Brown_Working with Teachers Project

255 views

Published on

Evidence 2-Working with Teachers Project

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
255
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Brown_Working with Teachers Project

  1. 1. TransformingEagle EducatorsWorking with Teachers ProjectChristina Brown
  2. 2. Transforming Eagle Elementary Educators: ‘Creating a culturally responsive environment transforms students’ learning’Eagle Elementary is committed to excellence. Each year our goal is to makegreater strides then the year before. We provide our students with rigorous andrelevant content delivery to develop the necessary talents for the 21st century.Through fervent data analysis we design our instructional delivery and teacheralignment to meet our students’ needs. Located in the central region of North Carolina Principal: S. Hawk* School Population: 289 students Grades: Pre-K-5th Classroom Teachers: 17 Title 1 School School Improvement Grant Recipient (2011-2014) * Pseudonyms replace actual names.
  3. 3. Transforming Eagle Elementary Educators:Assuring students success with fidelity. Providing support to facilitate positive growth. Efficient support is vital to the growth of educators. Our primary vision at Eagle Elementary is achieving excellence through student development. To ensure we are making continuous strides toward our outlined goals, our educators are thoroughly supported in instructional strategies, curriculum implementation, and classroom structure. As data reveals our academic strengths and weaknesses, we also utilize data to determine teachers needing additional support. Through analysis of teacher profiles, student data, and observations I have identified two classroom teachers of whom I will provide additional support. Support Goals: • To facilitate positive growth in teacher development. • To increase student achievement. • To support new teachers in their transition to Eagle Elementary.
  4. 4. Transforming Eagle Elementary Educators:Assuring students success with fidelity. Providing support to facilitate positive growth. Eagle Elementary Staff Support Eagle Elementary Teacher Working Positive influences on students are a result of Conditions Survey (TWCS) a collaborative and encouraging culture New Teacher Support Responses maintained by effective school leaders ( Marzano, Water, & Mc Nulty, 2005). Support Providing ample support to educators to assist 5 influenced stay at # of Agree or strongly Agree school in teacher development in turn, increases 4 student growth. The compiled results of the Support responses 2012 TWCS (see Figure 1), displays Eagle 3 impacted student learning Elementary’s pledge of quality achievement. 2 We have established and will continue to Actively maintain a culture of support to prevent 1 collaborate with teacher attrition through mentor partnerships others 0 and learning communities. 5 New Teacher Respondents Figure 1. Eagle Elementary TWCS New Teacher Support Responses Summary (NCTWCS, 2012)
  5. 5. Transforming Eagle Elementary Educators Outline of Plan Held initial planning meeting with the Principal and the Curriculum Facilitator todetermine teachers with identified need. Need for support was determined by analysisof completed observations, student data and teacher status profiles.Curriculum Facilitator, Assistant Principal and I discussed relative methods ofsupport to develop an aligned plan to meet the areas of growth. We outlined staffpods- which will allow teachers to facilitate staff professional development, wereviewed the rate of progress monitoring and current classroom environment.Presented plan of action to school improvement team for relative suggestions andfeedback on how to increase teacher empowerment and ( See Appendix A)Two teachers were selected and were offered personalized support. A supportpartnership agreement was then drafted and signed by the mentor and mentee.The concluded parameters of the agreement will be followed. Success will then bedetermined by meeting pre-determined goals and notable growth assessed by theprincipal through relative feedback and teacher reflections.
