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Focused ConversationsTeacher Collaboration
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Todays Agenda
1. Focus on Collaboration Why are we here?2. Focused on what our students learn --
Writing our Curriculum3.3. Focused on ResultsFocused on Results
1. SMART
2. Analysis of Class Test Scores3. Discussion of Individual students
4. Focused on our Five Year Plan
5. Close by 3:30pm
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Warm Up Ping Pong Problem Solving
1. Problem: How do you get the ping pong ball out?2. 3 minutes on your own
3. Discuss with small group and come up with the bestanswer.
Discussion Questions
1. What is the best solution? Why?2. How many of you figured out the group best
solution individually?
3. Any piggybacking?4. What if the question asked how to get the ping pongball out the quickest, or the slowest would your bestanswer change?
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Paying Dividends
If there is anything that the research communityagrees on, it is this: The right kind of continuous,
structured teacher collaboration improves thequality of teaching and pays big, often immediate,dividends in student learning and professional
morale in virtually any setting. Our experience withschools across the nation bears this outunequivocally. (Schmoker 2006)
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What collaboration isnt . . .
It isnt simply teamwork.
It isnt just collegiality.
It isnt just time to get work
done or share ideas.
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What is the right kind of collaboration?
Focused on Student LearningFocused on Student Learning What do our students need to know and be able to do?
How will we know when they have learned it? What will we do when they havent learned it?
What will we do when they already know it?
Uses DataUses Data Observations
Surveys
Common Assessments (Terra Nova, Other)
Shared MissionShared Mission
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Row as One
Great schools row as one; they are quite clearly inthe same boat, pulling in the same direction in
unison. The best schools we visited were tightlyaligned communities marked by a palpable senseof common purpose and shared identity among
staff a clear sense of we. By contrast strugglingschools feel fractured; there is a sense that peoplework in the same school but not toward the same
goals. (Lickona and Davidson 2005)
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Row as One -- Reactions
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Collaboration This Year
oWriting our CurriculumLanguage Arts
oSMART Goal
oFocused Assessment Strategy
oFive Year Planning
oTeacher Observations/Planning
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Our Shared Mission
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Apostles Lutheran School . . .
_______ __________ of our
_______________ and
_________________________ with
___________________ in ________ -
____________ education.
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Apostles Lutheran School . . .
serves families of our congregation
and community with excellence in
Christ centered education.
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Expected Schoolwide Learning Results
Defining excellenceDefining excellence
Spiritual
Academic
Social
Physical
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Test Score Analysis
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Test Scores
Mean Scale Score: If Scale Scores are increasing,then student proficiency is increasing in absoluteterms. This number has no other inherent value. An increasing number over years indicates student
proficiency is growing (student is learning more each year)
Median National Percentile: The Median is the middlescore in a set or ranked scores. Called the counting
average Preferred by many testing experts it has the characteristic of being unaffected by extreme
scores.
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Test Scores
Grade Mean Equivalent: These are notrecommended for use by CTB however many
schools request them. Generally scores withina couple grade levels are accurate, above orbelow that is less so.
These can be grossly misinterpreted. They should not be averaged directly. Does not indicate the level at which a student is
capable of working. Indicates:
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Test Scores
Proficiency Level:OPI (Objectives Performance Index)
An estimate of the number of items astudent would be expected to answercorrectly if there had been 100 similar items
for that objective. 0-44 is Low Mastery 43-69 is Moderate Mastery
70-100 is High Mastery
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Are our children learning?
How is student proficiency changing using theMean Scale Score?
Is the observed change in student proficiencykeeping pace with what is expected over the
same time period for students across thenation using the Median National Percentile?
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Class of 2008 Three Year Proficiency
640
650
660
670
680
690
700
710
720
730
Reading Lang Math Science Soc. Stu.
MeanScaleScore
Grade 6
Grade 7
Grade 8
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Class of 2008 Three Year MDNP
0
10
20
30
40
50
60
70
80
90
100
Reading Lang Math Science Soc. Stu.
MDNP
Grade 6
Grade 7
Grade 8
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Class of 2009 Three Year Proficiency
600
620
640
660
680
700
720
Reading Lang Math Science Soc. Stu.
MeanScaleScore
Grade 5
Grade 6
Grade 7
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Class of 2009 Three Year MNS
0
1
2
3
4
5
6
7
8
Reading Lang Math Science Soc. Stu.
Mea
nNationalStanine
Grade 5
Grade 6
Grade 7
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Class of 2010 Three Year Proficiency
600
610
620
630640
650
660
670
680
690
700
Reading Lang Math Science Soc. Stu.
Mean
ScaleScore
Grade 4
Grade 5
Grade 6
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Class of 2010 Three Year MDNP
0
10
20
30
40
50
60
70
80
90
100
Reading Lang Math Science Soc. Stu.
MDNP
Grade 4
Grade 5
Grade 6
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Our Analysis
Two Teams: Odd / Even Grade Levels
Analyze achievement data. Look for trends formulate why questions Prepare charts if helpful.
Write why questions on the Large Post Its
Piggybacking is allowed and encouraged!
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Five Year Plan
http://sites.google.com/site/alsteachercollaboration/Home