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2010-2011 WAHS Collaborative Teaching Consensus Document
Western Albemarle High School
Collaborative Consensus Proposal
April 21, 2010
Groundwork Committees
General Education: Peggy Anderson, Matt Azano, Adam Mulcahy, Elizabeth Mulcahy, Beth White
Special Education: Suzanne Fladd, Rick Roderick, John Ratcliffe, Cindy Frazer, Robyn Crusselle, Jason Collier, Pete Keyser, Sandy Keyser, Phil Gahring, Brian Wilson, Kip Chatterson, Sarah McGuire, Ed Pierce
Building Administration: Dave Francis, Greg Domecq, Bobbi Hughes, Tim Driver
Central Office: Kevin Kirst, Jamie Endahl
Guidance: Amy Wright, Heather Lindsay, Shelby Poole, Bob Jahrsdoerfer, Frank McCurdy, Erin Rittenhouse
Steering Committee
General Education: Beth White
Special Education: Rick Roderick, Suzanne Fladd
Building Admin: Greg Domecq
Central Office: Kevin Kirst
Guidance: Amy Wright
1) What should the goal of collaboration in our school be?
a) The goal of collaboration should be to afford all students the opportunity to understand the curriculum pursuant to their needs. Instruction should account for the reading levels of the students with the purpose of improving the literacy for all students in all subject areas.
2) What should our model look like?
a) Overall
i) To help improve literacy, class sizes need to be small, and at least one of the collaborating teachers must be looking through the literacy lens while lesson planning and teaching. General Education and Special Education teachers should seek professional training in developing literacy-rich lessons, and classes should reflect this training. To maintain literacy skills all year, reading and writing should be an integral part of every class.
ii) Common planning is a priority in order to develop literacy-rich exercises.
iii) Recognition that Special Education teachers often build trusting relationships with students outside of class, enhancing the classroom climate.
iv) To maintain year-long support for students who are eligible for Resource and Core Plus, we suggest that these two periods be held on an alternating (A/B) schedule for the entire year. Core Plus may also be offered as a semester course as determined by student schedule needs.
b) Professionals in the Room
i) Two professional teachers with experience in both content and teaching strategies should be partnered together for multiple classes and multiple years whenever possible.
ii) The addition of teaching associates should be a collaborative discussion/decision, whenever possible.
c) Process
i) Preparation Prior to the school year
(1) General Education and Special Education teachers should be matched by the administration and department chairs according to the strengths of each in both areas: content and working with students. Administration should attempt, as much as possible, to pair teachers who share a philosophical approach to teaching.
(2) Whenever possible, Special Education teachers should be assigned to only one subject area with no more than two different subject areas and two different teachers.
(3) Future Special Education teachers should have a firm background in their assigned content area. An endorsement in the subject area is desirable.
(4) Classroom teachers should plan the curriculum and pace, and they should seek common ground regarding classroom procedures and management expectations.
(5) Classroom teachers should learn from each other’s strengths and weaknesses with respect to curriculum, teaching strategies, and experiences in collaboration.
(6) Teachers new to collaboration, or those wishing to improve, should be encouraged to attend training in collaboration or work closely with collaboration
mentors.
ii) During the School Year
(1) Classroom Teacher Relationship
(a) Classroom teachers should be in constant conversation about the students’ understanding of the material, teaching strategies, and assessments, with a focus on literacy and numeracy.
(b) Classroom teachers should have common planning in order to best prepare individual lessons, adjust the pace, discuss student needs, and prepare formative and summative assessments including modifications for students.
(c) Classroom teachers should initially evaluate assessments together with the goal of appropriately sharing the “grading” and to ensure that they are communicating the same message to the students.
(d) Classroom teachers should share the role of intervention during CARE and other times.
(e) Any disagreements or other problems between the professionals in the room should be handled privately and immediately in a non-confrontational and respectful manner. Collaborative professionalism should involve being up front and honest in addressing concerns directly with each other. Other resources for resolving conflict could be the collaboration mentors, department chairs, or administration.
(f) Teachers should work together to balance the responsibilities of the collaborative classroom, recognizing that demands from other professional responsibilities will at times require more attention. The collaborative classroom should not suffer at these times; rather, teachers should plan thoroughly so that neither teacher feels overburdened, and so that the work is shared fairly over the course of the year.
