collaborating for student success teacher collaboration: strategies & outcomes arches seminar uc...

Collaborating for Student Success

Teacher Teacher Collaboration:Collaboration:Strategies & Strategies &

OutcomesOutcomes

ARCHES SeminarARCHES SeminarUC Irvine ~ 3/15/10UC Irvine ~ 3/15/10

Teacher Teacher Collaboration:Collaboration:Strategies & Strategies &

OutcomesOutcomes

ARCHES SeminarARCHES SeminarUC Irvine ~ 3/15/10UC Irvine ~ 3/15/10Ivan Cheng Ivan Cheng

[email protected]@csun.eduIvan Cheng Ivan Cheng [email protected]@csun.edu


““The majority of students did not pass The majority of students did not pass [algebra] in eighth or ninth grades, and [algebra] in eighth or ninth grades, and roughly two-thirds of them failed to roughly two-thirds of them failed to graduate on time.”graduate on time.”

““The majority of students did not pass The majority of students did not pass [algebra] in eighth or ninth grades, and [algebra] in eighth or ninth grades, and roughly two-thirds of them failed to roughly two-thirds of them failed to graduate on time.”graduate on time.”

The ContextThe Context

Los Angeles Times, June 21, 2008Los Angeles Times, June 21, 2008


““To improve their mathematics instruction, To improve their mathematics instruction, teachers must be able to analyze what teachers must be able to analyze what they and their students are doing and they and their students are doing and consider how those actions are affecting consider how those actions are affecting students’ learning.”students’ learning.”

““To improve their mathematics instruction, To improve their mathematics instruction, teachers must be able to analyze what teachers must be able to analyze what they and their students are doing and they and their students are doing and consider how those actions are affecting consider how those actions are affecting students’ learning.”students’ learning.”


NCTM Principles and Standards, p. 18NCTM Principles and Standards, p. 18


The ContextThe Context””Teachers learn well just as students do – Teachers learn well just as students do –

by studying, doing, and reflecting; by studying, doing, and reflecting; by collaborating with other teachers; by collaborating with other teachers; by looking closely at students and their by looking closely at students and their work; and by sharing what they see.”work; and by sharing what they see.”

””Teachers learn well just as students do – Teachers learn well just as students do – by studying, doing, and reflecting; by studying, doing, and reflecting; by collaborating with other teachers; by collaborating with other teachers; by looking closely at students and their by looking closely at students and their work; and by sharing what they see.”work; and by sharing what they see.”

Darling-Hammond (1999), p. 12Darling-Hammond (1999), p. 12

by collaborating with other teachersby collaborating with other teachers


Two thirds of teachers (67%) and three Two thirds of teachers (67%) and three quarters of principals (78%) think that quarters of principals (78%) think that teacher collaboration would have a teacher collaboration would have a major impact on student achievement.major impact on student achievement.

Two thirds of teachers (67%) and three Two thirds of teachers (67%) and three quarters of principals (78%) think that quarters of principals (78%) think that teacher collaboration would have a teacher collaboration would have a major impact on student achievement.major impact on student achievement.

MetLife Survey of the American Teacher 2009MetLife Survey of the American Teacher 2009



The BenefitsThe Benefits• Greater collective responsibility for Greater collective responsibility for

student learningstudent learning• Higher levels of trust between teachers Higher levels of trust between teachers

and administratorsand administrators• Greater job satisfactionGreater job satisfaction

• Greater collective responsibility for Greater collective responsibility for student learningstudent learning

• Higher levels of trust between teachers Higher levels of trust between teachers and administratorsand administrators

• Greater job satisfactionGreater job satisfaction

MetLife Survey of the American Teacher 2009MetLife Survey of the American Teacher 2009


Types of CollaborationTypes of Collaboration• Department meetingsDepartment meetings• Interdisciplinary meetingsInterdisciplinary meetings• Professional learning communitiesProfessional learning communities• Coaching and mentoringCoaching and mentoring• Lesson studyLesson study• ““Learning Teams” (Pearson)Learning Teams” (Pearson)

• Department meetingsDepartment meetings• Interdisciplinary meetingsInterdisciplinary meetings• Professional learning communitiesProfessional learning communities• Coaching and mentoringCoaching and mentoring• Lesson studyLesson study• ““Learning Teams” (Pearson)Learning Teams” (Pearson)


The ProblemThe Problem””The environments in which most teachers The environments in which most teachers

work have been structured in ways that work have been structured in ways that actually work against the kind of actually work against the kind of sustained collaboration that we have sustained collaboration that we have suggested is needed for significant and suggested is needed for significant and steady improvement.”steady improvement.”

