- Presenter: Cerelle Morrow
- Date: March 17, 2020 1:00 pm
- Target Region: Anywhere
- Target Audience: Administration, Special Education Staff, Teachers
- Category: Academic, General
- Register At: https://bhope.zoom.us/webinar/register/WN_icrbBOEKQZGx9Gz019d4yg
- The recording for this webinar will be posted here shortly after the presentation.
Many factors influence student learning, but teaching matters arguably more than any other variable (Darling-Hammond, 2000; Teachers Matter, 2012). In fact, improving collective teacher efficacy has greater potential for improving student learning than any other variable that has been researched to date (Donohoo, 2017; Hattie, 2012). Therefore, a collaborative approach to professional learning that emphasizes improving teaching practice at the school-wide level, should be an essential component of any strategic plan for improving student outcomes.
The VITAL Collaboration Process is a four-part process that stands for visibly improving teaching and learning through collaborative work in teacher teams. The VITAL Collaboration Process encourages teacher teams to use a four-phase continuous improvement approach when striving to collectively improve teaching and learning. The heart the VITAL Collaboration Process is the Teaching and Learning Cycle (TLC). A TLC consists of three steps: planning a lesson, teaching and observing it, and analyzing the teaching and learning that took place during it. In short, the VITAL Collaboration Process provides the necessary structure to allow teacher teams to routinely engage in TLCs to collectively improve their teaching.
The proposed three-hour workshop will begin by stating the intended outcomes and asking participants to reflect on what key words stand out to them. The facilitators of this session want to ensure purpose is set and participants start the session with a clear vision for the learning.
The first activity will ground participants in the theory and research used to build the foundational approach to VITAL collaboration, an approach to making teaching and learning visible through professional learning communities (PLCs). Participants will engage in an inquiry-based activity that requires reflection of educational practices from John Hattie’s Visible Learning research through by ranking educational practices according to their significance and impact on student learning. They will then compare their reflections to the research results.
Following the above activity participants will learn how the research connects to the 4-phase approach of VITAL through visuals, concrete examples, and resources guided through purposeful discussion techniques and hands-on review of resources. They will also hear from one charter school who has implemented VITAL successfully at their school.
They will then be guided through using a lesson tuning protocol in small groups. This protocol is just one example from a suite of protocols VITAL utilizes as part it’s collaborative approach.
The session will conclude with an opportunity to ask questions of the facilitators, self-reflect, review the intended outcome, and identify possible next steps.