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One Small Schools Story: Collaboration, Training and Technology

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Title: One Small Schools Story: Collaboration, Training and Technology


1
(No Transcript)
2
One Small Schools StoryCollaboration, Training
and Technology
  • Shelee King George
  • Puget Sound Center for Teaching, Learning and
    Technology

3
Dedicated To
  • Bill Ellis
  • Paul G. Allen Family Foundation
  • Seattle School District
  • Puget Sound Center for Teaching, Learning and
    Technology

4
Table of Contents
  • TISS Grant
  • Transforming High Schools
  • Cleveland High School
  • Clevelands Journey
  • Lessons Learned
  • The Road Ahead

5
Chapter OneThe TISS Grant
6
Technology Infusion in Small Schools
  • a.k.a. TISS
  • Grant from the Paul G. Allen Family Foundation
  • Acknowledges the labor intensive tasks
    transitioning to small schools

7
How can technology be applied to enhance teacher
productivity, efficiency, and effectiveness in
the adoption of engaging instructional practices?
8
The TISS Wish
  • Greater student engagement and personalization of
    learning
  • More project based learning
  • Increased use of technology to enhance teacher
    productivity, communication and effectiveness

9
Chapter Two Transforming High Schools
10
Small Schools Advocate
  • Learning strategies that are
  • More personal
  • Relevant
  • Challenging

11
Size Matters
  • Too many classes
  • Not enough rigor
  • Lack teacher/mentor relationships
  • Tend to be rigid
  • Tend to be schedule driven

12
Small Schools
  • Emphasis on personalized learning
  • Rigorous achievement
  • Engaged communities of learning
  • Professional growth for teachers
  • Equity

13
Size Alone Does Not Make A Good School
14
Good Schools
  • Have a common focus
  • Have high expectations
  • Are personalized
  • Value mutual respect

15
Teachers in Good Schools
  • Have time to collaborate
  • Have time to strengthen their skills
  • Integrate technology into the teaching and
    learning environment
  • Value student exhibitions, performances, and
    portfolios

16
Chapter Three Welcome to Cleveland High School
17
Cleveland High School
  • Seattle School District
  • 110 schools
  • 46,416 students
  • Part of the Gates Foundation High School
    Transformation and the Achievers Scholarships
    Programs

18
Small School Transition
  • 2003 Small Schools Planning
  • 2004 Small School Implementation
  • 2004 TISS grant begins

19
Meet the Students
20
735 Students
  • 59 graduate
  • 59 free/reduced lunch
  • Culturally diverse
  • 48 African American
  • 28 Asian
  • 11 Latino
  • 11 Caucasian
  • 2 American Indian

21
Cleveland Staff
  • Of 44 certificated staff members
  • 50 are new to Cleveland
  • Current staff 40 have less than 4 years teaching
    experience
  • 75 Caucasian
  • 14 Asian
  • 11 African American

22
Theme-based Learning Communities
  • InfoTech Academy
  • Global Studies Academy
  • Health Environment and Life Academy
  • Arts Conservatory Satellite

23
Student Advisory
  • 20 students per advisory
  • Intent
  • Build relationships
  • Personalize learning
  • Culminating project
  • Reality

24
Achievement
  • 2nd year program improvement in Math and Reading
  • Lowest test scores in the district and state
  • Minimal progress

25
Resources
  • Gates Foundation
  • Paul Allen Family Foundation
  • Social Venture Partners
  • Global Visionaries
  • One World Now
  • Stuart Foundation
  • Many OUTSIDE resources

26
If Good Schools Have
  • Time for collaboration
  • Time to strengthen skills
  • Integration of technology into teaching and
    learning
  • Student exhibitions, presentations and portfolios

27
TISS can provide this opportunity
28
Chapter Four Clevelands Journey
29
TISS Journey Year 1
  • Grant focused
  • Advisory formed
  • Gathered information
  • Selected tools
  • Established training model

30
TISS Focus
  • Personalize and improve learning
  • Strengthen Web based communication among staff,
    students and parents
  • Facilitate collaboration
  • Provide meaningful professional development

31
TISS Advisory
  • Interested business community members
  • Fiscal manager Alliance4Education
  • Project manager Puget Sound Center
  • District technology representative
  • Principal
  • One teacher per academy

32
Gathering Information
  • Parent Info Meeting
  • Student Info Meeting
  • Teacher Info Meeting
  • Spring Survey 2004

33
Teachers
  • What makes your job so labor intensive?
  • What is the most difficult part of personalizing
    learning for your students?

