Hello teacherbasedteams.blogspot.com Readers,
Urbana City Schools are restructuring buildings next year to save money. As a result, East will no longer have 3rd and 4th graders. It will have 4th and 5th graders.
I have been assigned to Urbana North holding kindergarten and 1st graders. In the past, kindergarten and first grade students and teachers have been in two separate buildings. This year, these students and teachers will come together in one building. Teachers had Teacher Based Teams, but the teams are likely different from each other. It is also likely that the teams are at different stages of development.
In this blog, I will document the progress of our new North Kindergarten and First Grade Teacher Based Teams. Here's to a new home, a new team, and great school year!
For those of you who are interested, please follow North Elementary at our new Twitter page. We can be found at UrbanaNorth.
Julie Willoughby
Teacher Based Teams
Monday, July 29, 2013
East Teacher Based Team Survey Results
In the last blog, I shared the questions from the end of the year Teacher Based Team survey. The purpose of the survey was to find out where we were in our progress and where we needed to go. The link below will take you to a presentation that shows East's Teacher Based Team Survey results.
https://docs.google.com/a/urbanacityschools.org/presentation/d/1Pj0qpzFF2moqpQlc66mkBUe40eMe523U60QFanrV32Q/edit#slide=id.p14
Tuesday, June 4, 2013
Survey to Measure Teacher Based Team Progress
This blog is a copy of the survey that our building
leadership team created to analyze the progress of our Teacher Based Teams and
to use as data to set the course for future progress. Our team used Google
forms to create the survey for the staff. You could easily copy and paste this
to Google forms to create your own survey. You will see a title to each
question. This is an option in Google forms.
In the next blog, I will share a summary of the results of
our survey at East.
Introduction:
The purpose of Teacher Based Teams is to bring teachers
together to review student data and create intervention from this data. In
addition, teams should discuss how the intervention went and what can be done
if the intervention did not work. Teacher Based Teams is also a time for
teachers to collaborate on instruction and learning strategies both before and
after instruction happens. The purpose here is for continued improvement in
instruction and student achievement.
Teacher Based Teams develop with time and professional
development. This survey is intended to find out where Teacher Based Teams are
now and how they can be better served.
Multiple Choice Questions:
Frequency of Group Data
How often is your Teacher Based Team collecting and
discussing student data in group format?
Monthly
Twice a month
Weekly
We are not doing this
Frequency of Individual Data
How often is your Teacher Based Team collecting and
discussing data about an individual student?
Monthly
Twice a month
Weekly
We are not doing this
Frequency of Planning Intervention
How often is your Teacher Based Team creating and planning
intervention based off of data results?
Monthly
Twice a month
Weekly
We are not doing this
Frequency of Intervention Results Review
How often is your Teacher Based Team discussing how
intervention went and what to do when intervention did not work?
Monthly
Twice a month
Weekly
We are not doing this
Frequency of Instruction Discussions After Instruction
How often is your Teacher Based Team discussing instruction
and learning strategies after instruction has occurred?
Monthly
Twice a month
Weekly
We are not doing this
Frequency of Instruction Discussion Before Instruction
How often is your Teacher Based Team discussing instruction
and learning strategies before instruction has occurred?
Monthly
Twice a month
Weekly
We are not doing this
Frequency of Sharing Leadership Roles
How often is your group sharing the role of leadership in
Teacher Based Teams?
Monthly
Twice a month
Weekly
We are not doing this
Frequency of Sharing Notetaker Roles
How often is your group sharing the role of notetaker in
Teacher Based Teams?
Monthly
Twice a month
Weekly
We are not doing this
Sharing the Workload
How is your group sharing the workload (for example, writing
assessments, creating interventions)?
The workload is shared evenly
Some teachers are working more than others
This is a concern, because there is an imbalance in our
workload.
Principal Support
Is the principal helpful to the needs of our Teacher Based
Team?
The principal is helpful to our needs.
The principal is sometimes helpful to our needs.
The principal is not helpful enough to our needs.
Time for Teacher Based Teams
Do you have adequate time for Teacher Based Teams?
Yes
Sometimes
No, we need more time
Importance
Should Teacher Based Teams continue to be priority of the
district?
Yes
I’m not sure
No
Response Questions:
Positives
What about Teacher Based Teams is going well?
Things to Improve
What about Teacher Based Teams is not going well?
Next Steps
What, in your opinion, are the next steps for Teacher Based
Teams?
Ideas to Serve Students
How can Teacher Based Teams better serve the needs of our
students?
How Data Changes Instruction
How does data reviewed in Teacher Based Teams change your
instruction?
Measuring Outcome of Intervention
After intervention, how are we measuring the outcome in
Teacher Based Teams?
