The document discusses teacher collaboration strategies and outcomes. It describes a program called SITTE that used teacher collaboration to improve student outcomes in algebra. Through collaborative lesson planning, examining student work, and focusing on teaching tools rather than topics, SITTE helped teachers develop students' basic skills in meaningful ways. As a result, students scored higher on assessments and passage rates for algebra increased. The document also discusses facilitating teacher collaboration through professional development programs, common planning periods, and overcoming barriers like time constraints.
The following presentation juxtaposes the research and practices found in the areas of problem and project based learning, organizational leadership and change, and Visible Learning to enhance leaders at all levels to substantially enhance the learning of students.
The following presentation juxtaposes the research and practices found in the areas of problem and project based learning, organizational leadership and change, and Visible Learning to enhance leaders at all levels to substantially enhance the learning of students.
All-Party Parliamentary Group for Nursery Schools and Nursery ClassesDr Julian Grenier
This presentation to the APPG argues that maintained nursery schools are essential to the development of a self-improving early years system. We need to be given the freedoms to innovate and expand: "you can mandate adequacy but you cannot mandate greatness; it has to be unleashed.”
Some of the key messages of the EYFS which relate to self-regulation
The enabling environment: how this supports growing self-regulation
Does development happen naturally in a favourable environment?
Characteristics of effective learning: Sustained Shared Thinking, Creating and Thinking Critically
The key person approach and promoting children’s personal, social and emotional development
Why it matters
Collaborating with Teachers to Make Great Referrals: Identifying treatment me...Bilinguistics
This presentation discusses the greatest issues facing educators in the schools. The RTI process is visualized from a broad prospective. You will be introduced to a macro approach to looking at the results of RTI and further driving accurate assessment. This presentation also evaluates the make-up of students in special education, and demonstrates how RTI can reduce caseload work, better identify students, and reduce special education spending.
Celebrating young children's learning: TACTYC keynote 2016:Dr Julian Grenier
My keynote for TACTY's 2016 Conference considers contemporary issues in early years assessment through discussion of 100 years of early childhood practice and consideration of current dilemmas and best practices
TeachFirst Early Years Conference: achieving success in your Early Years Ofst...Dr Julian Grenier
Presentation to the TeachFirst Conference, April 2016, focussing on developing teacher professionalism and leadership of pedagogy in order to tackle early disadvantage and achieve a strong Ofsted outcome.
All-Party Parliamentary Group for Nursery Schools and Nursery ClassesDr Julian Grenier
This presentation to the APPG argues that maintained nursery schools are essential to the development of a self-improving early years system. We need to be given the freedoms to innovate and expand: "you can mandate adequacy but you cannot mandate greatness; it has to be unleashed.”
Some of the key messages of the EYFS which relate to self-regulation
The enabling environment: how this supports growing self-regulation
Does development happen naturally in a favourable environment?
Characteristics of effective learning: Sustained Shared Thinking, Creating and Thinking Critically
The key person approach and promoting children’s personal, social and emotional development
Why it matters
Collaborating with Teachers to Make Great Referrals: Identifying treatment me...Bilinguistics
This presentation discusses the greatest issues facing educators in the schools. The RTI process is visualized from a broad prospective. You will be introduced to a macro approach to looking at the results of RTI and further driving accurate assessment. This presentation also evaluates the make-up of students in special education, and demonstrates how RTI can reduce caseload work, better identify students, and reduce special education spending.
Celebrating young children's learning: TACTYC keynote 2016:Dr Julian Grenier
My keynote for TACTY's 2016 Conference considers contemporary issues in early years assessment through discussion of 100 years of early childhood practice and consideration of current dilemmas and best practices
TeachFirst Early Years Conference: achieving success in your Early Years Ofst...Dr Julian Grenier
Presentation to the TeachFirst Conference, April 2016, focussing on developing teacher professionalism and leadership of pedagogy in order to tackle early disadvantage and achieve a strong Ofsted outcome.
Useful simple Science lesson plan format for B.Ed. & D.El.Ed. student teachers / teacher trainees as well as for in-service teachers. It is useful to other subjects as well.
This document contains : Lesson Plans, Student's Worksheets, Test, and Rubrics Test for 9th grade Junior High School for subject mathematics, sub material: cylinder, cone, sphere, statistics, and opportunity. And At Least there are some lesson plans for 7th Grade Junior High School sub material about fraction. Hope This math shared can useful for everybody needs.
Do you enter your middle school classroom with visions of interactive learning, only to be frustrated by ensuing chaos? Do you spend more time correcting behavior than correcting homework? Learn about the consortium’s activities for teaching procedures, building classroom relationships, and transforming your classroom into a self-managing, respectful environment where students not only enjoy learning, but where high performance is eminent.
