Core Proposition #5
Teachers are members of learning communities.
Element A: Teachers contribute to school effectiveness by collaborating with other professionals.
Artifacts: 8th Grade Team Notes, Student Concerns Google Doc
Event: 8th Grade Teacher Team Meeting
Description: The 8th grade “team” at my school consists of myself (math teacher), the 8th grade English teacher, 8th grade History teacher, and the 8th grade Science teacher. We meet every day for what we refer to as our 8th grade team meeting. It is a scheduled time every day for at least 45 minutes. One day a week we even meet with our “extended team” and the Middle School P.E. teacher, Band Teacher, and Values in Action teacher meet with us as well. During this time we discuss upcoming events and take care of any responsibilities that need to be done before the event, discuss student concerns and come up with interventions or solutions for students, make sure we are all up to speed with any parent contact or parent issues, and work on promoting the 8th grade through the school website and staying current with pictures and information. The team leader has a planned agenda ready to go at the beginning of each meeting. We go over each topic on the agenda and then add on any extras to the list that come up at the end of the meeting. Meetings are scheduled for 45 minutes but can last up to an hour and a half and average about an hour in duration. Some meeting times are used for parents to come in and meet with teachers and administration if needed. After the meetings, the note taker sends all of the topics with details about each topic to all of the 8th grade teachers and administration for viewing. Any other comments, questions, concerns, or clarification are addressed through email or face to face visits.
Analysis: Our 8th grade team meetings are extremely effective and beneficial for our school for several reasons. First, it all starts with collaboration. Jones (2014) gives three tips for successful collaboration: build relationships, find a time to collaborate, and share responsibility. We definitely get to know each other and support each other with school issues and non-school issues. There have been many times where I have been given advice about my personal life or my colleagues have listened to me about personal issues. This helps to build a trusting and productive relationship that results in efficient work when we do work on school issues.
Then, having the set time to meet each day always allows us time to collaborate. Jones (2014) lists other ways to collaborate with colleagues outside of face-to-face meetings times that include Skype, email, and Google Docs. As mentioned in the description, teachers and administration spend time emailing about any concerns from the 8th Grade Team Notes if needed. Email saves a lot of time and is a great resource to use. In addition to email, our team uses Google Docs to keep track of Student Concerns and a “Rolling Schedule”. The Student Concerns is a document that lists students who are in the 70’s or below in at least one class. Each week, teachers list the percentage of the students who are in the 70’s or below, and if an individual student is listed for two or more classes then we discuss this student, contact parents and administration, and put into place intervention strategies to help the student raise his or her grades. The Student Concern link is one week’s example of what the Students Concerns document looks like. Only first names are given to protect the privacy of our students. The “Rolling Schedule” is a great way to make sure teachers now all of the events that are happening, any schedule changes, and to make sure our students are not being overloaded with quizzes and/or tests. Teachers enter in when they are planning on quizzing or testing their classes and only two quizzes or tests are allowed to take place on any given day. Additionally, teachers refrain from scheduling quizzes or tests the day after a late sporting event, play performance, etc. Students are never over-loaded, parents are happy, and teachers know what is happening in other classes. With the Team Notes, Student Concerns, and Rolling Schedule, the administration is always “in the know” as well. With all people on board, our school is bound to be effective.
The third tip for successful collaboration is to share responsibility. We share responsibility all of the time. We split up who is going to contact parents and each teacher has different roles at the meetings. The team leader sets the agenda, one teacher takes notes, one teacher is in charge of all things technology, and the other teacher contacts people when we need to find out information. When we plan field trips, duties are split up and assigned. Different teachers will book the bus, buy snacks, gather first aid kits, collect permission slip forms, etc. This way, no one teacher is doing too much and everything gets taken care of.
Reflection: Our school accomplishes so much and really cares for each individual student and I believe it is due to the collaboration with other professionals. As I leave the 8th grade at my middle school and move on to the high school I want to continue this collaboration with the high school math department. We have already met in the summer to discuss instructional sequence and pacing, and plan on continuing to meet during the school year to discuss individual students. Wong and Wong (2005) suggest to improve teaching performance teachers should join or organize a support group, listen to others, listen to tapes, CDs, and watch videos, read literature, and participate in conferences. The math department’s goal is to attend a TI-Inspire workshop during the summer of 2016 to learn valuable ways to use the tool to further our students’ understanding of mathematics.
