Connecting Teacher Collaboration to Classroom Practice
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Connecting Teacher Collaboration to Classroom Practice

[ Music ]>>In the PLC teachers collaborate on a regular
basis about student work and student data. Sometimes, however, we observe teams of teachers
who have reached a high level of sophistication in these collaborative discussions,
but then return to their classrooms and continue teaching exactly as before, often
in a sage on the stage model of instruction with students sitting passively and minimally
engaged, and insufficient support for students who need additional scaffolding
and pre-teaching. In a school that is a true PLC, teacher
teams not only hold meaningful collaborative discussions, they actually change and
improve their classroom practices in order to make all students more
successful, which is the true purpose of holding these collegial conversations. We are about to observe a team of 7th grade
English teachers at Mountain View Middle School in the Moreno Valley Unified School District. We will sit in on their collaborative discussion
about the data from the final assessment of the year in 7th grade English. As part of that data analysis, they will brainstorm strategies
for improving student learning. Although only a few weeks of school remain,
the teachers return to their classrooms and implement several of the
strategies they discussed in order to implement a re-teaching
loop for the standards on which the students performed
poorly on the assessment. Following the meeting, we will briefly
visit four different classrooms and see these strategies in
action with their students.>>All right. I would like to draw our attention to the
Mountain View Middle School group norms. We have several of them listed here, but
today we’re going to only focus on a couple. I feel like, as we begin, especially
since it’s the end of the school year, we need to focus on the first one,
which is maintain a sense of humor. Because we’re tired, the students are
tired, and we may not be 100% happy with the results that we find today. So, let’s keep our sense of humor. The second one that I think
we should focus on are to hit all points to gain
a consensus as leaders. So, we need to really come up with a
consensus and focus on what we want to change in these last few weeks of the
school so that we can end with a bang and still keep the students learning. So, are there any others that
you guys would like to focus on?>>Sounds good, Wendy.>>I think we’re good.>>All right. The first thing we’re going to do is
focus on our overall results of the test. We did the inspect test 3A which was
a site based test that we created.>>Right.>>And so we’re just going
to get the overall scores and we’re going to focus on percentage points. So, overall, how our students did? Which were advanced, proficient,
basic, and below basic? So, we’ll begin with that. And, if you don’t mind, Miss
McMillan, if you’ll take notes for us.>>No problem.>>All right. Let’s begin. Who would like to start? Mr. Jorgensen.>>OK. I had 65 students take the
test and of the 65, 29% were advanced. OK. Twenty-three percent proficient,
34% basic — you got them all? Twelve percent below basic,
and 2% far below basic.>>Of my regular — which is non
[inaudible], I have 22 total, 32% were –>>All right. Now that we have our totals, we had decided
as a group that we were going to focus on the actual standards that
this test was aimed for. So, at this time, we’re going
to, again, do percentages. We have our charts. We have successes at 70% or higher. And our challenges at 69% or lower. So, at this time, I’m going to chart how we
each did in regards to each individual standard.>>OK.>>OK.>>Um — I’m going to start with
Mr. Cadigan, if you don’t mind?>>OK.>>Let’s start with the standard reading 2.1. Did you have a success or a challenge on that?>>I had a challenge on that one.>>All right.>>And I had 66%.>>All right. What about reading standard 2.2? So, that’s the overall breakdown of how we did
on the test in regards to individual standards. Um — I think what we can see is that on
reading 2.5, we seem to have done fairly well.>>Mm-hmm.>>OK.>>Um — what is reading 2.5? The standard?>>Understand and explain the
use of a simple mechanical –>>Device.>>Device by following technical directions. So, following technical directions.>>Technical directions. All right.>>So, that’s –>>Now, you know, the success of that
could be when we did that rotation activity when we did the technical activity.>>Mm-hmm.>>That was a great activity.>>Where the students move from each class.>>Mm-hmm.>>Because they really get engaged in that. They liked it. Because, you know, how that worked they went
to, like, your class and they came to mine and they had to report back