””The environments in which most teachers The environments in which most teachers work have been structured in ways that work have been structured in ways that actually work against the kind of actually work against the kind of sustained collaboration that we have sustained collaboration that we have suggested is needed for significant and suggested is needed for significant and steady improvement.”steady improvement.”

Stigler & Hiebert (1999), p. 172Stigler & Hiebert (1999), p. 172




The ProblemThe Problem

Not Ofte

n

Not Ofte

n

Enough!

Enough!


• Student Improvement Through Teacher Student Improvement Through Teacher Empowerment (SITTE)Empowerment (SITTE)

• Utilize teachers’ classrooms as Utilize teachers’ classrooms as “laboratories” for practical inquiry“laboratories” for practical inquiry

• Facilitated inquiry based on the Facilitated inquiry based on the Cognitively Guided Instruction (CGI) modelCognitively Guided Instruction (CGI) model

• The The Responsive Teaching CycleResponsive Teaching Cycle (RTC) (RTC)

• Student Improvement Through Teacher Student Improvement Through Teacher Empowerment (SITTE)Empowerment (SITTE)

• Utilize teachers’ classrooms as Utilize teachers’ classrooms as “laboratories” for practical inquiry“laboratories” for practical inquiry

• Facilitated inquiry based on the Facilitated inquiry based on the Cognitively Guided Instruction (CGI) modelCognitively Guided Instruction (CGI) model

• The The Responsive Teaching CycleResponsive Teaching Cycle (RTC) (RTC)

The SolutionThe Solution


Responsive Teaching Cycle (RTC)

Responsive Teaching Cycle (RTC)

• Daily collaboration around evidence of Daily collaboration around evidence of student learningstudent learning

• Focus on getting through to students Focus on getting through to students rather than getting through a bookrather than getting through a book

• Daily collaboration around evidence of Daily collaboration around evidence of student learningstudent learning

• Focus on getting through to students Focus on getting through to students rather than getting through a bookrather than getting through a book

ExploreExplore

EstablishEstablish ExperimentExperiment

ExamineExamine

Student Student LearningLearningStudent Student LearningLearning


• Students scored significantly higher on Students scored significantly higher on District Periodic AssessmentDistrict Periodic Assessment• 52%52% higher on Q1 constructed response higher on Q1 constructed response• 33%33% higher on Q2 constructed response higher on Q2 constructed response

• Students scored significantly higher on Students scored significantly higher on District Periodic AssessmentDistrict Periodic Assessment• 52%52% higher on Q1 constructed response higher on Q1 constructed response• 33%33% higher on Q2 constructed response higher on Q2 constructed response

Impact on StudentsImpact on Students


0

5

10

15

20

25

30

35

40

45

Unit 1 Unit 2

School

SITTE

0

1

2

3

4

5

6

7

8

Unit 1 Unit 2

School

SITTE

0

0.5

1

1.5

2

2.5

Unit 1 Unit 2

School

SITTE

Overall (% Correct) Mult. Choice (# Correct) Constructed Resp. (4 Max.) Overall (% Correct) Mult. Choice (# Correct) Constructed Resp. (4 Max.)Impact on StudentsImpact on Students


• Students passed Algebra at higher rates Students passed Algebra at higher rates ((90%90% following a 4-week summer following a 4-week summer program)program)

• Students passed Algebra at higher rates Students passed Algebra at higher rates ((90%90% following a 4-week summer following a 4-week summer program)program)

30.9

38.1

30.2

33

25

21

13.4

8.3

0.01

2.1

0% 20% 40% 60% 80% 100%

2007

2008 A

B

C

D

F

Impact on StudentsImpact on Students


• Basic skills developed in context, not in Basic skills developed in context, not in isolationisolation

• Multiple representations used to provide Multiple representations used to provide meaningful connectionsmeaningful connections

• Critical thinking promoted through patterns Critical thinking promoted through patterns and explorationsand explorations

• Focused on teaching tools instead of Focused on teaching tools instead of teaching topicsteaching topics





Impact on TeachersImpact on Teachers


• Stephanie has 3 times as many pencils as Stephanie has 3 times as many pencils as Josh. Together, they have 24 pencils. How Josh. Together, they have 24 pencils. How many pencils does each person have?many pencils does each person have?


Stephanie J osh



• Stephanie has 3 times as many pencils as Stephanie has 3 times as many pencils as Josh.Josh. Together, they have 24 pencils. How Together, they have 24 pencils. How many pencils does each person have?many pencils does each person have?

