Six Pillars, Five Mistakes, and The Top Ten Best Practices for Building a Strong Collaborative

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June 27 …

June 27
2 – 3pm
Room: Deleware C
President Obama set an ambitious goal for education: All students should graduate from high school prepared for college and a career—no matter whom they are or where they come from. The President’s statement rings true in the Ohio Appalachian Collaborative (OAC), an initiative aimed at implementing a successful reform model that can be scaled across rural Ohio and the country. This presentation will showcase the best practices from 22 OAC districts, enabling participants to learn how to build economies of scale, collaborative networks, leverage existing strengths, and partner to align with state and federal priorities to maximize student success.
Main Presenter: Pamela Noeth, Battelle for Kids
Co-Presenter(s): Mark Glasbrenner, Battelle for Kids

More in: Education , Technology
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  • 1. One Transformational Approach, Ten Best Practices, andFive Lessons Learned for Building a Strong CollaborativeMark Glasbrenner, Collaborative Learning Leader, Battelle for KidsPam Noeth, Ph.D., Collaborative Learning Leader, Battelle for Kids June 27, 2012
  • 2. Ohio Appalachian Collaborative  21 Ohio school districts  74 school buildings  2,066 teachers  34,000 students Copyright 2012, Battelle for Kids
  • 3. Rural Education TransformationalApproach Copyright 2012, Battelle for Kids
  • 4. System of Support Copyright 2012, Battelle for Kids
  • 5. Case Study What is a CLP? Copyright 2012, Battelle for Kids
  • 6. What have we learned? 10 Best Practices 5 Lessons Learned 3 Emerging Practices Copyright 2012, Battelle for Kids
  • 7. 10 Best Practices Copyright 2012, Battelle for Kids
  • 8. 10. Embedding FIP Key vehicle for transforming student learning in the classroom. FIP Network Teams help embed formative instructional practices in their districts. Network teams assume responsibilities for forming and executing district professional development plans. Copyright 2012, Battelle for Kids
  • 9. 9. Using Value-Added Data Using this growth metric, teachers, schools and districts can better determine the impact of their curriculum, instruction, programs, and practices on student achievement. Value-Added Network Team educates their districts about the use of value-added data, and how to use value-added data in conjunction with FIP strategies to help improve instruction. Copyright 2012, Battelle for Kids
  • 10. 8. Ramping Up the Rigor ACT QualityCore® curriculum at the high school level and Common Core State Standards for k-12 to increase the academic rigor of classroom instruction. Utilizing end-of-course exams, ACT assessments, and other performance-based assessments to help guide and measure student achievement. Copyright 2012, Battelle for Kids
  • 11. 7. Increasing Access to Technology and 21st Century Skills Increased access to and knowledge of technology and 21st century skills in order to better impact student achievement and prepare students for future success.  Equipment  Professional Development Copyright 2012, Battelle for Kids
  • 12. 6. Restructuring School Schedules Building intervention time for students needing additional help. Providing teacher collaboration time inside the school day. Building in school advisory periods. Providing extended time for math and language arts. Copyright 2012, Battelle for Kids
  • 13. 5. District-Wide Professional Development FIP Network Teams design professional development plans for the district. Utilize internal staff to model and structure professional development. Copyright 2012, Battelle for Kids
  • 14. 4. The Value of Coaching CLP position has become an effective model for district coaching Utilize collaborative resources and strategies they gain from each other in both formal and informal ways. Copyright 2012, Battelle for Kids
  • 15. 3. Instructional Rounds & Peer Observations Teachers or teams of educators walk through classrooms to observe best practices in actual classrooms with students. Method to determine the level of implementation of FIP. Encourages teachers to learn best practices and ideas from each other in a real classroom setting. Copyright 2012, Battelle for Kids
  • 16. 2. District-Wide Common Assessments Higher expectations and a common path for students at each grade level and in each course taken.  Common Assessments  Quarterly Assessments  End-of-course exams Strong data stream to improve student achievement and a platform for discussion during collaboration times. Copyright 2012, Battelle for Kids
  • 17. 1. Building Productive Teams Formation of productive teams, including Teacher-Based Teams (TBTs), Building Leadership Teams (BLTs), District Leadership Teams (DLTs), and Network Teams for FIP and value-added data. Allows OAC districts to progress in the most efficient and effective manner. Distributed leadership model to create ownership at every level in the school district. Copyright 2012, Battelle for Kids
  • 18. Case Study Building Productive Teams Copyright 2012, Battelle for Kids
  • 19. 5 Lessons Learned Copyright 2012, Battelle for Kids
  • 20. 1. Too Many Committees “Too many committees that are unproductive.” Therefore: Districts have restructured committees within successful teams. Some committees have been eliminated and some have been combined. Led to the creation of a better system for how committees work with one another and how decisions can be made most efficiently. Copyright 2012, Battelle for Kids
  • 21. 2. One-Size Fits All PD Districts no longer have a “sit and get” keynote speaker or a generic presentation as professional development. Result: They have begun to work in teams, share best practices, and use the time as a collaborative forum. Copyright 2012, Battelle for Kids
  • 22. 3. Over Testing “Over-tested” students but came away with no productive, useful data. To remedy this, districts have eliminated some past testing practices that were found to have no impact on student performance. Result: Districts have a more focused approach to testing and using data to improve instruction. Copyright 2012, Battelle for Kids
  • 23. 4. Meaningless Data Collection Districts found they were engaging in data collection for the sake of data collection, rather than effectively using the data collected to inform classroom practice. Result: Districts are seeking to eliminate data collection that has no practical value, and to make sure any data collected is analyzed and used for the purpose of improving instruction. Copyright 2012, Battelle for Kids
  • 24. 5. Traditional Grade Cards Because many OAC districts have embraced formative instructional practices, district teams have begun to question the effectiveness of traditional grade cards for students. Result: There has been significant change and discussion around standards-based grading, grading policies, and the best forms of feedback to help students maximize their achievement. Copyright 2012, Battelle for Kids
  • 25. Emerging Practices Copyright 2012, Battelle for Kids
  • 26. Teachers Teaching Teachers Heavy emphasis on professional development reform. OAC districts believe in sustaining practice of teachers teaching other teachers.  Collaboration  Peer observation  General professional development days where teachers can model best practices in a structured setting Copyright 2012, Battelle for Kids
  • 27. Staff Meeting Redesign Enhanced the structure of staff meetings – straying from the typical “sit and get” meeting and moving toward professional development time to share best practices. Administrative topics of staff meetings are now communicated via e-mail, staff newsletters, and other vehicles. Revitalization of meetings, where time spent is focused on collaboration. Copyright 2012, Battelle for Kids
  • 28. Kernel Routines James Spillane, professor with the School of Education and Social Policy, coined the research behind “kernel routines.” Kernel routine is distinguished by its ability to redesign the school organization via leadership teams in the school. CLPs have been identifying kernel routines in their school districts – specifically kernel routines that have begun to change their culture, enrich their district, and increase student achievement.Battelle for Kids Copyright 2012,
  • 29. Questions and Answers Copyright 2012, Battelle for Kids
  • 30. To learn more about the Ohio Appalachian Collaborative, visit