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Transcript of Learning Teams
to Instructional Improvement Standards & Assessments
Policies & Guidelines
Materials & Curricula Problem: The Implementation Challenge INPUTS Improved Student
Achievement OUTPUT COMMON CORE STANDARDS When Desired Output Not Achieved INPUTS Improved Student
Achievement OUTPUT Accountability Pressures Expectations are high for CCSS, but results will depend on quality
of implementation at the school level. “The CCSS focus on learning expectations for students, not how students get there.” –CCSS Initiative: Overview Presentation, March 2010 “The CCSS are not a curriculum…Local teachers, principals, superintendents, and others will decide how the standards are to be met."–CCSS Initiative: Myths v. Facts About CCSS “The CCSS are essential, but inadequate. Along with standards, educators must be given resources, tools, and time to adjust classroom practice...”–CCSS Initiative: Overview Presentation, March 2010 Learning Teams: Evolution of the Research Six-Year Evaluation of Learning Teams Model Scale-Up Study Results: Stanford 9 NCE Means Over a five year period, LT schools demonstrated statistically significant gains on state assessments:
- 41% above and beyond the rate of gains in comparison schools for the overall student population
- 54% above and beyond the comparison schools for the Latino population Inside the Black Box of School Change:
A Qualitative External Evaluation Compared to Non-LT schools,
Learning Teams schools had:
Wider Distribution of Leadership
More Effective Team Meetings
Sharper Focus on Academic Goals & Outcomes
Stronger Collective Commitment
Attributions of Outcomes to Teaching Compared 9 Learning Teams Schools with 6 comparison schools
Schools were matched on:
Percent Free/reduced lunch [86%, 89%]
Percent Latino [69%, 83%]
English learners [71%, 75%] A Systemic Approach to Unpacking the Black Box System of Settings Teams:
Composition: In the LT model, a “learning team” or “teacher workgroup” is a group of 3-7 teachers that share the same grade-level, course or subject area.
Focus/Purpose: Address common student academic needs through the continuous study of teaching. Student Outcomes System of Settings Each learning team must have a trained facilitator. Student Outcomes System of Settings Facilitator Team Distributive Leadership:
The group of facilitators
also becomes a team. Student Outcomes System of Settings The Principal Setting
Builds Capacity for Instructional Leadership Facilitator Team Principal Planning Student Outcomes Contextual inputs (e.g. Common Core, performance tasks, resources, strategies, curriculum, etc.) …well articulated processes for collaboratively solving instructional problems informed by evidence Tested Protocol Can’t be overly prescriptive: Keep it relevant to the work teachers are doing to address instructional needs in their classrooms.
Can’t be under-specified: Provide sufficient structure to maximize use of time and establish consistent, common process across school/ district. Addressing Common Student Needs (The 7 Steps) Scale-Up Study Results: Stanford 9 NCE Means Assistance and Training Goal: Be ready for launching implementation with
two-day Leadership Institute in July or August Example Timeline for Getting Started Prior to May: Introduce Learning Teams to school site principals and other key stakeholders
May-June: Conduct 2 preparation meetings (3 hours each) with principals to prepare for the Summer LT Institute
calendaring institute dates
drafting team configurations
planning for necessary site-level settings
planning for coherence with existing terminology, initiatives, priorities, resources
July/August: Learning Teams 2-day institute
September: Launch year-long implementation and support services Increase Student Outcomes Evidenced-Based
Fully-Elaborated Model Structure & Ongoing Support Where LT Resides LT Research & Efficacy Learning Teams Data
Analysis Learning Teams External Evaluation Getting Started... Evidence-Based Structure to Solve Instructional Problems LT Virtual Face-to-Face & Technology-Based Offering