Explain the importance of these four critical tasks:
1)Providing background information allows the audience to understand the purpose, relativitiy and transferability of the project study and findings.
2)Sharing the design of inquiry, helps others learn from the systemic thought processes used to describe what and how you did what you did.
3)Stating the learning and supporting statements with data helps the support the principle findings strengthening the argument where the audience can better understand the results.
4)Providing concluding thoughts serves as a wrap up of your project inquiry and can “generate additional questions and further areas of inquiry” (Dana, 2009, p. 168).
Wednesday, July 27, 2011
Write about how you plan to share your Action Research Project Results:
This will be a short “simple” informal oral presentation that I envision could launch into a teacher professional development workshop opportunity utilizing the shared lesson ideas.
1) Provide background information:
I will create powerpoint slides illustrating the accumulated data findings that prompted the Action Research Inquiry, clearly identifiying the setting and the purpose of need for such inquiry.
2) Share the design of the inquiry (procedures, data collection, and data analysis):
I will share with my audience a copy of our online survey while utilizing a few powepoint slides to describe data collection, data analysis and data findings launching into the means at which our vertical team determined our role and responsibilities—the process and proceudures we followed.
3) State the learning and supporting statements with data:
I will share the findings of our post survey, assessment and student journal review by highlighting our three observational claims, supporting them with our data findings.
4) Provide concluding thoughts:
I will end the way I began with the title of the action research project. Vertical Teaming: Implications for Improving Consistency of Instructional Practices to Promote Conceptual Understandings for Greater Overall Student Performance. After presenting the full extent of the journay, I want to draw attention to my choice word of “Implications.” I want my audience to participate in sharing their perception of implications for my plan. What wonderings do they have? How do they plan on using this information? What are our next steps?
This will be a short “simple” informal oral presentation that I envision could launch into a teacher professional development workshop opportunity utilizing the shared lesson ideas.
1) Provide background information:
I will create powerpoint slides illustrating the accumulated data findings that prompted the Action Research Inquiry, clearly identifiying the setting and the purpose of need for such inquiry.
2) Share the design of the inquiry (procedures, data collection, and data analysis):
I will share with my audience a copy of our online survey while utilizing a few powepoint slides to describe data collection, data analysis and data findings launching into the means at which our vertical team determined our role and responsibilities—the process and proceudures we followed.
3) State the learning and supporting statements with data:
I will share the findings of our post survey, assessment and student journal review by highlighting our three observational claims, supporting them with our data findings.
4) Provide concluding thoughts:
I will end the way I began with the title of the action research project. Vertical Teaming: Implications for Improving Consistency of Instructional Practices to Promote Conceptual Understandings for Greater Overall Student Performance. After presenting the full extent of the journay, I want to draw attention to my choice word of “Implications.” I want my audience to participate in sharing their perception of implications for my plan. What wonderings do they have? How do they plan on using this information? What are our next steps?
Tell about the target audience to share your Action Research Project Results:
As I did implement my Action Research Project from January 2011 to July 2011, I did share my action research findings informally. When I went into this project, I knew that my audience was going to be the teachers on my vertical team, the leadership team and my administrative team.
*In terms of the Vertical team, I presented our pre-survey and post-survey data showing positive improvement in the areas of our focus. Our progress was shared weekly during Professional Learning Communities, and celebrated every three weeks in our vertical team community. The purpose of sharing the information with our vertical team was to allow for modifications and adjustments to our plan based on data and campus-wide feedback.
*In regards to the Leadership team, the specialists would provide updates of progress after meeting with the vertical team once every three weeks. I was not privy to the weekly meetings, but I was assured that the information was presented as part of the agenda. The purpose of presenting the informational updates to this team is because they were charged with holding true to the Campus Improvement Plan.
*In terms of the Administrative team, I met in two week increments for a brief debriefing of the challenges and progress. It was due to these debriefing sessions that my principal was impressed with the improvement and honored my project by implementing her own vertical teams for all subject areas to begin this upcoming school year.
