fact presentation

Professional Learning CommunitiesMatthew J. Taylor, PhD

Tetra Analytix

• Conditions for Teaching

• State of Collaboration

• Efforts to Create Collaboration

• Preparing to Collaborate

• Forming Collaboration

Conditions for Teaching

Conditions for Learning• Clear Expectations for performance

• Development of basic Skills

• Recognition for meeting expectations

• Relationships demonstrating trust and esteem

Conditions for TeachingInstructional Support

• Expectations – Admin sets clear expectations for job performance• Skills – Support for faculty developing and improving skills to teach

and manage classroom• Recognition – Teachers perceive recognition from admin for

meeting expectations• Relationships – Trust admin and hold them in esteem

Collaboration• Expectations – Admin sets clear expectations for collaboration• Skills – Support for faculty developing and improving skills to

collaborate• Recognition – Teachers perceive recognition from collaborators for

meeting expectations• Relationships – Trust collaborators and hold them in esteem

Instructional SupportElementary Schools Secondary Schools

CollaborationElementary Schools Secondary Schools

Elementary SchoolModel

SES

CommunitySupport

ParentInvolvement

Instruction

Collaboration

InterpersonalSkills

AcademicSkills

SAGE

SES

SAGE

SAGE

SAGE

SAGE

SAGE

CommunitySupport

ParentInvolvement

Instruction

Collaboration

InterpersonalSkills

AcademicSkills

Secondary SchoolModel

Efforts to Create Collaboration

Instructional Support• Expectations – During the last week, were you at all confused about how to do any

aspect of your job?• Expectations were unclear• I didn’t have the proper tools/training

• Skills – During the last week, were you unsuccessful with a student who was out of instructional control?

• I needed more training• I needed better support from admin• I could do it if I had fewer students• I could do it if school or district policies were different

• Recognition – During the last week, did your administrator say something nice about your work or another teacher’s work?

• Were you given specifics?

• Relationships – During the last week, did an administrator call you by name?• In front of my class• In front of faculty• No witnesses• In a crowd

Collaboration• Expectations – During the last week, did you collaborate productively with your

colleagues?• About instruction• About classroom management• About assessment• About intervention• About school policy• About professional development• With an individual student• With a small group of students from your class• With your entire class• With all the students in the school• With no one in particular

• Skills – During the last week, was another staff member disrespectful to you?• I confronted them• I walked away• I told an administrator• I told another colleague• I didn’t do anything

Collaboration (continued)• Recognition – During the last week, did you have a good week?

• I was disappointed in myself• I was disappointed by a colleague• I was disappointed by a student• I was disappointed by an administrator• I just didn’t feel well

• Relationships – During the last week, did another teacher say something that made you feel good about yourself?

• It was a close colleague• It was a colleague• It was a teacher I don’t know well• It was a staff member I don’t know well• It was an administrator

Conditions for TeachingWeek ending date 10/2

Number of Respondents 32

Instructional Support

Expectations During the last week, were you at all confused about how to do any aspects of your job? (% no) 47%

Why were you confused?

The expectations were unclear 13%

I didn't have the proper tools/training

41%

Something else 9%

Skills During the last week, were you unsuccessful with a student who was out of instructional control? (% no) 78%

What would have helped you to be successful with that students?

More training 13%

Better support from administrators 6%

Fewer students in class 6%

Fewer responsibilities 6%

Different school or district policies 0%

Something else 16%

Conditions for TeachingWeek ending date 10/2

Number of Respondents 32

Instructional Support

Recognition During the last week, did your administrator say something nice about your work or another teacher's work? 78%

Did your administrator explain why the work was good?

Yes (% of total) 56%

Relationships During the last week, did an administrator call you by name? 84%

When did your administrator call you by name?

During your class 3%

During a meeting 28%

In passing 72%

During an extracurricular activity 3%

Collaboration

Expectations During the last week, did you collaborate productively with your colleagues? 88%

For those who had productive collaboration, what was the focus of your collaboration?

