Section E

1. Section E Strategy Three: Plan and Provide Resources

2. It is important to have a vision for a specific change because: Ho. E. 1

3. What Leaders of Successful Change Do • Strategy One: C______ a c_______ for c_________ • Strategy Two: D________ and a_________a shared v______ • Strategy Three: Plan and provide resources • Strategy Four: Invest in training and professional development • Strategy Five: Assess progress • Strategy Six: Provide continual assistance Ho. E. 2

4. Plan and Provide Resources Outcome 1: Participants will explain the importance of a clear vision for planning implementation. Outcome 2: Participants will identify components and variations, and make recommendations for intervention through a case study. Outcome 3: Participants will create an Innovation Configuration Matrix to clarify and describe a program as a basis for planning. Outcome 4: Participants will identify three resources critical to school change. Ho. E. 3

5. What the userwanted As designed by the senior analyst As installed at the user’s site As specified in the project request As proposed by the project sponsor As proposed bythe programmers Ho. E. 4

6. Configurations of Playground Swings Variations of the Components Component 1: ___________________ V __________ V_________ V________ Component 2: __________________ V __________ V_________ V________ Component 3: __________________ V __________ V_________ V________ Ho. E. 5

7. Teaming Descriptions Team AIn this team, two teachers pool their children and teach them at the same time in all subjects, for which they plan together two or three times a week. Team BIn Team B, teachers do not share a common group of students. Early in the year, children are assigned to each of the four teachers on the basis of achievement level, and they usually remain in that group for the remainder of the year. It is possible for a child to be moved from one teacher to another, but few are shifted. In this pattern, a child is usually taught by at least two teachers in the team but never goes to all team members. The teachers instruct in blocks of either language and social studies or math and science. When the team meets once a month, their discussions center around matters such as scheduling, administrative details or resources that concern the entire team. Team CA team of five teachers shares a common group of students and most, if not all, students have some contact with each teacher during the course of the day. Each teacher teaches all subjects but to different groups of children, who are grouped after a broad assessment of their total needs. Much of the weekly instructional planning in the team is done cooperatively, although each teacher maintains his or her own particular teaching style and is ultimately responsible for the content of the subjects he or she teaches. Children are easily and commonly shifted from one group to another as their needs require. Team DLike Team C, Team D teachers share a common group of students, most of whom have some contact with each teacher during the day. Each teacher teaches all subjects to different groups of achievement-grouped children, who are moved to another group when their needs suggest it. Instructional planning in the team is shared, in that certain activities are planned for the entire team by one person. For example, one teacher might plan a two-week unit on science that is taught by all six teachers. All teachers have responsibility for planning such a unit in some subject area, and share it in their weekly planning meeting. Adapted from: Rutherford, W. L. Configurations of team teaching. Unpublished manuscript. Austin: Research and Development Center for Teacher Education, The University of Texas, 1975. Ho. E. 6

8. Analysis of the Components of Teaming VARIATIONS Team A Team B Team C Team D Number of teachers on the team 2 4 5 6 Frequency of meeting COMPONENTS Developed by Research and Development Center for Teacher Education, The University of Texas at Austin. Available from Southwest Educational Development Laboratory, Austin, Texas. Ho. E. 7

9. Innovation Configurations: Some Definitions Components The major operational features of an innovation that describe it in use. Components are usually either materials usage, teacher behaviors, or student activities. Variations The different ways in which the components can be operationalized, e.g., program materials, teacher-made materials, or commercial textbook; homogenous grouping, heterogeneous grouping, or individualization. Components can simply be present or absent, e.g. use of diagnostic tests or no use of diagnostic tests. Configurations The operational patterns of the innovation that result from selection and use of different innovation component variations. Ho. E. 8

10. Analysis of the Components of Teaming Variations VARIATIONS Team D Team A Team C Team B Number of teachers on the team 2 4 5 6 Frequency of meeting 2-3 times aweek Once amonth Once aweek Once aweek No instructionalplanning. Planfor scheduling,administration, and resources Plan all subjectstogether Once aweek Once aweek Planning Teachers instruct in blocks of language/social studies or math/science Teaching Assignment ofTeachers Teachers teachall subjects to different groupsof students Teachers teachall subjects todifferent groupsof students COMPONENTS Teachers teachall subjects to allstudents Organizing/GroupingStudents Studentsassigned toachievementgroups Students assigned toachievementgroups Studentsgrouped according to their needs One group of all students Students are easily shifted based on their needs from one group to another Students are easily shifted based upon their needs from one group to another Flexibility ofGroup Membership Students remainin the group for a year, few are shifted No movement asthere is only one group Developed by Research and Development Center for Teacher Education, The University of Texas at Austin. Available from Southwest Educational Development Laboratory, Austin, Texas. Ho. E. 9

