Running Head: MAJOR ASSESMENT #7

Major Assessment #7: Assessment of Collaboration Skills

Tameka Rumph
Walden University
EDUC 7742

MAJOR ASSESMENT #7

Section 1: Context and Description of the Collaboration

7740- Qualities of Effective Professional Development
The course Qualities of Effective Professional Development opened channels of
discussions among team members regarding how professional development and learning
communities were being implemented within the school. Team members were tasked with
assessing the school's current perspective on professional learning and developing a plan for
establishing professional learning communities. Members involved in the planning of the
Professional Learning Communities (PLCs) consisted of the principal, guidance counselor,
instructional coach, and two lead teachers. As a result of the collaboration initiative, team
members became familiar with the steps to setting up a PLC, and developed a better
understanding of the rationale for PLCs. The collaboration contributed to team members
understanding how to use PLCs and professional learning protocols to explore topics and solve
problems.
In week 1, the Learning Teams discussion focused on the professional learning needs of
the school and protocols that could be used to answer questions and resolve issues by building
shared knowledge. As weeks passed, the learning team used Professional Learning Protocols
by Lois Easton Brown to discuss different protocols for facilitating PLCs discussions and
activities. Some of the discussion topics focused on group structures and practices that support
the exploration of ideas, group discussion rules that ensure dialogues are safe but yet effective,
using probing protocols to generate questions, and tools for assessing and evaluating the effects
of a PLC, and discussed strategies to support the facilitator in planning and implementing a
successful meeting.

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In week 6, a staff development meeting was held, and an agenda (Figure A) was
developed as an outline for using protocols to engage in discussion regarding professional
learning and the school improvement process. The meeting provided the candidate with the
opportunity to facilitate a group where educators examined current professional learning
practices in support of improving both instructional and student learning. Collaboration initiated
as a result of the course requirement was beneficial to the school and candidate as it ignited
meaningful structures for examining instructional practices and professional learning. The
collaboration was beneficial to the candidate as it provided real- world application experiences as
serving as a group facilitator.
7741- Designing Professional Development
Designing Professional Development on assessing the impact of implementing effective
professional learning programs that support increased teachers and student learning.
During week five of this course a data discussion was held that focused on 5th grade
students performance on the states standardized assessment. Based data reviewed from the
Acaletics Pre- Post Assessment (Figure B), team members collaborated to develop a plan of
action for improving 5th-grade students performance in mathematics during the 2015-2016
school year. Data was analyzed using protocols that focus on answering vital questions regarding
students performance and instructional practices. In addition to the student performance on the
states standardized assessment, team members also discussed the implementation of a
professional development/ learning program that would be beneficial in helping improve
students performance in the content area of math as well as instructional practices. Also, during
the meeting sessions, we discussed goals for the initial, intermediate, and final outcomes related

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to the Knowledge, Aspirations Skills, Attitudes, and Behaviors (KASABs) for teachers and
students, (Figures C).
7743- Evaluating Professional Development
In the course Evaluating Professional Development, members of the Learning Team
worked together to develop an evaluation for implementing a professional development program.
The learning team for the evaluation consisted of the principal, instructional coach, and fifthgrade teachers.
During weeks 3, 4 and 5, the learning team met continuously to become familiar with
Innovation Configuration (IC) maps in support of developing a plan for professional learning and
school improvement. In week three, the team began to develop components of the Innovation
Configuration (IC) for the school, (Figure D). IC maps provide clarity regarding the
implementation of acceptable ideal practices that should be employed and observed as a result of
professional learning and also guide educators in increasing the quality of instructional practices
(Killion and Roy, 2009 p. 148).
Over weeks 4 and 5, we continued to discuss the IC map as a model for change and
considered how the tool help support the implementation of professional learning and school
improvement efforts. We also considered how to collaboratively develop an IC Map to help
stakeholders be successful in the change process by giving them a clear and agreed-upon
description of what the practice or innovation should look like in its ideal form. In addition to
developing IC maps, we also develop a plan for assessing and evaluating the effectiveness of the
selected professional development program, (Figures E&F).
7742 Implementing Professional Development
The course EDUC 7742 focused on implementing professional development and
assessing readiness for change. Collaboration and applications during the course focused on