Instruction (89%)Classroom management (46%)Assessment (46%)Intervention (50%)School policy (25%)Professional development (39%)

For those who had productive collaboration, who was the target of your collaboration?

Individual students (32%)A small group of students in your class (32%)

All the students in your class (82%)All the students in the school (7%)No one in particular (11%)

Skills During the last week, was another staff member disrespectful to you? (% no) 88%

For those that suffered disrespect, what did you do?

Confronted her/him (0%)Walked away (25%)Told an administrator (0%)Told another colleague (0%)Didn't do anything (50%)Something else (25%)

Collaboration

Recognition During the last week, did you have a good week? 84%

Relationships During the last week, did another teacher say something that made you feel good about yourself? 91%

Who made you feel good about yourself?

A close colleague 44%A colleague 53%A teacher you don't know well 13%A staff member you don't know well 6%

An administrator 22%Someone else 22%

Preparing to Collaborate

Standards • Do you have clearly stated curricular standards for each of your students?

• In what content areas?• How were they developed/adopted?

Data • Do you have direct access to data describing academic performance for each of your

students?• What data are available?

• Do you have direct access to data describing attendance or compliance for each of your students?

• What data are available?

Expertise• Have you sought colleagues for advice or instruction in the last month?

• About what?

Collaboration• Have you shared your time and expertise with colleagues in the last month?

• How?• If asked, would they recall your effort?

Planning• In the last year, have you created an action plan for instructing an individual student or

small group of student?• Were other teachers involved in the creation and implementation of that plan?• Were the goals specified in the plan met with data to verify that success?


Standards Teachers with clearly stated curricular standards 87%

Content

For all subjects 37%For required subjects 53%For some subjects 1%Very few standards exist for my subject area 1%

Development

By teacher at school (36%)By grade level team (18%)By school within district (15%)By district team (41%)State or national (59%)


Data Teachers with direct access to ACADEMIC data 78%

Available

Annual assessments 38%Benchmark assessments 61%Weekly common assessments 13%Weekly unique assessments 36%Other 9%

Teachers with direct access to BEHAVIORAL data 83%

Available

Daily attendance 43%Attendance by period 61%Attendance by period with excuses 44%Daily tardies 13%Tardies by period 21%Tardies by period with excuses 12%Safe school violations 9%School policy violations 7%


Expertise Teachers who sought expertise in the last month 91%

Source

Teachers in department 79%Teachers at school 36%Administration 19%District professionals 10%

Focus

Curriculum 69%Assessment 47%Pedagogy 21%Classroom management 23%Student behavior 34%Technology 27%School policy 22%


Collaboration Teachers who shared time in the last month 96%

How

Observed another teacher 16%Instruction with follow-up 22%Shared intervention 39%Shared assessments 44%Shared materials 69%Shared research findings 17%Covered their class 40%

Yes, they would recall? 92%


Planning Teachers who created action plans in the last year 67%

In collaboration with other teachers (43%)

With explicit goals and data (69%)

Forming Collaboration

Formative Assessment of Collaborative Teams(FACT)

• Preparation

• Collaboration

• Instruction

Formative Assessment of Collaborative Teams

Preparation

ProtocolsAction PlansAgendaEvidencesAttendance


Preparation

ProtocolsThe collaborative team has agreed upon group rules of conduct (norms) and roles (e.g., facilitator, scribe, time keeper, etc) that are regularly rotated among members.

Action PlansAgendaEvidencesAttendance


Preparation

ProtocolsAction Plans

Action plans are available to team members and cover both academic and behavioral domains for individual and group/grade interventions that are governed by explicit and measureable goals.

AgendaEvidencesAttendance


Preparation

ProtocolsAction PlansAgenda

A meeting agenda was distributed prior to meeting-day and had all the agreed upon elements (prior meeting minutes, norms, assigned roles, etc) with all the agenda items aligned to FACT Instruction items.

