Collaborating for Student Success Teacher Collaboration: Strategies & Outcomes ARCHES Seminar UC Irvine ~ 3/15/10 Ivan Cheng

Collaborating for Student Success “The majority of students did not pass [algebra] in eighth or ninth grades, and roughly two- thirds of them failed to graduate on time.” The Context Los Angeles Times, June 21, 2008

Collaborating for Student Success “To improve their mathematics instruction, teachers must be able to analyze what they and their students are doing and consider how those actions are affecting students’ learning.” The Context NCTM Principles and Standards, p. 18

Collaborating for Student Success The Context ”Teachers learn well just as students do – by studying, doing, and reflecting; by collaborating with other teachers; by looking closely at students and their work; and by sharing what they see.” Darling-Hammond (1999), p. 12 by collaborating with other teachers

Collaborating for Student Success Two thirds of teachers (67%) and three quarters of principals (78%) think that teacher collaboration would have a major impact on student achievement. MetLife Survey of the American Teacher 2009 The Context

Collaborating for Student Success The Benefits Greater collective responsibility for student learning Greater collective responsibility for student learning Higher levels of trust between teachers and administrators Higher levels of trust between teachers and administrators Greater job satisfaction Greater job satisfaction Greater collective responsibility for student learning Greater collective responsibility for student learning Higher levels of trust between teachers and administrators Higher levels of trust between teachers and administrators Greater job satisfaction Greater job satisfaction MetLife Survey of the American Teacher 2009

Collaborating for Student Success Types of Collaboration Department meetings Department meetings Interdisciplinary meetings Interdisciplinary meetings Professional learning communities Professional learning communities Coaching and mentoring Coaching and mentoring Lesson study Lesson study “Learning Teams” (Pearson) “Learning Teams” (Pearson) Department meetings Department meetings Interdisciplinary meetings Interdisciplinary meetings Professional learning communities Professional learning communities Coaching and mentoring Coaching and mentoring Lesson study Lesson study “Learning Teams” (Pearson) “Learning Teams” (Pearson)

Collaborating for Student Success The Problem ”The environments in which most teachers work have been structured in ways that actually work against the kind of sustained collaboration that we have suggested is needed for significant and steady improvement.” Stigler & Hiebert (1999), p. 172

Collaborating for Student Success Department meetings Department meetings Interdisciplinary meetings Interdisciplinary meetings Professional learning communities Professional learning communities Coaching and mentoring Coaching and mentoring Lesson study Lesson study “Learning Teams” (Pearson) “Learning Teams” (Pearson) Department meetings Department meetings Interdisciplinary meetings Interdisciplinary meetings Professional learning communities Professional learning communities Coaching and mentoring Coaching and mentoring Lesson study Lesson study “Learning Teams” (Pearson) “Learning Teams” (Pearson) The Problem Not Often Enough!

Collaborating for Student Success Student Improvement Through Teacher Empowerment (SITTE) Student Improvement Through Teacher Empowerment (SITTE) Utilize teachers’ classrooms as “laboratories” for practical inquiry Utilize teachers’ classrooms as “laboratories” for practical inquiry Facilitated inquiry based on the Cognitively Guided Instruction (CGI) model Facilitated inquiry based on the Cognitively Guided Instruction (CGI) model The Responsive Teaching Cycle (RTC) The Responsive Teaching Cycle (RTC) Student Improvement Through Teacher Empowerment (SITTE) Student Improvement Through Teacher Empowerment (SITTE) Utilize teachers’ classrooms as “laboratories” for practical inquiry Utilize teachers’ classrooms as “laboratories” for practical inquiry Facilitated inquiry based on the Cognitively Guided Instruction (CGI) model Facilitated inquiry based on the Cognitively Guided Instruction (CGI) model The Responsive Teaching Cycle (RTC) The Responsive Teaching Cycle (RTC) The Solution

Collaborating for Student Success Responsive Teaching Cycle (RTC) Daily collaboration around evidence of student learning Daily collaboration around evidence of student learning Focus on getting through to students rather than getting through a book Focus on getting through to students rather than getting through a book Daily collaboration around evidence of student learning Daily collaboration around evidence of student learning Focus on getting through to students rather than getting through a book Focus on getting through to students rather than getting through a book Explore EstablishExperiment Examine Student Learning