Description: The 8th grade “team” at my school consists of myself (math teacher), the 8th grade English teacher, 8th grade History teacher, and the 8th grade Science teacher. We meet every day for what we refer to as our 8th grade team meeting. It is a scheduled time every day for at least 45 minutes. One day a week we even meet with our “extended team” and the Middle School P.E. teacher, Band Teacher, and Values in Action teacher meet with us as well. During this time we discuss upcoming events and take care of any responsibilities that need to be done before the event, discuss student concerns and come up with interventions or solutions for students, make sure we are all up to speed with any parent contact or parent issues, and work on promoting the 8th grade through the school website and staying current with pictures and information. The team leader has a planned agenda ready to go at the beginning of each meeting. We go over each topic on the agenda and then add on any extras to the list that come up at the end of the meeting. Meetings are scheduled for 45 minutes but can last up to an hour and a half and average about an hour in duration. Some meeting times are used for parents to come in and meet with teachers and administration if needed. After the meetings, the note taker sends all of the topics with details about each topic to all of the 8th grade teachers and administration for viewing. Any other comments, questions, concerns, or clarification are addressed through email or face to face visits.
Analysis: Our 8th grade team meetings are extremely effective and beneficial for our school for several reasons. First, it all starts with collaboration. Jones (2014) gives three tips for successful collaboration: build relationships, find a time to collaborate, and share responsibility. We definitely get to know each other and support each other with school issues and non-school issues. There have been many times where I have been given advice about my personal life or my colleagues have listened to me about personal issues. This helps to build a trusting and productive relationship that results in efficient work when we do work on school issues.
Then, having the set time to meet each day always allows us time to collaborate. Jones (2014) lists other ways to collaborate with colleagues outside of face-to-face meetings times that include Skype, email, and Google Docs. As mentioned in the description, teachers and administration spend time emailing about any concerns from the 8th Grade Team Notes if needed. Email saves a lot of time and is a great resource to use. In addition to email, our team uses Google Docs to keep track of Student Concerns and a “Rolling Schedule”. The Student Concerns is a document that lists students who are in the 70’s or below in at least one class. Each week, teachers list the percentage of the students who are in the 70’s or below, and if an individual student is listed for two or more classes then we discuss this student, contact parents and administration, and put into place intervention strategies to help the student raise his or her grades. The Student Concern link is one week’s example of what the Students Concerns document looks like. Only first names are given to protect the privacy of our students. The “Rolling Schedule” is a great way to make sure teachers now all of the events that are happening, any schedule changes, and to make sure our students are not being overloaded with quizzes and/or tests. Teachers enter in when they are planning on quizzing or testing their classes and only two quizzes or tests are allowed to take place on any given day. Additionally, teachers refrain from scheduling quizzes or tests the day after a late sporting event, play performance, etc. Students are never over-loaded, parents are happy, and teachers know what is happening in other classes. With the Team Notes, Student Concerns, and Rolling Schedule, the administration is always “in the know” as well. With all people on board, our school is bound to be effective.
The third tip for successful collaboration is to share responsibility. We share responsibility all of the time. We split up who is going to contact parents and each teacher has different roles at the meetings. The team leader sets the agenda, one teacher takes notes, one teacher is in charge of all things technology, and the other teacher contacts people when we need to find out information. When we plan field trips, duties are split up and assigned. Different teachers will book the bus, buy snacks, gather first aid kits, collect permission slip forms, etc. This way, no one teacher is doing too much and everything gets taken care of.
Reflection: Our school accomplishes so much and really cares for each individual student and I believe it is due to the collaboration with other professionals. As I leave the 8th grade at my middle school and move on to the high school I want to continue this collaboration with the high school math department. We have already met in the summer to discuss instructional sequence and pacing, and plan on continuing to meet during the school year to discuss individual students. Wong and Wong (2005) suggest to improve teaching performance teachers should join or organize a support group, listen to others, listen to tapes, CDs, and watch videos, read literature, and participate in conferences. The math department’s goal is to attend a TI-Inspire workshop during the summer of 2016 to learn valuable ways to use the tool to further our students’ understanding of mathematics.