34
Keeping track of kids in my advisory their
attendance, their grades in all classes and to
keep parents informed
35
Personalization
  • Need student information
  • Need shared responsibility
  • Connect the fragments

36
Parents
  • Communication with teachers
  • Student progress and attendance
  • School information

37
Students
  • Working technology
  • Ability to share files with group members
  • Grades

38
What do we need to meet the needs of parents,
students and staff?
39
  • Tools
  • Equipment
  • Training
  • Collaboration

40
SharePoint
  • Collaboration tool
  • Portals of communication
  • Shared resources
  • Widely used in business
  • Educational application?

41
Online Progress Report
  • Biweekly progress reports
  • Paper nightmare
  • Labor intensive

42
Scheduling Tools
  • District Student Information System (SIS)
  • District transition
  • Building tool

43
Equipment
  • TISS Mini Grants
  • Tied to learning unit
  • Collaborative
  • Mid year journal reflection
  • Year end presentation to Advisory

44
Training
  • New tools
  • Ongoing training
  • Onsite support
  • Monthly by academy

45
Peer Coaches
  • Build capacity
  • Opportunity to increase collaboration
  • Reflect on teacher practice
  • 8 Session Training

46
Development Team
  • Meet the needs of staff, students and parents
  • Honor the teaching and learning process
  • Build tools

47
Summer Slam
  • Development team
  • Attendance and progress report tool
  • Scheduling tool
  • Set up SharePoint
  • Peer Coaching Training
  • Coaching skills
  • Engaging teaching practices

48
Conclusion of year 1
  • TISS identity
  • Focus
  • Tools
  • PD plan
  • Ready, set, rollout!

49
TISS Journey Year 2
50
TISS Progress Report Tool
  • Easy Grade Pro
  • Sync with the SIS
  • Class lists import
  • Accessible by all via password
  • Student driven vs teacher driven
  • Attendance

51
Progress Report Sample
52
Staff Rollout
  • August training
  • Leadership support
  • Expectation to use Easy Grade Pro for attendance
    and progress reports

53
Student Rollout
  • A new focus for advisory
  • A new emphasis for teacher training
  • Students ask good questions

54
Parent Rollout
  • Online viewing of Progress Reports
  • Student network accounts
  • Parent orientation
  • Community access locations
  • Word spreads

55
Big Win
  • At the end of the first month
  • 18,193 hits
  • 242 of 735 students (or parents) access their
    progress reports
  • 43 of 45 teachers look at the online version of
    progress reports at least once

56
Beyond the Tool
  • Teachers reflect on grading and teaching
    practices
  • Academies begin to compare student progress
    across classes
  • Coaches provide just in time support

57
Internalizing
  • Students begin to ask questions
  • Advisory focus moves from the tool to student
    reflection and goal setting
  • Personalizing learning

58
Journey Roadblock
  • Momentum halts
  • Change in leadership
  • Change in district support
  • Only a detour New leadership support

59
SharePoint for Communication
  • Public Web site
  • Maintained by each academy
  • Communication to community
  • Emphasis on public communication

60
Coaching Collaborations
  • Migrating to the Northwest Should We Stay or
    Should We Go? Students decide what to leave
    behind when migrating to a new home.
  • Getting Down with Langston How does the art and
    music of the Harlem Renaissance reflect the time
    period?