As I did implement my Action Research Project from January 2011 to July 2011, I did share my action research findings informally. When I went into this project, I knew that my audience was going to be the teachers on my vertical team, the leadership team and my administrative team.
*In terms of the Vertical team, I presented our pre-survey and post-survey data showing positive improvement in the areas of our focus. Our progress was shared weekly during Professional Learning Communities, and celebrated every three weeks in our vertical team community. The purpose of sharing the information with our vertical team was to allow for modifications and adjustments to our plan based on data and campus-wide feedback.
*In regards to the Leadership team, the specialists would provide updates of progress after meeting with the vertical team once every three weeks. I was not privy to the weekly meetings, but I was assured that the information was presented as part of the agenda. The purpose of presenting the informational updates to this team is because they were charged with holding true to the Campus Improvement Plan.
*In terms of the Administrative team, I met in two week increments for a brief debriefing of the challenges and progress. It was due to these debriefing sessions that my principal was impressed with the improvement and honored my project by implementing her own vertical teams for all subject areas to begin this upcoming school year.
Action Research Project Progress Report
Vertical Math Teaming:
Implications for Improving Consistency of Instructional Practices to Promote Conceptual Understandings for Greater Overall Student Performance
Vertical Math Teaming:
Implications for Improving Consistency of Instructional Practices to Promote Conceptual Understandings for Greater Overall Student Performance
Needs Assessment
According to the data results based on the Academic Excellence Indicator System, our elementary earned an Academically Acceptable rating since 2007. Our diverse student population was 54% African-American, 38% Hispanic, 7% Asian and less than 1% White. We were 87% Economically Disadvantaged and 56% At-Risk. In review of the Mathematics results for third through fifth grades, our district performed above the state average. However, our elementary was performing significantly below our campus group by as much as 20%. Our data indicated that our greatest areas of weakness were the African American, Hispanic, Economically Disadvantaged and male subpopulations. Our campus performance data indicated that our largest student subpopulation, African American, was at 62% in 2009 only to significantly drop to 50% in 2010. Similarly, our Hispanic population decreased by 7% and our overall male population declined by 6% from 2009 to 2010 alone. Furthermore, based on the 2010 Comparable Improvement: Mathematics Quartile Summary, our elementary was in the bottom fourth quartile or Q4. Our average VSG was 33, significantly lower than the third quartile. Our lowest VSG was 25 with our highest being 46. Again statistically, our scores revealed little to no gains. This was inexcusable and when compared to 40 other schools with similar demographics questionable. Moreover, gathered qualitative data showed that where our campus is in the fourth year of Professional Learning Communities, we had yet to evolve past grade level specific challenges. Through leadership team discussions, we discovered that our campus data showed several mathematical concept deficiencies in grade three and identifiable math misconceptions happening by fifth grade. As one of the fifth grade team members, I volunteered the wide variety of Math "tricks," code words, and other inconsistent strategies that were being presented to students in the place of instruction that should allow for conceptual development. We understood that if we wanted to achieve Recognized status and continue to Exemplary, we had to improve the consistency of instructional practices and technical math language used at all grade levels.
Objectives and Vision of the action research project
Based on the review of campus data and discussion with my Supervisor, my Principal, and my Assistant Principal, I had read a chapter in Alan M. Blankstein’s, Failure Is Not an Option: 6 Principles for Making Student Success the Only Option, he illustrated the benefits of collaborative teaming. “In a collaborative school culture, professional are fully committed to and focused on helping students learn by becoming active learners themselves. They work continuously with their colleagues to improve their teaching strategies and better manage their classrooms. They recognize their crucial role in the educational process and know they can meet the challenges confronting them only by solving problems in concert with their professional colleagues” (Blankstein, 2010, p. 143). I shared with my administrative team my desire to focus on the vertical alignment of Math instruction practices through vertical teaming, as my action research project priority. I proposed the following Action Research Plan:
SCHOOL VISION:
Race to Recognized: To close the achievement gap of all learners to obtain recognized/exemplary status.
