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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
10
20
30
40
50
60
70
80
90
School wideAK Native Caucasian Econ. Disad.Disabled
2005-20062006-20072007-2008
0
10
20
30
40
50
60
70
80
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 [email protected]
Sarah [email protected]
» For more information, please contact:
Connie [email protected]
Sarah [email protected]
