Teaching Middle Level Teaming

Engaging Candidates in Collaborative Pedagogies

AMLE 2015Stacie Nowikowski, D. Ed.

Introductions Project overview Research

In support of teaming Facilitating partnerships

Initial implementation issues Revising the process Critique of student products

Curriculum mapping Non-education partnerships with field trip, block lesson, & theme

teach. Guided reading preparation

Future directions and discussion

Overview

Structure of the 4-8 Program

60 credits of liberal arts CORE 5-6 courses of concentration.

Courses involved in collaboration research project. • Teaching of Math & Science for Middle and

Special Learners• Teaching of Humanities for Middle and Special

Learners

Sample of Original Syllabus Activities

Math & Science• Comparison paper of

early/more modern research on Math/Science instruction.

• Lesson plan with adaptions• Technology demonstration• Fieldtrip preparation• Fieldwork & journal

Humanities• Cross discipline unit plan

(individual)• Two English/social studies

content- integrated lesson plans

• Test creation• Microteaching• Middle school philosophy

assignment• Fieldwork log & journal.

Project Identification

• Analysis of pre-student teaching reflections and fieldwork logs

• Pattern of reflection from students reacting to amount of time spent in collaboration.

• Are we properly reflecting the middle level environment in our methodology courses?

Project Goals

To explore the significance of collaboration and teaming in the literature of middle level education and better understand the implications for middle level teacher preparation programs.

To introduce authentic collaboration assignments/experiences to increase pre-service teacher preparation for the reality of middle level instructional teams.

Centered around main themes

Teaming & Middle Level Best Practices Partnerships Middle Level Teacher Preparedness

The Research

Benefits of teaming is well documented in the

research (AMLE, 2010; Reed & Groth, 2009; Strahan & Hedt; Wilcox & Angelis, 2007).…and many others.

Team structure is often a hallmark of a quality middle level school (AMLE, 2010)

Middle level teachers often “ill-prepared” to engage in teaming (Reed & Groth, 2009).

Teaming

Relationships between teacher and families,

teacher and students, teacher and team members, teacher and leadership, and teacher and outside agencies are of documented importance in middle level education (AMLE, 2010).

Partnerships

Middle level teacher candidates collaborate

with colleagues, family members, and others to increase motivation to learn among all young adolescents. They emphasize intrinsic and extrinsic student motivation by establishing productive learning environments for all students (e.g., one that is equitable, inclusive, and caring; that employs research- based methodologies; fosters trusting relationships; sets rigorous academic expectations; and includes the skilled use of technology).

AMLE Middle Level Preparation Standards

AMLE Partnership Keys from This We Believe

Leaders demonstrate courage and collaboration.

Organizational structures foster purposeful learning and meaningful relationships.

The school environment is inviting, safe, inclusive, and supportive of all.

The school actively involves families in the education of their children.

The school includes community and business partners.

In Howell, Cook, & Faulkner (2013), the construct

of relationships was found vital according to the guiding documents of their theoretical conceptual framework.

Survey given to principals on perception of effective teachers and middle level teacher preparedness. Data indicated principals perceived that new teachers were somewhat prepared to foster relationships within the school and much less prepared to foster relationships with parents and outside agencies.

Partnerships in Middle Level Preparation

Partnerships Missing

Another study by Coward, Matteson, & Hammon (2012) on the identity formation of middle level student found reflection by student teachers on partnerships scant or missing from their field experiences.

Believed that the strong presences of partnerships in the theoretical framework and lack of them in the student reflection indicated a need for more purposeful involvement with partnerships in middle level teacher preparation.

Developmental Structures

Teacher Dispositions

and Professional Behaviors

Organizational Structures

Relationships

These core pieces influence curriculum & instruction, classroom management, content knowledge, and assessment practices. Adapted from Howell, Cook, & Faulkner, 20013.

Guiding Question…

How can we integrate/support collaborative partnerships into our middle level methods coursework to more authentically replicate partnerships in the middle level environment?

Sample of Original Syllabus Activities

Math & Science• Comparison paper of

early/more modern research on Math/Science instruction.

• Lesson plan with adaptions• Technology demonstration• Fieldtrip preparation• Fieldwork & journal

Humanities• Cross discipline unit plan

(individual)• Two English/social studies

content- integrated lesson plans

• Test creation• Microteaching• Middle school philosophy

assignment• Fieldwork log & journal.

Humanities Pilot

Revision of capstone assignment

Assignments revised to be more collaborative to “build up” and provide support to the capstone.

Partners assigned randomly.

Capstone: Multidisciplinary and Thematic Unit Plan

Supporting Assignments:Unit Rationalization, Curriculum Mapping, Differentiation Plan, Test Planning Assignment completed in teams.