GOAL:
As an extension to our campus grade level Professional Learning Communities, will vertical teaming K-5 Math improve instructional practices for conceptual understanding and improve overall student assessment performance?
Will vertical teaming encourage the use of academic math language with more consistency and frequency for students and teachers at all grade levels?
Will vertical teaming increase the "ownership" of responsibility and degree of shared accountability for conceptual, foundational TEKS instruction for all K-5 Math teachers?
(See SIP-Action Research Plan in previous blog posts.)
Objectives and Vision of the action research project
Based on the review of campus data and discussion with my Supervisor, my Principal, and my Assistant Principal, I had read a chapter in Alan M. Blankstein’s, Failure Is Not an Option: 6 Principles for Making Student Success the Only Option, he illustrated the benefits of collaborative teaming. “In a collaborative school culture, professional are fully committed to and focused on helping students learn by becoming active learners themselves. They work continuously with their colleagues to improve their teaching strategies and better manage their classrooms. They recognize their crucial role in the educational process and know they can meet the challenges confronting them only by solving problems in concert with their professional colleagues” (Blankstein, 2010, p. 143). I shared with my administrative team my desire to focus on the vertical alignment of Math instruction practices through vertical teaming, as my action research project priority. I proposed the following Action Research Plan:
SCHOOL VISION:
Race to Recognized: To close the achievement gap of all learners to obtain recognized/exemplary status.
GOAL:
As an extension to our campus grade level Professional Learning Communities, will vertical teaming K-5 Math improve instructional practices for conceptual understanding and improve overall student assessment performance?
Will vertical teaming encourage the use of academic math language with more consistency and frequency for students and teachers at all grade levels?
Will vertical teaming increase the "ownership" of responsibility and degree of shared accountability for conceptual, foundational TEKS instruction for all K-5 Math teachers?
(See SIP-Action Research Plan in previous blog posts.)
Review of the Literature and Action Research Strategy
In Failure Is Not an Option: 6 Principles for Making Student Success the Only Option, Alan M. Blankstein validated the benefits of collaborative teaming. “In a collaborative school culture, professionals are fully committed to and focused on helping students learn by becoming active learners themselves. They work continuously with their colleagues to improve their teaching strategies and better manage their classrooms. They recognize their crucial role in the educational process and know they can meet the challenges confronting them only by solving problems in concert with their professional colleagues” (Blankstein, 2010, p. 143). Sharing this mindset with my administrative team, I presented my desire to focus on the vertical alignment of Math instructional practices through vertical teaming, as my action research project priority. I proposed the following questions: As an extension to our campus grade level Professional Learning Communities, will vertical teaming K-5 Math improve instructional practices for conceptual understanding and improve overall student assessment performance? Will vertical teaming encourage the use of academic math language with more consistency and frequency for students and teachers at all grade levels? Will vertical teaming increase the "ownership" of responsibility and degree of shared accountability for conceptual, foundational TEKS instruction for all K-5 Math teachers?
In Failure Is Not an Option: 6 Principles for Making Student Success the Only Option, Alan M. Blankstein validated the benefits of collaborative teaming. “In a collaborative school culture, professionals are fully committed to and focused on helping students learn by becoming active learners themselves. They work continuously with their colleagues to improve their teaching strategies and better manage their classrooms. They recognize their crucial role in the educational process and know they can meet the challenges confronting them only by solving problems in concert with their professional colleagues” (Blankstein, 2010, p. 143). Sharing this mindset with my administrative team, I presented my desire to focus on the vertical alignment of Math instructional practices through vertical teaming, as my action research project priority. I proposed the following questions: As an extension to our campus grade level Professional Learning Communities, will vertical teaming K-5 Math improve instructional practices for conceptual understanding and improve overall student assessment performance? Will vertical teaming encourage the use of academic math language with more consistency and frequency for students and teachers at all grade levels? Will vertical teaming increase the "ownership" of responsibility and degree of shared accountability for conceptual, foundational TEKS instruction for all K-5 Math teachers?
