Self-Analysis Tool for CTN Schools
Collaborative Teaming Processes
School Name: _________________________________________County___________________
Principal’s Name: _______________________________________________________________
In order to become a model CTN school, the principal and school leadership team must create a
defensible organizational structure for collaborative teams (CTs) that will enhance instruction for
student learning. Collaborative teams are organized on the basis of shared responsibility for addressing
the critical questions of teaching and learning with a particular group of students—for example, by
content, course or grade level. Each CT is facilitated by a teacher who represents the team’s interests by
serving on the School Leadership Team (SLT). The principal provides and supports "a time and place"
during the school day for regular and on-going collaborative team meetings. The work of each CT is
guided by student data which identifies school, team and individual teacher needs.
Team members are expected to know, understand and engage in the collaborative practices that focus
on improving student learning by:
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




Implementing balanced assessment practices
Setting and monitoring School SMART goals (SLTs)
Setting and monitoring Team SMART goals (CTs)
Clarifying essential outcomes by content, grade or course and determining the underpinning
learning targets (CTs)
Developing and administering common assessments and benchmarks aligned with the essential
outcomes taught (CTs)
Using results to guide next instructional steps and to plan for systematic intervention,
enrichment and instructional improvement strategies (CTs)
This tool outlines significant commonalities among the practices of the leaders and professional staff in
high performing schools—collaborative processes and assessment practices that produce quality results
in student learning.
By assessing your current level of implementation you can determine your school’s needs in order to
advance the work of collaborative teaming.
Use a scale of 1–5 for each statement - 1 being low and 5 being high.
1 = We have not considered this or it is never present (0% Implementation)
2 = We rarely see this in our school (planning/discussion stage or 25% or less Implementation)
3 = We see or apply this in our school some of the time (26% to 50% Implementation)
4 = We see this frequently but not always (51%-80% Implementation)
5 = We see this practice consistently & pervasively (80% or more Implementation)
1
Developed by Lisa Youell & Linda Bragg
Office of Title II,III and System Improvement
West Virginia Department of Education
Self-Analysis Tool for CTN Schools
Collaborative Teaming Processes
Time and Structures for Collaborative Teams
School collaborative teams are organized by content, course or grade level on the basis of shared
responsibility for addressing the four critical questions of teaching and learning.
Not at this time
Rarely
Some of the time
Frequently
Consistently & Pervasively
1
2
3
4
5
The school has scheduled time during the school day for collaborative teams to meet and focus on
student learning.
Not at this time
Rarely
Some of the time
Frequently
Consistently & Pervasively
1
2
3
4
5
The principal is willing to set aside time for professional development focused on collaborative
teaming processes (available time on ISE, Faculty Senate and CE days).
Not at this time
Rarely
Some of the time
Frequently
Consistently & Pervasively
1
2
3
4
5
The principal monitors the work and effectiveness of the collaborative teams on a timely basis and
provides feedback to the School Leadership Team (SLT) members for improving the process.
Not at this time
Rarely
Some of the time
Frequently
Consistently & Pervasively
1
2
3
4
5
School Leadership Team
The school leadership team uses results of the state summative test to identify and address
programmatic strengths and weaknesses.
Not at this time
Rarely
Some of the time
Frequently
Consistently & Pervasively
1
2
3
4
5
The school leadership team establishes school wide SMART Goals based on the analysis of summative
data and monitors progress in achieving the goals.
Not at this time
Rarely
Some of the time
Frequently
Consistently & Pervasively
1
2
3
4
5
The principal and the School Leadership Team (SLT) meet on a regular basis to address barriers to the
collaborative teaming process.
Not at this time
Rarely
Some of the time
Frequently
Consistently & Pervasively
1
2
3
4
5
2
Developed by Lisa Youell & Linda Bragg
Office of Title II,III and System Improvement
West Virginia Department of Education
Self-Analysis Tool for CTN Schools
Collaborative Teaming Processes
Teacher Collaborative Teams
Collaborative teams use data to establish grade-level and/or content SMART goals aligned with school
SMART goals.