EvidencesAttendance


Preparation

ProtocolsAction PlansAgendaEvidences

Each collaborative team member has brought to the meeting records (e.g., grade-books, attendance sheets, computer files, etc) and graphic displays (typically graphs) that track progress outlined in the action plans for individual and group/grade interventions.

Attendance


Preparation

ProtocolsAction PlansAgendaEvidencesAttendance

Every member of the collaborative team is present, on time, prepared to be on-task, and the team keeps a record of attendance regularly reviewed by the school principal.


Collaboration

RolesParticipationExpertiseProfessionalismProductivity


Collaboration

RolesEvery member of the collaborative team carried out their roles, completed tasks and responsibilities between meetings, described in the FACT protocols, and the team was cooperative as they carried out their roles.

ParticipationExpertiseProfessionalismProductivity


Collaboration

RolesParticipation

Every member of the collaborative team made a substantive contribution to the meeting dialogue, often solicited opinions from team members, gave due consideration to dissenting/alternative opinions, and questioned their own practice and engaged in self-reflection.

ExpertiseProfessionalismProductivity


Collaboration

RolesParticipationExpertiseTeam members have identified evidence-based practices, sought

creative/innovative solutions for classroom problems, found practical and resource-appropriate instructional strategies, and acted as or found mentors to support implementation of instructional decisions.

ProfessionalismProductivity


Collaboration

RolesParticipationExpertiseProfessionalismEvery member of the collaborative team was on-task, upbeat,

followed the rules of conduct, and spoke respectfully of parents, students, and other staff members.

Productivity


Collaboration

RolesParticipationExpertiseProfessionalismProductivityThe collaborative team set or reviewed Action Plans making

data-based decisions by consensus for both academic and behavioral outcomes based on FACT Evidences.


Instruction

StandardsInstructional StrategiesAssessmentScreeningGoalsData AnalysisInterventionsProfessional Development


Instruction

StandardsEvery teacher can trace an obvious connection between each

classroom lesson and a component of an accepted core curriculum and that these connections are collaboratively evaluated.

Instructional StrategiesAssessmentScreeningGoalsData AnalysisInterventionsProfessional Development


Instruction

StandardsInstructional StrategiesInstructional strategies for both academic and behavior

management are modeled on evidence-based practices and modified in response to data.

AssessmentScreeningGoalsData AnalysisInterventionsProfessional Development


Instruction

StandardsInstructional StrategiesAssessmentEvery teacher uses common formative assessments for both

behavioral and academic standards, the latter aligned with an accepted core curriculum.

ScreeningGoalsData AnalysisInterventionsProfessional Development


Instruction

StandardsInstructional StrategiesAssessmentScreeningEvery teacher has identified students in greatest academic and

behavioral need and has committed to providing them with an individualized or group intervention.

GoalsData AnalysisInterventionsProfessional Development


Instruction

StandardsInstructional StrategiesAssessmentScreeningGoalsFor each identified student/group of students, every teacher has

written explicit academic and/or behavioral goals and has identified data which are collected to monitor student/group progress.

Data AnalysisInterventionsProfessional Development


Instruction

StandardsInstructional StrategiesAssessmentScreeningGoalsData AnalysisEvery teacher has data on each identified student/group of

students organized in a table or graph and designed to show status and progress relative to goals.

InterventionsProfessional Development


Instruction

StandardsInstructional StrategiesAssessmentScreeningGoalsData AnalysisInterventionsEvery student or group of students who fail to meet an academic

and/or behavioral goal is given additional time and support until the goal is met.

Professional Development


Instruction

StandardsInstructional StrategiesAssessmentScreeningGoalsData AnalysisInterventionsProfessional DevelopmentProfessional development is frequent enough and most often

relevant to FACT Instruction items; and teachers have a say in the “what” and “how often” of their professional development.

Co-Pilot

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