My action research plan identified a new Vertical Math Team which served as an extension to our current grade-level specific Professional Learning Communities. Administration recommended one Math representative from each grade-level (K-5) to serve as Math Liaisons for vertical teaming--Math Share Sessions. As Committee Chair, I knew collaboration amongst and between grade level teachers would build relationships and help heighten the awareness and rationales for teaching TEKS for mastery moving from concrete to pictorial to abstract at the appropriates grade levels (Dufour, 2004, p. 9). Furthermore, if our vertical team was going to be successful I would have to develop essential two-way communication. I began by sending a pre-survey via Surveymonkey to the entire building two weeks prior to our first visit as a committee. To establish the foundation for my vision, I shared the statistical information at our first meeting and opened the floor for discussion. We agreed with the data gathered from the survey and chose to target the consistent use of conceptual strategies and academic math vocabulary across the grade levels. We elected to use the following resources as we moved forward with the implementation: survey results, district curriculum, scope and sequence, academic math language grade-level vocabulary lists, and grade level specific benchmark data from the past three years 2008-2011 to identify any patterns or trends. We determined that we would include the specialists every three weeks when reviewing the latest assessment data to launch our focus for the next three weeks and so on. As we exited the first meeting, I distributed a few pages of choice articles and books that I used to develop the action research plan, as the information facilitated greater understanding and buy-in.
By observing non-verbal cues, I listened more and spoke less. “Listening to or receiving information first allows the leader to have the whole picture, as opposed to giving information and allowing only others to know both sides and perspectives” (Covey, 1989). I listened as members expressed feelings of isolation and non-cohesiveness at our weekly meetings. I understood the perception was a division of TAKS and non-TAKS grade levels. I focused on teambuilding and communication strategies that would promote collegiality, as I understood from the study of Dr. Bertrand, Dr. Roberts and Dr. Buchanan in Striving for Success: Teacher Perspectives of a Vertical Team Initiative that teachers reported that when in vertical teams “collegiality has increased dramatically; communication has improved and we have identified weak areas in out curriculum” (Bertrand, et al., 2006, p. 5). Teachers were able to build on each other’s strengths as they shared ideas and strategies they were using in the classroom. During our hour sessions each week, we discussed specific areas of concern per grade level, identifying areas of weakness, strength, and possible short-term and long-term solutions Together, we made an effort to be each other’s professional support system and shared concerns, found ways to align consistent and appropriate instructional strategies and academic math language to promote conceptual understanding throughout the grade levels, encouraged open communication and questioning while praising each other as a means to change the climate to a more positive standing, and disseminated this positivity back to our grade level PLC’s.
Articulate the Vision
My action research plan identified a new Vertical Math Team which served as an extension to our current grade-level specific Professional Learning Communities. Administration recommended one Math representative from each grade-level (K-5) to serve as Math Liaisons for vertical teaming--Math Share Sessions. I sent an email to the newly appointed team of teachers and copied the administrative and leadership (parents, teachers, community members, specialists, and other staff) teams. In the email, I congratulated the teachers for being selected as a member of the new Vertical Math Team and introduced their new position title of Math Liaison. With permission from the principal, I introduced our new team at the next faculty meeting, notifying all Math teachers, specialists, administrators and members of the leadership team of an email survey request from SurveyMonkey. I quickly explained the purpose of our vertical team and encouraged them to complete the short online pre-survey as a means to share their voice and opinion and establish a baseline for culture, climate and current instructional practices and ideals. I sent the email pre-survey two weeks prior to our first visit as a vertical team. To establish the foundation for my vision, I shared the statistical information at our first meeting and opened the floor for discussion. We agreed with the data gathered from the survey and chose to target the consistent use of conceptual strategies and academic math vocabulary across the grade levels. We elected to use the following resources as we moved forward with the implementation: survey results, district curriculum, scope and sequence, academic math language grade-level vocabulary lists, and grade level specific benchmark data from the past three years 2008-2011 to identify any patterns or trends. We determined that we would include the specialists every three weeks when reviewing the latest assessment data to launch our focus for the next three weeks and so on. As we exited the first meeting, I distributed a few pages of choice articles and books that I used to develop the action research plan, as the information facilitated greater understanding and buy-in. We met weekly for one hour sessions. Information discussed and shared during these sessions would then be disseminated to their grade level Professional Learning Community to facilitate the implementation of consistent best teaching practices and encourage the accurate use of academic math language.