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assessing the schools orientation to change, principles of change, and thoughts regarding the
role of professional learning communities in facilitating the change process. Team members
involved in collaboration exercises during the course consisted of the principal, guidance
counselor, a first-year first-grade teacher, and two veteran teachers.
During week 4 of the course, the Learning Team met and engaged in discussions related
to implementing a new professional development program. The team used the Levels of Use,
(LoU), and Stages of Concern ( SoC) as a framework for understanding and predicting events
that are likely to occur as the change initiative unfolded. According to Hall and Hord, ( 2015, p.
109), the LoUs, also provide understanding and guidance to change facilitators in supporting
individuals in their actions to learn about, consider, and prepare for use of innovation. The
grouped brainstormed on intervention strategies to support various as well as discussed the
principal's role is in supporting the program, and discussed how we would communicate
externally to families and school/ district community about the changes, let them know about its
potential value and positive impact, and how we will enlist support during implementation, (see
paper under Figure G).

Section 2: Rationale/Connection to Walden Program Standards, Program Outcomes, and

Learning Forward Standards
Collaborations Efforts Alignment with Walden and Learning Forward Standards
The collaboration activities in each of the courses are aligned with the Learning Forward
(2015) context standards that all adults are organized into learning communities and have
resources to support continuous adult learning. The process standard of using data to drive
professional learning was met by staff meeting and using data to drive the decision-making
regarding implementing a professional program that targets both students and teachers learning.

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The standards support Waldens program standards as collaboration in each instance allow team
members to integrate a variety of perspectives to create ongoing support for the learning
environment.
Along with Waldens program standards, Learning Forward Standards for Professional
Learning standards provides the foundation for establishing professional learning that lead to
effective teaching practices, supportive leadership, and improved student results (Learning
Forward, 2015). Collaborations in each of the courses meet both Walden and Learning Forward
standards for professional learning as in each collaborative session, team members engaged in
meaningful discussion, integrated constructive and practical feedback, and were able to reflect on
discussions that supported continuous improvement in practice as well as supported educators in
transitioning from a beginner to skilled practitioner through the application of their professional
learning.
Contributions to Personal Learning
Collaboration over the period of the courses contributed to team members creating
structures to promote a collaborative culture and building of professional learning communities.
Also, the many collaboration requirements help team members understand that they must work
together to achieve the shared purpose of learning for all; as working together to improve student
achievement is the greater common goal of everyone in the school. Also, using protocols allows
team members to use data in useful and relevant ways that support staff in addressing key questions
that connect professional learning and the school improvement initiative.

Challenging Aspect of Collaborating

MAJOR ASSESMENT #7

Initially, collaboration efforts were a bit challenging, as we did not understand the full
potential of collaborative groups such as Professional Learning Communities. Also, problems such
as teacher isolation (autonomy), finding resources and time to keep the collaboration initiatives
afloat were other challenging aspect of getting the group together. Particularly, in the beginning
stages, potential team members thought there was no time left in the daily schedule to incorporate
additional time to meet or develop effective PLCs as well it would be cumbersome for team
members to locate additional resources and present information in addition to their current duties.
The more we began to meet and engage in a meaningful and structured dialogue
regarding improving student and teacher learning, we began to understand the significance of PLCs
and its ability to improve learning and relationships. Also, the more we met, problems such as
teacher isolation and finding time to meet also became very minute concerns. We still face many
challenges, but working collaboratively and using Learning Forwards professional learning
standards along with the many protocols we have come to know and implement as a foundation for
approaching and solving concerns that may arise, we are optimistic about our abilities to overcome
obstacles and resistances we may encounter.
Skills and Knowledge Gain that Support Future Endeavors
The most valuable lesson learned from each of the collaboration efforts is that when
groups are established and collaborate effectively, leadership becomes a shared responsibility in
which all team members are considered as part of the leadership team and are held responsible
for the overall learning and progress of the school. Creating an environment of accountability
and collaboration support team members in contributing to the success of the school by involving
them in the development and implementation of professional learning that sets high expectation

MAJOR ASSESMENT #7

for all participants. This involvement further supports team members in viewing themselves as
leaders in which all are responsible for the learning and progress of the school.