what they learned from you.>>Mm-hmm.>>And vice versa.>>And how do we break that up?>>Workplace.>>Workplace. Public. And what was the third one?>>Consumer.>>Consumer documents. Per classroom.>>And that was a really good activity.>>That was.>>So, clearly the results
showed that that paid off.>>That’s a great activity that
we could do next year as well.>>Absolutely. Yeah. You’re right about that.>>Should we add that to our instructional
strategies brainstorming to keep that?>>Sounds like a good call.>>OK.>>So, technical document rotation activity.>>For next year though.>>For next year.>>Let’s do next year.>>Would you keep it one day
or would you even expand it? Because the students didn’t get —
they did not get to see each teacher.>>One thing that I’m — I felt my students
missed out on was the sharing with — sharing within their small groups and
then sharing that as a whole class. I would like to see that
activity expanded a little bit.>>Right. I agree.>>Well, yeah. That’s a good call. Right.>>Yeah. Just so we can share.>>Yeah.>>All right. Were there any other successes
we wanted to discuss or to keep? Um — what is — um — R2.2 exactly?>>It’s locating information by using a variety
of consumer, workplace, and public documents.>>Mm-hmm.>>OK. So, these are related.>>Mm-hmm.>>All right. What about R2.3?>>Analyze text that uses the cause
and effect organizational path.>>Cause and effect.>>Cause and effect. We did fairly well with that.>>Mm-hmm.>>And what about R2.4?>>Identify and trace the
development of an author’s argument, point of view, or perspective in text.>>OK.>>So, clearly, I have an
opportunity there next year. Well, I mean, hello. You know?>>All right. So, now it’s time to focus on
the challenges that we faced. And it’s obvious that R2.1 and Language
Conventions 1.6 are where we suffered the most.>>Right.>>Yep.>>Mm-hmm.>>What is the standard, R2.1, please?>>R2.1, Wendy, is understand and analyze
the differences in structure and purpose between various categories of informational
materials, for example, textbooks, newspapers, instructional manuals.>>OK. I am going to write
this structure and focus. Structure and purpose. I’m sorry. Between the different types of documents. Correct?>>Mm-hmm.>>Yes.>>All right. And what was Language Conventions 1.6?>>Use correct capitalization.>>What was our SMART goal
for this particular test?>>Capitalization? We were [inaudible] on capitalization.>>Yes. We had been.>>Seventy percent or better. Of all of our students to receive
the score of 70% or better.>>Hmm.>>So, we did not meet our SMART goal?>>We did not meet our SMART goal.>>We did not meet our SMART goal.>>All right. I think the next step in our plan
is now to brainstorm activities that could help bring these scores higher.>>Maybe we should look at
the test question and see.>>OK.>>And see what — the problems were.>>Yep.>>So, with 16, it looked like
definitely 9, Brother Nick. That should be capitalized. And then college.>>College.>>So –>>Those are just a compound.>>Yeah.>>Yeah.>>Right.>>Yeah. And the relationship, you know,
when do you capitalize the relationship.>>Right. OK. And I like the capitalization if we could do it like as all 7th grade versus
each other would be fun.>>Oh, like the baseball game?>>Yeah.>>Yeah. That would be fun.>>Something like that would
be fun for that one. Once we’ve done SIOP.>>Yeah.>>Just.>>Mm-hmm.>>Mm-hmm.>>Yeah.>>Even bringing in Miss McMillon’s
students reteaching lessons. Because if they don’t get it in the SIOP,
then we’re still going to have to work. So, they can reteach.>>Right.>>They do that in math.>>Yeah.>>Mm-hmm.>>We could maybe get out the,
you know, the lockout system.>>Yeah.>>Cool.>>Yeah. So, we have our two now.>>All right.>>Of –>>Evidence that it is working.>>A lot of it is just our own
observation of what we see is happening.>>Right.>>Exactly.>>Formal observation.>>Yeah.>>OK. The trick to make in
the SIOP onion, though — I learned this the hard way [laughing] — just
make sure you got enough layers for the number of students because everybody gets one. Right? They peel. You can just –>>So, one per student.>>And a few spares.>>Right.>>And a few Spares.>>For we don’t know what.>>I experienced that.>>OK. OK. It sounds like fun.>>Identify results indicators. So, what we just did there.>>We just did. We’re good.>>So, I guess now we need to debrief
how well did we feel this process worked.>>I think it was very –>>Well, we stayed on task.>>And we came prepared.>>We came prepared.>>We did.>>And we were ready.>>Everybody had their data.>>Mm-hmm.>>And we had — I think
we’ve come up with a lot of good activities even if
we need to go further. We have ideas.>>Yeah. Definitely.>>Where we could each take it now.>>Yep.>>I like that we’ve — we’re actually