11. The Science Program Case Study Background During the previous year a large committee of teachers, parents, and administrators agreed that the school system should adopt a new science program. The Science Program (TSP) was selected. This program places equal emphasis on the processes of science and science content. In August, all teachers received four days of training in the TSP philosophy and curriculum materials. Teachers began using the TSP curriculum with the opening of school in September. Now it is late January. The teachers have been using the TSP curriculum for half a year. The science supervisor has suggested that a representative sample of teachers in each building be monitored to see what is actually happening. If necessary, follow-up inservices will be scheduled, although the superintendent doubts that more workshops are really needed. “We did all that last August.” The Science Program (TSP) TSP is a second generation science curriculum. It was developed in recent years, and is based on the science curricula that were developed for students’ use in hands-on, inquiry-based science experiences. The philosophy of TSP places equal emphasis upon learning the principles and theories of science, and being able to design, conduct and interpret the results of investigations. TSP places emphasis upon students working with materials and the teacher serving in more of a tutorial role. The program is divided into a series of units with each unit having a theme that gradually develops as the activities of the unit are covered. There are a set of standardized TSP tests that have been designed to assess achievement in science content and science process. Thus, each TSP test has a pencil and paper portion and a materials manipulation portion. Ho. E. 10

12. Activity I: Implementation Monitoring Task 1: Familiarize yourself with the TSP program by reading the program description on the previous page and reviewing the TSP Matrix. What kinds of implementation problems would you anticipate with this type of program? Task 2: On the table is a stack of Innovation Configuration Matrices for the TSP program and descriptions of what each of the seven teachers are doing. Your group should read the description for each teacher and complete a TSP Configuration Matrix for each teacher. What, if anything, stands out about each teacher? Task 3: Through discussions with your group, summarize the data for all program components and variations across the school. A summary sheet is available on Tp E.11 and Ho E. 11. What are your impressions of the total sample? Summarize the data by components and variations for the school building on the second chart. Ho. E. 11

13. TSP Program Summary of Teacher Configurations (4) (1) (2) (3) Process/ Content Emphasis Units Taught Use of Materials StudentGrouping (5) Teacher Assessment A B C D E F G Ho. E. 12

14. The Science ProgramBuilding Summary Sheet School ___________ Teachers____________ Variations 5 1 2 3 4 Component 1: Units Taught 1 3 2 Component 2: Use of Materials 1 2 3 Component 3: Student Grouping 1 2 3 4 Component 4: Process/Content Emphasis 1 2 3 Component 5: Assessment Ho. E. 13

15. Activity II: Interventions Now that you have collected information about classroom practice, what would you recommend for interventions? Task 4: What should the principal do, if anything? Task 5: What should the science coordinator do, if anything? Task 6: If there is a workshop, what should be done in it? Task 7: When would you want to monitor implementation again? Ho. E. 14

16. 4 Memorization of facts and readingabout science are emphasized 5 No units oractivities are taught 4 4 4 3Typically, the teacher doesdemonstrations and students watch 3The whole class is taught as a group 4A few selectedactivities are taught 3 Teachers-made testsare used all the time 3The processes of scienceare given major emphasis 3Some unitsare taught (TSP) Science Program Configuration 2Only selected students and the teacherhandle the materials most of the time 2Science content is given major emphasis 2Students are kept in threeto five permanent groups 2Some TSP assessmentactivities are used 2Most units andactivities are taught Component 4: Process/Content Emphasis 1Science content and scienceprocesses are emphasized equally 1All TSP assessmentactivities are used 1Students are constantlymanipulating science materials 1Students work individuallyand in small groups 1All units and mostactivities are taught Component 3: Student Grouping Component 2: Use of Materials Component 1: Units Taught Component 5: Assessment Ho. E. 15

17. Possible Questions for Developing a Matrix 1. Would you describe for me your innovation? 2. What does the innovation look like when implemented? a. What do teachers do? b. What do students do? 3. What are the most essential components of the innovation? a. Which of these are the most important? b. Which is a teacher likely to use first? Last? 4. What would you ideally like to see at a site that had adopted your innovation? Ho. E. 16

18. Demonstration Interview Task Your task is to listen closely to the person being interviewed and identify components of the innovation. Then, wherever possible, identify variations of each component. Component 1: Variation: Variation: Variation: Component 2: Variation: Variation: Variation: Component 3: Variation: Variation: Variation: Component 4: Variation: Variation: Variation: Component 5: Variation: Variation: Variation: Ho. E. 17