  6. 6. Transforming Eagle Elementary Educators: The plan of action. Data to be used to support the need. Plan of Action: Data to be used and analyzed :•Invite selected teachers to participate inthis support model •Teacher Profiles•Provide Needs Assessment instrument to •Teacher completed needs assessmentoutline support topics •Observation instruments• Construct Agreement with participating •TESA Proximity measuresteachers •Classroom observation forms• Meet weekly to discuss and review • Student Assessments through Dynamicimplemented strategies and/or topics of Indicators of Basic Early Literacy Skillsconcern (DIBELS) •Beginning of Year (BOY) Benchmark•Conduct daily classroom walkthroughs to •Middle of Year (MOY) Benchmarkprovide an extra layer of support withobservation instruments • Teacher completed-Formative Assessment Data Analysis (FADA) worksheets•Assess implemented strategies for success •Teacher and Mentor Reflection entries
  7. 7. Transforming Eagle Elementary Educators: Data 1st Grade Beginning of Year (BOY) Data 16 14 Figure 1: The included data in Figure 1 identifies the 12 Below grade need for focused intervention for those students who 10 level 8 Strategic are placing in the strategic or below grade level at the 6 BOY benchmark. Through provided support, we will 4 On or above ensure researched-based strategies are employed to 2 grade level 0 achieve student growth. Class Class Class Class A B C D Figure 2. 1st Grade BOY Placements (mClass, 2012) Figure 2: Figure 2 details the rate 1st grade teachers Class D are progress monitoring identified students between the benchmark assessments. Teachers are expected to Class C progress monitor weekly to track growth. It is November evident teachers Hall* (Class C) and Samuels ( Class October Class B A)*, need to increase the occurrence of student September progress monitoring. As their support I will provide Class A relative scheduling strategies to align the requirements with their schedule. 0 1 2 3 4 Figure 3. Rate of DIBELS Progress Monitoring (mClass, 2012) *Teachers names are pseudonyms
  8. 8. Transforming Eagle Elementary Educators: The PlanChosen strategies from Needs Assessment:• Classroom structure reorganization• Working with data to plan instruction• Time and stress management strategies• Curriculum support and modeling• Developing differentiated instructionalplans Needs Assessments Results *Teachers names are pseudonyms
  9. 9. Transforming Eagle Elementary Educators: Data Teacher A: Data & Goals Teacher ‘A’ Profile: Teacher Name: Ms. Hall* (Class C) # of years teaching: 6 Eagle Elementary Start Date: 9/2012 Grade Level: 1st Ms. Hall’s* Goals: Success Criteria: • Increase student achievement by 1 literacy • Increase student achievement by 2 literacy levels by March 1, 2013 ( 1-month after the levels by March 1, 2013 ( 1-month after the Middle of Year (MOY) benchmark assessment Middle of Year (MOY) benchmark assessment window. window. •Align student small groups to student needs •Align student small groups to student needs identified through data collection. identified through data collection. •Increase Progress Monitoring to a weekly •Increase Progress Monitoring to a weekly sequence. sequence. •Establish a classroom organization system to •Establish a classroom organization system to increase instructional efficiency. increase instructional efficiency and classroom •To share successful implemented strategies structure. with colleagues. *Teachers names are pseudonyms
  10. 10. Transforming Eagle Elementary Educators: The PlanChosen strategies from Needs Assessment:• Classroom structure reorganization• Working with data to plan instruction• Time and stress management strategies• Curriculum support and modeling• Developing differentiated instructionalplans Needs Assessments Results *Teachers names are pseudonyms
  11. 11. Transforming Eagle Elementary Educators: Data Teacher B: Data & Goals Teacher ‘B’ Profile: Teacher Name: Ms. Samuels* (Class A) # of years teaching: 2012-2013 Year 1 of teaching Eagle Elementary Start Date: 7/2012 Grade Level: 1st Success Criteria: Ms. Samuel’s* Goals: • Increase student achievement by 2 literacy • Increase student achievement by 2 literacy levels by March 1, 2013 ( 1-month after the levels by March 1, 2013 ( 1-month after the Middle of Year (MOY) benchmark assessment Middle of Year (MOY) benchmark assessment window. window. •Align student small groups to student needs •Align student small groups to student needs identified through data collection. identified through data collection. •Increase Progress Monitoring to a weekly •Increase Progress Monitoring to a weekly sequence. sequence. •Establish a classroom organization system to •Establish a classroom organization system to increase instructional efficiency and classroom increase instructional efficiency. structure. •To share successful implemented strategies •Facilitated a professional learning community with colleagues. (PLC) session. *Teachers names are pseudonyms
  12. 12. Transforming Eagle Educators: The Plan Constructed Support Agreement Parameters Once the agreement parameters were determined a goal plan was outlined. The goal plan allowed us to pace the mentorship toward desired success. The completion of each benchmark was celebrated with a note of encouragement. Agreement Parameters/Strategies: • Classroom structure reorganization •Meet weekly •Reflect on practices •Reciprocated feedback • Constructed timeline *Teachers names are pseudonyms