already thinking about next year.>>Right.>>And what we need to –>>I agree.>>Put into place.>>I agree.>>And we did a good job of staying off parking.>>Yeah [laughing].>>Oh, the park –>>I was going to say — that’s –>>When we meet again, though,
we’re going to circle back.>>Right.>>Right.>>Yes. We meet next week.>>And talk about our success of
our activities that we just planned. Right?>>Right.>>Definitely. I was going to say, so that’s –>>So, by next meeting, we
will have all tried the onion.>>Right.>>At least try one of these. Whichever one, I guess, you decide to do.>>Right.>>Or, hopefully, all of them.>>Yeah.>>I was going to say specifically
I think we need to come — we need to have done the onion so we
can come back and figure out what kind of informal thing we’re going
to use to pick that out.>>Yes.>>Sure.>>Maybe try and get us all together.>>Mm-hmm.>>OK.>>Perfect.>>All right.>>Thanks, team.>>OK.>>Thanks, team.>>See you all.>>Well, I really enjoy watching your protocol. I really learned a lot about your team and
the things that you’ve learned together. And I just wonder if you could
answer a few questions for me that arose in my mind as I watched you. First of all, you had a variety
of standards on this test and this was a team made test, I understand. So, what was your rationale for making
your SMART goal around just one of those? You made your SMART goal around
language conventions 2.6. And I just — I kind of wondered about that.>>I could answer that, Terry. Our previous test results were — indicated
what we should focus on for our next test. Our district benchmark test
is given — I’m sorry — our district requires a benchmark
test given every 12 weeks. Um — a couple years ago our
team of teachers here decided that we should give one every 6 weeks
to assess students how they’re learning in a more prompt manner so we could reteach and
— as we go instead of wait the whole 12 weeks. So, based on the last test that was
given, was a district made test, was our team of teachers looked at the —
what our students missed based on the test and also what we — what we
missed and our focus was on. Therefore, we came up with language
conventions 1.6, using correct capitalization, as one of our primary focuses for this test.>>Mm-hmm. OK. So, your data is pretty
important to this team?>>Absolutely. We take — we use the data. That’s how we came up with the mid
— what we call a mid-cluster test.>>So, there’s really quite a
variety of standards up there. How did you choose these
for this particular test?>>We pulled some from the pacing
guide, which is district made. And then from — some from the last test that
we took that we want to refocus on and make sure that the students do get it before the CST.>>OK. So, school is almost out. You have, I think somebody said
earlier, three and a half weeks left.>>Mm-hmm.>>Yes.>>So, um, normally you would
make a new SMART goal. Right? At that step.>>Yes.>>Right.>>But because school is almost out,
you didn’t make a new SMART goal. You evaluated how you did on the last
one, but you didn’t create a new one. So, a question I had as I
looked at your challenges, you originally had put your 67%
overall as a success and then moved it to your challenge as a whole grade level. So, what do those numbers tell you? I know that Wendy said in the
beginning to keep sense of humor because you might not be
happy with all your results. And so, you know, I’d probably feel
like that if I was on this team. So, what do those numbers on
the challenge chart tell you?>>The — the percentages are
about — not about how many — you know, what percentage did you
get on the test, but what percentage of our students scored 70% or above.>>Mm-hmm.>>So, that’s what those numbers represent.>>OK. So, what would have made
those numbers better, do you think?>>Um — well, obviously, for instance, if
you look at the challenges and you’re looking at R2.1, that’s an area that
we all need to work on. Obviously, that is a huge standard and I
believe we feel we need to front load next year.>>Right.>>That standard needs to be evaluated
throughout the entire year instead of waiting. It’s on our pacing guide
to address it right now. But, obviously, that is not enough time. So, as a team, we’re going to
have to front load the entire year and focus on it the entire school year.>>Mm-hmm.>>Great idea, Wendy.>>But even though this is
at the end of a school year, we have that data now to plan for next year. So, we know when we’re ready at
this juncture, we can say, “OK. We know we need to focus on 2.1. We need to at least hit that 70% or
better benchmark and what do we need to do for next year to make that successful?”>>Yes.>>And, in the meantime, with your last three
and a half weeks, you are going to retea- — hit some good reteaching strategies to get that?>>Mm-hmm.>>Definitely.>>Yes.>>Right.>>Another question I had as I watched you