Tuesday, March 5, 2013
Patterns in our Work, Ideas from other Teams, and Ideas to Grow on
In the last blog, I stated that I would not write another
blog until the notes of the teachers and my notes were reviewed. In my review,
I found patterns in our Teacher Based Team work and ideas from other TBTs that
should be shared. Our Teacher Based Teams have grown in their work and will
continue to grow in their work; and so, this blog also offers ideas for how we
can continue to grow.
Patterns in our Work
The focus of our TBT work is to discuss instruction, review
data, and plan for intervention. Anything that doesn’t fit in these categories
should be saved for grade level meetings.
I have analyzed my notes from attending TBTs and saw some
patterns that I would like to share. In every visit, I saw general discussions
about instruction. Intervention
was planned and data was reviewed at 33% of all of the meetings I attended. At
25% of the meetings attended, there were discussions about specific students.
Ideas from other Teams
When I reviewed teacher notes from TBTs, some notes were
missing in some TBT folders. In some TBTs, teachers bring a laptop to the TBT
with them and take notes when the meeting is going on. This would save time
after TBTs, ensure that notes are taken, and would also provide a review of
notes for group agreement.
One of the TBTs answers these questions in each of their
notes: What were we thinking? How does the data effect the group?
Ideas to Grow On
As we start to grow in our work in TBTs, we should start to
hear discussions about what instructional strategies are being planned for an
upcoming lesson. After the lesson has been taught, teachers then come together
to discuss how the strategy worked or didn’t work and how it can be adjusted to
make it better. This kind of work will move teachers into deeper discussions
not only about what are best practices in teaching but what works best for our
students at East.
When we look at the data, we are moving students into liked
groups for intervention. It is fitting for teachers to have discussions about
individual students as well. If a teacher is having a particularly difficult
time with a student learning a skill, it is fitting to bring this up to the
TBT. Together the team can recommend strategies to try with this student.
Having a group of teachers around you that teach the same subject and grade
level is a great way to get ideas and figure things out for students on an
individual level.
Thanks
Teachers, thanks for all of your hard work in Teacher Based
Teams. I am continually impressed with the work that you are doing in your
teams, and I’m looking forward to your continued growth.
Friday, February 8, 2013
Intervention in Each Grade Level
At East, we have three
different Teacher Based Teams. The third grade team consists of all third grade
teachers and focuses on both reading and math. The fourth grade language arts
team consists of teachers who teach language arts but may teach other subjects.
The fourth grade math team consists of teachers who teach math but may teach
other subjects. The fourth grade language arts team does not consist of any
teachers who also teach math, but the fourth grade math team does have one
teacher who teaches both language arts and math.
As you can imagine, the
intervention for these groups is organized in a different ways. Third grade students do not trade
between teachers for different subjects like the fourth grade students. Most
of the third grade teachers work with a partner teacher for which they might
share students in different subjects. For example, one set of partner teachers
chooses to share the responsibility of teaching science and social studies.
Another set of partner teachers break up math students into liked groups for
instruction sharing students in each other’s classes. Intervention is worked
out between partner teachers. Partner teachers look at data and divide students
up into groups that make sense for the focused skill. This makes things a
little different compared to the fourth grade Teacher Based Teams, because
third grade teachers have discussions about intervention more outside of
Teacher Based Teams than in Teacher Based Teams.
As stated earlier, fourth
grade teachers are divided up into a language arts team and a math team. These
teams discuss groupings for interventions and intervention planning during team
meetings. Two days a week students get intervention in language art and the
other two in math. The other day of the week is for all school assemblies while
teachers are in Teacher Based Teams. When students go to intervention, those
that need direct instruction go to their core teacher for that subject. Other non-core teachers work with students who do not need as much
intervention. These students are doing an independent activity that allows the
non-core teacher to intervene with students in the room who may need help in
their core subject.
Let me give you a
specific example. Let’s say it’s language arts intervention day. The language arts
teacher is working with a group of children who need taught in a particular
skill in a different way then originally presented. The math teacher across the
hallway has students in her room that are working on a language arts paper that
has been assigned to the students as reinforcement. The math teacher sees a few
students in her class that she wants to work with on a skill. She pulls those
students to a table and works with those students while the other students are
working on independent activities.
In addition, the music
teacher works with students two days a week to do an extension activity that
challenges students to think of a language arts concept in a different way. The
music/language arts small group is hand selected and changed frequently by the
language arts team. The language
arts team lets the music teacher know what skill to teach, but the music
teacher does her own planning. Two days a week the gym teacher goes into
classrooms and helps teachers with intervention. The music teacher and gym teacher are able to help with
intervention, because the whole school does intervention at the end of the
school day.