Element B: Teachers work collaboratively with parents.
Artifacts: Parent Advising Survey, Parent Email, and Advising Breakfast Program
Event: Advising Program
Description: Parents are extremely involved and work collaboratively with teachers at my school in numerous ways. There are several parent programs and workshops available, electronic newsletters are sent home each week, parents have access to student grades and comments with a click of a button, and parent teacher conferences are twice a year. The most impactful way parents and teachers work collaboratively at my school is through our Advising Program. Each teacher is assigned about 10 students each year with whom they work very closely with. This includes parent contact. Before the school year even starts, the teacher goes on a home-visit to meet with the child and his or her parent(s). This is to learn about the student and his or her family, get to know the child on a more personal level, and discuss any individual needs or special interests. Then during the school year, the teacher and students meet daily and the teacher checks in with the parents frequently. Phone calls are made and emails are sent home at least once a month. If a student has any specific needs then more communication takes place. During parent-teacher conferences, the students prepare a PowerPoint that is shared with their parents and advisor. At the end of the year, parents come to the school for an Advising Breakfast where the students present reflections on the school-year, the teacher shares comments about each of the students, and everyone celebrates a successful year.
Analysis: Research shows that parent involvement can improve students’ behavior, attendance, and achievement. Parents can be involved by helping their kids with homework and checking in on their grades, but the involvement can be more effective when there is a relationship with the child’s teacher(s). Therefore, it is critical that teachers work as a team with parents. The Center (2015) states successful parent involvement happens when schools engage parents, communicates with them regularly, and incorporates them into the learning process. Our advising program does all of this. For starters, we initially reach out to them with the home-visit. At this time, and with the Parent Advising Survey, parents are given the opportunity to build trust with the teacher, share critical information with the school, and ask any important questions they may have before school starts. As a teacher, I use the information shared on the parent survey to communicate efficiently with the student and alter my instruction to best fit the needs of the student.
Next, I email and call my parents repeatedly throughout the school year. Effective communication requires a two-way flow of information so I choose to send emails and make phone calls to ensure my parents can comment or ask questions if needed (The Center, 2015). For example, I will send a broad email like this Parent Email to all of my advising parents. This email allows for parents to know that I will be calling them, gives them a chance to look at student grades, and informs them of important upcoming dates. It is more personal than the typical email sent to a chunk of parents at the same time. It also allows parents to respond through email if that is easier for them. These frequent check-ins through email and phone allow for the parent to be in the loop and help out with student issues.
To incorporate parents into the learning process, my school also has meetings for learning different students. At these meetings the child, parents, teachers, and administration is in attendance. The student’s learning differences, strengths, and weaknesses are listed along with accommodations that are to be made for the child. Parents are involved and informed of exactly what is being done in the best interest of their child.
At the end of the school year, parents come to celebrate a successful school year at the Advising Breakfast. This reinforces the teacher-parent relationship and shows that we work as a team for the student. I make an Advising Program to show my appreciation to the parents and students for a great school year in addition to making the occasion even more special.
Reflection: Although some teachers prefer when parents stay away and let them do their job, I find it incredibly valuable to have the parents involved. The parents know more about their child then I do. I can use this information to better reach them. If a student is misbehaving in class then I have the extra support from home. When a student accomplishes something great, then I can share this with the parents. Sometimes students continue producing good work when extra praise and encouragement is given. As a teacher, I am rewarded when my students succeed. Nonetheless, it is just as rewarding to build a relationship with a family, help a child succeed together, and know that I am appreciated by the parent as well. My collaboration with parents will continue in the future and I hope to find even more effective ways to collaborate with them.
Description: Parents are extremely involved and work collaboratively with teachers at my school in numerous ways. There are several parent programs and workshops available, electronic newsletters are sent home each week, parents have access to student grades and comments with a click of a button, and parent teacher conferences are twice a year. The most impactful way parents and teachers work collaboratively at my school is through our Advising Program. Each teacher is assigned about 10 students each year with whom they work very closely with. This includes parent contact. Before the school year even starts, the teacher goes on a home-visit to meet with the child and his or her parent(s). This is to learn about the student and his or her family, get to know the child on a more personal level, and discuss any individual needs or special interests. Then during the school year, the teacher and students meet daily and the teacher checks in with the parents frequently. Phone calls are made and emails are sent home at least once a month. If a student has any specific needs then more communication takes place. During parent-teacher conferences, the students prepare a PowerPoint that is shared with their parents and advisor. At the end of the year, parents come to the school for an Advising Breakfast where the students present reflections on the school-year, the teacher shares comments about each of the students, and everyone celebrates a successful year.