go through and chart all this data, you know, that took quite a bit of time this morning. I was just wondering what’s the
rationale to chart it all like that.>>Well, the charting is so important. I mean, obviously, it could be faster and this
might be something we can try next time is that as we enter and prepare to collab, go
ahead and just write your own scores up. And that would limit the time. But it is vital that you put your scores
up there because that provides a visual. We can quickly see where the challenges
were and where the successes were. And by breaking it out individually,
you can see who did best in what area. And so, I mean, obviously, R2.6, I
personally need to evaluate what I did. And you can look over here at 2.6 and
Mr. Jorgensen was very successful. So, that allows a quick view
for me to say, “Hey, Fred. What did you do?”>>Absolutely.>>So, it’s intimidating. It was intimidating for us
when we first started out.>>In the beginning.>>Definitely.>>Putting your scores up are terrifying. I mean, 53% makes you look like
you are a failure as a teacher, but you have to have the support of your peers.>>Mm-hmm.>>Knowing that you’re not being judged
by that but that they can come and support and build you up and you know where to start.>>Right.>>And it’s intimidating for anybody.>>But, after a couple of
years, you’re very comfortable.>>Yes. I was going to say,
we are very, very comfortable. And it — it really is — when you look at
your scores and you know you have work to do, you know that there’s this group of people
you’re going to walk in and say, “All right. Help. This is what I did. Where — what did you guys do?” And it’s really nice to have that support.>>Something I found important is, yes,
maybe I had some severe challenges this time, but you’re protocolling all throughout the year. So, this protocol might not
be where I was successful. Perhaps it was earlier in the year where
I had some value to give to the team. So, you need to understand that even
though you have a bad day or a bad test, it doesn’t mean every time
you’re going to be the low man. And so that helps alleviate some of the issues.>>I don’t think we even
look at it like that anymore.>>No.>>No. Not anymore.>>It’s not like that. I don’t.>>Yeah.>>We have such an open communication
style, number one. We have a basic trust of each other. So — and a basic respect for each other. So, we’re very honest with each other. And that’s how we learn from it. So, we look at our data and go,
“Gee, what did you do better?” and then we share that.>>How did you teach that?>>Absolutely, Miss McMillon>>Help me out.>>Absolutely.>>So, tell me more about how you
decided to have successes and challenges, you know, breaking it out that way. Did you always do it that way?>>We started out that way and then we found
out that we kind of started to focus more on the challenges and we
overlooked a lot of the successes. So, by — we feel that by breaking them apart,
you get to celebrate the successes and focus on the challenges and both are addressed.>>Mm-hmm.>>Because you really do need to make
certain that you say, “All right. We did this well. Let’s make sure that we keep this in our
arsenal so that we go forward with it.” So — because if you don’t do
that then it’s like, “Well, wait. Why did we do that? What did we do last time?”>>Now, at one point in your protocol you
talked about the fact that you have 90 minutes. Is that every day or how does that work?>>What we decided as a school about four years
ago was that it would be best for our students and our staff to, um, go into a block schedule. So, we have A days and B days. A days is periods one through
four, B days is period five through eight with 90 minutes every period. And language arts and math are every single day. Those are the only core. And then PE, exploratory, social studies,
science flip-flop throughout the other days. So, they get 90 minutes, language
arts and math every single day.>>Every single student?>>Every single student. Yes.>>And then on the two different
days, on the A days, all of the different departments meet together. Every department has 90 minutes
to collab every week. And then on B days, the academic core
teams, the science, social studies, math, and language arts all meet together to focus
on their teams, the children that they teach.>>OK. So, the shared students?>>Yes. The shared students.>>And that’s a different protocol?>>Definitely.>>OK. So, when you meet in departments, you don’t meet as a whole
English language arts department. You meet in core teams like this. Right?>>We start –>>Or in course teams?>>We start as a whole for
business and then we do break up. So, [inaudible] would be just
