WHY TEACHER BASED TEAMS in SUPPORT
OF ALL STUDENTS?

Create shared responsibility for each student as part
of “all of our kids”

Eliminate teachers working alone

Provide effective ways for differentiated instruction

Establish ongoing and embedded professional
development within the TBT
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DLT
•Build Capacity to Train TBTs in Ohio 5-Step Process
•Provide TBT Training in Ohio 5-Step Process
•Collect Data on Quality of TBT Implementation
•Set Benchmark Standards
•Use BLT Student Performance and Adult Implementation Data to Provide Guidance and
Support to BLTs
•Determines district wide and/or building-to-building support needed from internal and
external sources
BLT
• Monitor TBT Implementation and instructional practices
• Use the data to make decisions around professional development and other supports
needed by TBTs
•Identify Strengths and Weaknesses of TBT Student Data
•Provide timely flow of BLT Data to DLT Level (as defined by DLT)
•Articulate roles and responsibilities of BLT to building staff
TBT
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•Give common assessment to students
•Analyze results
•Use assessment data to group students by needs or deficit skills
•Provide intervention/enrichment- by differentiating instruction
•Re-assess students, evaluate effectiveness of practices
•Summarize student performance and instructional practice data and report to BLT
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What we Know About TBT’s
With a balance of administrative
support and pressure, teacher
groups are more likely to persist
with addressing problems long
enough to make a causal
connection between
instructional decisions and
achievement gains
Gallimore et. al 2009
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E.S. = 0.84
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Teachers change their practices when:
•
they have an opportunity to develop a
collective understanding of high quality
instruction and
•
are provided ongoing opportunities to
collectively reflect, discuss, deliberately
practice, receive coaching and then adjust
their teaching.
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McNulty, 2011
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Teacher Implementation
related to
Student Achievement
100%
% Teachers
90%
Implementing
70%
with
Fidelity
60%
80%
50%
40%
30%
20%
10%
Student Scores
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NON-NEGOTIABLES FOR AN EFFECTIVE
LEARNING ORGANIZATION