Section 3: Evidence of the Collaboration

Figure A:
Professional Learning Probing Protocol
Agenda
April 26, 2015
Number of Participants: 5 participants, a presenter, and a facilitator.
Time: 30 minutes
Step 1: Introduction
Introduction of Team members (5 minutes)
Step 2: Writing Dilemmas (5 minutes). Describe in writing a problem that relates to the current
situation of professional and student learning within in the school.
Step 3: Sharing the Problems and Issue (3 minutes)
The facilitator will ask team members to read their problem or issue aloud.
Please Note: Any group member can ask a clarifying question or a probing question, and
the presenter will answers.
Step 4: Sharing of Additional Concerns (time will vary). Step 3 will be repeated if needed to
address the concerns of other team members that did not have a chance to share in Step 2.
Step 5: Debriefing (5-10 minutes). The group will discuss what members understands about
probing and clarifying questions.

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Figure: B

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Figure: C
Program Goals: Students,

will demonstrate progress, and 85% will demonstrate proficiency (80% or higher) on benc
correlated with the Florida Standards Assessment Test
Program Objectives

Evaluation Questions

Data Sources

(KASABs for each group of

stakeholdersstudents, teachers,
principals, central office,
organization, other)
Improved students performance
in the content area of
mathematics.

Data Collection Methods

Data Analysis

(Who/when)

(Who/When)

Document Collection

End of 2015-2016 S
Year

Did 100% of 5th grade

student demonstrate
progress, and 85% of
students score proficient
(80% or higher) on with the
Florida Standards
Assessment Test

Student data from

Acaletics- Pre-Post
Assessment

Teachers confidence in teaching

concepts and skills

To what degree do all

teachers feel competent in
teaching math concepts with
clear understanding and a
high level of rigor

Review of notes from

Walk-through and
observations

End of 2015-2016 S
Year

Teachers are using skills and

knowledge gained from
professional developments.

Are teachers, reviewing,

reflecting on and
redesigning lessons based on
students needs.

Review of notes from

lesson study

Walk-through and
observations, Notes from
lesson study

End of 2015-2016 S
Year

District and School

Assessment Data

Figure: D
Collaboration Regarding IC Map
Component 1: Understand and use Florida Mathematics Florida Assessment Standards.
Ideal: Each teacher will utilize the state mathematics standards in planning lessons as well as use
the standards and benchmarks to gain more- in-depth knowledge on employing a variety of
inquiry-based instructional practices in mathematics to help students acquire a deeper

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understanding of the math concepts.

Component 2:
Collaboratively design lesson and engaging hands-on inquiry base activities.
Ideal: Grade Level teams work collaboratively in designing high- quality inquiry-based, handson activities.

Figure: E

Goal: Students, will demonstrate progress, and 85% will demonstrate proficiency (80% or higher) on
benchmarks assessments correlated with the Florida Standards Assessment Test
Input/ Resources

Resources for
supporting the

Actions

Work with district

staff to develop and

Initial Outcomes

Increase
educators

Intermediate
Outcomes
Educators will apply
new knowledge and

Intende
Results

100% of 5th grad

students, will

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implementation of
lesson study. Team
meetings to review
and analyze data

implement
professional
development of
school and staff
members that
support schools
basis needs and
goals

knowledge and
skills

Support from
teachers to provide
feedback and
additional
instruction
regarding observed
lessons
Ongoing assessment
of student progress

Teachers apply
strategies they learn
in the classroom

Students will
learn strategies
for improving
math skills and
concepts.

Teachers collect and

report student data
weekly

Teachers,
principals and
professional
developers use
student progress
data to identify
students and
teachers needing
extra assistance

learning with fidelity.

Students will apply new
strategies in math in
context and in real world
application

Teachers, principals and

professional developers
use student progress data
to design instructional
intervention for students
and teachers who need
additional assistance
Conduct regularly
scheduled professional
development and
coaching sessions with
teachers.

demonstrate
progress, and 85%
will demonstrate
proficiency (80%
higher) on
benchmarks
assessments
correlated with th
Florida Standard
Assessment Test
which will be
administered durin
the 2015-2016
school year.

Logic Model

Figure: F
Planning For Professional Development
Levels

What questions are

addressed?

How will you know?

What information will be
gathered?

