Teacher Collaborative Routines
Articles
How Teachers Can Use Reflection to Elevate Achievement
Summary
Teachers who make it a routine to reflect on their lessons, in turn, have a positive impact on teaching and learning for their students. Reflecting on lessons is the metacognitive side of instruction, and it supports teachers in becoming stronger decision-makers. This article provides recommendations and resources for how to reflect on a lesson using Elevated Achievement’s Learning Model.
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The purpose of a set of reflection questions is to support the teacher in assessing the success of a lesson and their own decision-making. This helps the teacher answer, “What did you decide to do?” and, more importantly, “How did you decide that?” This article and supporting resources might be used by individual and/or groups of teachers during collaboration time in order to reflect on and potentially adjust their instruction to meet the needs of their students.
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Facilitation Guide: Reflective Data Analysis
Template: What were Students Demonstrating?
Template: What were Students’ Successes and Challenges?
Template: How did Format Impact Student Demonstration of Learning?
Template: Lesson Design and Delivery
Template: Replicating Lesson Design and Delivery
Template: Revising Lesson Design and Delivery
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Kennedy, J. (n.d.). How teachers can use reflection to elevate achievement. Elevated Achievement Group.
The Power of Collective Efficacy
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The article can be used by building leaders to ground staff discussions around collective efficacy, school culture, and the impact that educator beliefs have on student outcomes. It could also be used by central office leaders with building leaders to center discussions around the impact of leaders on the school culture and collective efficacy.
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Summary
The concept of collective efficacy has been studied since the 1970s and has recently been reexamined by Jenni Donohoo, John Hattie, and Rachel Eels in their article The Power of Collective Efficacy. The article summarizes the early research and outlines how school leaders play a large role in building collective teacher efficacy.
Donohoo, J., Hattie, J., & Eells, R. (2018). The power of collective efficacy. Educational Leadership, 75(6), 40-44.
School Reform Initiative (n.d.) Protocols. https://www.schoolreforminitiative.org/protocols/
The Power of Protocols for Equity
Summary
In meta-analyses conducted by John Hattie, dialogues between and among peers are a powerful way to improve instruction with an effect size of 0.82 - over two years' worth of growth in one year’s time (Hattie, 2016).
Structured protocols can help teachers ensure equitable participation and create more culturally responsive discussions. Zaretta Hammond, author of Culturally Responsive Teaching and the Brain shares five steps for incorporating protocols in the classroom so that every student is heard.
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Teacher collaborative teams might choose to first complete the reflection guide either individually or as a collective and then read the article by Zaretta Hammond. Team might also find Kentucky’s Department of Education Evidence-Based Instructional Practices #4 on Discussion to be of interest. This guide provides information on the benefits of discussion as well as several strategies for encouraging discussion in the classroom.
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Corwin Visible Learning Plus. (2021, August). Visible Learning Meta™. https://www.visiblelearningmetax.com/Influences
Hammond, Z. (2020). The power of protocols for equity. Educational Leadership, 77(7), 45-50.
Kentucky Department of Education. Evidence-Based Instructional Practices (EBIPs). https://kystandards.org/standards-resources/pl-mods/evidence-based-instructional-practices-ebips/