Presenter(s): Christie Norris
The Keynote I used to guide my back to school staff meeting. Email me if you'd like to know which videos went in the blank pages on this SlideShare and what some of the photos were used for. I should have put in some brief notes in Keynote before I uploaded this Sorry!
Continuing the inclusion discussion with secondary school teams, focusing on collaboration, class reviews, and changing our teaching strategies and structures to include all students.
What happens when you train elementary school teachers on the best practices of using Accelerated Reader? View this slideshow to find out how it impacts implementation and perception of the program.
Adolescence is a time of fiery, creative developmental energy. We are primed to explore, discover, argue, build, create, and dream. We must do these things so that normal development can take place. Typical high schools are obstacles to this period of growth; they stunt development rather than ignite it and are often places that the love of learning goes to die. Modern high schools can be different. They can be developmental, engaging, and interesting places with more ‘reality’ and activity.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. Collaborating for Student Success
““The majority of students did not pass [algebra]The majority of students did not pass [algebra]
in eighth or ninth grades, and roughly two-in eighth or ninth grades, and roughly two-
thirds of them failed to graduate on time.”thirds of them failed to graduate on time.”
The Context
Los Angeles Times, June 21, 2008Los Angeles Times, June 21, 2008
3. Collaborating for Student Success
““To improve their mathematics instruction,To improve their mathematics instruction,
teachers must be able to analyze what theyteachers must be able to analyze what they
and their students are doing and consider howand their students are doing and consider how
those actions are affecting students’those actions are affecting students’
learning.”learning.”
The Context
NCTM Principles and Standards, p. 18NCTM Principles and Standards, p. 18
4. Collaborating for Student Success
The Context
””Teachers learn well just as students do –Teachers learn well just as students do –
by studying, doing, and reflecting;by studying, doing, and reflecting;
by collaborating with other teachers;by collaborating with other teachers;
by looking closely at students and their work;by looking closely at students and their work;
and by sharing what they see.”and by sharing what they see.”
Darling-Hammond (1999), p. 12Darling-Hammond (1999), p. 12
by collaborating with other teachersby collaborating with other teachers
5. Collaborating for Student Success
Two thirds of teachers (67%) and threeTwo thirds of teachers (67%) and three
quarters of principals (78%) think thatquarters of principals (78%) think that
teacher collaboration would have a majorteacher collaboration would have a major
impact on student achievement.impact on student achievement.
MetLife Survey of the American Teacher 2009MetLife Survey of the American Teacher 2009
The Context
6. Collaborating for Student Success
The Benefits
• Greater collective responsibility for studentGreater collective responsibility for student
learninglearning
• Higher levels of trust between teachers andHigher levels of trust between teachers and
administratorsadministrators
• Greater job satisfactionGreater job satisfaction
MetLife Survey of the American Teacher 2009MetLife Survey of the American Teacher 2009
7. Collaborating for Student Success
Types of Collaboration
• Department meetingsDepartment meetings
• Interdisciplinary meetingsInterdisciplinary meetings
• Professional learning communitiesProfessional learning communities
• Coaching and mentoringCoaching and mentoring
• Lesson studyLesson study
• ““Learning Teams” (Pearson)Learning Teams” (Pearson)
8. Collaborating for Student Success
The Problem
””The environments in which most teachers workThe environments in which most teachers work
have been structured in ways that actuallyhave been structured in ways that actually
work against the kind of sustainedwork against the kind of sustained
collaboration that we have suggested iscollaboration that we have suggested is
needed for significant and steadyneeded for significant and steady
improvement.”improvement.”
Stigler & Hiebert (1999), p. 172Stigler & Hiebert (1999), p. 172
9. Collaborating for Student Success
• Department meetingsDepartment meetings
• Interdisciplinary meetingsInterdisciplinary meetings
• Professional learning communitiesProfessional learning communities
• Coaching and mentoringCoaching and mentoring
• Lesson studyLesson study
• ““Learning Teams” (Pearson)Learning Teams” (Pearson)
The Problem
Not Often
Not Often
Enough!
Enough!
