Collaboration

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Collaboration
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Attributes of Adult Learners

• Adults need to be honored for the experience that
  they bring to the opportunity
• Adults respond positively to learning in which
  the information has some personal meaning
• Adults benefit by relating what they are studying
  to what they need to know
• Adults learn best when they are active
  participants in the learning process
• Adults require learning sessions where time is
  used wisely

The principles of Adult Learning Theory were
drawn from Joyce and Shower (1995), the National
Staff Development Council (1995), and Little
(1993).
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A Guide for Collaboration

1. Planning and Development of Lessons
2. Examining Student Data
3. Problem Solving Activities to Use While Learning
   New Strategies
4. Other

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Collaboration ChecklistA Demonstration of
Planning and Practice

1. Sharing desired student outcomes (putting the
   lesson in the context of your class and
   discussing what you want students to take away
   from the lesson
2. Studying student work to decide what to do next
   Sharing how students responded the last time the
   activity/strategy was used
3. Sharing or showing the materials to be used and
   why they were selected
4. Asking for ideas about
5. Planning the lesson and completing the planning
   guide
6. Rehearsing the lesson and/or strategy
7. Jotting down ideas or reflections about the
   rehearsal
8. Observing and listening to a partners rehearsal

Davenport Community School District
Revised Adapted from E.F. Calhoun, The Phoenix
Alliance Every Child Reads
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Collaboration Checklist (contd)

• Asking questions for clarification
• Making suggestions based on what a partner said
  she/he wanted students to experience Deciding
  when to meet next and what to work on
• Recording your implementation data
• Setting a time to observe a partner using the
  activity/strategy with her/his students
• Observing a partner using the activity/strategy
  with her/his students
• Working with your students and modeling an
  activity/strategy Watching a videotape of a
  partner using the activity/strategy with her or
  his students
• Studying a document that describes the attributes
  of the activity/strategy and deciding what to
  work on next
• Reviewing, organizing, or analyzing general
  school data
• Enjoying studying and working together

Davenport Community School District
Revised Adapted from E.F. Calhoun, The Phoenix
Alliance Every Child Reads
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Example adapted from Reading First , IA DE,
2004Explicit Instruction Implementation Log
(Jan. 2004)

• Date ________________
• District ____________ School __________
• Name/Grade level or role ______________
• Check one
• ____ I am using this log to plan or record notes
  for my lesson
• ____ I am using this log as I observe my
  collaborative partner ______________
• ____ I am using this log as I observe a live or
  videotaped demonstration during staff
  development ____________________
• Lesson focus
• Resources
• Lesson introduction
• Teacher models and Demonstrations
• a. Students Practice and Application Activities

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Example adapted from Reading First , IA DE,
2004Explicit Instruction Implementation Log
(Jan. 2004)

• b. Data Collection
• c. Reflections on Student Responses
• Items to Address or Emphasize in the Next Lesson
• Monitoring Transfer
• Collaboration Data
• In the last five school days, have you worked
  with your collaborative partner to select and
  rehearse explicit instruction component?
• ___ Yes ___ No If Yes, how many times?
  ___
• In the last five school days, have you
  demonstrated an explicit instruction lesson (with
  students) for your collaborative partner?
• ___ Yes ___ No If Yes, how many times?
  ___
• Questions about explicit instruction lesson

E.F. Calhoun, The Phoenix Alliance
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Collaboration

• Collaborate The What
• To work together, especially in joint
  intellectual effort
• Collaboration Partners The Who
• Are flexible
• Are active, participatory, productive
• Are respectful and appreciative of other
  colleague
• Collaboration The How

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Collaborative team strategies for success

• Regularly scheduled meeting times
• Time limits for meeting
• Written agendas or forms to use
• Keeping meeting minutes or complete forms
  together
• Assigning tasks to be competed prior to next
  meeting
• Face-to-face contact
• Celebrating team successes

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Whats Worth Fighting for Out There?

• Teachers no longer have the luxury of freedom to
  ignore change.
• The changes are not going away.
• The out there is now in here.
• Michael Fullan and
  Andy Hargreaves

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Change

• Teachers are both the objects of change and the
  subjects of change.
• Change adds to the uncertainty and anxiety of
  teaching.
• Yeah, Change!

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Cynical Veteran Teacher...Why?

• As we age, we realize our power to change the
  world is...well, limited.
• Ive seen it all before. Each new
  innovation is touted as "the best, even when it
  contradicts the previous one.

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Resist-O-Meter

• How to Detect Change Resisters
• We just need to go back to the basics.
• It worked before. That's the way we have always
  done it.
• Were just fine they way we are.
• Not my job. I didnt sign up to be
• a ________.
• 5. It wont work.

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Two Levels of Resisters

• Passive

• Active

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Passive Resisters The Bad News

• Perceive change as a problem
• Complain a lot, marked by grumbling and whining
• Critical and untrusting of something new imposed
  upon them
• See only the negative side

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Passive Resisters The Good News

• Complaining stops when new process is enjoyed by
  majority
• Followers, not leaders
• Will do what they see most people doing

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Active Resistors The Bad News

• Does not take a lot of them to slow down the
  entire change process
• Feel the need to resist change, the status quo or
  authority
• Their behavior brings them attention that rewards
  their resistance.
• Stick out and attract attention

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Active Resisters The Good News

• Change can occur by using a soft touch
• Change can occur by using a stick
• Change most often occurs when using the most
  powerful motivators of human behavior peer
  pressure

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How ???

1. Set up situations that allow for peer influence
   critical mass.
2. Empower resisters to lead/ be on a committee/
   report findings.
3. Dont give opportunities to say no.
4. Invite them to participate incorporate their
   ideas whenever possible.
5. Key is to get resisters to perceive that they
   chose to get involved.

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Remember

• Resisters are our friends.
• They spend energy where you and I will not
• finding the flaws.

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Incorporate Key Elements of Training to Include
Changers and Resisters

• Theory
• Demonstration
• Collaboration, Planning and Practice
• Feedback/ Follow up

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To overcome resistance

• Supply teachers with the tools or skills to
  handle change.
• Supply training and practice.
• Support teachers with resources, time and
  opportunity.