(2) What should the instruction look like?
(a) Instruction should include a variety of classroom activities that keep students thinking and engaged.
(b) Our goal should be that reading at the student’s independent level and writing become a part of the curriculum in every discipline.
(c) Classroom teachers should continue to discuss how to share teaching and grading responsibilities.
(d) Collecting materials at the various reading levels should be a shared responsibility; this should also be part of PLC activities.
(e) Classroom instruction based upon experience and class should reflect the Marilyn Friend strategies:
(i) Whole class instruction
(ii) Station teaching
(iii) Parallel teaching
(iv) Alternative teaching
(v) One teach-one assist/teaming/tag team teaching
(f) Differentiation and accommodations are necessary, but they should complement rather than replace literacy instruction.
(3) Grading
(a) Time for classroom teachers to work on common planning and common grading is essential.
(4) Schoolwide Communication
(a) Resource, Launch, Avid, and Core Plus teachers or designees should
initiate regular contact with classroom teachers regarding student concerns
and progress.
(b) Faculty will respond to these queries within 48 hours, according to school policy.
. (c) Classroom teachers should discuss the responsibility of parent contacts.
(d) Both classroom teachers should be aware of accommodations.
3) What classes should be collaborated? (Priorities)
a) The goal is to staff standard classes in the following order:
Level I English 9, 10, 11, 12; Skills (Pre-Alg); Algebra I, Part I; Algebra I, Part II; Algebra I; AFDA; Geometry
Level II Earth Science, Biology, World History I, US History
Level III Algebra II, Government, World History II
Level IV Chemistry, Ecology
4) What should the “make-up” of our classes be?
a) Maximum of 25 in standard classes; smaller whenever possible to allow for more small-group literacy work (reading groups, vocabulary development, etc).
b) No more than 8 designated Collaboration Mandated Special Education students in a class.
c) No more than 14 Special Education students in classes that are not collaborated with a Special Education teacher. These classes should be assisted with an aide.
d) Functional English and Math sections with only IEP diploma students should be offered at the time that benefits the most students; a Special Education teacher that is highly qualified in English/Reading or Math will be scheduled to teach the related area.
e) Core Plus should continue to be offered for those students who are enrolled in a standard class but need more support in basic literacy and numeracy skills. Listed below are salient points that provide the basis of the class:
- Students may be placed in Core Plus by IEP or a panel of teachers consisting of a general ed, special ed, administrator, and guidance counselor. The student may be an IEP or general education student.
- These students should be those who often “fall through the cracks” in the standard/practical class, but are included because of the many benefits Core Plus presents. These students may have difficulty demonstrating functional skills in reading, writing, and numeracy.
- The class will focus on literacy and numeracy skills. The curriculum, developed by the teacher, should address reading, writing, math skills. Progress monitoring is an expectation (Kevin Kirst is a great resource in this area.)
- The goal will be to keep this class to 10 or less and a teacher aide if possible.
- A,B,C,D,F grades will be assigned.
- The class must be taught by a special educator who does not necessarily have to have the highly qualified label on his/her certification.
5) What should administration and central office do to support the program?
a) Continue to support a WAHS literacy council comprised of teachers from every department, instructional coaches, and representatives from administration and guidance. Seek funding to provide these teachers and staff members with a stipend to ensure that school-based literacy professional development continues, and that teachers who teach our below-grade-level students learn and implement strategies/activities to make learning a reality for their students.
b) Continue to provide funding for collaboration.
c) Include teacher input in the process of pairing teachers.
d) Continue to offer school-based literacy professional development and encourage collaborating teams to attend together.
e) Encourage celebration of student success in literacy, even when it does not mean that the student will pass or has passed the SOL.
f) Offer and encourage opportunities to showcase student work at the standard level.
g) Include both teachers’ names on student schedules and report cards. This should mean the following:
i) Both teachers have equal access to records.
ii) Both teachers get a substitute when absent, whenever possible.
h) The “teacher of record” will be the General Education teacher for all collaborative classes and this will be indicated on official records.
i) Provide time for collaborative work:
i) Support PLC’s comprised of collaborative teams.
ii) Pay collaborative teams for summer planning (8 hours per teacher).
iii) Award professional development points for after-hours planning.
iv) Pay for one day per nine weeks for planning if collaborative teams do not have common planning.
v) Give collaborative teams large blocks of time during pre-school week to prepare.
vi) Protect common planning by avoiding study hall assignments that compete with collaborative planning time.
viii) Reserve one CARE period per week for Special Education collaborative teachers to
meet with their caseload.