Manage the organization
In my original plan, we scheduled meetings for thirty minute sessions. However, at our first meeting we were all in agreement to commit to one hour sessions weekly. As a vertical team, we defined our role as grade level Math Liaisons. We established the following working agreements:
1. Choose to be present- (Think about behavior.)
2. Be an active listener- (Assume positive intent.)
3. Be part of the discussion- (Exchange Respectfully.)
4. Understand that learning is a process, not an event. (Ask questions.)
Furthermore, we understood that our greatest weekly responsibility was to serve as a facilitator for the implementation of presented, discussed and aligned best teaching practices while encouraging the appropriate use of academic math language. We used a combination of the following assessment methods to monitor progress and identify need: reviewed shared lesson planning on Eduphoria-Forethought (with the help of administration), looking for academic vocabulary and essential understandings; conducted snapshot observations to listen for verbal use of academic math language (with the support of the Math Liaisons); conducted field observations of student journals and/or problem solving strategies before the implementation of Math Share Sessions and after. During share sessions we focused on deficient conceptual areas based on data and each team member came ready to share a Math lesson, activity, student journal, strategy, or vocabulary acquisition technique. We would then take back shared ideas and topics of discussion to our grade level Professional Learning Community to promote improved student academic performance. Every three weeks, we shared insights with administration and specialists, as we reviewed campus Math data and set our discussion destination for the next three weeks.
Manage Operations
This was my first year on this campus. I waited until about November to start navigating the campus and meeting my professional colleagues. I shared lesson ideas, songs, chants, manipulatives, anything to share the positive principles of communication, collaboration and celebration in the hopes of establishing a network of professional contacts. This was what was missing—a learning community. After presenting my proposal and observations to my administrative team, I received approval for my action research plan and implemented the following: As an extension to our campus grade level Professional Learning Communities, will vertical teaming K-5 Math improve instructional practices for conceptual understanding and improve overall student assessment performance? As soon as my vertical team was established, we reviewed AEIS data and the information gathered from the online pre-survey. Based on our findings and understandings, we decided to target specific needs that reflected our key principles and beliefs of what could be reasonably accomplished given our timeline and what would be the most beneficial needs to address that would yield the greatest results for our students. I placed my trust in the professionalism of my committee members, as they were selected for their positivity and ability to lead, especially when disseminating information and motivating their grade level teammates. The idea of sharing leadership right up front with the established committee members was the best decision I made as it brought the team together and instantly empowered every grade level representative. As committee chair, I was able to methodically implement the steps necessary for consensus. I used a variety of leadership methods such as participative, collaborative, coaching and affiliative styles. Knowing when to apply the different approaches came after assessing the five factors to decide on the level of involvement: time, staff interest, expertise of the staff, importance or need for a high quality decision, and degree of need for buy-in, support or consensus. Based on our purpose of discussion, leadership methods did vary. For example, at our initial meeting, I shared that we would be meeting once a week—non-negotiable; however, we did collaborate as to the day and time that would be best. At times, I had to use coaching as a means to empower the team with background knowledge and rationales that could support their presentations to their Professional Learning Communities’. As comfort levels increased and emotions were explored, I had to focus my efforts on applying more of an affiliative approach to address the needs of my team members, always with our students’ future successes in mind. Depending on the responsibilities for the week and level of energy from my vertical team members, I was flexible in the scheduling of our weekly meetings, especially if it was a testing week. I also stayed diligent of their emotional and physical needs as they entered each session. I began each meeting with a snack, drink, music or mini-celebrations which was always appreciated. They knew I valued them professionally and being a teacher myself, they knew I understood that time was precious. During each session, I remained cognizant of the dynamics of the team. I modeled good listening and questioning skills. I encouraged consensus by strengthening professional relationships from within. When we encountered a heated debate, I restated our working agreements, using this as “an opportunity to better know and understand each other” (Martin, et al., 2005, p. 80). I would model a respectful exchange offering a suggestion to take the presented lesson to the next level of depth and complexity, while acknowledging and praising the presenter and encouraging others to exponentially make the lesson better. “It is the leader’s responsibility to work continuously toward more effective communication and better understanding among all individuals” (Martin et al, 2005). Throughout our semester together, we formed a strong network of professional contacts.