• Stephanie has 3 times as many pencils as Stephanie has 3 times as many pencils as Josh.Josh. Together, they have 24 pencils. How Together, they have 24 pencils. How many pencils does each person have?many pencils does each person have?

Stephanie J osh



• Stephanie has 3 times as many pencils as Stephanie has 3 times as many pencils as Josh.Josh. Together, they have 24 pencils.Together, they have 24 pencils. How How many pencils does each person have?many pencils does each person have?

• Stephanie has 3 times as many pencils as Stephanie has 3 times as many pencils as Josh.Josh. Together, they have 24 pencils.Together, they have 24 pencils. How How many pencils does each person have?many pencils does each person have?

Stephanie J osh

= 24




NowNow we write 3 we write 3xx + + xx = 24 = 24


NowNow we write 3 we write 3xx + + xx = 24 = 24

x

x

x x

Stephanie J osh

= 24



• Stephanie has 3 more pencils than Josh. Stephanie has 3 more pencils than Josh. Together, they have 24 pencils. How many Together, they have 24 pencils. How many pencils does each person have?pencils does each person have?


Stephanie J osh



Stephanie J osh





• Stephanie has 3 more pencils than Josh.Stephanie has 3 more pencils than Josh. Together, they have 24 pencils. How many Together, they have 24 pencils. How many pencils does each person have?pencils does each person have?

• Stephanie has 3 more pencils than Josh.Stephanie has 3 more pencils than Josh. Together, they have 24 pencils. How many Together, they have 24 pencils. How many pencils does each person have?pencils does each person have?

+1 +1 +1

Stephanie J osh



+1 +1 +1

Stephanie J osh

= 24

• Stephanie has 3 more pencils than Josh.Stephanie has 3 more pencils than Josh. Together, they have 24 pencils.Together, they have 24 pencils. How many How many pencils does each person have?pencils does each person have?

• Stephanie has 3 more pencils than Josh.Stephanie has 3 more pencils than Josh. Together, they have 24 pencils.Together, they have 24 pencils. How many How many pencils does each person have?pencils does each person have?




NowNow we write ( we write (xx + 3) + + 3) + xx = 24 = 24


NowNow we write ( we write (xx + 3) + + 3) + xx = 24 = 24

= 24

+1 +1 +1

Stephanie J osh











What Happened in SITTE?What Happened in SITTE?


How did SITTE Happen?How did SITTE Happen?Changing teacher practiceChanging teacher practice• Scrambled NumbersScrambled Numbers• Following DirectionsFollowing Directions

Changing teacher practiceChanging teacher practice• Scrambled NumbersScrambled Numbers• Following DirectionsFollowing Directions


Changing teacher attitudesChanging teacher attitudes• Consideration of local school contexts and Consideration of local school contexts and

teachers’ actual situationsteachers’ actual situations• Focusing on student learning rather than on Focusing on student learning rather than on

teacher improvementteacher improvement• Providing resources rather than mandating Providing resources rather than mandating

particular strategies or curriculaparticular strategies or curricula• Using teacher knowledge to generate solutionsUsing teacher knowledge to generate solutions

Changing teacher attitudesChanging teacher attitudes• Consideration of local school contexts and Consideration of local school contexts and

teachers’ actual situationsteachers’ actual situations• Focusing on student learning rather than on Focusing on student learning rather than on

teacher improvementteacher improvement• Providing resources rather than mandating Providing resources rather than mandating

particular strategies or curriculaparticular strategies or curricula• Using teacher knowledge to generate solutionsUsing teacher knowledge to generate solutions

Respect

&

Respect

&

Trust

Trust

How did SITTE Happen?How did SITTE Happen?


Changing professional developmentChanging professional development• Administrator supportAdministrator support• Coach/facilitator supportCoach/facilitator support• Space and timeSpace and time• Food!Food!• Food!Food!• Food!Food!

Changing professional developmentChanging professional development• Administrator supportAdministrator support• Coach/facilitator supportCoach/facilitator support• Space and timeSpace and time• Food!Food!• Food!Food!• Food!Food!

How did SITTE Happen?How did SITTE Happen?


Summer School DREAMS ProgramSummer School DREAMS ProgramSummer School DREAMS ProgramSummer School DREAMS Program

8:00–9:45 10:00–11:45 12:15–2:55

Students’ Schedule

Math course(Algebra

Readiness)Robotics course Writing course

Math teachers

Teach mathSITTE

ProfessionalDevelopment

Robotics teachers

Teach roboticsCollaborative

lesson development

When did SITTE Happen?When did SITTE Happen?