10. Collaborating for Student Success
• Student Improvement Through TeacherStudent Improvement Through Teacher
Empowerment (SITTE)Empowerment (SITTE)
• Utilize teachers’ classrooms as “laboratories”Utilize teachers’ classrooms as “laboratories”
for practical inquiryfor practical inquiry
• Facilitated inquiry based on the CognitivelyFacilitated inquiry based on the Cognitively
Guided Instruction (CGI) modelGuided Instruction (CGI) model
• TheThe Responsive Teaching CycleResponsive Teaching Cycle (RTC)(RTC)
The Solution
11. Collaborating for Student Success
Responsive Teaching Cycle (RTC)
• Daily collaboration around evidence ofDaily collaboration around evidence of
student learningstudent learning
• Focus on getting through to studentsFocus on getting through to students
rather than getting through a bookrather than getting through a book
ExploreExplore
EstablishEstablish ExperimentExperiment
ExamineExamine
StudentStudent
LearningLearning
12. Collaborating for Student Success
• Students scored significantly higher onStudents scored significantly higher on
District Periodic AssessmentDistrict Periodic Assessment
• 52%52% higher on Q1 constructed responsehigher on Q1 constructed response
• 33%33% higher on Q2 constructed responsehigher on Q2 constructed response
Impact on Students
13. Collaborating for Student Success
0
5
10
15
20
25
30
35
40
45
Unit 1 Unit 2
School
SITTE
0
1
2
3
4
5
6
7
8
Unit 1 Unit 2
School
SITTE
0
0.5
1
1.5
2
2.5
Unit 1 Unit 2
School
SITTE
Overall (% Correct) Mult. Choice (# Correct) Constructed Resp. (4 Max.)
Impact on Students
14. Collaborating for Student Success
• Students passed Algebra at higher ratesStudents passed Algebra at higher rates
((90%90% following a 4-week summer program)following a 4-week summer program)
30.9
38.1
30.2
33
25
21
13.4
8.3
0.01
2.1
0% 20% 40% 60% 80% 100%
2007
2008 A
B
C
D
F
Impact on Students
15. Collaborating for Student Success
• Basic skills developed in context, not inBasic skills developed in context, not in
isolationisolation
• Multiple representations used to provideMultiple representations used to provide
meaningful connectionsmeaningful connections
• Critical thinking promoted through patternsCritical thinking promoted through patterns
and explorationsand explorations
• Focused on teaching tools instead of teachingFocused on teaching tools instead of teaching
topicstopics
Impact on Teachers
16. Collaborating for Student Success
• Stephanie has 3 times as many pencils as Josh.Stephanie has 3 times as many pencils as Josh.
Together, they have 24 pencils. How manyTogether, they have 24 pencils. How many
pencils does each person have?pencils does each person have?
S t ephani e J osh
Impact on Teachers
17. Collaborating for Student Success
• Stephanie has 3 times as many pencils as Josh.Stephanie has 3 times as many pencils as Josh.
Together, they have 24 pencils. How manyTogether, they have 24 pencils. How many
pencils does each person have?pencils does each person have?
S t ephani e J osh
Impact on Teachers
18. Collaborating for Student Success
• Stephanie has 3 times as many pencils as Josh.Stephanie has 3 times as many pencils as Josh.
Together, they have 24 pencils. How manyTogether, they have 24 pencils. How many
pencils does each person have?pencils does each person have?
S t ephani e J osh
Impact on Teachers
19. Collaborating for Student Success
• Stephanie has 3 times as many pencils as Josh.Stephanie has 3 times as many pencils as Josh.
Together, they have 24 pencils. How manyTogether, they have 24 pencils. How many
pencils does each person have?pencils does each person have?
S t ephani e J osh
Impact on Teachers
20. Collaborating for Student Success
• Stephanie has 3 times as many pencils as Josh.Stephanie has 3 times as many pencils as Josh.
Together, they have 24 pencils.Together, they have 24 pencils. How manyHow many
pencils does each person have?pencils does each person have?
S t ephani e J osh
= 24
Impact on Teachers
21. Collaborating for Student Success
• Stephanie has 3 times as many pencils as Josh.Stephanie has 3 times as many pencils as Josh.
Together, they have 24 pencils. How manyTogether, they have 24 pencils. How many
pencils does each person have?pencils does each person have?
NowNow we write 3we write 3xx ++ xx = 24= 24
x
x
x x
S t ephani e J osh
= 24
Impact on Teachers
22. Collaborating for Student Success
• Stephanie has 3 more pencils than Josh.Stephanie has 3 more pencils than Josh.
Together, they have 24 pencils. How manyTogether, they have 24 pencils. How many
pencils does each person have?pencils does each person have?
S t ephani e J osh
Impact on Teachers
23. Collaborating for Student Success
S t ephani e J osh
• Stephanie has 3 more pencils than Josh.Stephanie has 3 more pencils than Josh.
Together, they have 24 pencils. How manyTogether, they have 24 pencils. How many
pencils does each person have?pencils does each person have?