What is measured or
assessed?
(Align to the content and

MAJOR ASSESMENT #7

Level 1:
Participants
Reactions

Level 2:
Participants
Learning

Did they like it?

Was their time well
spent?
Did the material
make sense?
Will it be useful?
Was the leader
knowledgeable and
helpful?
Were the
refreshments fresh
and tasty?
Was the room the
right temperature?
Were the chairs
comfortable?

Did participants
acquire the
intended
knowledge and
skills?

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(Be specific and attach any
assessments/questionnaires
you develop)
In support of gathering
perception data regarding
participants perception of the
professional learning
experience, a questionnaire
will be administered using
participant feedback
questionnaires, gathering
informal comments from
participants, and by holding
focus group sessions with
participants.
The results provide will
provide information regarding
relevancy of information and
the teaching style of the
instructor.

Ex: Were the

materials, hand-outs
and/or activities
useful?
___Yes ___No
___Unsure

Were the teaching

methods effective?
___Yes ___No
___Unsure

Would you recommend

this training to
others?
___Yes ___No ___

Why? Why Not

Evidence of acquired
knowledge will be evident in
teachers instructional
practices and we will see
improvement in students

process of the PD you are

designing)
Participants satisfaction
with the overall professional
learning.

Perceived changes in
knowledge and skills
Increased insight into what is
already known about skill or

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learning.

content area.

Participants Reflections

Level 3:
Organization
Support and
Change

Level 4:
Participants Use of
New Knowledge
and Skills
Level 5: Student
Learning Outcomes

Was
implementation
advocated,
facilitated, and
supported?
Was the support
public and overt?
Were problems
addressed quickly
and efficiently?
Were sufficient
resources made
available?
Were successes
recognized and
shared?
What was the
impact on the
organization?
Did it affect the
organizations
climate and
procedures?
Did participants
effectively apply
the new knowledge
and skills?
What was the
impact on students?
Did it affect student
performance or
achievement?
Did it influence
students physical
or emotional wellbeing?
Are students more
confident as

Observation of skills or
learning in practice during
walkthroughs.
Appointment of a recorder
keeper to record notes and
evidence

The organization of the

implementation and
evaluation of the
professional learning.

Meeting with participants and

school or district
administrators.
Gather documentation on
Scheduling, Planning,
Instruction and Observations,
Debriefing: Re-Teaching and
Reflecting
Review materials that are
needed for the lesson to be
implemented.

Observations during the

ongoing lesson study

Student data
Student- focus groups
In-class student observation
Student portfolios
Instructional delivery methods
will be more effective and
student achievement will

How well does the

participant implement to
knowledge into instructional
practices.
Student progress and
achievements

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learners?
Is student
attendance
improving?
Are dropouts
decreasing?

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increase

Figure G:

Support Strategies that Support the Implementation of Innovation

Tameka Rumph
Walden University
September 27, 2015

Interventions

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Determining and developing constructive professional learning opportunities for

educators is key to the successful implementation of new knowledge, strategies and skills that
lead to increased student performance. The process of planning and implementing new
professional learnings can also be an overwhelming task for facilitators. When thinking about a
set of prescribed interventions for professional development, change facilitators must be
considerate of the wide-ranging types and sizes of interventions that are necessary to bring about
successful changes within the organization (Hall and Ford, 2015).
Understanding an individuals Stage of Concern (SoC) can help towards selecting the
appropriate interventions needed to advance implementation efforts of the program. Currently,
the teacher who is the focus of our intervention seems to be within the Self area of the Stages of
Concern. The teachers demonstrates concerns regarding the impact of the new plan on students
learning and continues to express great interest in learning more about strategies and innovations
that will assist in improving and sustaining students behavior and academic achievement. The
teachers behaviors are also reflective of the Level of Use (LoU), LoU I, Orientation as she is
continuing to take initiative towards learning more about enhancing her current practice and
implementing the new plan.
Based on the concerns of the teacher and levels of uses, intervention efforts will focus on
the functions of planning and providing resources, investing in professional learning, checking
progress, and providing continuous assistance. In support of increasing the teachers knowledge
base and providing visuals of effective classroom management in action, the teacher was
provided with access to the School Improvement Network (PD360) and the Association for
Supervision and Curriculum Development (ASCD). Information in the School Improvement
Network will provide the teacher with on-demand access to learning on a variation of effective

