PASL draft Task III
Contextual Information
a. The school district, in a fast-growing urban area with a population of over 900,000, serves nearly 77,000 students across 140 schools, with 29 high schools. Despite the city's growth rate of 1.82%, the district has faced a 20% student enrollment decline in the past five years. Its minority enrollment is 90%; and it is diverse: 65% Hispanic, 21% Black, 11% White, and 3% Other. Some 61% are economically disadvantaged, and 33.5% are Emergent Bilinguals. The graduation rate is 87%. The stated mission is "Preparing ALL students for success in college, career, and community leadership."
b. The high school, the city's oldest and largest with 2,300 students, has a 75% minority enrollment, with 65% Hispanic, 6% Black, 25% White, and 4% Other. Some 62% of students are economically disadvantaged, 10% are Emergent Bilinguals. Some 61% of students participate in the AP program. The graduation rate is 90%. The school's mission is to provide "a rigorous curriculum" so students are "ready for college, career, military, and community leadership."
c. The faculty consists of 135 teachers at various career stages, employing diverse teaching methods. A majority of teachers are AP trained, and all are provided leadership opportunities. Faculty diversity - 19% Hispanic, 20% Black, 61% White - does not yet mirror the student body's. Teachers aspire to a unifying vision: "One School, where everyone is valued, challenged to work hard, grow, and to be active participants in building a positive community."
Textbox 3.1.1 Team Members
a. I carefully selected our collaborative team, all Hispanics, with diversity in experience and respective skill sets to tackle the unique challenges of enhancing post-secondary success for our Hispanic students (see artifact 3.1.1). Each member was chosen for their distinct contribution: PLS, a certified science teacher with 12 years of experience, for her bilingual science expertise and leadership in academic assessment; AMR, a certified bilingual business teacher with 6 years of experience, for his insights into Hispanic students' business acumen and ability to create culturally responsive curriculum; JTG, a graduate from our district who identifies as an Emergent Bilingual (EB) with many of our current students, a certified teacher and assistant principal with 21 years of experience, for her ability to bridge AVID strategies with administrative leadership and develop mentorship programs. Each is already on the Language Proficiency Assessment Committee (LPAC), with me, all of us quite aware of the overlap between our largest and fastest growing demographic, Hispanic students, and our fast growing population of EBs, for whom our LPAC serves.
b. To galvanize each colleague's participation, I employed a tiered approach: personal discussions to highlight individual value, collaborative sessions to establish unity, and recognition of their potential impact to ensure buy-in. During individual meetings, I addressed potential external factors that could impact the collaborative process, such as a such as fluctuating state funding for CCMR initiatives and changes in college admissions criteria that affect our students’ postsecondary opportunities, and emphasized the importance of each member's expertise in adapting our plans accordingly. This strategic engagement ensured that all members felt a personal and professional connection to our mission and were prepared to navigate any challenges that may arise.
c. The team structure was crafted to support both the immediate tasks and future endeavors. Each team member was assigned specific responsibilities based on their expertise and role within the school, such as developing comprehensive plans for emergent bilingual students, creating culturally responsive curriculum, implementing mentorship programs, overseeing alignment with school goals, and designing professional development sessions. Regular meetings with agendas driven by data analysis, a shared digital platform for resource sharing, and ongoing professional development sessions constitute our support system. These elements foster a dynamic, responsive team capable of adjusting to the evolving needs of our student population, even in the face of potential external challenges or mandates. By establishing clear expectations, fostering open communication, and providing ongoing support, I aimed to create an environment conducive to sustained collaboration and successful project outcomes.
Textbox 3.2.1
a. To involve the collaborative team members in the planning process, I employed a mix of individual and group strategies. During one-on-one meetings, I actively listened to each member's ideas and concerns, ensuring they felt valued and heard. For instance, when meeting with AMR, we discussed his thoughts on identifying the entrepreneurship skills of the business curriculum as exemplars of PSS skills to highlight on one syllabus, which later became a key example for teachers following the plan. In group settings, I facilitated brainstorming sessions using techniques like mind mapping and nominal group technique to encourage equal participation and generate diverse ideas. One particularly effective session involved the team collectively identifying the most crucial CCMR skills for each subject area, which formed the basis for our syllabus enhancement efforts.