Not at this time
Rarely
Some of the time
Frequently
Consistently & Pervasively
1
2
3
4
5
Collaborative teams identify essential learnings , deconstruct the objectives into their underpinning
learning targets and translate the targets into student-friendly language.
Not at this time
Rarely
Some of the time
Frequently
Consistently & Pervasively
1
2
3
4
5
Collaborative teams make their practices transparent by comparing their common formative
assessment (CFA) data with team members.
Not at this time
Rarely
Some of the time
Frequently
Consistently & Pervasively
1
2
3
4
5
Each collaborative team has developed a systematic response to students who ARE NOT learning and
adjustments are made to support students who need extra time and help (schedules, regrouping, etc.)
Not at this time
Rarely
Some of the time
Frequently
Consistently & Pervasively
1
2
3
4
5
Each team has developed a systematic response to students who ARE learning and they are provided
the opportunity to extend and deepen their learning.
Not at this time
Rarely
Some of the time
Frequently
Consistently & Pervasively
1
2
3
4
5
Teacher collaborative teams use assessment data to adjust the teaching and learning cycle on a timely
basis.
Not at this time
Rarely
Some of the time
Frequently
Consistently & Pervasively
1
2
3
4
5
Balanced Assessment System
The principal and the leadership team understand the components of a balanced student assessment
system.
Not at this time
Rarely
Some of the time
Frequently
Consistently & Pervasively
1
2
3
4
5
Benchmark assessments are aligned with local curriculum maps/pacing guides and provide evidence
of mastery of the objectives taught during an instructional cycle.
Not at this time
Rarely
Some of the time
Frequently
Consistently & Pervasively
1
2
3
4
5
Collaboratively-created (common) assessments are given to all students in a grade level or course
several times during the semester, and the results are used by teams to identify students needing
additional time and support and to discover effective instructional strategies.
Not at this time
Rarely
Some of the time
Frequently
Consistently & Pervasively
1
2
3
4
5
3
Developed by Lisa Youell & Linda Bragg
Office of Title II,III and System Improvement
West Virginia Department of Education
Self-Analysis Tool for CTN Schools
Collaborative Teaming Processes
Balanced Assessment System, continued
Common formative assessments align assessment items with the learning targets taught.
Not at this time
Rarely
Some of the time
Frequently
Consistently & Pervasively
1
2
3
4
5
The school has changed assessment priorities and practices to achieve balance.
Not at this time
Rarely
Some of the time
Frequently
Consistently & Pervasively
1
2
3
4
5
Reviewing evidence of student learning is a part of the school’s continuous improvement process.
Not at this time
Rarely
Some of the time
Frequently
Consistently & Pervasively
1
2
3
4
5
The school’s assessment program, including penalty-free formative assessment, enables teachers to
adjust teaching and learning on a timely basis.
Not at this time
Rarely
Some of the time
Frequently
Consistently & Pervasively
1
2
3
4
5
Formative Assessment Practices
Individual classroom teachers integrate formative assessment practices into the teaching and learning
process.
Not at this time
Rarely
Some of the time
Frequently
Consistently & Pervasively
1
2
3
4
5
Teachers provide students with descriptive feedback so that the students understand what they did
well, what they need to improve, and how to improve.
Not at this time
Rarely
Some of the time
Frequently
Consistently & Pervasively
1
2
3
4
5
Teachers use results to identify strengths and weaknesses in their individual practice and to improve
their effectiveness in helping all students learn.
Not at this time
Rarely
Some of the time
Frequently
Consistently & Pervasively
1
2
3
4
5
Students are users of assessment data – they keep track of their own growth (record keeping) and set
academic goals for themselves.
Not at this time
Rarely
Some of the time
Frequently
Consistently & Pervasively
1
2
3
4
5
Students are involved in using assessment to reflect on their learning and communicate about their
own progress (i.e. student-led conference).
Not at this time
Rarely
Some of the time
Frequently
Consistently & Pervasively
1
2
3
4
5
4
Developed by Lisa Youell & Linda Bragg
Office of Title II,III and System Improvement
West Virginia Department of Education