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K12 Vertical Teaming

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Title: K12 Vertical Teaming


1
K-12 Vertical Teaming
  • Pathways to Literacy

2
Newman and Wehlage
  • If schools were to enhance their organizational
    capacity to boost student learning, they should
    work on building a professional community that is
    characterized by shared purpose, collaborative
    activity, and collective responsibility among
    staff.

3
Parker Palmer
  • The growth of any craft depends on shared
    practice and honest dialogue among the people who
    do it. We grow by private trial and error, to be
    sure but our willingness to try, and fall, as
    individuals is severely limited when we are not
    supported by a community that encourages such
    risks.

4
More Parker Palmer
  • the privatization of teaching not only keeps
    individuals from growing in their craft but
    fosters institutional incompetence as well.

5
The Problem
  • Isolation!
  • Teachers working alone
  • Schools working independently
  • Assumptions
  • If only they would have taught students to
  • Confusion
  • Students learning new terms, encountering
    disjointed practices, and uneven expectations

6
What is vertical teaming?
  • Educators from different grades, different
    schools (perhaps), different subjects (perhaps)
    working collaboratively on a shared project
  • Teams of educators working systemically
  • The work of the vertical team is joint work

7
Collaboration Joint work
  • Deepens collaboration
  • Leads to stronger interdependence
  • Nurtures shared responsibility and collective
    commitment
  • We support those activities that we help to
    create. Margaret Wheatley

8
Types of Vertical Teams
  • Study groups
  • Professional Learning Communities
  • Critical Friends Groups
  • Equity teams
  • Curriculum teams
  • Leadership Teams
  • And.

9
Marjories Story Central Boulder Valley
Vertical Team Project
10
Background
  • Feeder System 1 high school 2 middle schools 4
    elementary schools
  • Inequity in enrollment patterns and graduate
    rates at high school level for different student
    populations
  • District Goal develop relationships and
    consistently effective instruction K-12 for all
    students

11
The Plan
  • Representatives from Math and Language Arts met
    regularly
  • Purpose What happens to students when they get
    to high school that leads to a widening gap?
  • Activities Common readings, classroom
    observations, structured discussions, data
    analysis

12
Challenges
  • Develop community where it is safe enough to
    disagree, take risks, listen.
  • Scheduling
  • Administrative and teacher support at high school

13
Results
  • Shared articulation of essential elements for
    student learning in math and in science
  • Shared view of instructional implications
  • Plan for targeted K-12 professional development
    based on data
  • Baseline data for enrollment patterns, graduate
    rates, attendance to track progress when plan is
    implemented with more teachers involved.

14
Stevis story La Junta School District
  • 4 schools primary, intermediate, middle, high
  • District goal Writing workshop as a means to
    grow writers
  • Blame throughout the system

15
Courageous ConversationsA Day of Writing Inquiry
  • Representatives from grades K-12 met to inquire
    about writing throughout the system
  • If your child started school in kindergarten and
    graduated from high school here, what would her
    writing experience be like?
  • Sample papers, assignments, and rubrics at each
    grade level

16
Following the day of inquiry
  • A desire to bring clarity to vocabulary, rubrics,
    and units of study
  • SMART goals for each school
  • Awareness of a need to unpack writers workshop

17
Next Steps (for Tuning)
  • Prior to the meeting
  • Each school identify strong writers workshop
    classrooms
  • Interview that teacher(s) and take photos or
    video of students at work
  • At the meeting
  • 30 minutes/school to share
  • After presentations, identify commonalities/diffe
    rences
  • Discussion of next steps
  • Professional development at school level
  • Professional development at distict level
  • Etc.

18
Prerequisites for Vertical Teaming
  • Being clear of purpose and goals
  • Setting norms
  • Building collegiality
  • Determining processes for looking at work,
    discussing tough issues, and/or learning together
  • Being willing to be disturbed and to work in
    the risk zone
  • Someone to facilitate and to debrief
  • Agreeing to focus on students and learning

19
  • Building collaborative cultures involves a long
    developmental journey. There are no easy short
    cuts.
  • --- Hargreaves and Fullan
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