Six Pillars, Five Mistakes, and The Top Ten Best Practices 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

One Transformational Approach,Ten Best Practices, and

Five Lessons Learned for Building a Strong Collaborative

21 Ohio school districts

74 school buildings 2,066 teachers 34,000 students

Copyright 2012, Battelle for Kids

Ohio Appalachian Collaborative

Rural Education Transformational Approach


System of Support


Case Study

What is a CLP?


10 Best Practices 5 Lessons Learned 3 Emerging Practices


What have we learned?

10 Best Practices


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.


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.


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.


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


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.


5. District-Wide Professional Development

FIP Network Teams design professional development plans for the district.

Utilize internal staff to model and structure professional development.


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.


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.


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.


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.


Case Study


Building Productive Teams

5 Lessons Learned


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.


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.


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.


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.


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.


Emerging Practices


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


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.


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.


Questions and Answers


To learn more about the Ohio Appalachian Collaborative, visit www.BattelleforKids.org/ohio/oac

http://www.battelleforkids.org/ohio/oac