Teacher collaboration

Collaborating for Student Success
Teacher Collaboration:Teacher Collaboration:
Strategies & OutcomesStrategies & Outcomes
ARCHES SeminarARCHES Seminar
UC Irvine ~ 3/15/10UC Irvine ~ 3/15/10
Ivan ChengIvan Cheng icheng@csun.eduicheng@csun.edu

““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

““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

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

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

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

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)

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

• 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!

• 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

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

• 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

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

• 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

• 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

• 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

Together, they have 24 pencils.Together, they have 24 pencils. How manyHow many
S t ephani e J osh
= 24
Impact on Teachers

NowNow we write 3we write 3xx ++ xx = 24= 24
x
x
x x
S t ephani e J osh
= 24
Impact on Teachers

• Stephanie has 3 more pencils than Josh.Stephanie has 3 more pencils than Josh.
S t ephani e J osh
Impact on Teachers

S t ephani e J osh
Impact on Teachers

+1
+1
+1
S t ephani e J osh
Impact on Teachers

+1
+1
+1
S t ephani e J osh
= 24
Together, they have 24 pencils.Together, they have 24 pencils. How manyHow many
Impact on Teachers

NowNow we write (we write (xx + 3) ++ 3) + xx = 24= 24
= 24
+1
+1
+1
S t ephani e J osh
Impact on Teachers

• 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?

How did SITTE Happen?
Changing teacher practiceChanging teacher practice
• Scrambled NumbersScrambled Numbers
• Following DirectionsFollowing Directions

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

Changing professional developmentChanging professional development
• Administrator supportAdministrator support
• Coach/facilitator supportCoach/facilitator support
• Space and timeSpace and time
• Food!Food!
• Food!Food!
• Food!Food!

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?

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

After SchoolAfter School
• Twice per weekTwice per week
• Coffee HouseCoffee House
• QEIA fundedQEIA funded

• 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

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 :)

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?

• 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?

• 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

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

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