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Vertical Teaming in a small school
Vertical Teaming
in a small school
IntroductionsKaren Patton - Wallowa ESD superintendent
Bret Uptmor - Wallowa SD superintendent
Vearl Lewis - Wallowa Elementary School, head teacher, 2nd grade teacher
Kristen Tompeck - Wallowa Middle School, teacher, DATA specialist
Share...
Is there a team structure in place at your school? If so, what is it like?
Share...
What are you hoping to get out of today's session?
Objectives● describe vertical teaming in a small school● identify challenges & solutions of teaming● demonstrate district and ESD collaboration● discuss DATA process as it relates to small
schools● present teacher and administrator
perspectives● provide tools for implementations● discuss next steps
What is a vertical team?
A team of teachers from across grade levels that aim to
address a common area of concern (academic, behavioral, school wide)
Why vertical teaming?
The Benefits● improve student outcomes● team structure encourages collaboration,
alignment, safe space for open discussion● focus on data, evidence based discussion and
decision making● alignment across grade levels
Classroom Benefits
● collaboration● goal settings kept us on
track● pinpoint strengths and
weaknesses (teachers and students)
● better understanding of CCSS
● exposure to data● "I do make a
difference."
Administration Benefits● focuses teachers on data● encourages discussion
grounded in evidence● facilitates open
conversation● provides pathways for
teachers to overcome roadblocks
● district level data based needs analysis
Share...
What are some challenges to vertical teaming?
What did we learn that can help you?
Vertical teaming in
Wallowa Elementary School
Challenge: Time● when to train?● when to implement?● when to meet?● when to collect data? when to analyze
data?● when to evaluate results?
Solution: Time● our training schedule based on DATA Project
training schedule● implementation based on training schedule● administrator designated meeting time on work
Fridays● determined type of data, individuals determined
number of data points with set minimum ● found a balance between data collection and
teaching time● amended meeting format to include data and
results analysis
Challenge: Money● money for training● money for time to meet● money to support instructional practices● sustainability
Solution: Money● designated time on work days ● grant money● support from ESD● creative funding, collaboration with
regional districts?
Challenge: Manpower● teachers are overstretched● teacher reluctance● establishing whole team effort● level of understanding (standards, data)● time management● data expert
Solution: Manpower● creative scheduling to designate trainer● choose topic immediately relevant● provide tools and support● make it user friendly, flexibility in
requirements● support from ESD
Challenge: Communication● establishing effective communications
systems● communication among team members● communication to critical support staff● communication to school board● communication to public
Solution: Communication● information sharing system - group email,
Google Docs, school based program
● face to face - trained member regularly and frequently available to field questions
● school board and public communication- publicize the priority
Challenges?What challenges do you see that we haven't addressed?
What challenges have you encountered that we haven't yet?
How might we address those challenges?
Vertical teaming in a small schoolIn our school...● Two groups; K-3 & 4-6● start meetings together, then break into
small groups● meet for 1 hour, every three weeks, work
Fridays● informal bridges to 7-12● content focus - math
Vertical teaming in a small schoolIn other schools...
● smaller groups (K-2, 3-4, 5-6)● 1/2 hour every week● late start, early release● common prep period
Results● marked improvement in problem solving
in elementary grades● alignment in teaching practices● increased awareness between high school
and elementary school math programs● greater awareness of CCSS
Vertical teaming in a small school
What might work for you?
Implementation: Where do you begin?
Implementation: Here's how...Step 1: Assess your situationStep 2: Find your partners Step 3: Train data expertStep 4: Establish teams & meeting calendarStep 5: Reassess & support
Implementation: Step 1
Assess your situation...
Implementation Rubric
Implementation: Step 2
Find your partners....
ESD
Implementation: Leveraging Resources in Small Districts
● ESD Role● Historical Knowledge of District● Sharing Staff● Funding
Implementation: Step 3
Train your data expert ....
The Oregon DATA Project
The Oregon DATA ProjectWhat is the DATA process? Direct Access to Achievement Project provides structure for evaluating data and measuring instructional impact.
How does it fit in?DATA Project provides training, proven effective structure, tools, and ongoing, statewide support.
Implementation: Step 4
Establish teams & meeting calendar
Getting reluctant teachers on board...
● make it immediately relevant to teachers● start with something that is already in
place● provide tools● provide resources● alter schedule, make data collection
manageable
Implementation: Step 5
Reassess & support
Recommendations...● small bites, find natural fits● have consistent meeting structure and
dedicated meeting time● team members have authority to make
and act on team decisions● use meaningful data, directly connected to
work with students, clear criteria● develop effective communications
systems
Recommendations● administrator support (allots time,
training resources, values teacher input)● designate lead teacher to support data
specialist● communicate to the public ● create a culture of data (informal
conversations, in house PD)● proactive at the start
Contact InformationKaren Patton - [email protected]
Bret Uptmor - [email protected]
Vearl Lewis - [email protected]
Kristen Tompeck - [email protected]
DATA Project - oregondataproject.org
