Collaboration
Issues and Solutions
Issue: Lack of Knowledge on Importance of Teacher Collaboration
Educators don’t realize how effective high functioning PLC, MTSS and intervention planning teams are at fostering student achievement in Tier-1 and Tier-2. Hattie and Marzano research indicate an effect-size of 1.46 (42%) to 1.09 (36%) improvement.
Solution
PLC, MTSS and intervention planning teams should be a priority in schools with training provided to members to increase effectiveness.
Issue: Stagnant Teams
Many teams have become “stagnant” with irregular meetings scheduled.
Solution
A regular schedule with day/times should be consistently established as collaborative teams are one of the most important tasks of educators.
Issue: Negative Conversations
Too often the emphasis during the meeting is on “problem finding, problem labeling, or problem admiring.” Typically, the focus is on what the student is unable to do, with the teacher suggesting they have tried “everything” and are looking for ideas, but rarely getting any.
Solution
The emphasis should be on:
1. Gathering a comprehensive “picture” of the student including – history, challenges, strengths, data, doesn’t work, and try.
2. The best solutions for solving student challenges come from two places – the students strengths, and evidence-based solutions (SAGE list).
3. From the multiple ideas suggested, the teachers should prioritize 2-3 ideas to implement.
4. The implementation plan should include – who, how, when, and assessment process.
Issue: Need for Discussion Protocols
Typically, the teacher has prepared a lengthy summary of data and strategies attempted in preparation for the meeting. This information is the focus of the meeting. Instead it should be a comprehensive discussion from multiple stakeholders (past teachers, specialists, parents, administrators) which becomes the focus of the discussion.
Solution
The focus of the meeting is on the brainstorming problem-solving process integrated with utilizing evidence-based strategies. The brainstorming process is facilitated by the use of the large white board or several easel sheets to make the information “visible.” The information collected by the teacher is valuable, but the focus is on creating a new catalog of information and ideas.
Issue: Lack of Focus on Student Strengths
The focus during the meeting is primarily on the student deficits and issues. Solutions to these problems is attempted, but with limited effectiveness.
Solution
Student strengths, interests and capabilities are the “door-way in” when searching for solutions to problems. Often it is much easier to identify solutions when building on strengths vs. remediating deficits.
Issue: Difficulty Identifying Solutions
If new strategies are defined, they are limited in nature, not correlated with research and evidence-based practices, and have a tendency to be implemented with limited energy.
Solution
Teachers should not be expected to implement new instructional strategies unless there is some evidence of effectiveness. Utilizing the SAGE list to identify evidence-based approaches in combination with teacher creativity and brainstorming increases the likelihood of success.
Issue: No Implementation Plan
Limited time is spent at the end of the meeting at setting priorities or determining an implementation plan.
Solution
Developing and executing an implementation plan is the primary purpose of PLC, MTSS and intervention planning. It is critical to develop a specific plan which defines: who, how, when, and assessment. Articulate what PD support the teacher will need as well as coaching and additional support. Assess the impact of the process on the student. Define specific measures and process.
Issue: No Teacher Support
Rarely is support for the teacher provided in a robust manner after the meeting. If ideas are generated, the teacher is expected to implement them in isolation.
Solution
The team generates the ideas, and the team is responsible for supporting the teacher. Often a “case-manager” is defined to coordinate and monitor progress. A detailed plan is created that includes at a minimum: “who, what, where, when, and what.”
Issue: Progress Monitoring
Follow-up is rare as is progress monitoring.
Solution
It is vital to determine how effective the strategies chosen are. A specific time period (3-10 weeks) should be determined with regular progress monitoring process established. The focus is on identifying success.
Issue: Teacher Isolation
Teachers work too often in isolation and rarely receive the support, coaching and ideas needed to work effectively with challenging students. Test scores remain stagnant and teachers become increasing frustrated.
Solution
Developing an effective and collaborative Problem-Solving team process is new work and a new paradigm…yet it works. The evidence is overwhelming as is the potential impact. Our teacher and students deserve the time, attention, and solutions resulting from this collaborative process.