Peer Coaching The Spirit of Collaboration The Spirit of Collaboration

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Peer Coaching

The Spirit of Collaboration

The Spirit of Collaboration

Houston Middle Timeline

» 2003- HMS split from the high school

» No middle school concept» No discipline plan» 31 suspensions first month

Total population 440 students

» Junior High Schedule- no teaming

» 2003- HMS split from the high school

» No middle school concept» No discipline plan» 31 suspensions first month

Total population 440 students

» Junior High Schedule- no teaming

Houston Middle School Progresses

» Middle School model in place (teaming)» Make Your Day Citizenship Program was

Adopted (suspensions cut in half)» Content by content attack began with reading

by implementing Direct Instruction.» Yearly progressions continue» Professional Development for staff evolved:

Book Studies:» This We Believe NMSA» Understanding Poverty» Whatever It Takes» Adolescent Development

» Middle School model in place (teaming)» Make Your Day Citizenship Program was

Adopted (suspensions cut in half)» Content by content attack began with reading

by implementing Direct Instruction.» Yearly progressions continue» Professional Development for staff evolved:

Book Studies:» This We Believe NMSA» Understanding Poverty» Whatever It Takes» Adolescent Development

Mission Statement

Houston Middle School Hawks Promoting

High expectations for students and staffAchievement and positive choicesWorking as oneKnowledge for successful life long learningSelf worth and respect for all

Houston Middle School Hawks Promoting

High expectations for students and staffAchievement and positive choicesWorking as oneKnowledge for successful life long learningSelf worth and respect for all

Houston Middle School Keeps on Trekking

» PLC (Professional Learning Communities) Provided professional development and

increase in communication for teams, administration, parents to focus on student success

» Math was tackled by adopting Accelerated Math

» SIMS and Criterion were introduced for Writing Interventions

» Intervention Model developed and ongoing

» PLC (Professional Learning Communities) Provided professional development and

increase in communication for teams, administration, parents to focus on student success

» Math was tackled by adopting Accelerated Math

» SIMS and Criterion were introduced for Writing Interventions

» Intervention Model developed and ongoing

Intervention Model

» Students at risk are placed on triangle though a systemic process in order to identify individual student needs.

» Students at risk are placed on triangle though a systemic process in order to identify individual student needs.

Intervention Model» Each child that has

been identified will move through levels while interventions are put in place

» Example: Home/School communication through planner checks, weekly drag sheets, daily check lists etc.

» Each child that has been identified will move through levels while interventions are put in place

» Example: Home/School communication through planner checks, weekly drag sheets, daily check lists etc.

Climbing the mountain

» Data Retreat opportunity:

» Low test scores» Looked at SBA

scores for all students

» Data Retreat opportunity:

» Low test scores» Looked at SBA

scores for all students

» Results:

» GLE checklists Created Pacing Guides

implemented in Reading, Writing, and Math

» Results:

» GLE checklists Created Pacing Guides

implemented in Reading, Writing, and Math

Assessments

» 2007-2008 Dr. Whitely invited for Professional

Development Discussions uncovered a desire to

conduct peer observations»Wanted to see other teachers’ methods»Decided that staff cohesion was strong

enough to open our rooms for observations

» 2007-2008 Dr. Whitely invited for Professional

Development Discussions uncovered a desire to

conduct peer observations»Wanted to see other teachers’ methods»Decided that staff cohesion was strong

enough to open our rooms for observations

Peer Coaching: Why?

» Goal: Increase Student Learning by Teachers given the opportunity to

collaborate with each other by Giving data driven feedback to each other

» Nonjudgmental» At teacher request» Not Mandatory» Confidential

True Collaborative Spirit: Both parties benefit

» Goal: Increase Student Learning by Teachers given the opportunity to

collaborate with each other by Giving data driven feedback to each other

» Nonjudgmental» At teacher request» Not Mandatory» Confidential

True Collaborative Spirit: Both parties benefit

Peer Coaching: How?

» Pre-Conference Observed is in control Decide upon “Lens”, time, etc.

» Observation Data is collected

» Post-Conference (Key!) 3 Intentions used to keep positive 3 points conversation makes Data the focus

» Suggestions are only offered upon request

» Pre-Conference Observed is in control Decide upon “Lens”, time, etc.

» Observation Data is collected

» Post-Conference (Key!) 3 Intentions used to keep positive 3 points conversation makes Data the focus

» Suggestions are only offered upon request

Trouble Shooting

» Time» Scheduling Conflicts» Follow Through» Comfort Levels Do Vary

Requires high level of respect between peers

» Time» Scheduling Conflicts» Follow Through» Comfort Levels Do Vary

Requires high level of respect between peers

Reaching the Summit

» Data Driven School:

» Drives our instruction and assessments.

» Made AYP 2007-2008!

» Data Driven School:

» Drives our instruction and assessments.

» Made AYP 2007-2008!

FY 2008

0

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90

School wideAK Native Caucasian Econ. Disad.Disabled

2005-20062006-20072007-2008

0

10

20

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90

School wideAK Native Caucasian Econ. Disad.Disabled

2005-20062006-20072007-2008

Language Arts AYP Year to Year ComparisonPercentage of Students Proficient

Language Arts AYP Year to Year ComparisonPercentage of Students Proficient

FY 2008

0

10

20

30

40

50

60

70

80

Schoolwide

AK NativeCaucasian Econ.Disad.

Disabled

2005-20062006-20072007-2008

0

10

20

30

40

50

60

70

80

Schoolwide

AK NativeCaucasian Econ.Disad.

Disabled

2005-20062006-20072007-2008

Mathematics AYP Year to Year ComparisonPercentage of Students Proficient

Mathematics AYP Year to Year ComparisonPercentage of Students Proficient

Thank You!

» For more information, please contact:

Connie Tracyconnie.tracy@matsuk12.us

Sarah Paulsonsarah.paulson@matsuk12.us

» For more information, please contact:

Connie Tracyconnie.tracy@matsuk12.us

Sarah Paulsonsarah.paulson@matsuk12.us

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