Vertical Teaming. in a small school

Transcription

1 Vertical Teaming in a small school

2 Introductions Karen Patton - Wallowa ESD superintendent Bret Uptmor - Wallowa SD superintendent Vearl Lewis - Wallowa Elementary School, head teacher, 2nd grade teacher Kristen Tompeck - Wallowa Middle School, teacher, DATA specialist

3 Share... Is there a team structure in place at your school? If so, what is it like? Share... What are you hoping to get out of today's session?

4 Objectives describe vertical teaming in a small school identify challenges & solutions of teaming demonstrate district and ESD collaboration discuss DATA process as it relates to small schools present teacher and administrator perspectives provide tools for implementations discuss next steps

5 What is a vertical team? A team of teachers from across grade levels that aim to address a common area of concern (academic, behavioral, school wide)

6 Why vertical teaming?

7 The Benefits improve student outcomes team structure encourages collaboration, alignment, safe space for open discussion focus on data, evidence based discussion and decision making alignment across grade levels

8 Classroom Benefits collaboration goal settings kept us on track pinpoint strengths and weaknesses (teachers and students) better understanding of CCSS exposure to data "I do make a difference." Administration Benefits focuses teachers on data encourages discussion grounded in evidence facilitates open conversation provides pathways for teachers to overcome roadblocks district level data based needs analysis

9 Share... What are some challenges to vertical teaming?

10 Vertical teaming in Wallowa Elementary School What did we learn that can help you?

11 Challenge: Time when to train? when to implement? when to meet? when to collect data? when to analyze data? when to evaluate results?

12 Solution: Time our training schedule based on DATA Project training schedule implementation based on training schedule administrator designated meeting time on work Fridays determined type of data, individuals determined number of data points with set minimum found a balance between data collection and teaching time amended meeting format to include data and results analysis

13 Challenge: Money money for training money for time to meet money to support instructional practices sustainability

14 Solution: Money designated time on work days grant money support from ESD creative funding, collaboration with regional districts?

15 Challenge: Manpower teachers are overstretched teacher reluctance establishing whole team effort level of understanding (standards, data) time management data expert

16 Solution: Manpower creative scheduling to designate trainer choose topic immediately relevant provide tools and support make it user friendly, flexibility in requirements support from ESD

17 Challenge: Communication establishing effective communications systems communication among team members communication to critical support staff communication to school board communication to public

18 Solution: Communication information sharing system - group , Google Docs, school based program face to face - trained member regularly and frequently available to field questions school board and public communicationpublicize the priority

19 Challenges? What challenges do you see that we haven't addressed? What challenges have you encountered that we haven't yet? How might we address those challenges?

20 Vertical teaming in a small school In our school... Two groups; K-3 & 4-6 start meetings together, then break into small groups meet for 1 hour, every three weeks, work Fridays informal bridges to 7-12 content focus - math

21 Vertical teaming in a small school In other schools... smaller groups (K-2, 3-4, 5-6) 1/2 hour every week late start, early release common prep period

22 Results marked improvement in problem solving in elementary grades alignment in teaching practices increased awareness between high school and elementary school math programs greater awareness of CCSS

23 Vertical teaming in a small school What might work for you?

24 Implementation: Where do you begin?

25 Implementation: Here's how... Step 1: Assess your situation Step 2: Find your partners Step 3: Train data expert Step 4: Establish teams & meeting calendar Step 5: Reassess & support

26 Implementation: Step 1 Assess your situation... Implementation Rubric

27 Implementation: Step 2 Find your partners... ESD

28 Implementation: Leveraging Resources in Small Districts ESD Role Historical Knowledge of District Sharing Staff Funding

29 Implementation: Step 3 Train your data expert... The Oregon DATA Project

30 The Oregon DATA Project What is the DATA process? Direct Access to Achievement Project provides structure for evaluating data and measuring instructional impact. How does it fit in? DATA Project provides training, proven effective structure, tools, and ongoing, statewide support.

31 Implementation: Step 4 Establish teams & meeting calendar

32 Getting reluctant teachers on board... make it immediately relevant to teachers start with something that is already in place provide tools provide resources alter schedule, make data collection manageable

33 Implementation: Step 5 Reassess & support

34 Recommendations... small bites, find natural fits have consistent meeting structure and dedicated meeting time team members have authority to make and act on team decisions use meaningful data, directly connected to work with students, clear criteria develop effective communications systems

35 Recommendations administrator support (allots time, training resources, values teacher input) designate lead teacher to support data specialist communicate to the public create a culture of data (informal conversations, in house PD) proactive at the start

36 Contact Information Karen Patton - kpatton@r18esd.org Bret Uptmor - buptmor@wallowa.k12.or.us Vearl Lewis - vlewis@wallowa.k12.or.us Kristen Tompeck - ktompeck@wallowa.k12.or.us DATA Project - oregondataproject.org