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:
  • 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
  • Email
  • 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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