Learning Forward
Equity and excellence in teaching and learning.
From Theory To Action
Learning shifts into high gear with structured supports
By Learning Forward
October 2014
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| La Follette High School problem of practiceSchool data show that students struggle to think, read, and write critically and that disparity exists in students’ engagement and academic progress. Community-school data identify the need for continuous staff collaboration to design and assess standards-based tasks and supports to shift the cognitive load to students. |
| La Follette High School theory of actionIf all staff collaborate purposefully to: • Design standards-based tasks and supports; • Shift the cognitive load so that students think, read, and write critically; and • Measure and reflect on the impact of their actions on student learning; Then all students will become more engaged, collaborative, and independent critical thinkers, readers, and writers whose formative and summative assessment results reflect growth for career, college, and community readiness. |
La Folette High School Teams
| School-based leadership team | Instructional leadership team | Instructional coaching team | Innovation team | |
| Members | Principal, 4 assistant principals, 2 instructional coaches, 6 department chairs, school psychologist. | Principal, 2 instructional coaches, 15 (all) department chairs. | Principal, 4 assistant principals, 2 instructional coaches. | 2 instructional coaches, assistant principal, social worker, speech/language clinician, 8 teachers. |
| Focus | Support and monitor implementation of theory of action. | Department leadership, instructional improvement, and student learning. | Instructional improvement and student learning. | Instructional improvement and student learning. |
| Actions | Data-informed decision making and progress monitoring. | Facilitating professional learning communities during professional learning time. | Instructional rounds, collaborative classroom visits, classroom walk-throughs. | Implementing classroom practices consistent with theory of action and leadership for professional learning communities during professional learning time. |
| Meeting frequency | Bimonthly and biannual half-days. | Bimonthly and quarterly half-days. | Monthly. | Biannual half-days. |
3 Collaborative Professional Learning Experiences
| Instructional rounds | Collaborative classroom visits | Classroom walk-throughs | |
| Length of visit | 25 minutes. | 45 minutes. | 10-15 minutes. |
| Who | 20-25 school colleagues and external partners (3-4 per observation) | 1 administrator, 1 instructional coach, and 1-3 teachers. | 1 instructional coaching team member. |
| Outcomes | Schoolwide themes. | Classroom noticings and wonderings. | Classroom noticings and wonderings. |
| how Outcomes are shared | Group discussion of schoolwide themes. | Preconference and post-conference discussions with classroom teacher. | Schoolwide walk-through form emailed to teacher with actionable, specific feedback. |
9th Graders Term 4 Course Failures
References
Brown, K.M., Benkovitz, J., Muttillo, A.J., & Urban, T. (2011). Leading schools of excellence and equity: Documenting effective strategies in closing achievement gaps. Teachers College Record, 113(1), 57-96.
City, E., Elmore, R., Fiarman, S., & Teitel, L. (2009). Instructional rounds in education. Cambridge, MA: Harvard Education Press.
Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine our future. New York, NY: Teachers College Press.
Elmore, R. (2004). School reform from the inside out: Policy, practice, and performance. Cambridge, MA: Harvard Education Press.
Garmston, R. & Wellman, B. (2009). The adaptive school: A sourcebook for developing collaborative groups (2nd ed.). Norwood, MA: Christopher-Gordon Publishers.
Hattie, J. (2012). Visible learning for teachers. New York, NY: Routledge.
King, M.B. & Bouchard, K. (2011). The capacity to build organizational capacity in schools. Journal of Educational Administration, 49(6), 653-669.
Leithwood, K., Louis, K.S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. New York, NY: The Wallace Foundation.
National School Reform Faculty. (2008). National School Reform Faculty resource book: Adult learning in the service of student achievement. Bloomington, IN: Harmony Education Center.
Tovani, C. (2004). Do I really have to teach reading? Portland, OR: Stenhouse.
Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.
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