Collaborating for Student Success Students scored significantly higher on District Periodic Assessment Students scored significantly higher on District Periodic Assessment 52% higher on Q1 constructed response 52% higher on Q1 constructed response 33% higher on Q2 constructed response 33% higher on Q2 constructed response Students scored significantly higher on District Periodic Assessment Students scored significantly higher on District Periodic Assessment 52% higher on Q1 constructed response 52% higher on Q1 constructed response 33% higher on Q2 constructed response 33% higher on Q2 constructed response Impact on Students

Collaborating for Student Success Overall (% Correct)Mult. Choice (# Correct)Constructed Resp. (4 Max.) Impact on Students

Collaborating for Student Success Students passed Algebra at higher rates (90% following a 4-week summer program) Students passed Algebra at higher rates (90% following a 4-week summer program) Impact on Students

Collaborating for Student Success Basic skills developed in context, not in isolation Basic skills developed in context, not in isolation Multiple representations used to provide meaningful connections Multiple representations used to provide meaningful connections Critical thinking promoted through patterns and explorations Critical thinking promoted through patterns and explorations Focused on teaching tools instead of teaching topics Focused on teaching tools instead of teaching topics Basic skills developed in context, not in isolation Basic skills developed in context, not in isolation Multiple representations used to provide meaningful connections Multiple representations used to provide meaningful connections Critical thinking promoted through patterns and explorations Critical thinking promoted through patterns and explorations Focused on teaching tools instead of teaching topics Focused on teaching tools instead of teaching topics Impact on Teachers

Collaborating for Student Success Stephanie has 3 times as many pencils as Josh. Together, they have 24 pencils. How many pencils does each person have? Stephanie has 3 times as many pencils as Josh. Together, they have 24 pencils. How many pencils does each person have? Impact on Teachers

Collaborating for Student Success Stephanie has 3 times as many pencils as Josh. Together, they have 24 pencils. How many pencils does each person have? Stephanie has 3 times as many pencils as Josh. Together, they have 24 pencils. How many pencils does each person have? Impact on Teachers

Collaborating for Student Success Stephanie has 3 times as many pencils as Josh. Together, they have 24 pencils. How many pencils does each person have? Stephanie has 3 times as many pencils as Josh. Together, they have 24 pencils. How many pencils does each person have? Impact on Teachers

Collaborating for Student Success Stephanie has 3 times as many pencils as Josh. Together, they have 24 pencils. How many pencils does each person have? Stephanie has 3 times as many pencils as Josh. Together, they have 24 pencils. How many pencils does each person have? Impact on Teachers

Collaborating for Student Success Stephanie has 3 times as many pencils as Josh. Together, they have 24 pencils. How many pencils does each person have? Stephanie has 3 times as many pencils as Josh. Together, they have 24 pencils. How many pencils does each person have? = 24 Impact on Teachers

Collaborating for Student Success Stephanie has 3 times as many pencils as Josh. Together, they have 24 pencils. How many pencils does each person have? Stephanie has 3 times as many pencils as Josh. Together, they have 24 pencils. How many pencils does each person have? Now we write 3x + x = 24 Stephanie has 3 times as many pencils as Josh. Together, they have 24 pencils. How many pencils does each person have? Stephanie has 3 times as many pencils as Josh. Together, they have 24 pencils. How many pencils does each person have? Now we write 3x + x = 24 = 24 Impact on Teachers

Collaborating for Student Success Stephanie has 3 more pencils than Josh. Together, they have 24 pencils. How many pencils does each person have? Stephanie has 3 more pencils than Josh. Together, they have 24 pencils. How many pencils does each person have? Impact on Teachers

Collaborating for Student Success Stephanie has 3 more pencils than Josh. Together, they have 24 pencils. How many pencils does each person have? Stephanie has 3 more pencils than Josh. Together, they have 24 pencils. How many pencils does each person have? Impact on Teachers

Collaborating for Student Success Stephanie has 3 more pencils than Josh. Together, they have 24 pencils. How many pencils does each person have? Stephanie has 3 more pencils than Josh. Together, they have 24 pencils. How many pencils does each person have? Impact on Teachers

