Teacher Collaborative Routines: Deepening Knowledge of Student Learning

1. These materials were produced with Title I, Part A funds and are in the public domain.

2. The MI Excel Statewide Field Teamat Calhoun Intermediate School District proudly recognizes our partners in this work: Eastern UP Intermediate School District Gogebic Ontonagon Intermediate School District Muskegon Area Intermediate School District We are grateful for their willingness to share their expertise with us and the entire state. Thank you!

3. Teacher Collaborative Routines: Deepening Knowledge of Student Learning Beth Brophy, MI Excel Statewide Field Team

4. Dramatic Improvement in Student, Teacher, and Leader Performance in a short amount of Time. The Blueprint: Systemic Reconfiguration

5. Session Description In this session, participants will build their knowledge and skills around the routines necessary for teachers to meet and discuss formative and summative assessments and use these assessments to modify and plan for instruction for individual students. This session will be highly interactive as participants work in small groups with real student work samples to practice these routines.

6. Session Outcomes Participants will: • Continue to develop understandings of Teacher Collaborative Routines; • Build knowledge and skills around the routines for collaboration around student learning; • Practice using assessments to deepen knowledge of student learning.

7. Who’s in the Room? • Find someone you do not know and discuss your current reality. • What does it mean to “deepen knowledge of student learning?” • How do teachers in your district deepen their knowledge of student learning? • How did/do you deepen your own knowledge of student learning?

8. Deepening Understandings of Teacher Collaborative Routines

9. Take Some Silent Think Time… • How do you currently define “teacher collaboration”? (i.e., what is the purpose of teacher collaboration?) • What “routines” do you think are necessary to ensure teacher collaboration is effective and meaningful?

10. Teacher Collaborative Routines… • … are designed to position classroom teachers in a collaborative role • … support the ongoing mission of increasing student, teacher, and leader performance • … need to be supported by district systems and driver systems to yield the most benefit • … alone will not be the panacea to ensure learning for each and every student

11. What are the “Teacher Collaborative Routines?” These routines are designed to position classroom teachers in the collaborative role of guiding each other in the ongoing quest of instructional improvement at scale in the building. Installed organically rather than as events, these routines daily support the ongoing mission of increasing student, teacher, and leader performance in a short amount of time.

13. Why Collaborate? Based on a synthesis of more than 1,500 meta-analyses, collective teacher efficacy has an effect size of 1.57. • This is three times more powerful and predictive of student achievement than socioeconomic status. • It is more than double the effect of prior achievement and more than triple the effect of home environment and parental involvement. • It is also greater than three times more predictive of student achievement than student motivation and concentration, persistence, and engagement. Hattie, John (2013)

14. Past Attempts at Collaboration • Why do our attempts to ensure teacher collaboration occurs often flounder? • Consider what is needed to set teachers up for success: • Time • Clear expectations • Training

15. The Blueprint Difference • Blueprint districts are committed to developing the structures and systems necessary to make this collaborative experience different • Blueprint leaders are expected to schedule adequate time for teacher collaboration, and to develop and implement a protocol for the use of teacher collaboration. • The Blueprint is grounded in a culture of collective responsibility for student learning

16. What Do You Think? “…At the risk of sounding overly simplistic, the use of student work as the unrelenting focus of adult conversations can be the catalyst of fundamental changes in the educational experience of adolescents, and the transformation of teaching and learning…” Aspen Workshop on High Schools Summary Report Retrieved from http://mdk12.msde.maryland.gov/instruction/examining/Quotes.html

17. Routines That Focus on Student Learning teacher collaboration around instruction without the effective discussion of student learning plays out everyday some teachers will experience some success when just collaborating around designing and delivering instruction So how can we help teachers ensure that they don’t miss these important opportunities to reach their students?

18. Building Knowledge and Skills Around the Routines for Collaboration Around Student Learning

19. Deepening Knowledge of Student Learning • What do we mean by “student learning”? • What does this look/sound/feel like? • What do educators need (to know, have, etc.) in order to “deepen their knowledge of student learning” well?

20. What Does This “Look Like”? Please access the Online Warehouse and download a copy of the Teacher Collaborative Routines “Evidence of Practice” document. Review it independently for a few minutes.

21. Deconstruction • Choose ONE evidence of practice statement to deconstruct. Consider… • What are the logistics involved to ensure this routine can occur? • What learning/training is needed? • What does this statement look like/sound like? • Who is involved in this work? • What other Blueprint routines/systems must be leveraged to ensure this work occurs? • Use a piece of chart paper to organize your thinking

22. Formative Assessment for Michigan Educators (FAME), Launch into Learning, 2017

23. Let’s Debrief Find your partner(s) from the beginning of this session and discuss the following: • How do these practices help teachers set a focus for their use of collaboration time? • Which one or two do you think might have the biggest immediate impact on instruction in your classroom/building/district? • Where are you seeing connections to other systems/routines within the Blueprint?