Intensive training and support
in the (5 step) process

Multiple opportunities for practice

Coaching in the process and
opportunities for observation
McNulty (2010)
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Facilitation Approaches and Standards
READ:
Approaches – Instructional and Facilitative
Standards for Successful Team Meetings
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Facilitation Approaches and Standards:
1. Think about some of the key learning that your team
might be engaged in next year (i.e. strategies,
modules, common core.)
2. Think about examples of when you might use each
one of these ideas in your team meetings.
3. Be ready to share.
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10
Collaborative Inquiry
… a way of ensuring that collaboration
goes beyond casual story swapping and
becomes true, intentional joint work that
results in new understandings that will
move practice forward
Katz, Earl & Jaafar, (2009). Building and
Connecting Learning Communities, p.74.
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11
Implement the Plan
Systemically and Systematically
Systemically
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Breadth
Systematically
• Procedural
•
Depth
•
Coherent
•
Sustainability
•
Thorough
•
Shared Ownership
•
Regularity
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Ohio
Improvement
Process
Use data to identify
critical needs
Develop goals, researchbased strategies,
indicators, & action steps
focused on critical needs
identified in Stage 1
STAGE 0
Planning
and
Preparation
Establish collaborative
structures and processes
Review data. Gather
summative evidence of
implementation and impact
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Step 1
Collect and chart
data
Step 5
Collect, chart and
analyze post data
The Ohio
5-Step
Process:
A Cycle of
Inquiry
Step 4
Implement changes
consistently across
all classrooms
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Step 2
Analyze student
work specific to the
data
Step 3
Establish shared
expectations for
implementing specific
effective changes in the
classroom
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Baseline Survey Results from Across Ohio
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The Checklist Manifesto:
How to Get Things Right
by Atul Gawande
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gre
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Hand-Out
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Step 1
Collect and Chart Student Data from a
Common Assessment
•
•
•
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Teacher Created
End-of-Unit Assessments
Purchased Questions
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The Data Coach’s Guide: Love, Stiles,
Mundry & DiRanna, c. 2008
Annual
2-4 times a year
Quarterly or end of unit
1-4 times a
month
Daily - Weekly
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Summative
district and
state
assessments
(aggregated,
disaggregated;
srand, item, and
student work)
Who Needs the
Data?
DLT/BLT/TBT
Data about people,
practices, perceptions (e.g.,
demographic, enrollment,
survey, interview, observation
data, curriculum maps)
Benchmark common assessments (e.g.,
end-of-unit, common grade-level tests
reported at item level; aggregated,
disaggregated; strand, item, and student
work)
Formative common assessments (e.g., math
problem of the week, writing samples, science
journals, other student work)
Formative classroom assessments for learning (e.g., student
self-assessments, descriptive feedback, selected response,
written response, personal communications, performance
assessments)
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You don’t fatten the
pig by weighing it.
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1
Use TBT process to
be PROACTIVE in
strengthening the
Core instruction.
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2
5 Step
TBT
Process
3
4
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1
5
1
5
5 Step
TBT
Process
3
4
2
5 Step
TBT
Process
2
3
4
1
5
2
5 Step
TBT
Process
3
4
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Step 1: Gave and Scored Assessment
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The Data Coach’s Guide: Love, Stiles,
Mundry & DiRanna, c. 2008
Annual
2-4 times a year
Quarterly or end of unit
1-4 times a
month
Daily - Weekly
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Summative
district and
state
assessments
(aggregated,
disaggregated;
srand, item, and
student work)
HOW MUCH
IS TOO MUCH!?
Data about people,
practices, perceptions (e.g.,
demographic, enrollment,
survey, interview, observation
data, curriculum maps)
Benchmark common assessments (e.g.,
end-of-unit, common grade-level tests
reported at item level; aggregated,
disaggregated; strand, item, and student
work)
Formative common assessments (e.g., math
problem of the week, writing samples, science
journals, other student work)
Formative classroom assessments for learning (e.g., student
self-assessments, descriptive feedback, selected response,
written response, personal communications, performance
assessments)
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Frequent Testing/Effects of Testing
.34
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Hattie 2009
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Feedback
.73
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Hattie 2009
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What Does Feedback Mean?
“The mistake I was making was seeing feedback as something
teachers provided to students – they typically did not, although
they made claims that they did at the time, and most of the
feedback they did provide was social and behavioral. It was
only then when I discovered that feedback was most powerful
when it is from the student to the teacher that I understand it
better. When teachers seek, or at least open to, feedback from
students as to what students know, what they understand,
where they make errors, when they have misconceptions,
when they are not engaged – then teaching and learning can be
synchronized and powerful. Feedback to teachers helps make
learning visible. “ (Hattie 2009 pg. 173)
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Formative Evaluation!
0.90
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Hattie 2009
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Formative Evaluation!
Pay attention to the formative effects of your teaching,
as it is these attributes of seeking formative evaluation
of the effects (intended and unintended) of the
programs that makes for excellence in teaching.
0.90
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Hattie pg. 181
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Step 2
Analyze student work
for strengths and
weaknesses.
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Step 2: Analyze Your Data
Highest Scoring
Question
Pg 3
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Lowest Questions
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Pg35
5
5-Step Process Card
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Coaching Prompts
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gre
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Step 3
Establish shared expectations for
implementing specific differentiated
strategies in the classroom.
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TBTs and Your Instructional Framework
What’s the
difference between
a strategy and an
Instructional
Framework?
Do we know how
this fits with TBTs?
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Charlotte Danielson’s Instructional Framework
Domain 1: Planning and Preparation
Domain 2: Classroom Environment
1a Demonstrating Knowledge of Content
Pedagogy
1b Demonstrating Knowledge of Students
1c Setting Instructional Outcomes
1d Demonstrating Knowledge of
Resources
1e Designing Coherent Instruction
1f Designing Student Assessments
2a Creating an Environment of Respect
and Rapport
2b Establishing a Culture for Learning
2c Managing Classroom Procedures
2d Managing Classroom Behavior
2e Organizing Physical Space
Domain 3: Instruction
Domain 4: Professional Responsibilities
3a Communicating With Students
3b Using Questioning and Discussion
Techniques
3c Engaging Students in Learning
3d Using Assessment in Instruction
3e Demonstrating Flexibility and
Responsiveness
4a Reflecting on Teaching
4b Maintaining Accurate Records
4c Communicating with Families
4d Participating in a Professional
Community
4e Growing and Developing Professionally
4f Showing Professionally
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FRAMEWORK
BEFORE
o Communicate Learning Target
o Word Study/vocabulary
o Activate Prior Knowledge
DURING:
o Present and model the content
o Practice and deepen content
knowledge
AFTER:
o Checking for Understanding
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STRATEGIES
•Frayer Method
•Vocabulary Cluster
•K-W-L Chart
•Anticipation Guide
•Shared Reading
•Paired Reading
•Echo Reading
•(using) Think Alouds
•Retell
•Writing As An Extension of Reading
•Write a Review
•Create a Timeline of Story
•Application of New Vocabulary
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Step 4
Implement changes consistently across
all classrooms
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Step 5
Collect, Chart and Analyze PostAssessment Data
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Sharing Our
Learning
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Communication Loop?
•
What does the BLT need?
•
•
•
Monthly update from each team
What is the most important information that needs shared
for us to be a LEARNING community?
What does the DLT/Transformation Team need?
•
At least quarterly updates from the BLT on the progress of
their TBTs
Implementation Data (Adults)
• Pre/Post Data (Students)
•
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Different TBT Configurations
•
•
•
•
•
Vertical Teams
Cross Content
Same Grade Level/Same Content
Multiple Grades/Same Content Area
Within Class Intervention/Enrichment!
Centers
• Differentiated Work (Flexible Grouping)
•
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Kindergarten TBT Timeline
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Vertical Teams
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Cross-Content Version of TBTs
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