Teacher Based Teams

Teacher Based TeamsFacilitating School Improvement in Facilitating School Improvement in Instructional Practice and Student Performance Instructional Practice and Student Performance Using Teacher-Based TeamsUsing Teacher-Based Teams

Midview High SchoolBuilding Leadership Team

January 10, 2011

Larry Bowersox,Region 2 Facilitator

RESEARCH TO SUPPORT TEACHER-BASED TEAMSTeachers working together rather than in isolation improves classroom instruction.

Using data across the system results in improved student learning.

Doing a few things well and deeply (focused) across the system results in sustainable improvement.

Teachers working together rather than in isolation improves classroom instruction.

In schools where teachers examined the evidence of the impact of teaching effectiveness on student achievement and regarded their professional practices as the primary cause of achievement, the gains in student achievement were three times higher than in schools where the faculty and leaders attributed the causes to factors beyond their control. (Reeves, 2007)

Students make larger academic gains in math, science, history and reading than their peers in traditional schools without collaboration. Students in schools with collaborative teams have lower dropout, truancy and absence rates. (Hord, 1997)


In an in-depth study of 15 high poverty successful schools Karin Chenoweth (2007) notes several monitoring characteristics that the schools share: the schools use “all data they can get their hands on”; all the educators in the school “constantly re-examine what they do” .

Fullan (2008) states that principals working directly with teachers in the use of data are more than twice as powerful as any other leadership dimension.


The “flavor of the month” was one of the prevalent factors preventing schools and districts from turning knowledge into action.

(Knowing-Doing Gap, Pfeffer and Sutton, 2000)

The results of student achievement of faculties that implemented similar initiatives but at different levels of implementation are striking when 90% or more of faculty was actively engaged in an initiative versus only 10% of the facility were engaged.

(Reeves, 2009) A few behaviors can drive a lot of change;enormous influence comes from focusing on just a few vital behaviors.

(Patterson, 2008)

RESEARCH TO SUPPORT TEACHER-BASED TEAMSTeachers working together rather than in isolation improves classroom instruction.



Teacher-Based Team Effectiveness Checklist

How does your school do?

TRADITIONAL DATA TEAMS AND OHIO TEACHER-BASED TEAMS

HOW DOES YOUR SCHOOL COMPARE?

HANDOUTS

RELATIONSHIP OF DLT-BLT-TBT

Information that occurs from the DLT to the BLT to the TBTs and the flow from the TBTs to the BLTs to the DLT. TBTs serve as the base or foundation of the process, as the entire focus of buildings and the district should be on student learning and the support of teachers in the teaching and learning process.

CONDITIONS FOR GETTING STARTED WITH TEACHER-BASED TEAMS

PREPARING TEACHERS TO WORK COLLABORATIVELY BY DEEPENING THE CULTURE OF INQUIRY INTO THE CLASSROOM

FORMING OR REPURPOSING BUILDING TEAMS TO IMPLEMENT THE 5-STEP PROCESS

CREATING SCHEDULES AND ROUTINES THAT SUPPORT COLLABORATIVE TEAMS

MAKING TEACHER-BASED TEAM MEETINGS PURPOSEFUL

DEFINING ROLES AND RESPONSIBILITIES

COMMUNICATING PLAN INDICATORS AND PROVIDING AVAILABLE DATA TO ALL TEACHERS

A - PREPARING TEACHERS TO WORK COLLABORATIVELY BY DEEPENING THE CULTURE OF INQUIRY INTO THE CLASSROOM

STAGES OF TEAM DEVELOPMENT Stage One: Forming - Testing, polite, impersonal watchful, guarded

Stage Two: Storming - Conflicts, confronting people, opting out, difficulties, stuck

Stage Three: Norming - Getting organized, developing skills, procedures, giving feedback, confronting issues

Stage Four: Performing - Mature, close, resourceful, flexible, open, effective, supportive

B - FORMING OR REPURPOSING BUILDING TEAMS TO IMPLEMENT THE 5-STEP PROCESS

•COLLECT AND CHART DATA•ANALYZE STUDENT WORK SPECIFIC TO THE DATA•ESTABLISH EXPECTATIONS FOR IMPLEMENTING SPECIFIC CHANGES IN THE CLASSROOM INCLUDING JOB-EMBEDDED PROFESSIONAL DEVELOPMENT•IMPLEMENT CHANGES CONSISTENTLY ACROSS ALL CLASSROOMS•COLLECT, CHART AND ANALYZE POST- DATA, DISCUSS SUCCESSES, CHALLENGES AND MAKE DECISIONS BASED ON THE RESULTS

C - CREATING SCHEDULES AND ROUTINES THAT SUPPORT COLLABORATIVE TEAMS

Late starts/ early releases

Modified student or teacher days

Support resources to generate teacher time

Block schedules

D - MAKING TEACHER-BASED TEAM MEETINGS PURPOSEFUL

Plan effective and efficient agendas

Keep time limits

Bring discussions to a conclusion

Stay focused

Meet frequently

E - DEFINING ROLES AND RESPONSIBILITIES

Chair, Co-Chairs, Team Leader/s

Recorder

Organizer

Time Keeper

Facilitator or Process Manager

F - COMMUNICATING PLAN INDICATORS AND PROVIDING AVAILABLE DATA TO ALL TEACHERS

Assessment DataOther Data Including Adult Action DataState AssessmentsLeadership PracticesFormative AssessmentsLevels 2, 3, 4 of the Decision FrameworkCommonly Developed Formative AssessmentsObservations of instructional strategiesValue Added GrowthPD Implementation

THE 5-STEP PROCESS


STEP 1 - COLLECT AND CHART DATATIPS FOR CREATING EFFECTIVE DATA DISPLAYS

PROVIDE COMPLETE INFORMATIONAssessment/Observation name and subjectGrade/Class testedDate of assessment/observationNumber of those tested

MAKE CHART SIMPLE AND EASY TO READAppropriate choice of chart/graph styleGood use of space and colorFonts large enough to read easilyClearly labeled legend and axesAppropriate y-axis scaleData-point values

STEP 2 - ANALYZE STUDENT WORK SPECIFIC TO THE DATA

Assignment and Expectations

Assessment of Selected Student Work Samples From Each Category

Pattern Analysis

Strengths and Obstacles

STEP 3 - ESTABLISH EXPECTATIONS FOR IMPLEMENTING SPECIFIC CHANGES IN THE CLASSROOM INCLUDING JOB-EMBEDDED PROFESSIONAL DEVELOPMENT

- What do we want each student to learn, or how do we want them to behave?

- How will we know when each student has learned or acquired it (post-assessment)?

- How will we respond when a student experiences difficulty in learning or behaving?

STEP 4 - IMPLEMENT CHANGES CONSISTENTLY ACROSS ALL CLASSROOMS

STEP 5 - COLLECT, CHART AND ANALYZE POST- DATA, DISCUSS SUCCESSES, CHALLENGES AND MAKE DECISIONS BASED ON THE RESULTS

Are results being compared with expectations?

Are results being compared to previous data? (e.g. last year, prior quarters)

Are results being compared among subgroups? (e.g. ethnic groups, disabilities or gender)

THE 5-STEP PROCESS


What does a TBT look like at Midview High School?

Questions and Comments?

Where do we go from here?



January 10, 2011




January 10, 2011


Teacher Based Teams

Documents

system results

improved student learning

traditional schools

ohio teacherbased teams

student performance

schools share

support of teachers

traditional data teams