b. As the collaborative team's facilitator, I implemented several strategies to ensure that each member had a voice to provide meaningful input. One approach was to use a round-robin discussion format, where each member had uninterrupted time to share their thoughts and ideas. This allowed soft spoken members, like PLS, to contribute without feeling overshadowed by the other two colleagues. I also utilized anonymous feedback mechanisms, such as online surveys and suggestion boxes, to gather input from those who might feel uncomfortable speaking up in group settings. For instance, an anonymous survey revealed concerns about the timeline for implementing the plan, which led to a productive discussion and adjustments to make the timeline more realistic.
c. During the planning process, we encountered the challenge of balancing the desire for comprehensive explicit statements on a syllabus with the limited time available for teachers to implement the changes. JTG raised concerns about overburdening teachers with additional responsibilities. As a team, we resolved this challenge by prioritizing the most essential CCMR skills and PSS knowledge for each subject area and creating a phased implementation approach. This then would allow teachers to gradually incorporate the enhancements over the course of the academic year, rather than attempting to do everything at once. We also developed a peer mentoring system, where teachers who were more comfortable with the process could support their colleagues. This approach was chosen to ensure the sustainability and effectiveness of the plan while being mindful of teachers' workload and well-being.
d. To reach consensus among the members of the collaborative team while creating the plan, I employed a multi-step process. First, we established a shared vision and set of guiding principles that all members agreed upon, such as prioritizing the needs of our Hispanic students and ensuring equity in access to CCMR opportunities. This common ground served as a foundation for decision-making. Next, we used a consensus-building tool called the Fist to Five method, where members indicated their level of agreement with proposed ideas using a hand signal. This allowed us to quickly gauge the group's overall sentiment and identify areas that needed further discussion. For example, when deciding on the key components of the professional development sessions, we used Fist to Five to determine which topics had the most support and which required additional clarification or modification. Finally, we practiced active listening and respectful dialogue, encouraging members to express their opinions while remaining open to compromise. By fostering a collaborative and inclusive environment, we were able to reach consensus on the critical aspects of the plan.
Textbox 3.3.1
a. To implement the plan, my collaborative team and I took several steps. First, we conducted a series of professional development sessions to train teachers on identifying and integrating CCMR skills and PSS knowledge into their syllabi. This step was crucial to ensure that all faculty members had the necessary knowledge and tools to effectively implement the plan. Next, we established a peer mentoring system, pairing experienced teachers with those who needed additional support. This step provided ongoing guidance and encouragement throughout the implementation process. Finally, we created a shared online resource bank, where teachers could access examples of enhanced syllabi, lesson plans, and other relevant materials. This step facilitated collaboration and consistency in the implementation of the plan across all subject areas.
b. Each collaborative team member assumed specific responsibilities while implementing the plan. PLS took the lead in developing and delivering the professional development sessions, drawing on her expertise in instructional design and her deep understanding of the needs of emergent bilingual students. AMR worked closely with the CTE department to ensure that the CCMR skills and PSS knowledge were seamlessly integrated into the business curriculum. JTG served as a liaison between the collaborative team and the school administration, ensuring that the necessary resources and support were available. I offered encouragement and feedback throughout the implementation process, recognizing team members' efforts and providing constructive suggestions for improvement. For example, I praised AMR for his innovative approach to incorporating entrepreneurship skills into the business curriculum and provided guidance on how to further align these skills with the broader CCMR framework.
c. To elicit feedback from the targeted audience, our collaborative team used a variety of methods. We conducted surveys and focus groups with students to gather their perspectives on the enhanced syllabi and the impact of the plan on their learning and engagement. We also held regular meetings with faculty members to discuss their experiences with implementing the plan and to identify any challenges or successes they encountered. The feedback we received had a significant impact on the implementation of the plan. For instance, student feedback revealed that some of the CCMR skills and PSS knowledge were not being communicated clearly in certain subject areas. This feedback prompted us to work with the relevant teachers to refine their syllabi and instructional approaches. The feedback also had a positive impact on our team members as a whole, reinforcing their commitment to the plan and their dedication to student success. The constructive feedback and the evidence of student learning served as a source of motivation and validation for the team's efforts.