Respond to Community Interest and Needs
Our campus was in the fourth year of Professional Learning Communities and had yet evolved past grade level specific challenges. Through leadership team discussions and gathered qualitative data, we discovered that our campus data showed several mathematical concept deficiencies in grade three and identifiable math misconceptions happening by fifth grade. The majority of our Hispanic and African American students, especially the male students, struggled with basic foundational concepts and academic math language. As one of the fifth grade team members, I volunteered the wide variety of Math "tricks," code words, and other inconsistent strategies that were being presented to students in the place of instruction that should allow for conceptual development. We understood that if we wanted to achieve Recognized status and continue to Exemplary, we had to improve the consistency of instructional practices and technical math language used at all grade levels and that would mean involving teachers, students, parents and other instructional support staff. As a vertical team, we decided to target specific needs that reflected our key principles and beliefs of what could be reasonably accomplished given our timeline and what would be the most beneficial needs to address that would yield the greatest results for our students. During Open House, our team designed a powerpoint that could be shared in the Math classrooms with our visiting parents. We addressed ways that parents could help their children at home. We kept our requests simple and reasonable and never expected the parent to be the teacher. We asked the parents to implement bedtime and homework routines. We shared examples of the kinds of word problems their children were going to encounter (at the appropriate grade level) and requested that they helped their child save their returned graded work as a study source. We introduced our interactive Math journals and gave them time to review their own student’s journal, pointing out the appropriate use of academic Math language and the use of illustrations and writing to strengthen conceptual understandings. While they paged through the journal, we explained the benefits of using interactive journals as a means to promote college readiness and challenge every child to take ownership of their own learning setting both short term and long term goals. We asked the families to support their child by showing interest in their goals by celebrating even the smallest of successes. Our message expressed a desire to collaborate as a unified learning community.
References
Articulate the Vision
My action research plan identified a new Vertical Math Team which served as an extension to our current grade-level specific Professional Learning Communities. Administration recommended one Math representative from each grade-level (K-5) to serve as Math Liaisons for vertical teaming--Math Share Sessions. I sent an email to the newly appointed team of teachers and copied the administrative and leadership (parents, teachers, community members, specialists, and other staff) teams. In the email, I congratulated the teachers for being selected as a member of the new Vertical Math Team and introduced their new position title of Math Liaison. With permission from the principal, I introduced our new team at the next faculty meeting, notifying all Math teachers, specialists, administrators and members of the leadership team of an email survey request from SurveyMonkey. I quickly explained the purpose of our vertical team and encouraged them to complete the short online pre-survey as a means to share their voice and opinion and establish a baseline for culture, climate and current instructional practices and ideals. I sent the email pre-survey two weeks prior to our first visit as a vertical team. To establish the foundation for my vision, I shared the statistical information at our first meeting and opened the floor for discussion. We agreed with the data gathered from the survey and chose to target the consistent use of conceptual strategies and academic math vocabulary across the grade levels. We elected to use the following resources as we moved forward with the implementation: survey results, district curriculum, scope and sequence, academic math language grade-level vocabulary lists, and grade level specific benchmark data from the past three years 2008-2011 to identify any patterns or trends. We determined that we would include the specialists every three weeks when reviewing the latest assessment data to launch our focus for the next three weeks and so on. As we exited the first meeting, I distributed a few pages of choice articles and books that I used to develop the action research plan, as the information facilitated greater understanding and buy-in. We met weekly for one hour sessions. Information discussed and shared during these sessions would then be disseminated to their grade level Professional Learning Community to facilitate the implementation of consistent best teaching practices and encourage the accurate use of academic math language.
