summary slides pop carol final

8/2/2019 Summary Slides Pop Carol Final

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EVALUATION OTHE IMPACT O

COLLABORATPLANNINGCarol Mizelle

Northeast Leadership Aca

Cohort 1Spring 2012, NCSU


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PROBLEM OF PRACTICEGoals

Develop an effective eighth grade English/Language Arts Professional Learning TMiddle School

Provide the opportunity to meet with other grade level English/Language Arts ProLearning Teams.

Create a collaborative culture among teachers, which would result in an increaseachievement.

Develop a schedule for the team to meet at least bi-weekly so that effective lessowould be generated to improve students learning.

Meetings will articulate lesson outcomes, review all data sources, alignment of objectives being taught in the classroom.


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CollabPlannLogic


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EVALUATION QUESTIONS/DATASOURCESQuestions

How well do teachers lessons adhere to curriculum?

How often do ELA teachers collaboratively meet?

How effectively do teachers work with other teachers?

How well are PLCs implemented to increase collaboration?

Did the team use the collaborative planning time to develop common lessons and assessments?

How often are teachers making adjustments to instruction to better meet students needs?

How effective were PLC meetings?

Data Sources

Agendas Examples of new strategies used in lesson

Recorded Minutes Reflections

Survey Observations

Benchmark Data Common Lessons & Common Assessments


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TEACHER SURVEY RESULTSQuestions Responses1. How effective do you feel the collaborativeprocess has been for you?

T1 (3) Total = 2 @4T2 (4) 1 @3T3 (4)

2. How effective do you feel the collaborativeprocess has been to the ELA team?

T1 (4) Total = 3 @4T2 (4)T3 (4)

3. How important is the ELA / PLC planning time? T1 (3) Total = 1 @4T2 (4) 2 @3T3 (3)

4. To what extent do you feel the analysis of datahas proven effective for your ELA / PLC team? T1 (3) Total = 2 @3T2 (3) 1 @2T3 (2)

5. How effective did the use of commonassessments help to improve studentachievement?

T1 (2) Total = 1@4T2 (4) 1 @3T3 (3) 1 @2

6. How effective did the sharing of student testdata help to improve student achievement?

T1 (2) Total = 1 @4T2 (3) 1 @3T3 (4) 1 @2


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TEACHER SURVEY RESULTS

1 = Strongly Disagree

Survey Key 2 = Disagree

3 = Neither

4 = Agree

5 = Strongly Agree

Total Results with the highest effective responses were found in Collaborative Process: 8 -- Agree

Total Results with the lowest effective responses were found in Data Sharing: 7 ---- Neither

3 ---- Disagree

*Result findings include: Developing a PLC and Collaborating with team was effective meeting process; howdid not feel that Data Sharing was an effective process.


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EVALUATION RESULTS

Professional Learning Team for ELA was developed

8th Grade ELA / PLC met collaboratively with other grade level ELA tea Minutes from meetings were recorded

Lesson plans were developed using goggle doc to input data

New strategies were used to develop parts of the lesson

Some resources were common (at least 2 poetry, 2 informational text, narrative per unit of study)

New strategies were developed for Vocabulary (common vocabulary) Common Assessments were developed

8th Grade ELA participated in a school visit to Chowan Middle School


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EVALUATION RESULTSOctober November December January February March

PLC

Meetings

3 4 3 5 4 5

ClassroomObservations

6 6 3 6 3 3

Unit Plans&LessonsDeveloped

0 1 1 2 2 2

NewCommonStrategiesChanged

0 0 1 1 4 4

CommonAssessmentsAndBenchmarks

1 0 1 2 5 6


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EVALUATION RESULTS

0

1

2

3

4

5

6

7

PLC

Classroom Observatio

Plans Developed

Common Strategies

Common Assessments


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COMMON BENCHMARK EVALUATION RESULTS

0

10

20

30

40

50

60

70

80

Obj.

1.02

Obj.

2.01

Obj.

3.01

Obj.

3.02

Obj.

4.01

Obj.

4.02

Obj.

5.01

Obj.

5.02

Obj.

6.01

Benchmark 1

Benchmark 2

Benchmark3

Common Benchmark Assessments depict an increase in the following objectives 1.02, 2.01, 3.021.02 =Analyze expressive materials that are read, heard, and/or viewed2.01 =Analyze and evaluate informational materials that are read, heard, and/or viewed3.01 =Explore and evaluate argumentative works that are read, heard and/or viewed3.02 =Continue to explore and analyze the use of the problem-solution process4.01 =Analyze the purpose of the author or creator and the impact of that purpose4.02 =Analyze and develop (with limited assistance) and apply appropriate criteria to evaluate the quality of the communicatio5.01 =Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program5.02 =Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry)

6.01 =Model an understanding of conventional written and spoken expression


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TEACHER REFLECTIONS(AS PER TEACHER INPUT)

The collaboration that occurred in the 8th grade ELA team this year was not actually full collaborat(somewhat unequal) division of labor. This was not the fault of the facilitator, but rather that of teac

members who did not have a full understanding of the meaning of collaboration and / or a desire to

The 8th grade ELA team has somewhat improve in collaboration; however, we still have a long way achieved being organized and keeping records of our organization, and that really helped me. I felwhat was going on in the 8th grade ELA. We became good at looking at the various resources, butsharing everything.

The collaboration that I liked was that the 8 th grade team finally made some common assessmentsdidnt like was meeting, and I wish we could do what we needed to do without meeting so much.


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RECOMMENDATIONS

Train & develop PLC members in true collaboration.

All PLC teams should be required to keep a log of the minutes and meeting times.

The principal or assistant principal should periodically meet with the team as a collabomember.

The PLC members should set clear goals at the beginning.

The team should take time to develop relationships, and this will help the team be stro

At the beginning of the school year, develop a built-in schedule time for the team to mweekly.

Allow more training for teachers to understand and analyze the data effectively.

Focus on what each team member does well, and use the resources (dont just talk abeach meeting prepared to input.

Develop more lessons together which are centered around stronger strategies for studimprovement.

Focus on the student, and put students first.


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FINAL REFLECTIONS

Developing Professional Learning Teams must be a team effort, and the team must own the

to have better results. In the beginning of the project responsibilities were challenged, minutethe meeting were challenged; therefore, teachers felt that it was not their meeting until they agenda, kept the minutes, and facilitated their own meeting. When they believed we were a teprogress was made to plan collaboratively. Relationships had to be built as the team was builtransform from not wanting to meet into building a team that would try to meet more than twicReflecting on the beginning stages revels too many forced meetings instead of them developcollaborative team, and this would not bring about the results needed for the improvement in i

The Professional Learning Team meeting emerged into a meeting where everyone brought ideplans, and resources. The team transitioned slowly, and at times one teacher would try to dicothers. Once strategies were developed for effective collaboration, and meetings were basedeighth grade team took the initiative to develop their own strategies that would work to make afairly effective team. Working through the beginning process was the most difficult part becauclassroom teachers tend to find themselves in isolation rather that collaboration. Team buildinrelationships are the key to success in collaborative planning.

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