d. To ensure that student learning was being affected as a result of the implementation of the plan, our collaborative team took several steps. We regularly reviewed student performance data, including grades, attendance, and engagement metrics, to identify trends and areas for improvement. We also conducted classroom observations to witness firsthand how the enhanced syllabi and instructional approaches were being implemented and how students were responding. To collect evidence of student learning, we used a combination of formative and summative assessments, student work samples, and reflective journals. For example, in AMR's business class, students created business plans that demonstrated their understanding and application of key CCMR skills, such as financial literacy and market analysis. In PLS's science class, students completed a project that required them to research and present on the real-world applications of scientific concepts, showcasing their ability to connect academic learning with future career paths.
e. During the implementation of the plan, we encountered the challenge of resistance from some faculty members who were hesitant to change their instructional practices. To address this challenge, my team and I took a proactive approach. We held one-on-one meetings with these faculty members to listen to their concerns and to provide additional support and resources. We also showcased the successes of early adopters, highlighting how the enhanced syllabi and instructional approaches were positively impacting student learning and engagement. For example, we shared the story of a previously disengaged student who, after being exposed to the real-world applications of mathematical concepts in their syllabus, became an active participant in class discussions and showed significant improvement in their academic performance. By addressing individual concerns and celebrating successes, we were able to gradually build buy-in and overcome resistance to change.
Textbox 3.4.1
a. I was able to foster a highly collaborative team by establishing a clear vision, promoting open communication, and valuing each team member's unique contributions. From the outset, I worked with the team to develop a shared understanding of our goals and the importance of our work in improving outcomes for our Hispanic students. Throughout the planning and implementation process, I consistently encouraged team members to share their ideas, concerns, and feedback, creating an environment where everyone felt heard and respected. I also made a concerted effort to recognize and celebrate each team member's strengths and accomplishments, such as highlighting PLS's exceptional work in developing and delivering the professional development sessions.
b. Through our work together, I gained valuable insights into the professional growth of my three team members. PLS demonstrated significant growth in her leadership skills, taking on increasing responsibility for guiding the team's work and mentoring her colleagues. AMR showed remarkable innovation in his approach to integrating CCMR skills into the business curriculum, consistently pushing the team to think creatively and explore new possibilities. JTG's growth was evident in her ability to navigate complex relationships and build consensus among various stakeholders, ensuring that the team's efforts were aligned with the broader goals of the school. Each team member made invaluable contributions to the success of the plan, from their individual expertise to their collaborative problem-solving skills.
c. To encourage my three team members' self-reflection related to their involvement in the collaborative team, I took several steps before and during our meetings. Prior to each meeting, I sent out a brief survey asking team members to reflect on their individual contributions, challenges, and successes. During the meetings, I allocated time for each team member to share their reflections and to engage in group discussion. For example, during one meeting, AMR shared his experience of working with a struggling student and how his enhanced syllabus and instructional approach had helped the student to make significant progress. This example sparked a rich discussion among the team about the impact of our work and the importance of continual reflection and improvement.
d. The feedback provided by my three team members will have a significant influence on my work with other colleagues when building collaborative teams in the future. One key takeaway was the importance of creating a psychologically safe environment where team members feel comfortable sharing their thoughts and ideas. JTG's feedback, in particular, emphasized the value of active listening and empathy in building trust and fostering collaboration. Another insight was the need to balance structure and flexibility in team meetings and decision-making processes. PLS's feedback highlighted the benefits of having clear agendas and action items while also allowing for organic discussion and idea generation. I will incorporate these lessons into my future work, focusing on creating inclusive, supportive, and adaptable team dynamics.
e. The creation of the collaborative team will serve as a vehicle for positive change in the school culture in several ways. First, the team's work in enhancing syllabi and instructional practices to better serve our Hispanic students will contribute to a more equitable and culturally responsive learning environment. As students see their experiences and aspirations reflected in the curriculum, they will feel more engaged and motivated to succeed. Second, the team's success in fostering collaboration and shared decision-making among faculty members will inspire other departments and teams to adopt similar approaches, leading to a more cohesive and student-centered school culture. Finally, the team's focus on continuous improvement and data-driven decision-making will help to establish a culture of high expectations and accountability for student learning. As the team's work begins to yield positive results, it will generate momentum for broader school-wide initiatives aimed at closing achievement gaps and ensuring the success of all students.