Teacher Collaborative Routines

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Evidence of Practice

Teachers collaborate to discuss standards, content, and pedagogy that are aligned to the district’s defined essential learning within the Teaching and Learning System.  [Indicators include a) common meaning of standards, content, and pedagogy, and b) assessment criteria.]

Exploration of the Concepts

Ask teachers to identify standards and content for their classes for an individual unit or entire course.  Gather feedback to see coherence among teachers, especially in subject/grade level.  Introduce PL to define expectations for standards, content, and pedagogy.

Planning and Development

District maps existing standards identified by teachers with grade-level and subject expectations from the district and/or state.  The district selects a protocol for teachers to use around this practice. Identify expectations for teacher collaboration around this practice over a set period of time.

Initial Implementation

A minimal agreement of standards and expectations of essential learning within collaborative group has been established.  There is discussion within the teams around subject-specific pedagogical approaches.

Implementation (working toward Fidelity)

A consensus upon the meaning of standards and expectations of essential learning within a course or grade level has been established.  There is a consensus within the grade levels on the subject-specific pedagogical approach.

Full Implementation with Fidelity and Sustainability

A consensus upon the meaning of standards and expectations of essential learning within and across courses and/or grade levels and district has been established.  There is a consensus within and across the grade levels on the subject-specific pedagogical approach.

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