Teacher Collaborative Routines
Multimedia
Using Data to Support Teacher and Student Growth
Summary
This 4:14 video demonstrates how by tracking progress and building on it, a culture of improvement is created for the entire school.
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Building leadership and teacher teams might choose to first complete the pre-viewing worksheet and then read the transcript and view the video for examples of how data can be used to support teacher and student growth. The video showcases different examples of collecting data. After watching the video, teams might choose to engage in dialogue around the questions posed on the post-viewing worksheet in order to reflect on what is currently in place and determine next steps for using data to support teacher and student growth.
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Edutopia. (2019, May 10). Using data to support teacher and student growth [Video]. YouTube. https://www.youtube.com/watch?v=PhMkqjbiSaA&list=WL&index=6
60-Second Strategies
Summary
This is a series of short videos that break down effective classroom practices in literally one minute. As of January 17, 2023 there are 32 videos in this playlist.
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These one-minute videos might be used by teacher collaborative teams to examine and identify potential high-leverage instructional practices.
Another potential use is for instructional leaders and/or coaches to examine and identify what high-leverage instructional practices look like. This may be helpful for calibration of instruction with the district observation tool.
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Edutopia. (2022, May 3). 60-Second Strategies [Video]. YouTube. https://www.youtube.com/playlist?list=PL10g2YT_ln2hGQkIsIJxXMLY7wv6kFIUF
Collaborative Planning: Empowering Teachers
Summary
Imagine Schools’ teachers participate in collaborative planning within their grade levels – and across grades – to create a common, coherent, viable curriculum centered on rigorous content. They make informed decisions to acquire the best tools and resources for each student. Teachers plan learning experiences that lead to comprehensive student understanding.
Unit planning that makes cross-curricular connections is an essential collaborative planning step for the team for schools that might have departmentalized grade levels. For teams where teachers teach all subjects, it is important to delegate a leader for each subject area so that distribution of work and development of expertise improves the effectiveness and efficiency of the team.
In this video, teachers in a third-grade team are led by a facilitator who poses guiding questions, holds the group accountable for their decisions by recording plans, keeps the activities grounded in grade-level standards, and provides avenues for teachers to continue their professional learning.
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This video can be used by building leaders and teacher leaders to demonstrate how collaboration can occur within grade levels and across grades. Teacher collaboration is the means by which teachers engage in practices around instructional design and delivery, using data to deepen student learning, and reflective practice.
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Imagine Schools. (2018, October 17). Collaborative planning: Empowering teachers [Video]. YouTube. https://www.youtube.com/watch?v=4-Pn4zd-1cc
Distance Learning Up Close:
Teaching for Engagement and Impact in Any Setting
Summary
The authors of The Distance Learning Playbook, Grades K-12: Teaching for Engagement and Impact in Any Setting, present strategies for teachers to use in their online classroom to engage their students. John Hattie says, “We have to remember it's not the medium that matters. It's the methods we use that matter. Distance is just a means to an end.”
Presented by: John Hattie, Douglas Fisher, and Nancy Frey [56:57]
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This webinar could be used by teacher teams to learn more about student engagement strategies that can be used in their classrooms. Building leaders may want to use the webinar in order to provide a professional learning opportunity for teachers around student engagement strategies. In the area of Instructional Design and Delivery within Teacher Collaborative Routines research-based practices, teachers collaborate to design instruction aligned to the district’s defined essential learning to best meet their students’ needs. This webinar showcases several strategies that can be used to engage students both within the classroom and virtually. The presenters of the webinar also spend time discussing the importance of addressing the social-emotional learning needs of students.
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Hattie, J., Fisher, D., & Frey, N. (2020, July 23). Distance learning up close: Teaching for engagement and impact in any setting [Webinar]. Corwin. https://www.youtube.com/watch?v=vzHTAfjjlU0
Feelings Count: Emotions and Learning
Summary
This video and additional resources introduce viewers to ways in which teachers can create an emotionally safe classroom to foster learning, and ways in which they can deal with emotions and conflicts that can be an obstacle to learning. Fifth grade teacher Kristin Bijur at San Francisco Community School, San Francisco, California, is featured, as well as eighth grade band teacher, Nancy Flanagan at Hartland Middle School, Hartland, Michigan. Daniel B. Goleman, Ph.D., author of the book Emotional Intelligence, and Yale University Professor James P. Comer offer expert commentary on the subject.
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Building level and teacher collaborative teams might choose to view the video and peruse the accompanying resources to discover ways in which teachers can create an emotionally safe classroom to foster learning, and ways in which teachers can deal with emotions and conflicts that can be an obstacle to learning.
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Annenberg Foundation. (2023). The Learning Classroom: Theory into Practice. Feelings Count: Emotions and Learning. https://www.learner.org/series/the-learning-classroom-theory-into-practice/feelings-count-emotions-and-learning/
The Peril of Teacher Collaboration
Summary
This video demonstrates what can happen when teachers have collaboration time without the knowledge, skills, and clear expectations for how to use the time productively to impact the learning in the classroom.
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This video could be used by a building leader to illustrate what might happen if expectations are not set for the use of collaborative time. The building leader could use the provided prompt for teachers to individually respond and then discuss as a whole group. This could be used as a precursor to the building leader setting expectations for collaborative time in their building.
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