Impact on Teachers
24. Collaborating for Student Success
• Stephanie has 3 more pencils than Josh.Stephanie has 3 more pencils than Josh.
Together, they have 24 pencils. How manyTogether, they have 24 pencils. How many
pencils does each person have?pencils does each person have?
+1
+1
+1
S t ephani e J osh
Impact on Teachers
25. Collaborating for Student Success
+1
+1
+1
S t ephani e J osh
= 24
• Stephanie has 3 more pencils than Josh.Stephanie has 3 more pencils than Josh.
Together, they have 24 pencils.Together, they have 24 pencils. How manyHow many
pencils does each person have?pencils does each person have?
Impact on Teachers
26. Collaborating for Student Success
• Stephanie has 3 more pencils than Josh.Stephanie has 3 more pencils than Josh.
Together, they have 24 pencils. How manyTogether, they have 24 pencils. How many
pencils does each person have?pencils does each person have?
NowNow we write (we write (xx + 3) ++ 3) + xx = 24= 24
= 24
+1
+1
+1
S t ephani e J osh
Impact on Teachers
27. Collaborating for Student Success
• Basic skills developed in context, not inBasic skills developed in context, not in
isolationisolation
• Multiple representations used to provideMultiple representations used to provide
meaningful connectionsmeaningful connections
• Critical thinking promoted through patternsCritical thinking promoted through patterns
and explorationsand explorations
• Focused on teaching tools instead of teachingFocused on teaching tools instead of teaching
topicstopics
What Happened in SITTE?
28. Collaborating for Student Success
How did SITTE Happen?
Changing teacher practiceChanging teacher practice
• Scrambled NumbersScrambled Numbers
• Following DirectionsFollowing Directions
29. Collaborating for Student Success
Changing teacher attitudesChanging teacher attitudes
• Consideration of local school contexts andConsideration of local school contexts and
teachers’ actual situationsteachers’ actual situations
• Focusing on student learning rather than onFocusing on student learning rather than on
teacher improvementteacher improvement
• Providing resources rather than mandatingProviding resources rather than mandating
particular strategies or curriculaparticular strategies or curricula
• Using teacher knowledge to generate solutionsUsing teacher knowledge to generate solutions
Respect &
Trust
Respect &
Trust
How did SITTE Happen?
30. Collaborating for Student Success
Changing professional developmentChanging professional development
• Administrator supportAdministrator support
• Coach/facilitator supportCoach/facilitator support
• Space and timeSpace and time
• Food!Food!
• Food!Food!
• Food!Food!
How did SITTE Happen?
31. Collaborating for Student Success
Summer School DREAMS ProgramSummer School DREAMS Program
8:00–9:45 10:00–11:45 12:15–2:55
Students’
Schedule
Math course
(Algebra
Readiness)
Robotics course Writing course
Math teachers Teach math
SITTE
Professional
Development
Robotics
teachers
Teach robotics
Collaborative
lesson
development
When did SITTE Happen?
32. Collaborating for Student Success
Summer School DREAMS ProgramSummer School DREAMS Program
8:00–9:45 10:00–11:45 12:15–2:55
Students’
Schedule
Math course
(Algebra
Readiness)
Robotics course Writing course
Math teachers Teach math
SITTE
Professional
Development
Robotics
teachers
Teach robotics
Collaborative
lesson
development
When did SITTE Happen?
33. Collaborating for Student Success
Summer School DREAMS ProgramSummer School DREAMS Program
8:00–9:45 10:00–11:45 12:15–2:55
Students’
Schedule
Math course
(Algebra
Readiness)
Robotics course Writing course
Math teachers Teach math
SITTE
Professional
Development
Robotics
teachers
Teach robotics
Collaborative
lesson
development
When did SITTE Happen?
34. Collaborating for Student Success
Common Conference PeriodCommon Conference Period
• 4 Teachers4 Teachers
• 55 Student TeachersStudent Teachers
• Google SitesGoogle Sites
• 4 x 4 schedule next year in two schools4 x 4 schedule next year in two schools
When did SITTE Happen?
35. Collaborating for Student Success
After SchoolAfter School
• Twice per weekTwice per week
• Coffee HouseCoffee House
• QEIA fundedQEIA funded
When did SITTE Happen?
