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Unit One (TBT Workshop): Activities

Page history last edited by Aimee Howley 11 years ago

Unit One Discussion

 

The discussion prompts below are designed to structure either face-to-face or on-line discussion among workshop participants.

 

  • The work of participating in TBTs can loom large as you read all that it can involve-- from peer mentoring and monitoring to the development of focused plans to change instruction and assessment practices. What makes a good TBT? What would an effectively functioning TBT look like, and what would it do?
  • What should a TBT NOT do? What possible TBT actions would infringe upon individual teacher autonomy? Which would overstep organizational boundaries (e.g., by usurping authority that should belong to the principal)? 

 

Unit One Activity:  Few But Large Changes

 

  • As a TBT or workshop team, decide which “few but large changes” are most important to your district, school, grade level, or subject area. Be sure that these changes align with the focused goals adopted by the District Leadership Team (DLT) and Building Leadership Team (BLT). 

 

  • Next, find evidence in the performance data about the district, school, grade level, or subject area to support your belief that these changes are the most important. Record this evidence in a document that outlines the changes your team has identified, in a section called "Supporting Evidence for Need." Decide if the team needs additional types of data before making a final determination.  That is, what else does the team need to know about itself, or the students it serves, in order to best address the practices in need of change? Gather and analyze those additional data.

 

  • Finally, based on the priorities supported by existing performance data and any new data the team collects, define the tasks (i.e. the small, well-focused actions) needed to address one of the “large changes” that the team identified. Make sure the change your team identifies aligns with the focused goals adopted by the District Leadership Team (DLT) and the Building Leadership Team (BLT). Include these tasks in an action plan that specifies the evidence indicating the need for the change, the actual change to be implemented to address the need, desired outcomes that are anticipated to result from the change, the leadership structure that will support the change, task responsibilities for accomplishing the change (by TBT member), and a projected timeline for implementation. 

 

 

 

Scoring Rubric

 

Performance

 

Criteria for Target

Performance

(Score = 3)             

Criteria for Acceptable Performance

(Score = 2)

Criteria for Emerging Performance

(Score = 1)

Rationale, based on evidence from available data, for initiating a large change needed at the district, school, grade level, or subject area. 

 

 

 

The team advocates for change based on a thorough analysis of sufficient evidence from available data and identification of needed data.

The team advocates for change based on an analysis of evidence from available data and identification of needed data.

The team recognizes the merits of using data to determine needed change by reviewing available data and drawing at least one inference from the data and by identifying at least one type of additional needed data.

Plan for data collection, analysis, and interpretation.

 

The team selects and/or develops and sequences valid and practical methods for collecting, analyzing, and interpreting needed data.

The team selects and/or develops and sequences possible methods for collecting, analyzing, and interpreting needed data.

The team recognizes the merits of data-based change by selecting or developing at least two possible methods for collecting data, analyzing them, or interpreting them.

 Identification of “few but large changes” most likely to improve district, school, or grade-level performance.

By interpreting highly relevant data with care, thoroughness, and subtlety, the team selects from a set of possible changes one or two with the greatest likelihood of improving district, school, or grade-level performance and aligning with the focused goals of the  DLT and BLT.

By interpreting relevant data, the team selects from a set of possible changes one or two with some likelihood of improving district, school, or grade-level performance and aligning with the focused goals of the  DLT and BLT.

By interpreting available data, the team identifies a list of possible changes with some likelihood of improving district, school, or grade-level performance.

List of tasks needed to accomplish change and leader(s) to initiate change, and how leadership will be shared during implementation of the change.

The team identifies (1) several important tasks and selects (2) promising leader(s) to initiate change, as well as (3) describing in full and clear detail how leadership will be shared.

The team identifies (1) several relevant tasks and selects (2) possible leader(s) to initiate change, as well as (3) describing briefly how leadership will be shared.

The team identifies (1) at least two relevant tasks and selects (2) at least one possible leader to initiate change, as well as (3) describing, with limited attention to important specifics, how leadership will be shared.

 

 

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