Analysis: Research shows that parent involvement can improve students’ behavior, attendance, and achievement. Parents can be involved by helping their kids with homework and checking in on their grades, but the involvement can be more effective when there is a relationship with the child’s teacher(s). Therefore, it is critical that teachers work as a team with parents. The Center (2015) states successful parent involvement happens when schools engage parents, communicates with them regularly, and incorporates them into the learning process. Our advising program does all of this. For starters, we initially reach out to them with the home-visit. At this time, and with the Parent Advising Survey, parents are given the opportunity to build trust with the teacher, share critical information with the school, and ask any important questions they may have before school starts. As a teacher, I use the information shared on the parent survey to communicate efficiently with the student and alter my instruction to best fit the needs of the student.
Next, I email and call my parents repeatedly throughout the school year. Effective communication requires a two-way flow of information so I choose to send emails and make phone calls to ensure my parents can comment or ask questions if needed (The Center, 2015). For example, I will send a broad email like this Parent Email to all of my advising parents. This email allows for parents to know that I will be calling them, gives them a chance to look at student grades, and informs them of important upcoming dates. It is more personal than the typical email sent to a chunk of parents at the same time. It also allows parents to respond through email if that is easier for them. These frequent check-ins through email and phone allow for the parent to be in the loop and help out with student issues.
To incorporate parents into the learning process, my school also has meetings for learning different students. At these meetings the child, parents, teachers, and administration is in attendance. The student’s learning differences, strengths, and weaknesses are listed along with accommodations that are to be made for the child. Parents are involved and informed of exactly what is being done in the best interest of their child.
At the end of the school year, parents come to celebrate a successful school year at the Advising Breakfast. This reinforces the teacher-parent relationship and shows that we work as a team for the student. I make an Advising Program to show my appreciation to the parents and students for a great school year in addition to making the occasion even more special.
Reflection: Although some teachers prefer when parents stay away and let them do their job, I find it incredibly valuable to have the parents involved. The parents know more about their child then I do. I can use this information to better reach them. If a student is misbehaving in class then I have the extra support from home. When a student accomplishes something great, then I can share this with the parents. Sometimes students continue producing good work when extra praise and encouragement is given. As a teacher, I am rewarded when my students succeed. Nonetheless, it is just as rewarding to build a relationship with a family, help a child succeed together, and know that I am appreciated by the parent as well. My collaboration with parents will continue in the future and I hope to find even more effective ways to collaborate with them.
Element C: Teachers take advantage of community resources
Artifacts: University Field Trip Pictures and Ropes Course Pictures
Event: Two Field Trips that Benefit Students
Description: Throughout the school year my school goes on a variety of field trips. To be honest, some are just for fun. Others, however, are beneficial to the students socially and academically. Without the community resources we would not be able to take advantage of these wonderful opportunities. The first field trip we take is within the first few weeks of school. We go to a Ropes Course put on by a local community college called Grizzly Challenge. It is amazing! It focuses on teambuilding, communication, and problem solving. Students do activities such as ships and sailors, mind puzzles, blindfolded tasks, and platform exercises. Students even get to challenge their fears with rock wall climbing, zip lines, and the Power Pole (a 30-ft. pool with a foot and a half platform where one is expected to jump to a trapeze that is 5 feet away). We spend the entire day at this ropes course.
The second field trip we are fortunate enough to go on is to the city’s University to visit the Anthropology building and the Engineering building. This field trip’s purpose is to enhance students’ understanding of topics they have been learning in Science and Ancient History. At the Engineering building, students get to construct a roller coaster out of provided material. The objective is to have a marble successfully complete the rollercoaster and land in a cup while having at least one loop. For Ancient History, students complete a scavenger hunt of artifacts and information, make inferences about what some artifacts were used for by examining and touching them, touch human skulls, and walk-through a museum. For this field trip we spend about four hours. Students are in groups of about 10 students and rotate between 4 sessions. For an assignment, students write reflections for their Ancient History class.
