Element IV-C-1. Profesional Collaboration
Consistently and effectively collaborates with colleagues in such work as developing standards-based units, examining student work, analyzing student performance, and planning appropriate intervention.
What does this look like in practice? Our collective thoughts:
Miscoe Hill:
Clough
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Miscoe Hill:
- Curriculum meetings weekly to discuss classroom activities; assessments, standards in order to ensure we are meeting the new standards in the Common Core
- Meetings within teams of teachers to discuss student needs, classroom procedure
- Team time
- Common Assessment planning to interface with new core standards
- Horizontal & vertical alignment
- Professional Development
- Ongoing discussion of how to grade common assessments
- Anchor papers
- Common Formative Assessments
- Sharing lessons and resources
- MCAS analysis
- Conferences and workshops
- Team and content area reflection on assessment and practice
- Compare/Contrast student work, behavior, results
- Lunch time together
- Use of prep time to plan units
- Rubrics for use by all teachers
- Common assessments-examining trends in them
- Meeting with special education and regular education to meet the needs of all learners
- Child Study/RTI
- Interdisciplinary units for grade levels
- Collegiality
- Colleague to colleague communication
- Sharing lessons-successes/failures
- Open Communication
- Student work samples to be analyzed
- Collaborative teaching
- Differentiated lessons or materials
- Informal assessments
- Student to teacher communication for progress
- Faculty Meetings – sharing ideas, eating together
- Peer observations
- Environment: Input welcome, disagreements remain professional, trust & respect fostered, shared leadership
Clough
- Collaborates with colleagues/administration
- TEAM (IEP, Child study, etc.)
- SET
- Lunch room
- Grade level team meetings
- Monthly staff meetings
- PD days
- Workshops
- Consults (non-scheduled)
- Consult with non-MURSD professionals: related professions (social media): previous teachers; outside evaluators; outside placement; outside therapists; professional associations
- Developing standards based units: team planning; using a variety of resources with differentiated instruction; professional development to meet common core
- Examining and analyzing student performance and work: student portfolio; RTI; running records - DRA, SRI, SMI & IXL
- Planning appropriate intervention and modeling it: RTI (sharing information and students; working with the inclusion teacher; Child Study meetings
- TEAM Meetings
- RTI
- Collaborative units
- Utilizing common planning time
- Team teaching and communication
- Student exhibits and projects
- Observing colleagues
- Focus on improving student learning
- Effective team communication
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