6) What should collaborative professional development look like?
a) Experienced collaborative teams should mentor new and existing teams throughout the year, as needed.
b) Collaboration mentors should lead a pre-service week presentation on collaboration for teachers.
c) Teams should be encouraged to use a collaboration planning worksheet, provided by the collaboration mentors.
d) Classroom teachers will participate in end-of-the-year reflections and team self-evaluations.
e) Special Education teachers should be offered opportunities to become highly qualified in specific subject areas.
f) Classroom teachers should have opportunities to observe other collaborative teams in their subject area, even at other schools.
g) Teachers interested in enriching the collaborative experience should be able to attend conferences that directly address collaboration, both during the school year and over the summer.
h) Special Education teachers should be encouraged to attend the Reading First Academy for Special Educators to provide a strong literacy background. Information on this opportunity may be found at http://www.readingfirst.virginia.edu.
i) PLC time should be set aside quarterly to have both regular ed. and special ed. individually address the model and practice.
7) How should the program be evaluated?
a) Surveys from students, parents, and teachers (not just collaborating teachers).
b) Assessments that reflect growth in literacy (DRP, DSA, Oral Fluency)
c) Report card grades.
d) Literacy profile data and anecdotal evidence used to monitor literacy progress.
e) Growth in literacy indicated by an increase in SOL scores (not just pass rates) for standard level students.
f) Discussion groups with just General Education teachers, just Special Education teachers, and combinations (teams meeting together).
g) Discussions between teacher and administrator during Teacher Performance Appraisals and other evaluations.
h) The use of an outside consultant to review progress and compare our program to similar programs throughout the state.
i) Journal entries from each of the first three grading periods will be submitted to the administrator overseeing the program. These weekly entries should address what is going well, what needs attention, and what teachers plan to do next.
About the Author
Greg Domecq is in his seventh year as the Associate Principal at Western Albemarle High School in Crozet, Virginia. In May of 2009, Domecq was presented the Alton L. Taylor Award from the University of Virginia Chapter of Phi Delta Kappa naming him the outstanding administrator in the region. Domecq’s current responsibilities at Western include support for the English and Special Services Departments as well as the collaborative initiative, coordinating substitutes, the honor council, transportation, and 10th & 11th grade discipline. Over the years at WAHS, Dr. Domecq has also had oversight of the athletic department, Physical Education Department, textbooks, and teacher duty. On the county level, Domecq served on several committees including the School Business Alliance, the high school discipline steering committee, the behavior management committee, the International Baccalaureate Exploratory team, and the Teacher Performance Appraisal Steering Committee. He is credited with writing the TPA Process Manual, a user-friendly handbook that outlines the implementation of the Teacher Performance Appraisal model.
During Domecq’s tenure at the Crozet school, the Warriors have been recognized for several outstanding accomplishments. A few of these accolades are as follows:
- WAHS was identified in January of 2008 as one of only ten high schools in the Commonwealth of Virginia for the Governor’s Award for Educational Excellence.
- Western consistently earned SAT scores more than one hundred points over the Virginia and National averages. These scores catapulted the school to a national ranking of 401 by Newsweek magazine in 2006.
- The Warrior Athletic Department earned the prestigious Wachovia Cup for the first time in 2004 recognizing WAHS as the best all-around AA program in the state. Western captured the award again in 2005 becoming only the third school in history to earn back-to-back titles. The Warriors returned to the top-of-the-list for the third time after the 2008 school year.
In 2004 Domecq earned his doctorate in Administration and Supervision from the Curry School at the University of Virginia. His minor areas included Curriculum and Instruction as well as Social Foundations in Education. His dissertation topic, “A Ninth Grade Transition Program, ” studied the results of the Summer Leadership Academy at Monticello High School. Domecq has given numerous presentations in the Charlottesville area including visits to the University of Virginia, Piedmont Virginia Community College, Mary Baldwin College, State Farm Insurance, and the Waynesboro Kiwanis Club.
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