According to end of semester evaluations and surveys…

Half of students indicated dissatisfaction with the amount of the grade dedicated to the group activities.

More than half reported conflict in their partnerships due to what they perceived as a less adept or less considerate partner.

Several student reported that they believed an less adept partner affected their grade.

Differing ability levels resulted in partnerships conflict. One memorable quote from a student mentioned that she felt

“inexperienced compared to my partner.” “It seemed like every idea I had needed improved or changed in some way. “

Less than desirable outcomes…

To introduce authentic collaboration

assignments/experiences for pre-service teacher preparation for the reality of middle level instructional teams and partnerships both in and out of school while supporting individual experience level and fostering positive interactions between partners and teammates.

Revising the Goal

To create an environment that supports

collaboration but doesn’t place over-emphasis on grade success without it.

Discussion with middle level principals and revision of how partnerships were assigned. Do you consider team dynamics where hiring a

new middle level teacher? Work ethic Content preference Personality traits-level of assertiveness.

Restructuring

New ElementsCapstone Project: Team planned, team roles assigned, majority graded individually with 5 % of points dedicated to how well the plan integrates with teammate’s unit.

Updated Fieldwork: Competency based using PDE guidelines. Specific activities suggested such as advocacy/guidance period and team planning observation and interaction.

Core Analysis and Rationale: Updated by required mentored planning time and input from outside partnership.

Curriculum Mapping Assignment: Coding required to show elements of team planning and co-teaching.

Assessment: Updated by requiring team assessment alignment/revision based on peer feedback.

Block Lesson plan (influenced by non-departmental student or liberal arts department mentor) and field trip with team-taught microteaching assignment.

21st Century Partnerships

To simulate outside agencies, students are required to designate an outside advisor from one of our liberal art departments or a non-departmental students (must be an upperclassmen).

At several points in the planning stages of their assignments, students obtain written feedback and use it to reflect during a mentored planning session and for their final theme teaching assignment.

Students meet in partnerships with a given task similar to

those self initiated on middle level teams. A seasoned team member (professor or mentor teacher)

observes interactions among teams. Mentor offers specific feedback and responses to the

planning sessions. Mentor speaks as little as possible during the actual

session, unless something occurs that causes planning to come to a complete halt.

Must be an ungraded assignment to assist with students feeling comfortable enough to speak without repercussion.

Challenges?

What does mentored planning look like?

Core analysis for unit planning, group culture is set and

subsequent revision session based on professor feedback.

Curriculum mapping team meeting-student bring their curriculum design and help plan team instructional goals.

Differentiation team meeting-hypothetical class list and specific plans made for differentiations.

Means-Ends Analysis near unit due date. Mentored planning carries over into field-based class

where students are assigned to grades or groups of teachers as teams.

Mentored Planning Sessions

Majority of students believed they had positive

partnerships with their team mate. Majority of students believed their had grown

as an effective teammate during the semester.

Majority of students that had experienced both courses preferred the structure of the mentored planning over the initial pilot of the research.

Initial Positive Results

Critique of student products created in the

team planning environment. Similar projects/products or program

competencies? Limitations in other environments?

Student Products

Following up with students during student

teaching to gauge self efficacy with team encounters.

Following up with students as they are hired to reflect on professional growth as a team member.

PDS relationship with third space classroom implications & mentor/mentee teacher teams.

Future Directions

Association for Middle Level Education (2010). Keys to educating young adolescents. Winterville, OH: Author.

Coward, F. L.., Matteson, S. L., Hamman, D. (2012). A case study of teacher identity development in middle level student teachers. Middle Grades Research Jornal, 7(4), 31-42.Howell, P. B., Cook, C., & Faulkner, S. A. (2013). Effective Middle Level

teaching: Perceptions on the preparedness of newly hired teachers.

Middle Grades Research Journal, 8(3), 1-22.Partnership for 21st Century Skills. (2013). K-12 Exemplar Tool. Retrieved August 22, 2014 from http://www.p21.org/exemplar-program-case- studies/1255-about-the-exemplar-programPrevits, J. L., Kleine, K. L. M., & Mizelle, N. B. (2013). A

new professionalism in middle level teacher preparation: Toward a signature pedagogy. Middle School Journal, 44(4), 22-29.Reed, D. K., & Groth, C. (2009). Academic teams promote cross-curricular application that improve learning outcomes. Middle School

Journal, 40(3), 12-19.Rodgers, A. L. (2002). Teaming with purpose: Unleashing the potential.

Retrieved August 22, 2014 from http://education.jhu.edu/PD/.

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CEU Code:

XW-98

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