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classroom management videos and strategies. Access to the ASCD website will provide the
teacher with an abundance of researched based articles and recommended readings to help build
her knowledge base. Providing the teacher with information on effective classroom management
strategies will support the teachers in developing skills and insight needed to achieve successful
change and transition from a novice to a more mature users of the new skills and strategies. In
addition to providing the outline resources, we will remain committed to investing time in
additional formal and informal professional learning as well as time to monitor the progress of
the overall the interventions.
Role of Internal and External Stakeholders
Building support for on-going success, requires assistance from outside supporters who
understand the mission of the school, shares the vision for student achievement, and have a
personal interest in the performance of the school and its students. A supportive relationship
between internal and external stakeholders offer ways in which stakeholders can be a positive
influence for the helping schools achieve improved outcomes for all students and sustain them
over time.
Initiating change is not an easy task that can be done alone as well as the responsibility
for change leadership should be shared (Hall & Hord, 2015). Important external advocates such
as families can assist with supporting the change initiative by providing a home environment that
supports learning and reinforces school skills and strategies taught at school, share high
expectations for students learning and performance, and regularly communicate with teachers
and other school personnel regarding students behavioral and academic performance.

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School district leaders can extend support of the new initiative by supporting the creation
of professional learning communities that that will support and sustain the innovation. Principal
and school administrator can participate in professional development that provide strategies for
working with students and their families to bridge the gap between home and school.
Benefits and Challenges of Collaborating with Learning Team
Working together to accomplish a greater goal was the most rewarding benefit of working
with team members. Team collaboration provided multiple perspectives for the innovation and
problem solving. After coming together as a team in support of coming up with a solution for the
first year teacher who was having some difficulties with classroom management, we learned that
there were two other veteran teachers who also needed some assistance with classroom
management. The discovery of the veteran teachers needing assistance with classroom
management also presented a challenge for team members when meeting to discuss the current
change initiative.
The veteran teachers were not very receptive of being include in the classroom
management professional learning initiative as they believed that since they had been teaching
for fifteen plus years and no none had ever addressed them regarding their classroom
management skills, they had been doing a fair job of managing their class. The teachers
reactions seems to coincide with behaviors of the unrelated Stage of Concern. The teachers
having no concerns relating to the current innovation will require the learning team to meet and
engage in further discussion regarding providing intervention to help transition the teachers from
a stage of unrelated concern to an area of impact-concern.

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Glossary Terms Related to Support Strategies and Interventions

The terms Intervention, Tactics, and Incidents are familiar, but the context in which they
are used to discuss the change process is interesting. Tactics includes the plans and procedure on
a smaller scale that works in correlation with other larger intervention activities to promote a
desired result. Incidents are small individual interventions which mostly occurs informally.
Understanding the terms are important and valuable for the implementation of intervention that
are based on the needs and concerns of implementers.
Conclusion
This application has provide much insight on the role and responsibilities of a facilitator
in initiating and implementing the change process. It has also provided awareness regarding the
roles and responsibilities of stakeholders in supporting change. Glossary terms included in the
weekly requirements were important for leaders of change to understand and the strategies for
providing interventions that supported the implementation and sustainment of change.
References
Hall, G. E., & Hord, S. M. (2015). Implementing change: Patterns, principles, and potholes. (4th
ed.). Upper Saddle River, NJ: Pearson Education
Association for Supervision and Curriculum Development. (2015, September 23). Retrieved
from Association for Supervision and Curriculum Development: http:// www.ascd.org
School Improvement Network. (2015, September 23). Retrieved from School Improvement
Network: http://www.schoolimprovement.com/

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References

Easton, Lois B. (2009). Protocols for Professional Learning. Association for Supervision and
Curriculum Development
Hall, G. E., and Hord, S. M. (2011). Implementing change: Patterns, principles, and
potholes (3rd ed.). Upper Saddle River, NJ: Pearson
Killion, J., and Roy, P., (2009). Becoming a learning school. Oxford, OH: National Staff
Development Council.
Learning Forward. (2012). Standards for professional development.
www.learningforward.org/standards. Retrieved on October 28, 2015.