Hi Patrick, 

Thanks for your comment. I will let some of the Fellows also respond, but the way we structure our vertical teaming is around two themes - one is a research-based pedagogy method and the other is a content area. Teachers collaboratively select both for their work.  You can see from the brief snippet of Julianna's group's work that they examined student engagement and accountable talk practices, but this grew out of applying a socioscientific approach as a method with the content topic of genetics. 

Hi Patrick,

In my VPLC group we studied math problem solving skills, specifically when dealing with word problems. It was interesting and beneficial to see how this concept is taught through out the grades. My group was also able to understand the math expectations across elementary, middle, and high school. 

Hi Patrick,

In my VPLC group, we studied the use of virtual field trips with a focus on the concept of energy. This was something that team felt was very important and was lost with the pandemic. As a 7th/8th grade teacher, it was wonderful to see how energy was being taught in the lower grades and what knowledge and experience they are coming to middle school having experienced. I am hoping to continue this dialogue with teachers at the building level in my school come September.

As one of the fellows in this program, I can share that we have indeed made connections that have lasted beyond the formal classes. We are in touch often and use each other as resources and sounding boards. 

The research base was actually selected by the teachers. We helped them recall their library research skills to each find research articles on methods they were interested in exploring. Then each group reviewed the articles selected by their groupmates and came to a consensus on which article and method they would use. For example, a group may have brought forth articles on inquiry, use of apps in the classroom, using graphic organizers and implementing accountable talk. After all group members read the articles, they would discuss to decide which one method they would use for their lesson design. We felt it was important to provide teacher choice for selecting the method to try out, but also be research-driven as effective. We encouraged teachers to explore methods they had not specifically tried before or were not yet comfortable implementing. We situated this process as an opportunity for personal growth and expansion of their teaching toolkits. 

Brian, this is a great question and one that I have personally been ruminating on possible solutions. While each district presents unique challenges, we have several Fellows in a particularly tough district and I have been thinking about what entry points and resources for change may exist. I feel like it is a difficult position for me, as I do not feel that I hold any sway over administrative decisions. We are 'friendly' with administration, by way of providing grant-funded opportunities, but in no way do we have any input to the district structures or their work with teachers. I would love to find a funding opportunity to entice district leadership into a guided self-study or evaluation. If anyone knows of such a funding opportunity please comment it!