19. 5 5 5 5 5 4 4 4 4 4 Matrix 3 3 3 3 3 Variations to the right are unacceptable; variations to the left are acceptable. Variations to the left are ideal. 2 2 2 2 2 1 1 1 1 1 Component 1: Component 2: Component 3: Component 4: Component 5: Ho. E. 18

20. Steps in Developing anIC Matrix 1. Visualize and brainstorm parts of the new practice or change in terms of what the user would be doing. 2. Identify components that constitute the major pieces of the new practice—by referring to and organizing the brainstorm list, adding to it, combining, or deleting. 3. Actionalize the components by stating them in behaviors or actions/use verbs—what are the users’ behaviors, what are they doing? 4. Consider the sequence of the components and reorder them to make the best sense. 5. Generate variations for each component from ideal to unacceptable—state variations in action terms also. 6. Review, refine, edit the entire document for clarity. 7. Draw lines to indicate ideal, acceptable, and unacceptable variations. Ho. E. 19

21. 5 5 5 5 5 4 4 4 4 4 Cooperative Learning Matrix 3 3 3 3 3 Variations to the right are unacceptable; variations to the left are acceptable. Variations to the left are ideal. 2 2 2 2 2 Component 3: Individual Accountability Component 5: Positive Interdependence Component 1: Structure Task Groups Component 6: Group Processing Component 2: Rewards 1 1 1 1 1 Ho. E. 20a

22. Group members cancomplete the taskalone No group or social skillsare stated, monitored,or rewarded Tasks may be completedby one student for theentire group No criteria for successare specified Students are notassigned to groups No group processing occurs 5 5 5 5 5 5 Students are assignedto work with a partnerwithout a specific task 4 4 4 4 4 4 Cooperative Learning Matrix Students are assigned to groups larger than four 3 3 3 3 3 3 Variations to the right are unacceptable; variations to the left are acceptable. Variations to the left are ideal. Students are assigned to work with a partneron a specific task 2 2 2 2 2 2 Component 3: Assures Individual Accountability Component 6: Assess the Group Processing Component 5: Promotes Positive Interdependence Students are given the time andprocedures to analyze how well the groups are functioning and how well they are using the necessary social skills Component 4: Develops Group Skills Group members are selected at random to answer for the group and/or indi-vidual tests are given to each student Students are assigned togroups of four membersfor a specific task The teacher explicitly defines thecriteria for success as including allgroup members accomplishing the task Group or social skills expected to beexhibited during the task are explicitlystated, monitored, and rewarded Group members mustdepend on one another to complete the task Component 1: Structure Groups Component 2: Structures Tasks 1 1 1 1 1 1 Ho. E. 20b

23. 5 Does not give attentionto analysis andassessment of groupprocessing 5 Does not assignstudents to groups 5 Specifies no task 4 Allows students to analyze and assesshow their groupsfunction 4 Arranges tasks thatpermit groupmembers to completethe task alone 4 Does not state, monitor,or reward group or social skills 4 Permits one studentto complete tasks andanswer for the group 4 Assigns students towork with onlyone partner 4 Specifies nocriteria for success 3 Explicitly defines tasksand criteria for successas some group membersaccomplishing the task 3 Monitors the students’development of groupprocess analysisand assessment 3 Occasionally arranges(organizes) tasks so that groupmembers must depend on oneanother to complete the task 3 Fails to solicit answersfrom ethnic/minoritystudents or girls 3 States but does notmonitor or rewardexpected group skills Cooperative Learning Matrix 3 Assigns students to groups largerthan four Variations to the right are unacceptable; variations to the left are acceptable. Variations to the left are ideal. 2 Frequently arranges(organizes) tasks to that groupmembers must depend on one another to complete the task 2 Explicitly defines tasks andcriteria for success asmost group membersaccomplishing the task 2 Continues to enhance analysis and assessment skills 2 States an monitors group skills expectedto be exhibited 2 Repeatedly selectsthose who typicallyanswer correctly Component 5: Promotes Positive Interdependence Component 3: Assures Individual Accountability 1Provides students the time andprocedures to analyze how welltheir groups are functioning andhow well they are using thenecessary social skills Component 6: s the Group Processing Component 4: Develops Group Skills 1Explicitly defines tasks andcriteria for success asall group membersaccomplishing the task 1Consistently arranges (organizes)tasks so that group membersmust depend on one anotherto complete the task Component 1: Structures Groups Component 2: Structures Tasks 1Explicitly states, monitors,rewards group or social skillsexpected during the task 1Selects an or all group membersto answer for the group and/orgives individual tests to each student 1 Assigns studentsto four-member groups Ho. E. 20c

