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Moving Transforming Classroom Practices to School Wide Sustainability

Moving Transforming Classroom Practices to School Wide Sustainability. Sarah M Croft Jisela Moreno October 17, 2012. Transforming Classroom Practices. Learning Goal 1

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Moving Transforming Classroom Practices to School Wide Sustainability

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  1. Moving Transforming Classroom Practicesto School WideSustainability Sarah M Croft Jisela Moreno October 17, 2012

  2. Transforming Classroom Practices Learning Goal 1 Create a culture of collegiality and collaboration that inspires teachers to learn from each other and continuously seek to improve teaching practices

  3. Transforming Classroom Practices Learning Goal 2 Demonstrate how utilizing a framework can capture the effects of the teaching on students through reflective conversations that transform teaching practices

  4. Transforming Classroom Practices Learning Goal 3 Create a plan whereby Transforming Classroom Practices can be systematically moved school-wide and sustained as an ongoing campus expectation

  5. Setting the Stage • Effective teaching makes a difference in student learning • There are excellent teachers to serve as role models The Skillful Leader: Confronting Mediocre Teaching by Platt, et.al. 2000

  6. Setting the Stage • The biggest driver for raising student achievement is classroom instruction • There is not quality instruction in every classroom…every period… every day… The Skillful Leader: Confronting Mediocre Teaching by Platt, et.al. 2000

  7. Setting the Stage What is more important than quality instruction for every student? Who owns the problem?

  8. I can teach myself, so I am all set. Some kids need a real math teacher. This teacher can’t help them at all. (Becky, the high school junior) The Skillful Leader: Confronting Mediocre Teaching by Platt, et.al. 2000

  9. What’s Going On at Our School? Culture of Debilitating Beliefs Perpetuating Unpromising Practices

  10. What’s in Our Wallet? Incompetence Mediocrity Excellence

  11. One School’s Story…So Far… Moving TCP Toward School Wide Sustainability Gus Garcia Middle School Edgewood ISD San Antonio, Texas

  12. Step One Meeting with the Principal: • Explaining the purpose and process • Determining Cohort One • Lobbying for time to deliver the TCP curriculum prior to school start • Making compromises and efficient use of time by merging TCP with Action Research

  13. Step Two TCP Curriculum Delivery • Compacting and tailoring to the concept of Learning Partners (no administrators) • Making it a safe, collegial environment • Having Learning Partners who: • Commit to conducting CWT’s • Commit to having reflective conversations • Commit to measuring the effect of TCP through Action Research

  14. Step Three Action Research Curriculum Delivery • Wednesdays, 7:10-7:55 a.m. • Developing our Action Research around a campus challenge or area of focus • The Focus is evolving…effective teaching practices…student engagement…etc. • Using TCP as a vehicle to provide the data to support the Action Research Project

  15. The TCP/AR Team Field Data Collection Team (LPs) • Conduct one CWT per week • Conduct a reflective conversation • Document the experience • Report the findings to Data Analysis and Report Team

  16. The TCP/AR Team Data Analysis and Report Team • Teacher Leaders • Instructional Facilitator • Principal • PSP

  17. Possible Next Steps • Continue with current LP’s through Semester and rotate LP’s at Semester 2 • Begin a new TCP LP Cohort S-2 and enlarge the Field Data Collector AR pool • Merge and facilitate TCP/AR with a new cohort S-2 and a new challenge or focus • Repeat same process/es in 2013-14 • The possibilities are endless… • Any Questions?

  18. Sarah Croft Professional Service Provider District and Campus Snap Shot scroft1@hotmail.com Jisela Moreno Teacher Leader Gus Garcia Middle School, Edgewood ISD jmoreno@eisd.net

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