Manage the organization
In my original plan, we scheduled meetings for thirty minute sessions. However, at our first meeting we were all in agreement to commit to one hour sessions weekly. As a vertical team, we defined our role as grade level Math Liaisons. We established the following working agreements:
1. Choose to be present- (Think about behavior.)
2. Be an active listener- (Assume positive intent.)
3. Be part of the discussion- (Exchange Respectfully.)
4. Understand that learning is a process, not an event. (Ask questions.)
Furthermore, we understood that our greatest weekly responsibility was to serve as a facilitator for the implementation of presented, discussed and aligned best teaching practices while encouraging the appropriate use of academic math language. We used a combination of the following assessment methods to monitor progress and identify need: reviewed shared lesson planning on Eduphoria-Forethought (with the help of administration), looking for academic vocabulary and essential understandings; conducted snapshot observations to listen for verbal use of academic math language (with the support of the Math Liaisons); conducted field observations of student journals and/or problem solving strategies before the implementation of Math Share Sessions and after. During share sessions we focused on deficient conceptual areas based on data and each team member came ready to share a Math lesson, activity, student journal, strategy, or vocabulary acquisition technique. We would then take back shared ideas and topics of discussion to our grade level Professional Learning Community to promote improved student academic performance. Every three weeks, we shared insights with administration and specialists, as we reviewed campus Math data and set our discussion destination for the next three weeks.
Manage Operations
This was my first year on this campus. I waited until about November to start navigating the campus and meeting my professional colleagues. I shared lesson ideas, songs, chants, manipulatives, anything to share the positive principles of communication, collaboration and celebration in the hopes of establishing a network of professional contacts. This was what was missing—a learning community. After presenting my proposal and observations to my administrative team, I received approval for my action research plan and implemented the following: As an extension to our campus grade level Professional Learning Communities, will vertical teaming K-5 Math improve instructional practices for conceptual understanding and improve overall student assessment performance? As soon as my vertical team was established, we reviewed AEIS data and the information gathered from the online pre-survey. Based on our findings and understandings, we decided to target specific needs that reflected our key principles and beliefs of what could be reasonably accomplished given our timeline and what would be the most beneficial needs to address that would yield the greatest results for our students. I placed my trust in the professionalism of my committee members, as they were selected for their positivity and ability to lead, especially when disseminating information and motivating their grade level teammates. The idea of sharing leadership right up front with the established committee members was the best decision I made as it brought the team together and instantly empowered every grade level representative. As committee chair, I was able to methodically implement the steps necessary for consensus. I used a variety of leadership methods such as participative, collaborative, coaching and affiliative styles. Knowing when to apply the different approaches came after assessing the five factors to decide on the level of involvement: time, staff interest, expertise of the staff, importance or need for a high quality decision, and degree of need for buy-in, support or consensus. Based on our purpose of discussion, leadership methods did vary. For example, at our initial meeting, I shared that we would be meeting once a week—non-negotiable; however, we did collaborate as to the day and time that would be best. At times, I had to use coaching as a means to empower the team with background knowledge and rationales that could support their presentations to their Professional Learning Communities’. As comfort levels increased and emotions were explored, I had to focus my efforts on applying more of an affiliative approach to address the needs of my team members, always with our students’ future successes in mind. Depending on the responsibilities for the week and level of energy from my vertical team members, I was flexible in the scheduling of our weekly meetings, especially if it was a testing week. I also stayed diligent of their emotional and physical needs as they entered each session. I began each meeting with a snack, drink, music or mini-celebrations which was always appreciated. They knew I valued them professionally and being a teacher myself, they knew I understood that time was precious. During each session, I remained cognizant of the dynamics of the team. I modeled good listening and questioning skills. I encouraged consensus by strengthening professional relationships from within. When we encountered a heated debate, I restated our working agreements, using this as “an opportunity to better know and understand each other” (Martin, et al., 2005, p. 80). I would model a respectful exchange offering a suggestion to take the presented lesson to the next level of depth and complexity, while acknowledging and praising the presenter and encouraging others to exponentially make the lesson better. “It is the leader’s responsibility to work continuously toward more effective communication and better understanding among all individuals” (Martin et al, 2005). Throughout our semester together, we formed a strong network of professional contacts.