Common Conference PeriodCommon Conference Period• 4 Teachers4 Teachers• 5 5 Student TeachersStudent Teachers• Google Sites• 4 x 4 schedule next year in two schools4 x 4 schedule next year in two schools

Common Conference PeriodCommon Conference Period• 4 Teachers4 Teachers• 5 5 Student TeachersStudent Teachers• Google Sites• 4 x 4 schedule next year in two schools4 x 4 schedule next year in two schools



After SchoolAfter School• Twice per weekTwice per week• Coffee HouseCoffee House• QEIA fundedQEIA funded

After SchoolAfter School• Twice per weekTwice per week• Coffee HouseCoffee House• QEIA fundedQEIA funded



• Teachers & administrators unsure of benefitsTeachers & administrators unsure of benefits• Teachers afraid of additional burden on timeTeachers afraid of additional burden on time• Teachers distracted by other PD commitments Teachers distracted by other PD commitments • Teachers unfamiliar with alternate teaching Teachers unfamiliar with alternate teaching

strategiesstrategies• Teachers lack opportunities to engage in Teachers lack opportunities to engage in

alternate teaching strategiesalternate teaching strategies

• Teachers & administrators unsure of benefitsTeachers & administrators unsure of benefits• Teachers afraid of additional burden on timeTeachers afraid of additional burden on time• Teachers distracted by other PD commitments Teachers distracted by other PD commitments • Teachers unfamiliar with alternate teaching Teachers unfamiliar with alternate teaching

strategiesstrategies• Teachers lack opportunities to engage in Teachers lack opportunities to engage in

alternate teaching strategiesalternate teaching strategies

Possible Roadblocks to SITTEPossible Roadblocks to SITTE


When we reconvene:When we reconvene:• Inventory of current collaborative effortsInventory of current collaborative efforts• Identification of tasks that need to be done Identification of tasks that need to be done

in order to set up collaboration timein order to set up collaboration time• Discussion of creative strategies to provide Discussion of creative strategies to provide

opportunities for teacher collaborationopportunities for teacher collaboration

When we reconvene:When we reconvene:• Inventory of current collaborative effortsInventory of current collaborative efforts• Identification of tasks that need to be done Identification of tasks that need to be done

in order to set up collaboration timein order to set up collaboration time• Discussion of creative strategies to provide Discussion of creative strategies to provide

opportunities for teacher collaborationopportunities for teacher collaboration

LUNCH :)LUNCH :)


What’s Happening?What’s Happening?• What is the current state of collaboration What is the current state of collaboration

at your school or district?at your school or district?• What are your goals? How do you envision What are your goals? How do you envision

collaboration at your school?collaboration at your school?• What are the barriers/supports that exist?What are the barriers/supports that exist?

• Time?Time?• Money?Money?• Motivation/resistance?Motivation/resistance?

• What is the current state of collaboration What is the current state of collaboration at your school or district?at your school or district?

• What are your goals? How do you envision What are your goals? How do you envision collaboration at your school?collaboration at your school?

• What are the barriers/supports that exist?What are the barriers/supports that exist?• Time?Time?• Money?Money?• Motivation/resistance?Motivation/resistance?


• Where can teacher collaboration occur?Where can teacher collaboration occur?• When can teacher collaboration occur?When can teacher collaboration occur?• How can teacher collaboration occur?How can teacher collaboration occur?• Who can help teacher collaboration to Who can help teacher collaboration to

occur?occur?

• Where can teacher collaboration occur?Where can teacher collaboration occur?• When can teacher collaboration occur?When can teacher collaboration occur?• How can teacher collaboration occur?How can teacher collaboration occur?• Who can help teacher collaboration to Who can help teacher collaboration to

occur?occur?

How Will it Happen?How Will it Happen?


• Who are the key people that need to be Who are the key people that need to be involved?involved?• TeachersTeachers• AdministratorsAdministrators• Outside partnersOutside partners

• What are the key tasks that need to be What are the key tasks that need to be done?done?

• What is the timeline for implementation?What is the timeline for implementation?

• Who are the key people that need to be Who are the key people that need to be involved?involved?• TeachersTeachers• AdministratorsAdministrators• Outside partnersOutside partners

• What are the key tasks that need to be What are the key tasks that need to be done?done?

• What is the timeline for implementation?What is the timeline for implementation?

Making It HappenMaking It Happen


Thank YouThank YouFor Your For Your

ParticipationParticipation


Thank YouThank YouFor Your For Your

ParticipationParticipation


Ivan Cheng Ivan Cheng [email protected]@csun.edu

Ivan Cheng Ivan Cheng [email protected]@csun.edu


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collaborating for student success teacher collaboration: strategies & outcomes arches seminar uc...

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