June 27
2 – 3pm
Room: Deleware C
President Obama set an ambitious goal for education: All students should graduate from high school prepared for college and a career—no matter whom they are or where they come from. The President’s statement rings true in the Ohio Appalachian Collaborative (OAC), an initiative aimed at implementing a successful reform model that can be scaled across rural Ohio and the country. This presentation will showcase the best practices from 22 OAC districts, enabling participants to learn how to build economies of scale, collaborative networks, leverage existing strengths, and partner to align with state and federal priorities to maximize student success.
Main Presenter: Pamela Noeth, Battelle for Kids
Co-Presenter(s): Mark Glasbrenner, Battelle for Kids
Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...
Building Strong Collaboratives Through Best Practices
1. One Transformational Approach,
Ten Best Practices, and
Five Lessons Learned for Building a Strong Collaborative
Mark Glasbrenner, Collaborative Learning Leader, Battelle for Kids
Pam Noeth, Ph.D., Collaborative Learning Leader, Battelle for Kids June 27, 2012
2. Ohio Appalachian Collaborative
21 Ohio school
districts
74 school buildings
2,066 teachers
34,000 students
Copyright 2012, Battelle for Kids
8. 10. Embedding FIP
Key vehicle for transforming student learning
in the classroom.
FIP Network Teams help embed formative
instructional practices in their districts.
Network teams assume responsibilities for
forming and executing district professional
development plans.
Copyright 2012, Battelle for Kids
9. 9. Using Value-Added Data
Using this growth metric, teachers, schools
and districts can better determine the impact
of their curriculum, instruction, programs, and
practices on student achievement.
Value-Added Network Team educates their
districts about the use of value-added data,
and how to use value-added data in
conjunction with FIP strategies to help
improve instruction.
Copyright 2012, Battelle for Kids
10. 8. Ramping Up the Rigor
ACT QualityCore® curriculum at the high
school level and Common Core State
Standards for k-12 to increase the academic
rigor of classroom instruction.
Utilizing end-of-course exams, ACT
assessments, and other performance-based
assessments to help guide and measure
student achievement.
Copyright 2012, Battelle for Kids
11. 7. Increasing Access to Technology and
21st Century Skills
Increased access to and knowledge of
technology and 21st century skills in
order to better impact student
achievement and prepare students for
future success.
Equipment
Professional Development
Copyright 2012, Battelle for Kids
12. 6. Restructuring School Schedules
Building intervention time for students
needing additional help.
Providing teacher collaboration time
inside the school day.
Building in school advisory periods.
Providing extended time for math and
language arts.
Copyright 2012, Battelle for Kids
13. 5. District-Wide Professional
Development
FIP Network Teams design professional
development plans for the district.
Utilize internal staff to model and
structure professional development.
Copyright 2012, Battelle for Kids
14. 4. The Value of Coaching
CLP position has become an effective
model for district coaching
Utilize collaborative resources and
strategies they gain from each other in
both formal and informal ways.
Copyright 2012, Battelle for Kids
15. 3. Instructional Rounds & Peer
Observations
Teachers or teams of educators walk through
classrooms to observe best practices in actual
classrooms with students.
Method to determine the level of
implementation of FIP.
Encourages teachers to learn best practices
and ideas from each other in a real classroom
setting.
Copyright 2012, Battelle for Kids
16. 2. District-Wide Common Assessments
Higher expectations and a common path for
students at each grade level and in each
course taken.
Common Assessments
Quarterly Assessments
End-of-course exams
Strong data stream to improve student
achievement and a platform for discussion
during collaboration times.
Copyright 2012, Battelle for Kids
17. 1. Building Productive Teams
Formation of productive teams, including
Teacher-Based Teams (TBTs), Building
Leadership Teams (BLTs), District Leadership
Teams (DLTs), and Network Teams for FIP
and value-added data.
Allows OAC districts to progress in the most
efficient and effective manner.
Distributed leadership model to create
ownership at every level in the school district.
Copyright 2012, Battelle for Kids
18. Case Study
Building Productive Teams
Copyright 2012, Battelle for Kids
20. 1. Too Many Committees
“Too many committees that are unproductive.”
Therefore: Districts have restructured
committees within successful teams. Some
committees have been eliminated and some
have been combined.
Led to the creation of a better system for how
committees work with one another and how
decisions can be made most efficiently.
Copyright 2012, Battelle for Kids
21. 2. One-Size Fits All PD
Districts no longer have a “sit and get”
keynote speaker or a generic presentation as
professional development.
Result: They have begun to work in teams,
share best practices, and use the time as a
collaborative forum.
Copyright 2012, Battelle for Kids
22. 3. Over Testing
“Over-tested” students but came away with no
productive, useful data.
To remedy this, districts have eliminated some
past testing practices that were found to have
no impact on student performance.
Result: Districts have a more focused
approach to testing and using data to improve
instruction.
Copyright 2012, Battelle for Kids
23. 4. Meaningless Data Collection
Districts found they were engaging in data
collection for the sake of data collection,
rather than effectively using the data collected
to inform classroom practice.
Result: Districts are seeking to eliminate data
collection that has no practical value, and to
make sure any data collected is analyzed and
used for the purpose of improving instruction.
Copyright 2012, Battelle for Kids
24. 5. Traditional Grade Cards
Because many OAC districts have embraced
formative instructional practices, district teams
have begun to question the effectiveness of
traditional grade cards for students.
Result: There has been significant change
and discussion around standards-based
grading, grading policies, and the best forms
of feedback to help students maximize their
achievement.
Copyright 2012, Battelle for Kids
26. Teachers Teaching Teachers
Heavy emphasis on professional development
reform.
OAC districts believe in sustaining practice of
teachers teaching other teachers.
Collaboration
Peer observation
General professional development days where
teachers can model best practices in a structured
setting
Copyright 2012, Battelle for Kids
27. Staff Meeting Redesign
Enhanced the structure of staff meetings –
straying from the typical “sit and get” meeting
and moving toward professional development
time to share best practices.
Administrative topics of staff meetings are
now communicated via e-mail, staff
newsletters, and other vehicles.
Revitalization of meetings, where time spent
is focused on collaboration.
Copyright 2012, Battelle for Kids
28. Kernel Routines
James Spillane, professor with the School of
Education and Social Policy, coined the
research behind “kernel routines.”
Kernel routine is distinguished by its ability to
redesign the school organization via
leadership teams in the school.
CLPs have been identifying kernel routines in
their school districts – specifically kernel
routines that have begun to change their
culture, enrich their district, and increase
student achievement.Battelle for Kids
Copyright 2012,