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