Bertie

Middle School Collaborative Lesson Planning, Lesson Implementation, and Use of Common Assessments 7th GRADE ENGLISH LANGUAGE ARTS Name of Teacher: ___________________ IMPACT QUESTIONS
1. Based on the common assessment and districts benchmark testing data analysis, how did the collaborative process of lesson planning, implementation, and assessment help/not help improve student achievement? Very Helpful Helpful Somewhat Helpful Not Helpful (4) (3) (2) (1) Please explain your answer. Add specific examples whenever necessary. Very helpful-Through collaboration and common assessments for our students, student achievement was improved. Analyzing data and working on specific objectives also helped identify student weaknesses and improve instruction. 2. How do you feel about the collaborative processes sharing lessons, strategies, resources, and assessments? Are the collaborative processes effective? Why or why not? Very Effective Effective Somewhat Effective Not Effective (4) (3) (2) (1) Please explain your answer. Add specific examples whenever necessary. 4-The sharing of lessons, strategies, resources, and assessments was effective because it allowed for more differentiation and it allowed teachers to be able to reach a larger number of students who would be lost otherwise. 3. Will you continue implementing the collaborative processes even after this year? Why or why not? (4) I will definitely continue without reservations. (3) I will continue (only at times I feel necessary). 1

(2) Im not sure if I will continue or not. (1) I will NOT continue. Please explain your answer. Add specific examples whenever necessary. 4-I will definitely continue enforcing collaboration without reservations. 4. To what extent should the collaborative process be done? (4) On a regular basis (3) Once in a while (2) Whenever necessary (1) Not needed; Not Necessary Please explain your answer. Add specific examples whenever necessary. 4-Collaboration should be completed on a weekly/daily basis. 5. How often do you use the common resources and strategies shared during meetings or on Google Doc? (4) On a regular basis (3) Once in a while (2) Whenever necessary (1) Not needed; Not Necessary Please explain your answer. Add specific examples whenever necessary. 4- I utilized common resources regularly when I was in the classroom. 6. Do you use common resources and strategies to drive instruction? Yes No Please explain your answer. Add specific examples whenever necessary. I use and encourage my teachers to use common resources and strategies regularly, but for them to add extra strategies to reach the needs of their individual students. 2

7. To what extent do you feel supported by your teammates? All the time Most of the Time Sometimes Never (4) (3) (2) (1) Please explain your answer. Add specific examples whenever necessary. 3- I feel supported by my teammates most of the time. Sometimes, I do not feel like they think common planning is necessary. During these times, I do not feel supported. 8. What could have been done differently in our collaborative processes? Please elaborate. Research/data could have been used to demonstrate how strategies were effective.

9. How did the following help improve student achievement? a. use of common assessments It allowed all teachers to see exactly where students were on specific objectives and helped level the playing field for all students. b. use of district benchmark tests Benchmarks aided in helping our students build endurance on standardized tests and they were great ways to gauge where students were in regards to mastery. c. sharing of student testing data It painted a clear picture as to how well or poorly our students had done. d. explicit teaching of reading skills or strategies such as summarizing, main idea, etc. Explicit teaching makes a difference. I dont know that it caused a tremendous spike in overall student achievement, but it did have benefits. e. explicit vocabulary instruction This helped improve student achievement greatly. This was the best topic to focus on for our students, along with comprehension. f. having a definite Accelerated Reader plan for the 2nd semester. Accelerated Reader goals were paramount in helping students see where they were and what they needed to do to improve their reading scores.