Respond to Community Interest and Needs
Our campus was in the fourth year of Professional Learning Communities and had yet evolved past grade level specific challenges. Through leadership team discussions and gathered qualitative data, we discovered that our campus data showed several mathematical concept deficiencies in grade three and identifiable math misconceptions happening by fifth grade. The majority of our Hispanic and African American students, especially the male students, struggled with basic foundational concepts and academic math language. As one of the fifth grade team members, I volunteered the wide variety of Math "tricks," code words, and other inconsistent strategies that were being presented to students in the place of instruction that should allow for conceptual development. We understood that if we wanted to achieve Recognized status and continue to Exemplary, we had to improve the consistency of instructional practices and technical math language used at all grade levels and that would mean involving teachers, students, parents and other instructional support staff. As a vertical team, we decided to target specific needs that reflected our key principles and beliefs of what could be reasonably accomplished given our timeline and what would be the most beneficial needs to address that would yield the greatest results for our students. During Open House, our team designed a powerpoint that could be shared in the Math classrooms with our visiting parents. We addressed ways that parents could help their children at home. We kept our requests simple and reasonable and never expected the parent to be the teacher. We asked the parents to implement bedtime and homework routines. We shared examples of the kinds of word problems their children were going to encounter (at the appropriate grade level) and requested that they helped their child save their returned graded work as a study source. We introduced our interactive Math journals and gave them time to review their own student’s journal, pointing out the appropriate use of academic Math language and the use of illustrations and writing to strengthen conceptual understandings. While they paged through the journal, we explained the benefits of using interactive journals as a means to promote college readiness and challenge every child to take ownership of their own learning setting both short term and long term goals. We asked the families to support their child by showing interest in their goals by celebrating even the smallest of successes. Our message expressed a desire to collaborate as a unified learning community.
References
Bertrand, L., Roberts, R. A., & Buchanan, R. (2006). Striving for Success: Teacher Perspectives
of a Vertical Team Initiative. National Forum of Teacher Education Journal, 16(3), 1-6.
Covey, S.R. (1989). The Seven Habits of Highly Effective People. New York: Simon & Schuster.
Covey, S.R. (1989). The Seven Habits of Highly Effective People. New York: Simon & Schuster.
Dufour, R.B., Eaker, R., Karhanek, G., & Dufour, R. P. (2004). Whatever it takes: How
Professional Learning Communities respond when kids don’t learn. Bloomington, IN:
Solution Tree.
Professional Learning Communities respond when kids don’t learn. Bloomington, IN:
Solution Tree.
Dufour, R. (2004). Schools as Learning Communities. Educational Leadership, 61(8), 6-11.
Dufour, R.B. & Eaker, R. (1998). Professional Learning Communities at work: Best practices
for enhancing student achievement. Bloomington, IN: National Educational Service.
Harris, S. (2005). BRAVO teacher! Building Relationships with actions that value others.
Larchmont, NY: Eye on Education.
Texas Education Agency Best Practices Clearinghouse. (2010). Vertical Teams—Taylor Ray
Elementary School. Retrieved October 26, 2010 from http://www.teabpc.org
Dufour, R.B. & Eaker, R. (1998). Professional Learning Communities at work: Best practices
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