61
Mini Grant Implementation
  • Video editing project
  • Using Inspiration and Posters to present Arrival
    Stories
  • Document cameras for writing prompts and
    presentations
  • On line staff handbook
  • Video portfolios for Arts Conservatory

62
Mini Grant Reflections
  • The collaboration experience was a rewarding one
    for me because I worked on my coaching skills.  I
    also learned a lot about how my collaborating
    teachers thought about technology.  It was
    challenging to bring technology into the picture
    without my collaborating teachers seeing this as
    more work.

63
Mini Grant Reflections
  • Working with my two collaborating teachers has
    been wonderful.  They have been very excited
    about adding another dimension to their
    teaching.

64
Mini Grant Reflection
  • One student that has become quite experienced
    using Photoshop will be entering several of his
    Photoshop works in an exhibition later this
    month. He is now assisting other students in the
    use of this program.

65
Mini Grant Reflection
  • The collaboration is the part that has moved us
    forward.  This collaboration between teachers has
    given the students an example of how we want them
    to connect with others and connect in a different
    way with materials.

66
Mini Grant Reflection
  • I was amazed that students who show little
    interest in class work and are failing most other
    classes, really got into the video editing and
    know more about it than I do at this point!

67
Peer Coaching Triads
  • Deliberate collaboration
  • 5 coaches with 2 collaborating teachers each
    affects 15 staff members
  • Deepen our understanding about student work
  • Increase engaging instructional practices
  • District equipment incentives

68
Chapter Five Lessons Learned
69
Evaluation
  • Administered a self-report skill and practice
    survey (Pre and Post)
  • Year One 19 responded
  • Year Two 28 responded
  • In Year Two included questions related to
    technology tools
  • Easy Grade Pro
  • Online Student Progress Reports

70
Communication with Parents
  • I have been delighted when I have been able to
    email a progress report to a parent, to clarify a
    point or simply update a parent about a students
    work.
  • 23 out of 28 teachers reported using online
    student progress reports to communicate progress
    to parents.

71
Impact on Advisory Classes
  • 26 out of 28 teachers reported using online
    student progress reports to review student
    progress in other classes
  • Easy Grade Pro has made it possible for me to
    get a total academic picture of my students.

72
Impact on Teacher Practices
  • 22 of 28 reported using EGP to record grades
  • 25 of 28 reported using EGP on a daily or weekly
    basis
  • Almost every student knows how to access their
    grades on line and they do so frequently. I post
    grades almost every day for this reason.

73
I can monitor student progress more quickly
thus allowing me more time for lesson planning
and delivery.
74
  • 20 of 28 reported monitoring student progress in
    other classes on a daily, weekly or monthly basis
  • 22 of 28 report using online student progress
    reports with students
  • Students can now track what their grades are and
    dont wait until the end of the quarter.

75
  • I know my students really pay attention when the
    grades are updated which inspires me to stay on
    top of it.

76
Good Schools Value
  • Time for collaboration
  • Time to strengthen skills
  • Integration of technology into teaching and
    learning
  • Student exhibitions, presentations and portfolios
  • TISS provides this opportunity

77
Other Lessons
  • Honor teacher needs
  • Build district relationships
  • Align resources
  • Maximize Peer Coaching
  • Strengthen collaboration
  • Build capacity for sustainability

78
Chapter SixThe Road Ahead
79
The Road Ahead
  • Advisory curriculum
  • Academy Integrated Units
  • Transition to district tools
  • Expand the use of SharePoints collaboration
    feature
  • Implement Coaching Triads
  • Sustainability emphasis

80
When we reach the end of the road
81
we need to have empowered students.
82
They show up every day
83
believing we will teach them.
84
As educators, we owe them the very best
opportunity to learn.
85
May we collaborate to make a difference.
86
We are the Faces of Cleveland
87
Contact Information
  • Project Management and Evaluation
  • Puget Sound Center for Teaching, Learning and
    Technology www.pugetsoundcenter.org
  • Shelee King George skgeorge_at_pugetsoundcenter.org
  • TISS Tool Development
  • Clif Swigget clif_at_mindsai.com
  • Small Schools Initiative in Seattle Schools
  • Alliance4Education
  • Emily Carlson emily_at_alliance4ed.org
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