  13. 13. Transforming Eagle Elementary Educators: The Plan in Action Topic Mentor Reflection/Conclusion: Ms. Hall* Classroom Ms. Hall* appeared to be aware of the current state of her classroom but, was not sure where environment to begin to make corrections. We identified key areas of needed improvement and set thoseWeekly Meeting Summary organization as the areas primary targets. We scheduled the desired changes and plan of action. We also enlisted the help of a parent volunteer to accomplish room tasks. Classroom After the initial meeting Ms. Hall* failed to take any initiative to complete the environment tasks environment she agreed to manage. At this time I was unsure how to motivate her to improve her room. A organization, discussion also took place regarding directives delivered from the principal that were aligned extended with previously determined items. I then stepped in to help jump start the needed changes. We re-arranged the desk layout and began to organize documents that needed to be filed. Review of Guided After middle of the year progress assessments we reviewed the compiled data to ensure the Reading student student ‘s were placed according to their identified needs. Ms. Hall had appeared to be placing groups and plans students in the correct group , however after a close review of the plan-this was not occurring. We sat down together along with the curriculum facilitator and manipulated the data and developed an aligned intervention and guided reading plan. We will progress monitor the success of the implementation plan after one month. Lesson Plan writing This time was taken to re-fine Ms.Hall’s* Lesson plans and delivery. The literacy coach, math coaching coach and I sat down to walk her through the process to assured well-prepared lesson plans. Through this coaching session it became evident Ms. Hall lacked the fundamental skills of lesson preparation. We will continue to support her during PLCs and additional meetings. Classroom During the classroom observation following the coaching session, it appeared Ms. Hall Observation follow up benefitted from the assistance but, still seemed unprepared for her lesson delivery, not taking to Lesson Plan the time to be sure all her components had been tried before coming before the students. Coaching session Student Intervention The intervention plan was not executed as planned. Due to many additional obligations from Plan summary the coaches, Ms. Hall* did not receive the support and guidance needed to fully implement the plan. Additionally she did not take the initiative to continue the process. *Teachers names are pseudonyms
  14. 14. Transforming Eagle Elementary Educators: The Plan in ActionWeekly Meeting Summary Topic Mentor Reflection/Conclusion: Ms. Samuels* Classroom Ms. Samuels* was very receptive to the feedback regarding her classroom environment. She environment was unsure on how to brighten her room not having much experience in the lower grades but, organization was an active participant in planning changes for her room. She met the targeted dates on the outlined goal plan and looked forward to the celebratory acknowledgment she received as each goal was met. I too enjoyed celebrating her accomplishments. She also received additional help from a parent volunteer to manage environment tasks. With continued support Ms. Samuels will continue to shine. Review of Guided After analyzing the middle of year assessments as a collaborative team, Ms. Samuels, our Reading student curriculum facilitator and I, reviewed the students’ data and developed an intervention groups and plans implementation plan to accurately track students’ academic progress. Prior to the collaborative meeting, Ms. Samuels was not using her data to plan her interventions. Going forward she now will have the skills to disaggregate her data to plan to meet her student’s needs. Classroom Ms. Samuels strives to assure her lesson delivery maintains the students’ level of engagement Observation follow , reinforces her procedures and expectations , adjusts her forthcoming plans with the feedback ups provided to her. The feedback I gave her regarding her use of resources to aid student comprehension was well- received and consistently implemented in the following lesson. Each time I visited her classroom regardless of the subject matter, she became stronger and stronger. Student Intervention The student intervention plan resulted in great growth for many of the students. Some students Plan summary had minimal growth but, overall each student achieved gains in their literacy. Ms. Samuels* was excited about the success of the plan and celebrates her students growth. She continues to implement the introduced structure and implements new lessons as the data mandates. *Teachers names are pseudonyms
  15. 15. Transforming Eagle Elementary Educators: The Plan in Action Teacher Collaboration and Leadership Collaboration: Leadership:  Ms. Samuels* and Ms. Hall* received  The leadership team along with the coaching to assure student intervention administration team and the curriculum alignment with compiled data. After facilitator designed opportunities for successful initial implementation both teachers to develop as teacher leaders teachers came together to plan for the through instructional learning pods. forthcoming weeks.  Ms. Samuels* and Ms. Hall* were both After planning together they then lead members of the Technology Learning Pod a grade level meeting sharing the success at Eagle Elementary. As members of the and the challenges of the intervention Technology POD they facilitated an after- plan. They also presented the planning school staff development session. strategies involved in the plan. Ms. Samuels* held a mini-session on Ms. Hall* and Ms. Samuels* serve as students recording themselves and the model teachers for the listening to their own reading to improve implementation plan. oral reading fluency. Ms. Hall* held a mini-session on how students can create digital books. *Teachers names are pseudonyms
  16. 16. Transforming Eagle Elementary Educators: The Plan in Action Building Efficacy, Empowerment, Sense of well-beingStrategies implemented to build efficacy, empowerment and sense of well-being : Outlined a goal task list to increase efficiency in instructional delivery andclassroom structure.Empowered coached teachers through provided opportunities to allow theselected teachers to lead their fellow colleagues in professional development.Celebrated met benchmarks along the outlined task list.Created a system of organization to increase fluidity and consistency incommunication with parents and feedback to students.