Before the next blog is
written, I will my Teacher Based Team notes from this year’s
meetings and the notes from our Teacher Based Teams. I am not sure what
direction this blog will go to next, but I feel it’s important to review these
document before deciding on a direction.
East Teachers are invited to Comment on teacherbasedteams.blogspot.com
In December, I shared this blog with my
superintendent. I asked him for permission to share the blog with the teachers
at East and link this work to my principal Twitter account @JulieWilloughb1. After his permission was received, I shared this
blog with the teachers at East during the January staff meeting. Teachers were
invited to comment on any blog that they see fit. The Teacher Based Team Blog
has been an account of my point of view of our work in Teacher Based Teams. I
realize that the principal will have a different perspective than the teachers
in a building. East teachers are welcome to comment and correct any
misconceptions that I may have to their work. As a principal, it is my job to
support the work of Teacher Based Teams. It is called Teacher Based Teams
however and not Principal Based Teams; and so, teachers’ point of view in this
blog is not only welcome but wanted.
Wednesday, December 19, 2012
Where Do Students Go When Teachers are in TBTs?
Before the year started, we decided that
teachers would meet weekly on Tuesdays while students were in all school
assemblies from 2:25-3:05 (the end of the school day). With this decision came the question,
how do we organize all school assemblies?
Preparing for all school assemblies is a
mighty task. Some questions needed to be answered. Who will be responsible for
the assemblies? How will the students sit in the assembly? Where will they put
all of there stuff for dismissal? What will dismissal look like after the
assembly?
In the last blog, I shared that the
guidance counselor had agreed to do two assemblies a month, the music teacher
another assembly a month, and the teachers the other assembly each month.
Originally, the idea was that we would do things in the assembly to improve
behavior and discipline. Our guidance counselor incorporates this in to her
lessons, and we incorporate it into the other assemblies as well. We have had a
lot of guest speakers come to assemblies including a town judge, a probation
officer, a fireman, a museum guide, 4-H leader, and many others. The teacher
led assembly has so far been a guest speaker every time. This allows the
teachers the flexibility to continue on with their Teacher Based Team work
rather than having to attend the assembly.
Getting 350 students in a gym all sitting
on the floor can be quite a task. I drew out a map of where students should put
their book bags and coats in the hallways before coming into the gym. The first
day was a little hairy. We made adjustments to what made sense, and my original
map went into the circular file.
Let’s skip ahead to dismissal. How can we
make sure the four staff members we have can dismiss all of these students and
be outside to cover bus duty and parent pick-up? Well, we recruited the
after-school care program manager who happened to be in the gym waiting to set
up her program. She agreed to help us dismiss children by groups using the
microphone while the other teachers took their places at the bus lines, a
parent pick-up point, and in the hallway. Here are some problems to avoid that
we learned through trial and error. Make sure the other teachers are where they
need to be before students are dismissed, and make sure that the hallway
monitor is in a central location, so all boys and girls understand they are to
walk in the hallways. It turns out we needed to recruit the school nurse to
step out in the hallway and help with monitoring students walking in the
hallway on their way out of the building. Oh, and did I mention review with
boys and girls that they need to walk in the hallways.
Now, let’s rewind to the actual assemblies.
The behavior of the students in the weekly all school assemblies were exceptional
at the beginning of the school year. Students were commenting on how much they
were looking forward to what the next assembly might be. We enjoyed the honeymoon
period (while it lasted). As time went on, some students began to test
boundaries. We decided to have a pullout room for students who were showing us
they could not participate well in the assemblies. These students were to write
apology letters while they were out of the assembly. As time progressed, it was
apparent that this was not enough of a deterrent for a portion of our boys and
girls.
The teachers operating the assemblies came
to me with some great ideas they had to help our boys and girls along. So, I
shared with the boys and girls that if they need to be pulled out of the assembly
they would be seeing me the next morning, and they would be receiving a
consequence. We reviewed the form that would be used and explained that the
more times a boy or girl is pulled out of the assembly the greater the
consequence would be. Of course, we shared that there would be rewards for
classes that did a good job in the assemblies. Happy to report, the guidance
counselor said that everything was “100% better.”
As a principal, I knew that I needed to
support the teachers who are helping with the assemblies. Without their work,
Teacher Based Teams would not be happening on a weekly basis. We may need to
adjust our work again; and so, it’s important to keep the lines of
communication open.
The guidance counselor and the music
teacher do a great job helping me with flexibility. When we had a guest speaker
call out sick, the guidance counselor had a back up assembly ready to go.
Another great reason to say thank you ask much as possible.
The general lesson with weekly all school
assemblies is to think ahead as much as you can. Have a system of consequences
and rewards ready to go from the start. Finally, understand that you will need
to learn from your mistakes and make adjustments as necessary.
In the next blog, I will share how
intervention was organized in each grade level.
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