like it looks here [inaudible].>>OK. So, you move from a whole
department meeting down to course alike.>>Correct.>>Yes.>>And then, at a different period, you
have that core protocol where you’re talking about common kids that you share.>>Correct.>>Correct.>>With a math teacher, language arts
teacher, science, and social studies.>>Right.>>Mm-hmm.>>I got it. OK. And then one other question I have, not
everybody might be familiar with what SIOP is and you had quite a long discussion about SIOP. Can somebody explain what SIOP is?>>Sure.>>Certainly. SIOP is an acronym sheltered
instruction observation protocol. And it’s really a way to support
your English language learners. It’s a way to plan and different
kinds of strategies to help support their language learning. But it really works for all students. So — because it’s a lot of language support. And so building that is — just helps everybody.>>Well, again, I thank you very much and I
thank you very much for allowing yourselves to be filmed for colleagues and really
enjoyed watching your protocol today. Thanks a lot.>>Thank you.>>Thank you.>>Thank you.>>Thank you. [ Silence ]>>Today we’re going to do the onion activity. Directions, number one, when it is your
turn, please peel off a layer of the onion. Number two — may I have
that onion as an example? Thank you, Rayna [assumed]. Thank you. Number two — so, you’re going
to peel off a layer of the onion. Number two, read the question to the group. Number three, think about what the
answer is and then tell your answer. Take some time to think about
what the answer might be. Number four, check your answer by looking
at the opposite side of the paper. The correct answer is in pencil on the bottom. OK? Number five, say the correct answer out
loud and you might be repeating the answer because I know a lot of you
will know the answers. But make sure everyone has heard the answer. So, we’ll see learning at — all
students will be learning at the table. And number six, after you
finish with those steps, go ahead and pass the onion to the next student.>>[inaudible] be capitalized. When [inaudible] we went with her to Wendy’s.>>Uh, Wendy’s>>It could be Aunt [inaudible]. Because of the place. Is it a person? It says the name of the aunt.>>Yeah.>>That’s my guess.>>Did you double check? I think that — I think you’re right. Which nouns need to be capitalized?>>Aunt. Irene. And Wendy’s.>>Great. Did you double check the answer? It’s correct. Oh. Good job. OK. Good job.>>The difference between a common noun
and a proper noun can be explained as? Want me to check?>>Yeah.>>The answer was a proper noun is a
specific noun whereas a common noun –>>We were mostly right.>>Well, kind of. What does this — Miss [inaudible]?>>A common noun is a general noun such
as boy, girl, [inaudible] discuss that. Good job.>>Today what we’re going to do, our review
activity is what we call our onion peel. You peel from the bottom. OK, [inaudible].>>My favorite season is summer. Is summer a proper noun? No.>>No. It is not. Correct. Summer is not a proper noun. That’s right.>>Which is May 31st –>>Right.>>Date capitalized. Because it’s a holiday.>>Right. It’s the name of a holiday. That’s right. Very good. [ Silence ]>>Look through the text and find
the words that you do not know. When you don’t know a word,
write it down on the paper. Got the idea? Can’t be too hard. Got it? All right. Ready, set, go. Quickly. Reading the terms,
writing them down if you don’t know. And stop. Time out. All right. Now, Rashad and Cesar, I’m going to have you
work together since they’re sets of threes. Everybody else, you’re working in pairs. All right? So, at your table, you’re going
to work with one other person. And you’re going to check your lists. And the words that you have in
common, you’re going to put a star by. So, if both of you have the term,
you’re going to put a star by it. Got it? OK. Sixty seconds. Go. Mm-hmm.>>OK.>>OK. Time out. Now, at your table, you’re going to all
four share and any of the ones that all four of you have — or three — you’re going
to have starred, you’re going to circle. Got it? So, coming up with a short list of
terms that we all need to pay attention to. Good. Ooh! OK. We about ready?>>Um, irony.>>Irony. OK. Table five, antagonist. Good thing we’re doing poetry, huh? Now, obviously couplet has
something to do with poetry. All right. Now. Let’s see here. We’ve got — life is good. Six terms. Six tables. Table one, you get the word “dialogue.” Table two, you get the word “dialect.” OK. Your job is to learn the definition. All right? And to have an example. [ Background Conversation ] OK. Good show. OK. You guys are ready. You’re ready. You guys are ready. Ready? You ready to go? One, two, three, split. Four tables of six now. That’s it. Good job, guys. All right. Now, it’s time for you to be your word experts. You’re going to share with
