Vertical Teaming in a small school
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
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?
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
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)
Why vertical teaming?
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
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
Share... What are some challenges to vertical teaming?
Vertical teaming in Wallowa Elementary School What did we learn that can help you?
Challenge: Time when to train? when to implement? when to meet? when to collect data? when to analyze data? when to evaluate results?
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
Challenge: Money money for training money for time to meet money to support instructional practices sustainability
Solution: Money designated time on work days grant money support from ESD creative funding, collaboration with regional districts?
Challenge: Manpower teachers are overstretched teacher reluctance establishing whole team effort level of understanding (standards, data) time management data expert
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
Challenge: Communication establishing effective communications systems communication among team members communication to critical support staff communication to school board communication to public
Solution: Communication information sharing system - group email, Google Docs, school based program face to face - trained member regularly and frequently available to field questions school board and public communicationpublicize the priority
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?
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
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
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
Vertical teaming in a small school What might work for you?
Implementation: Where do you begin?
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
Implementation: Step 1 Assess your situation... Implementation Rubric
Implementation: Step 2 Find your partners... ESD
Implementation: Leveraging Resources in Small Districts ESD Role Historical Knowledge of District Sharing Staff Funding
Implementation: Step 3 Train your data expert... The Oregon DATA Project
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.
Implementation: Step 4 Establish teams & meeting calendar
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
Implementation: Step 5 Reassess & support
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
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
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