is still somewhat overwhelmed by all that teaching requires. She likes the TSP science curriculum and is attempting to teach each unit and all of the activities within each unit.

In order to cut down on the logistics hassles, she has the students organized into “research teams,” with each team having a team leader who is responsible for conducting experiments. Other students in each team have responsibilities such as note taking, clean-up, etc. The teams have been together since the beginning of the school year.

Teacher A constructs and uses her own paper and pencil tests. She feels that they better assess what her students learn. She places heavy emphasis on both science process and science knowledge in her testing and teaching.


Teacher B

Teacher B is one of the most senior faculty. He plans to retire in a few years. He has already taught most of the units and says there were not enough ideas there to cover a full school year. He advocates testing for both process and science content.

He uses all his own tests that are based on an elaborate test item retrieval system that he had established eight years ago when he did his Master’s degree work. The test items are selected according to the levels of Bloom’s taxonomy. His class periods begin with a mini-lecture on the science content for a particular unit, then he does a demonstration based on TSP materials and the class takes notes on the demonstration and writes up a report which is turned in and graded once a week.


Teacher C

Teacher C is very enthusiastic about the TSP Program. She has been getting bored with the old curriculum and has really dug into TSP.

She has taught all the activities for each unit and encouraged individual students to pursue some of the optional activities. Her classroom is a blur of activity as students pursue their investigations, individually, in small groups, and in discussion with Teacher C.

Teacher C received her undergraduate training in the late 1960s and is a strong believer in the processes of science. As a result, she continues to place heavy emphasis on science process and only uses those portions of the TSP test that test science skills.


Teacher D

Teacher D’s classroom is in what appears to be total chaos, students and materials are everywhere, and Teacher D may be anywhere. Yet on the TSP tests, his students consistently outperform other classes on both the science content and process parts.

He is an older teacher who was trained in science content and “survived” the process era. He is now quite at home with what he sees as a “sensible” balance between the two emphases.

He is teaching all of the TSP units and builds on them with his vast background of experience and knowledge. He has been particularly fascinated with the TSP science process tests and is exploring the possible relationships between student achievement in science content and process and their performance in other classes.


Teacher E

Teacher E is also an assistant football coach and therefore was unable to attend the August TSP inservice. He has the TSP materials on a display table at the back of the classroom.

He places heavy emphasis on science content and uses the materials and tests that he has used in past years. He has done a couple of demonstrations from the TSP materials. One he liked, in the other he found what he calls a “basic scientific mistake” . . . “that any student in my class would not have missed.”

He does not see the TSP materials as being different from what he has always done.


Teacher F

Teacher F is a strong believer in students being able to remember what they have learned. Thus, she has worked many extra hours to develop techniques and charts to help students remember the “basic facts and principles” of science.

To help students understand science, she does demonstrations from time to time, assigns 15 minutes out of each class period for students to read about science, and from time to time will have student leaders do demonstrations for the class. Usually the demonstrations have come from the TSP materials. The remainder of the lessons are drawn from her vast knowledge of science facts and principles.


Teacher G

Teacher G has his classroom organized into four groups and he works with each group in turn as they work through the TSP materials. He has found the materials fun to work with, although it has taken time to get things organized. He assigns the students who should do the experiments each time that the group meets with him to discuss their results.

He hasn’t used the TSP tests, “because it is easier to use tests I already have.”

He emphasizes science content in his discussions with each student group and in his tests. “You don’t know what you know about science from just messing around with all that stuff.”

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Tea

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Documents

Section E