Whole Brain Teaching: High School Math

Whole Brain Teaching: High School Math

Revised Action Plan

Action Research 2010-11
Peer Coaching
Teachers Coaching Teachers

Action Research
 Can TCT open teachers and their classroom to new learning?
 Can TCT bring added value to student learning?
 Can TCT improve classroom management due to increased student engagement in learning?
 Can TCT increase teacher use and confidence in Collaborative grouping and technology use?
 Can TCT be a spring board for PLC’s in our district?
Understanding the Way we Teach
 What are teachers beliefs about how students learn?
Answer: Generally can determine by observing our classrooms
 How tightly are these beliefs tied to their own strengths as educators?
Answer: Classroom practices correlate with strengths


Understanding the Way we Teach
 What are teachers beliefs about their roles in students success?
Answer: if believe only student is responsible hard to teach to motivate kids. If believe both then basis for building trust and increase student learning.
 What keeps teachers from trying new practices?
Answer: Past attempts and failures, fear chaos, change is a lot of work, change has to be deleberate.


Goals
 Teach TCT members that change comes form inquiry, flexibility, gradual, and mistakes are okay
 Revitalize veteran teachers
 Create a collaborative campus atmosphere where teachers feel safe taking chances using new techniques and methods


Activities
 Teachers do a self-evaluation of teaching
 Peer Coaches and 1 administrator observe teacher and do evaluation as well
 Rules and guidelines for peer coaches
 Observation prior to 1st peer coaching activity
 Teacher directed and implemented peer assessments. Each teacher will rank their self-evaluations and select the top three items where they would like to focus their improvement. Peer observers now know what they need to look for during observations and offer help.
 Changes and new techniques and methods observed and critiqued.
Activities
 1st six weeks evaluate student engagement when teachers are observed. (percentage of students not just on task but tuned in to what is happening) You will have 3-4 different numbers on this because of 3-4 different observers and different classes. Take an average.
 1st six weeks document teacher failure rate
 1st six weeks teachers select lesson/unit to implement collaborative grouping, differentiated instruction, and classroom management techniques. Peer group helps plan lesson and offers suggestions.


Activities
 Pre Conference
 Observation
 Post Conference
Possible TCT Directions
 Utilizing Collaborative Groups
 Take C-Scope Lesson and produce workable stations
 Student Initiated Learning
 Classroom Management
 Increase Student Engagement in Learning
 Decrease in Student Referrals
 Differentiated Instruction
 Meet the different learning styles of students
 Decrease apathy and failures


Timeline
 August: Introduction to Peer Coaching
 September:
 Staff Development
 Peer Observations
 Self-Evaluation
 Trust
 Evaluate Students 1st Six Weeks Performance
 October:
 Select 3 areas for improvement
 Team planning of lesson
Timeline
 Nov/Dec:
 Pre Conference
 Observation #1
 Post Conference
 Jan:
 Select 2nd Lesson Prepare Yourself. Can ask for peer assistance.



Timeline
 Feb/Mar/Apr:
 Pre Conference
 Observations #2 and #3
 Post Conference
 May:
 2nd Self-Evaluation
 2nd Peer and Administrator Evaluations
 Evaluate Students 5th Six Weeks Performance

Week 3 Action Plan

Goal: Building a small group of professional peers by which we can gain insight into our
current teaching styles and receives encouragement and growth.

Outcomes: Increased student engagement and learning
Focused Collaboration and Community relationships among teachers
Improved curriculum and teacher methodologies

Activities: Pre and Post surveys by teachers and administrators
Action Inquiry based upon surveys suggested needs and feelings of teachers
Pre and Post conferences for observations

Resources/Research Tools Needed:
Evaluation spread sheet
Pre-observation Post-observation
Observation log
Peer coach training
Scheduling

Timeline: 1st Semester Trial Group
2nd Semester Build upon findings and Increase number of groups
2nd Year: campus wide participation in Peer Coaching

Benchmarks/Assessments:
After 2nd pre-conference, observation, and post conference analyze benefits.
Make necessary adjustments to process and inquiry.
Repeat surveys to determine if growth has been achieved
Survey non participants as control group

Week 2 Reflection

This week provided a greater understanding of the 9 areas in which principals need to be active researchers. With the strings that pull administrators in various directions each day it is impossible for us to do all the research needed to keep our campus performing successfully. Because of this it is important that we learn to delegate, relinquish some control, and develop teacher leaders.

The area of I have selected for my action research is a difficult one and I am questioning my decision. I also just learned that my site-supervisor has resigned from our district. So, I now will have to selected another supervisor and work to bring him or her up to speed in order to complete my research.

Educational Leaders and blogs

Blogging could provide administrators with a valuable memory and communication tool. Often administrators handled hundreds of issues each week with little or no advice from peer administrators. Blogging could provide a sounding board between fellow administrators. Also, blogging could provide educators with: a personal journal, a reminder of previous approaches, and a resource for measuring growth.

Action Research

Action research is a process used to bring about necessary changes in an educational setting. The research is based upon active questioning, and the analysis of data. The process takes time, determination, and dedication on the part of the researcher. The person or group must start with a goal in mind and establish a pattern to accomplish the goal. They must then be willing to make any necessary adjustments and changes as the process unfolds.
Action research can provide administrators with a basis for many beneficial changes in the realm of education.
1. One of the key ingredients is ownership of ideas and direction; teachers should be able to have involvement in this type of planning. As an administrator you need to support and have confidence in your staff. If you give them the impetus to research, adjust, and collect needed data to address the issues and you will have a cooperative, happy, involved campus and the improvements needed for your kids.
2. Personal reflection is important whether you are an administrator in an educational setting, or the CEO of a major company. Taking time to look from the outside in and reflecting upon what is working and what is not gives you opportunities for needed changes and the renewing of goals.
3. Teachers and students have needs that must be met in order for the educational process to run smooth and efficiently. Establishing a team of staff to address, analyze, and set goals to address these concerns is very beneficial to a campus and its morale.
4. Limit Wild Goose Chasing! In education there will always be this new book, or that new curriculum, or some new gadget. Every administrator in our region is jumping on whatever bandwagon is hot this week. However, this new curriculum which may work in one particular school in a high socioeconomic suburban area would not benefit our type of students. Instead teachers and administrators need to study our kids, evaluate our needs, and then find appropriate solutions based upon research and data from schools with similar situations.