Analysis: In my class I rely heavily upon Kagan cooperative learning structures for my students to practice what we are learning. To successfully implement Kagan in to my class, students need to have good teambuilding skills. Through teambuilding, teammates get acquainted, create a team identity, promote mutual support, value individual differences, and develop synergistic relationships (Kagan & Kagan, 2009). Even though I do teambuilding activities and model expectations in my class the first weeks of school, I believe the ropes course field trip does wonders for the student moral. The students are given the opportunity to get to know each other and have fun in a non-academic environment. The tasks require them to communicate well (which includes listening), to fail and learn from their mistakes, to trust each other, build confidence, and work together to complete a task. One can observe these things happening in the Ropes Course Pictures. Kagan and Kagan (2009) state that teambuilding creates a genuine liking, trust, and caring among students on the same team. This transfers into the classroom. If students don’t like their classmates or group members and/or don’t know how to communicate well then I can expect behavior issues and low achievement. On the other hand, with teambuilding, students will not only work together, but they will go the extra mile to ensure that everybody understands the content or knows how to solve the problem.
The University field trip is successful as well. Students learn Science concepts and Ancient History concepts and then get to see them in action. Not to mention, being on a college campus is pretty cool for an 8th grader. On this field trip, students get to participate in authentic, hands-on activities that reinforce and develop what they learned in the classroom. Echevarria, Vogt and Short (2013) state that students have a greater chance of mastering content concepts and skills when they are given multiple opportunities to practice in relevant, meaningful ways. The students understand the terms they have been learning in Science when they construct a rollercoaster. When the marble doesn’t make it through the loop or flies off the track they have to adjust their rollercoaster. Trial and error, and the knowledge from Science, help them be successful (or understand why they weren’t successful). In addition, manipulating learning materials is important for students because it helps them connect abstract concepts with concrete experiences (Echevarria, Vogt & Short, 2013). When students pick up, rotate, touch, and examine artifacts they are able to connect information from the classroom to what they are physically touching. The learning is enhanced. The University is able to provide our students with an experience and the resources that our school just cannot provide. View the University Field Trip Pictures to see the students in action!
Reflection: These field trips were a great experience. I could see the engagement during the field trips and students continued to talk about the trips at the end of the school year as being some of their favorite moments. I want to find more field trips offered by the community where students get a chance to grow as human beings and strengthen their academic knowledge. Additionally, I want to continue to take advantage of other community resources such as tutoring establishments, private tutors, volunteering opportunities, and community speakers. Who knew the community had so much to offer my students and me?
Description: Throughout the school year my school goes on a variety of field trips. To be honest, some are just for fun. Others, however, are beneficial to the students socially and academically. Without the community resources we would not be able to take advantage of these wonderful opportunities. The first field trip we take is within the first few weeks of school. We go to a Ropes Course put on by a local community college called Grizzly Challenge. It is amazing! It focuses on teambuilding, communication, and problem solving. Students do activities such as ships and sailors, mind puzzles, blindfolded tasks, and platform exercises. Students even get to challenge their fears with rock wall climbing, zip lines, and the Power Pole (a 30-ft. pool with a foot and a half platform where one is expected to jump to a trapeze that is 5 feet away). We spend the entire day at this ropes course.
The second field trip we are fortunate enough to go on is to the city’s University to visit the Anthropology building and the Engineering building. This field trip’s purpose is to enhance students’ understanding of topics they have been learning in Science and Ancient History. At the Engineering building, students get to construct a roller coaster out of provided material. The objective is to have a marble successfully complete the rollercoaster and land in a cup while having at least one loop. For Ancient History, students complete a scavenger hunt of artifacts and information, make inferences about what some artifacts were used for by examining and touching them, touch human skulls, and walk-through a museum. For this field trip we spend about four hours. Students are in groups of about 10 students and rotate between 4 sessions. For an assignment, students write reflections for their Ancient History class.