Collaborating for Student Success = 24 Stephanie has 3 more pencils than Josh. Together, they have 24 pencils. How many pencils does each person have? Stephanie has 3 more pencils than Josh. Together, they have 24 pencils. How many pencils does each person have? Impact on Teachers

Collaborating for Student Success Stephanie has 3 more pencils than Josh. Together, they have 24 pencils. How many pencils does each person have? Stephanie has 3 more pencils than Josh. Together, they have 24 pencils. How many pencils does each person have? Now we write (x + 3) + x = 24 Stephanie has 3 more pencils than Josh. Together, they have 24 pencils. How many pencils does each person have? Stephanie has 3 more pencils than Josh. Together, they have 24 pencils. How many pencils does each person have? Now we write (x + 3) + x = 24 = 24 Impact on Teachers

Collaborating for Student Success Basic skills developed in context, not in isolation Basic skills developed in context, not in isolation Multiple representations used to provide meaningful connections Multiple representations used to provide meaningful connections Critical thinking promoted through patterns and explorations Critical thinking promoted through patterns and explorations Focused on teaching tools instead of teaching topics Focused on teaching tools instead of teaching topics Basic skills developed in context, not in isolation Basic skills developed in context, not in isolation Multiple representations used to provide meaningful connections Multiple representations used to provide meaningful connections Critical thinking promoted through patterns and explorations Critical thinking promoted through patterns and explorations Focused on teaching tools instead of teaching topics Focused on teaching tools instead of teaching topics What Happened in SITTE?

Collaborating for Student Success How did SITTE Happen? Changing teacher practice Scrambled Numbers Scrambled Numbers Following Directions Following Directions Changing teacher practice Scrambled Numbers Scrambled Numbers Following Directions Following Directions

Collaborating for Student Success Changing teacher attitudes Consideration of local school contexts and teachers’ actual situations Consideration of local school contexts and teachers’ actual situations Focusing on student learning rather than on teacher improvement Focusing on student learning rather than on teacher improvement Providing resources rather than mandating particular strategies or curricula Providing resources rather than mandating particular strategies or curricula Using teacher knowledge to generate solutions Using teacher knowledge to generate solutions Changing teacher attitudes Consideration of local school contexts and teachers’ actual situations Consideration of local school contexts and teachers’ actual situations Focusing on student learning rather than on teacher improvement Focusing on student learning rather than on teacher improvement Providing resources rather than mandating particular strategies or curricula Providing resources rather than mandating particular strategies or curricula Using teacher knowledge to generate solutions Using teacher knowledge to generate solutions Respect & Trust How did SITTE Happen?

Collaborating for Student Success Changing professional development Administrator support Administrator support Coach/facilitator support Coach/facilitator support Space and time Space and time Food! Food! Changing professional development Administrator support Administrator support Coach/facilitator support Coach/facilitator support Space and time Space and time Food! Food! How did SITTE Happen?

Collaborating for Student Success Summer School DREAMS Program 8:00–9:4510:00–11:4512:15–2:55 Students’ Schedule Math course (Algebra Readiness) Robotics courseWriting course Math teachersTeach math SITTE Professional Development Robotics teachers Teach robotics Collaborative lesson development When did SITTE Happen?

Collaborating for Student Success Summer School DREAMS Program 8:00–9:4510:00–11:4512:15–2:55 Students’ Schedule Math course (Algebra Readiness) Robotics courseWriting course Math teachersTeach math SITTE Professional Development Robotics teachers Teach robotics Collaborative lesson development When did SITTE Happen?

Collaborating for Student Success Summer School DREAMS Program 8:00–9:4510:00–11:4512:15–2:55 Students’ Schedule Math course (Algebra Readiness) Robotics courseWriting course Math teachersTeach math SITTE Professional Development Robotics teachers Teach robotics Collaborative lesson development When did SITTE Happen?