the people at your table. All right. Everybody ready? Then you may begin and go
ahead and teach one another. [ Background Conversation ]>>Alliteration is a repetition of sound
or a letter at the beginning of words.>>I’ll have to give it — the table that
got irony got the hard one this morning. So, it’s ironic — it’s ironic that it was
your favorite word because it’s the hard one. It’s — yeah. I was going to say. Lots of 7th grade humor is irony. [ Silence ]>>All right, you guys. So, today we’re doing a nouns,
common and proper nouns, game. OK? This is a review so May
20th, we should know it. Over here, in the group of four, you
guys are going to be the black bears. OK? It’s a baseball game. So, what you’re going to do —
hopefully we know how to play baseball. If not, let me review it. What — does anybody know what this is?>>Home plate.>>Good. OK. Home base. First, second, third. Object is to go around as many times as you can. OK? Score as many points as you can. I’ll show you how you do that. I’ll tell you how you do that. OK. But I’m going to pass out these markers
that you’re going to need to keep score. In your little group, figure out
a number, one, two, three, four. You guys have [inaudible]. All right. Shhhh. All right. So, however number one is should have the
marker in their hand because what you’re going to do is you’re going to be
up first when I say, “go.” but I’m not going to say go yet. OK? I’m going to explain
what you’re going to do. I’m going to put an overhead up. We’re going to go question by question. OK? All you’re going to do — you’re
not going to talk in your group. You are to write your answer
down on your whiteboard. You are to hide it. OK? You are to hide it until I say, “Show.” When I say, “Show,” you are to show your answer. When your answer is shown, I
am just going to come around. I’m going to give you a number. That amount is what the person
will move their pen. OK? So, let’s say black bears,
they have the answers. I gave a question. They had their answers. Three of them — because one
is going to always be up — OK? Three of them answer correctly. They move — the person standing
up — will move three times. One, two, three. So, they’re on third base. OK? They stay there. The person up has to hold the
pen whatever base they’re at. OK? Then, we go to the next question. If this group answers and let’s say
only one person gets it correct, the next one, they move to home. OK? They do not score a point
until they pass home. OK? So, once they pass home to
first, that’s when they get a point. So, if two people here let’s say got
the point correct — the points — one two, this person would write a one. OK? For a score. So, every time you pass home,
that’s when you get a point. OK? So, in your group, you are
not talking about the answers. It’s just you’re getting the points with
however many people got the correct answer. So, you’re not helping each other. But if you got them all right, you get
to move more than if only one person. No? We got it? OK. Number one, up. Now, you guys are not in so you can’t help. Nobody can help. It’s only people sitting. OK. Make sure to hide your answers. All right. Ready? You don’t get a ton
of time, maybe 10 seconds. OK? These are quick answers. Quick answers. Here we go. OK. Number one, I’ll read it out loud. True or false, always capitalize
people’s names and initials. True or false. Hide your answer when you got it. Shhhh. OK. Show. I’m just coming around. Leave it up until I say. This group, three. This group, three. Three. [Inaudible] let me see real quick. I just can’t see. Three. Three. Three. OK. So, three runs. So, hold your — don’t mark on
it, just hold the pen there. OK? Just like [inaudible] yeah. OK. Number two. So, make sure you erase real quick. When do I capitalize titles
of royalty or nobility? When do I capitalize titles
of royalty or nobility? OK. So, when? I’ll give you a clue. Never, sometimes, always. I’ll give you that clue. Never, sometimes always. OK. Hide your answer. Make sure you answer and then hide it. OK. Three. Two. One. OK. Show. I’m going to go backwards now. Two. I’ll go one [inaudible] a point. Then you mark the point. If you’ve gone past. Three. Three. Two. Have I checked you guys yet? OK. Two. OK. So, make sure — now, you’re at a new base. And maybe you have a point. [ Music ]

About James Carlton

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1 thought on “Connecting Teacher Collaboration to Classroom Practice

  1. why not exist tranlator? or subtitles in english? pls. thinking in others people that no speak english, but can to use translator, i hope be can

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