Analysis: In my class I rely heavily upon Kagan cooperative learning structures for my students to practice what we are learning. To successfully implement Kagan in to my class, students need to have good teambuilding skills. Through teambuilding, teammates get acquainted, create a team identity, promote mutual support, value individual differences, and develop synergistic relationships (Kagan & Kagan, 2009). Even though I do teambuilding activities and model expectations in my class the first weeks of school, I believe the ropes course field trip does wonders for the student moral. The students are given the opportunity to get to know each other and have fun in a non-academic environment. The tasks require them to communicate well (which includes listening), to fail and learn from their mistakes, to trust each other, build confidence, and work together to complete a task. One can observe these things happening in the Ropes Course Pictures. Kagan and Kagan (2009) state that teambuilding creates a genuine liking, trust, and caring among students on the same team. This transfers into the classroom. If students don’t like their classmates or group members and/or don’t know how to communicate well then I can expect behavior issues and low achievement. On the other hand, with teambuilding, students will not only work together, but they will go the extra mile to ensure that everybody understands the content or knows how to solve the problem.
The University field trip is successful as well. Students learn Science concepts and Ancient History concepts and then get to see them in action. Not to mention, being on a college campus is pretty cool for an 8th grader. On this field trip, students get to participate in authentic, hands-on activities that reinforce and develop what they learned in the classroom. Echevarria, Vogt and Short (2013) state that students have a greater chance of mastering content concepts and skills when they are given multiple opportunities to practice in relevant, meaningful ways. The students understand the terms they have been learning in Science when they construct a rollercoaster. When the marble doesn’t make it through the loop or flies off the track they have to adjust their rollercoaster. Trial and error, and the knowledge from Science, help them be successful (or understand why they weren’t successful). In addition, manipulating learning materials is important for students because it helps them connect abstract concepts with concrete experiences (Echevarria, Vogt & Short, 2013). When students pick up, rotate, touch, and examine artifacts they are able to connect information from the classroom to what they are physically touching. The learning is enhanced. The University is able to provide our students with an experience and the resources that our school just cannot provide. View the University Field Trip Pictures to see the students in action!
Reflection: These field trips were a great experience. I could see the engagement during the field trips and students continued to talk about the trips at the end of the school year as being some of their favorite moments. I want to find more field trips offered by the community where students get a chance to grow as human beings and strengthen their academic knowledge. Additionally, I want to continue to take advantage of other community resources such as tutoring establishments, private tutors, volunteering opportunities, and community speakers. Who knew the community had so much to offer my students and me?
My Goals:
1) To attend a TI-Nspire Workshop to learn how to effectively use the calculator in my classroom and enhance students’ understanding of mathematics.
2) To continue to collaborate with my advising parents and non-advising parents each year.
3) To continue to take advantage of community resources for field trips and tutoring options.
References
Echevarria, J., Vogt, M., & Short, D. (2013). Making content comprehensible for English learners: The SIOP model. 4th ed. Boston: Pearson Allyn & Bacon.
Jones, L. (2014). The power of teacher collaboration. Tchers Voice. Retrieved from
https://www.teachingchannel.org/blog/2014/07/18/power-of-teacher-collaboration-nea/.
Kagan, M. & Kagan, S. (2009). Kagan cooperative learning. San Clemente, CA: Kagan Publishing.
The Center for Comprehensive School Reform and Improvement. (2015). Getting parents involved in schools. Retrieved from
http://www.readingrockets.org/article/getting-parents-involved-schools.
Wong, H.K., & Wong, R.T. (2005). The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications, Inc.
1) To attend a TI-Nspire Workshop to learn how to effectively use the calculator in my classroom and enhance students’ understanding of mathematics.
2) To continue to collaborate with my advising parents and non-advising parents each year.
3) To continue to take advantage of community resources for field trips and tutoring options.
References
Echevarria, J., Vogt, M., & Short, D. (2013). Making content comprehensible for English learners: The SIOP model. 4th ed. Boston: Pearson Allyn & Bacon.
Jones, L. (2014). The power of teacher collaboration. Tchers Voice. Retrieved from
https://www.teachingchannel.org/blog/2014/07/18/power-of-teacher-collaboration-nea/.
Kagan, M. & Kagan, S. (2009). Kagan cooperative learning. San Clemente, CA: Kagan Publishing.
The Center for Comprehensive School Reform and Improvement. (2015). Getting parents involved in schools. Retrieved from
http://www.readingrockets.org/article/getting-parents-involved-schools.
Wong, H.K., & Wong, R.T. (2005). The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications, Inc.