36. Collaborating for Student Success
• Teachers & administrators unsure of benefitsTeachers & administrators unsure of benefits
• Teachers afraid of additional burden on timeTeachers afraid of additional burden on time
• Teachers distracted by other PD commitmentsTeachers distracted by other PD commitments
• Teachers unfamiliar with alternate teachingTeachers unfamiliar with alternate teaching
strategiesstrategies
• Teachers lack opportunities to engage inTeachers lack opportunities to engage in
alternate teaching strategiesalternate teaching strategies
Possible Roadblocks to SITTE
37. Collaborating for Student Success
When we reconvene:When we reconvene:
• Inventory of current collaborative effortsInventory of current collaborative efforts
• Identification of tasks that need to be done inIdentification of tasks that need to be done in
order to set up collaboration timeorder to set up collaboration time
• Discussion of creative strategies to provideDiscussion of creative strategies to provide
opportunities for teacher collaborationopportunities for teacher collaboration
LUNCH :)
38. Collaborating for Student Success
What’s Happening?
• What is the current state of collaboration atWhat is the current state of collaboration at
your school or district?your school or district?
• What are your goals? How do you envisionWhat are your goals? How do you envision
collaboration at your school?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?
39. 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?
How Will it Happen?
40. Collaborating for Student Success
• Who are the key people that need to beWho are the key people that need to be
involved?involved?
• TeachersTeachers
• AdministratorsAdministrators
• Outside partnersOutside 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
41. Collaborating for Student Success
Thank YouThank You
For Your ParticipationFor Your Participation
ARCHES SeminarARCHES Seminar
UC Irvine ~ 3/15/10UC Irvine ~ 3/15/10
Ivan ChengIvan Cheng icheng@csun.eduicheng@csun.edu
Many reform efforts using “data” fail to improve student achievement because the analysis only identifies what students know or don’t know. Teachers need opportunities to examine why their students are not understanding or struggling. Furthermore, they need opportunities to explore how to provide the necessary supports to help their students succeed. The Responsive Teaching Cycle allows teachers to focus on student thinking as the starting point of collaboration with student achievement in specific areas as the destination of each cycle. Samples of teacher produced lessons will illustrate this cycle.
Q2 Overall Scores (% Correct)
School 30.31130064 (n = 469)
SITTE 35.56617647 (n = 272) (17% over School)
Partial 31.05882353 (n = 425)
Q2 MC Scores (No. Correct)
School 5.436759062
SITTE 6.096544118 (12% over School)
Partial 5.512
Q2 CR Scores (Out of 4 Max.)
School 1.837953092
SITTE 2.439338235 (33% over School)
Partial 1.942117647
Q2 Overall Scores (% Correct)
School 30.31130064 (n = 469)
SITTE 35.56617647 (n = 272) (17% over School)
Partial 31.05882353 (n = 425)
Q2 MC Scores (No. Correct)
School 5.436759062
SITTE 6.096544118 (12% over School)
Partial 5.512
Q2 CR Scores (Out of 4 Max.)
School 1.837953092
SITTE 2.439338235 (33% over School)
Partial 1.942117647
In 2007, 86% passed algebra (61% with A or B)
In 2008, 90% passed algebra (71% with A or B)
Traditional teachers became open minded and willing to take risks. Their focus moved from content coverage to student understanding.
Hand out packet of sample worksheets created by teachers. Note the rigor of the activities.
Teachers became open minded and willing to take risks. Their focus moved from content coverage to student understanding.
Explain HOW new teaching practices were presented to teachers!
Scrambled Numbers to illustrate the need to help organize content to promote sense-making
Serenade to illustrate the need to use multiple representations
Following Directions to illustrate the difference between instrumental understanding and relational understanding
Key features of SITTE:
Respect teachers’ professional experience and knowledge
Trust teachers’ professional judgment
Key features of SITTE:
Respect teachers’ professional experience and knowledge
Trust teachers’ professional judgment
Key features of SITTE:
Respect teachers’ professional experience and knowledge
Trust teachers’ professional judgment
Key features of SITTE:
Respect teachers’ professional experience and knowledge
Trust teachers’ professional judgment
Key features of SITTE:
Respect teachers’ professional experience and knowledge
Trust teachers’ professional judgment
Key features of SITTE:
Respect teachers’ professional experience and knowledge
Trust teachers’ professional judgment
Key features of SITTE:
Respect teachers’ professional experience and knowledge
Trust teachers’ professional judgment
Key features of SITTE:
Respect teachers’ professional experience and knowledge
Trust teachers’ professional judgment
Key features of SITTE:
Respect teachers’ professional experience and knowledge
Trust teachers’ professional judgment
![Collaborating for Student Success
““The majority of students did not pass [algebra]The majority of students did not pass [algebra]
in eighth or ninth grades, and roughly two-in eighth or ninth grades, and roughly two-
thirds of them failed to graduate on time.”thirds of them failed to graduate on time.”
The Context
Los Angeles Times, June 21, 2008Los Angeles Times, June 21, 2008](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)