Collaborating for Student Success Common Conference Period 4 Teachers 4 Teachers 5 Student Teachers 5 Student Teachers Google Sites Google Sites Google Sites Google Sites 4 x 4 schedule next year in two schools 4 x 4 schedule next year in two schools Common Conference Period 4 Teachers 4 Teachers 5 Student Teachers 5 Student Teachers Google Sites Google Sites Google Sites Google Sites 4 x 4 schedule next year in two schools 4 x 4 schedule next year in two schools When did SITTE Happen?

Collaborating for Student Success After School Twice per week Twice per week Coffee House Coffee House QEIA funded QEIA funded After School Twice per week Twice per week Coffee House Coffee House QEIA funded QEIA funded When did SITTE Happen?

Collaborating for Student Success Teachers & administrators unsure of benefits Teachers & administrators unsure of benefits Teachers afraid of additional burden on time Teachers afraid of additional burden on time Teachers distracted by other PD commitments Teachers distracted by other PD commitments Teachers unfamiliar with alternate teaching strategies Teachers unfamiliar with alternate teaching strategies Teachers lack opportunities to engage in alternate teaching strategies Teachers lack opportunities to engage in alternate teaching strategies Teachers & administrators unsure of benefits Teachers & administrators unsure of benefits Teachers afraid of additional burden on time Teachers afraid of additional burden on time Teachers distracted by other PD commitments Teachers distracted by other PD commitments Teachers unfamiliar with alternate teaching strategies Teachers unfamiliar with alternate teaching strategies Teachers lack opportunities to engage in alternate teaching strategies Teachers lack opportunities to engage in alternate teaching strategies Possible Roadblocks to SITTE

Collaborating for Student Success When we reconvene: Inventory of current collaborative efforts Inventory of current collaborative efforts Identification of tasks that need to be done in order to set up collaboration time Identification of tasks that need to be done in order to set up collaboration time Discussion of creative strategies to provide opportunities for teacher collaboration Discussion of creative strategies to provide opportunities for teacher collaboration When we reconvene: Inventory of current collaborative efforts Inventory of current collaborative efforts Identification of tasks that need to be done in order to set up collaboration time Identification of tasks that need to be done in order to set up collaboration time Discussion of creative strategies to provide opportunities for teacher collaboration Discussion of creative strategies to provide opportunities for teacher collaboration LUNCH :)

Collaborating for Student Success What’s Happening? What is the current state of collaboration at your school or district? What is the current state of collaboration at your school or district? What are your goals? How do you envision collaboration at your school? What are your goals? How do you envision collaboration at your school? What are the barriers/supports that exist? What are the barriers/supports that exist? Time? Time? Money? Money? Motivation/resistance? Motivation/resistance? What is the current state of collaboration at your school or district? What is the current state of collaboration at your school or district? What are your goals? How do you envision collaboration at your school? What are your goals? How do you envision collaboration at your school? What are the barriers/supports that exist? What are the barriers/supports that exist? Time? Time? Money? Money? Motivation/resistance? Motivation/resistance?

Collaborating for Student Success Where can teacher collaboration occur? Where can teacher collaboration occur? When can teacher collaboration occur? When can teacher collaboration occur? How can teacher collaboration occur? How can teacher collaboration occur? Who can help teacher collaboration to occur? Who can help teacher collaboration to occur? Where can teacher collaboration occur? Where can teacher collaboration occur? When can teacher collaboration occur? When can teacher collaboration occur? How can teacher collaboration occur? How can teacher collaboration occur? Who can help teacher collaboration to occur? Who can help teacher collaboration to occur? How Will it Happen?

Collaborating for Student Success Who are the key people that need to be involved? Who are the key people that need to be involved? Teachers Teachers Administrators Administrators Outside partners Outside partners What are the key tasks that need to be done? What are the key tasks that need to be done? What is the timeline for implementation? What is the timeline for implementation? Who are the key people that need to be involved? Who are the key people that need to be involved? Teachers Teachers Administrators Administrators Outside partners Outside partners What are the key tasks that need to be done? What are the key tasks that need to be done? What is the timeline for implementation? What is the timeline for implementation? Making It Happen

Collaborating for Student Success Thank You For Your Participation ARCHES Seminar UC Irvine ~ 3/15/10 Ivan Cheng

Collaborating for Student Success

Back

Collaborating for Student Success Back

Collaborating for Student Success Back

Collaborating for Student Success