24. Two Basic Questions 1. Is it being used? 2. What is it? Ho. E. 21

25. Teacher A Teacher A is in her second year of teaching. She has taught science both years and is well liked by the students. She is still somewhat overwhelmed by all that teaching requires. She likes the TSP science curriculum and is attempting to teach each unit and all of the activities within each unit. In order to cut down on the logistics hassles, she has the students organized into “research teams,” with each team having a team leader who is responsible for conducting experiments. Other students in each team have responsibilities such as note taking, clean-up, etc. The teams have been together since the beginning of the school year. Teacher A constructs and uses her own paper and pencil tests. She feels that they better assess what her students learn. She places heavy emphasis on both science process and science knowledge in her testing and teaching.

26. Teacher B Teacher B is one of the most senior faculty. He plans to retire in a few years. He has already taught most of the units and says there were not enough ideas there to cover a full school year. He advocates testing for both process and science content. He uses all his own tests that are based on an elaborate test item retrieval system that he had established eight years ago when he did his Master’s degree work. The test items are selected according to the levels of Bloom’s taxonomy. His class periods begin with a mini-lecture on the science content for a particular unit, then he does a demonstration based on TSP materials and the class takes notes on the demonstration and writes up a report which is turned in and graded once a week.

27. Teacher C Teacher C is very enthusiastic about the TSP Program. She has been getting bored with the old curriculum and has really dug into TSP. She has taught all the activities for each unit and encouraged individual students to pursue some of the optional activities. Her classroom is a blur of activity as students pursue their investigations, individually, in small groups, and in discussion with Teacher C. Teacher C received her undergraduate training in the late 1960s and is a strong believer in the processes of science. As a result, she continues to place heavy emphasis on science process and only uses those portions of the TSP test that test science skills.

28. Teacher D Teacher D’s classroom is in what appears to be total chaos, students and materials are everywhere, and Teacher D may be anywhere. Yet on the TSP tests, his students consistently outperform other classes on both the science content and process parts. He is an older teacher who was trained in science content and “survived” the process era. He is now quite at home with what he sees as a “sensible” balance between the two emphases. He is teaching all of the TSP units and builds on them with his vast background of experience and knowledge. He has been particularly fascinated with the TSP science process tests and is exploring the possible relationships between student achievement in science content and process and their performance in other classes.

29. Teacher E Teacher E is also an assistant football coach and therefore was unable to attend the August TSP inservice. He has the TSP materials on a display table at the back of the classroom. He places heavy emphasis on science content and uses the materials and tests that he has used in past years. He has done a couple of demonstrations from the TSP materials. One he liked, in the other he found what he calls a “basic scientific mistake” . . . “that any student in my class would not have missed.” He does not see the TSP materials as being different from what he has always done.

30. Teacher F Teacher F is a strong believer in students being able to remember what they have learned. Thus, she has worked many extra hours to develop techniques and charts to help students remember the “basic facts and principles” of science. To help students understand science, she does demonstrations from time to time, assigns 15 minutes out of each class period for students to read about science, and from time to time will have student leaders do demonstrations for the class. Usually the demonstrations have come from the TSP materials. The remainder of the lessons are drawn from her vast knowledge of science facts and principles.

31. Teacher G Teacher G has his classroom organized into four groups and he works with each group in turn as they work through the TSP materials. He has found the materials fun to work with, although it has taken time to get things organized. He assigns the students who should do the experiments each time that the group meets with him to discuss their results. He hasn’t used the TSP tests, “because it is easier to use tests I already have.” He emphasizes science content in his discussions with each student group and in his tests. “You don’t know what you know about science from just messing around with all that stuff.”

32. 4 Memorization of facts and readingabout science are emphasized 5 No units oractivities are taught 4 4 4 3 Teacher-made testsare used all the time 3 The whole class istaught as a group 3 Typically, the teacher does demonstrations and students watch 4 A few selectedactivities are taught 3 The process of science are given major emphasis (TSP) Science Program Configuration 3 Some unitsare taught 2 Some TSP assessmentactivities are used 2 Science content is givenmajor emphasis 2 Students are kept in three to five permanent groups 2 Only selected students and the teacher handle the materials most of the time 2 Most units and activities are taught Component 4: Process/Content Emphasis Teacher:__________________________ 1 Students work individuallyand in small groups 1 All TSP assessmentactivities are used 1 Science content and scienceprocesses are emphasized equally 1 Students are constantlymanipulating science materials 1 All units and mostactivities are taught Component 3: Student Grouping Component 2: Use of Materials Component 1: Units Taught Component 5: Assessment