  17. 17. Transforming Eagle Elementary Educators: Plan Summary The Key Components of a Successful Plan Who was involved to make the plan a success? The plan was possible through the active collaboration of the curriculum facilitator (CF), the principal, the assistant principal, a University of North Carolina at Greensboro induction coach (UNCG), the selected teachers and myself. Each party had an integral role in meeting the outlined goals. The CF provided access to student data to guide instructional planning to meet student needs. While the administration team shared relative observation notes to assist in determining teacher needs to met Eagle Elementary’s expectations along with progress updates. The UNCG induction coach and I provided support to the selected teachers in various methods such as data analysis, classroom environment organization, planning procedures, and instructional observations. After separate meetings the UNCG coach and I compiled notes and shared with the teacher. Our team approach permitted us to meet the teacher’s need resulting in an increase in student performance.
  18. 18. Transforming Eagle Elementary Educators: Plan Summary The Key Components of a Successful PlanWhat was done to support teachers to improve instruction and student development and When did it occur?  Established a plan of specified support to increase student performance through task lists, re- structuring classroom procedures and expectations, and data analysis to plan instruction.  Organized opportunities for the selected teachers to demonstrate leadership through facilitating a staff professional development workshop and sharing successful employed instructional strategies with grade-level members during professional learning communities. Held weekly meetings with Ms. Hall* and Ms. Samuels* in their classrooms to address upcoming goals, review lesson plans, review data and discuss the successes or concerns of the week. Provided feedback and modeled as necessary after classroom walkthroughs. Celebrated successes to encourage continued excellence. Shared concluding findings with school administration to communicate growth milestones and areas needing continued support. *Teachers names are pseudonyms
  19. 19. Transforming Eagle Elementary Educators: Plan Summary The Key Components of a Successful Plan The FindingsAs the plan concludes we have found the *Ms. Samuels’Student Growth-DORFprovided support to improve instruction and 70increase student performance was successful 60 F.B.(see Figures 1 & 2). The extensive data analysis 50 DORF Fluency Rate E.Q.to plan literacy interventions has resulted in 40 J.T. 30individual student growth toward the end of 20 S.S.year targeted goal. As the students continue to 10 N.M.show gains, we have consistently revisited the 0 J.S.compiled data to adjust strategies as needed. PM 1- 2/21/13 PM 2- 03/4/13 *Ms. Samuels’ Student Growth-NWF Figure 1. Student Growth during Progress Monitoring-DORF (mClass, 2013) 20 NWF Fluency Rate 15 Z.P. 10 M.B. 5 X.P. 0 PM 1- 2/21/13 PM 2- 3/4/13 Figure 2. Student Growth during Progress Monitoring-NWF (mClass, 2013) *Teachers names are pseudonyms
  20. 20. Transforming Eagle Elementary Educators: Plan Summary The Key Components of a Successful Plan The Findings- ContinuedWhile we have achieved success in student achievement with both teachers, the advancementof teacher development was not parallel. Ms. Samuels* integrated all providedfeedback, demonstrated implemented strategies to team mates and has improved herinstruction overall. Ms. Hall* seemed to be eager to move forward with providedfeedback, but consistently failed to maintain delivery. As a result she has been place on anmandated action plan.Through classroom observations, I have seen the growth in instructional delivery, confidenceand enjoyment in Ms. Samuels*. Although, Ms. Hall was not consistent she did makeimprovements, thus I would evaluate the plan’s impact on teacher empowerment to besatisfactory. Our teachers were confident in the provided feedback and made successfulattempts. However, our impact on teacher leaders can be improved with additional ways toallow teachers to model and share their achievements. *Teachers names are pseudonyms
  21. 21. Transforming Eagle Elementary Educators: Plan Summary Reflection & Next StepsThe working with teachers project, has been the project I feel resulted in the most intrinsicrewards and motivation. Through this initiative I have been able to provide teachers withsupplemental support which has in turn has positively benefited the students. I have seenboth teachers grow in a positive direction. *Ms. Samuels’ confidence has blossomed and hasreally taken off in her craft as an educator. Although, there have been some back steps, *Ms.Hall has made steps toward improvement. The students have grown academically and willcontinue to succeed as long as quality instruction is being delivered. As a beginningprincipal, this experience has allowed me to see firsthand the benefits of providing qualitysupport to staff. Staff members that have sufficient support, feel a sense of belonging andknow they do not stand alone. Active support assures administration is aware of strengthsand areas of growth to make certain our students needs are met.Within my school I would implement a teacher support team including instructionalcoaches, veteran teachers and administrators. Teachers with an identified need or who haveexpressed a need for support would be elected to receive assistance. A team approach willallow us to keep our school vision in the forefront of our efforts. Going forward, Ms. Hall*and Ms. Samuels* will continue to receive support to facilitate continual growth. I have alsolearned when teachers resist change and fail to execute directives, it is imperative to assessthe situation for an aligned match with the school’s outlook and needs along with theirmotivation to prepare the students for excellence. *Teachers names are pseudonyms

×