24. Using Assessments to Deepen Knowledge of Student Learning

25. What Do You Think? • What do you see as potential challenges to looking at student work in order to deepen knowledge of student learning among your colleagues? How might you overcome those challenges?

26. Districts at the Tenant Level… • Have built a system for developing, vetting, rolling-out, and revising curriculum and assessment • Have begun installing the Teacher Collaborative Routines • Have been regularly collecting data around systems performance, student achievement, and non-academic factors • Have a problem-solving driver system to help them use data to make informed decisions …among other systems and routines!

27. Leveraging These Supports How can these systems and routines be used to support teacher collaboration around deepening knowledge of student learning?

28. Let’s Role Play! • At your tables, you have been given a folder containing actual student work. • Using these documents, you will engage in a role-play scenario in which you will be given time to collaborate with your colleagues.

29. The Scenario You and your subject area/grade level teacher colleagues have 30 minutes of collaborative time set aside today. You are about three weeks into a new unit you are all teaching for the first time, and you are expected to provide your administrator with “evidence” from your collaborative time together today. Using the document(s) provided, as well as your knowledge of the Floor 2 collaborative routines, see what you are able to produce as you prepare to continue teaching this unit to your students.

30. Reporting Out Your collaborative time has ended, and you must now report out your progress to your administrator (Beth). ☺ Choose one person from your team to present your “evidence.”

31. Additional Structures Needed to Support Collaboration

32. What’s Missing? • There were some things “missing” from these 30 minutes that may have delayed your progress • With your colleagues, use the piece of chart paper provided to make a list of “Additional Structures” needed to support collaboration around deepening knowledge of student learning

33. What Do We Want to Accomplish? • According to Rick DuFour there are four critical questions we should be asking ourselves and each other on a regular basis about student learning: • “What do we want students to learn? • How do we know they learned it? • What do we do when they don't learn it? • What do we do when they do learn it?” DuFour, R. (2004). What is a professional learning community? Educational Leadership, 61(8), 6–11.

34. Numbers or Student Work? • It isn’t just gradebook data that determines the effectiveness of the curriculum and instruction • It isn’t just about looking at grades and student work samples • To truly “deepen knowledge of student learning,” you need to be using a variety of data to: • drive conversations • make sense of student learning • determine the best instructional practices What do we mean by “various types of data”?

35. Effective Teacher Collaboration using Assessment Data • We are going to watch a video • As you watch and listen: • Refer to your Evidence of Practice for Teacher Collaborative Routines and focus on Floor 2: Deepening Knowledge of Student Learning. • Take some notes on which Evidence of Practice statements you find in the video. • At the conclusion of the video: • Reflect on similarities and differences between the collaboration in the video and the Evidence of Practice statements https://www.teachingchannel.org/video/inquiry-protocol-nvps

36. Let’s Debrief • Find a partner and discuss your findings: • Based on the video, what did you see that aligns with the Evidence of Practice for Floor 2 of the Teacher Collaborative Routines? What are some differences? • What role does collective teacher efficacy play in this scenario? • What connections can you make to Floor 1 of the Teacher Collaborative Routines?

37. Dramatic Improvement in Student, Teacher, and Leader Performance in a short amount of Time. The Blueprint: Systemic Reconfiguration

38. Where do we go from here?

39. Want more NOW? • The Teacher Collaborative Routine Series if offered online during each term offered by the SWFT • Register today to dig even deeper into Floor 2!

40. Thank you!

41. References Aspen Workshop on High Schools Summary Report. (2001). Retrieved from http://mdk12.msde.maryland.gov/instruction/examining/Quotes.html DuFour, R. (2004). “What is a professional learning community?”  Educational Leadership, 61(8), 6–11. Formative Assessment for Michigan Educators (FAME), Launch into Learning, 2017. Hattie, J. (2013). Visible learning for teachers: Maximizing Maximizing impact on learning. Routledge. “Inquiry Teams.” TeachingChannel,Deeper Learning Video Series, https://www.teachingchannel.org/video/inquiry-protocol-nvps

42. Follow the MI Excel Statewide Field Team on Social Media Twitter - @Blueprint_SWFT Facebook - MI Excel Blueprint Professional Learning Instagram - @blueprint_swft

43. These materials were produced with Title I, Part A funds and are in the public domain.