Building a Successful Partnership: Maine SAD #37

The best results come out of long-term partnerships. Here, for example, is an overview of the three-year program we developed with Maine SAD #37. In committing to this partnership, SAD #37 moved from one of the lowest-performing districts all the way to the highest-performing district in the state of Maine. More recently, SAD #37’s Harrington Elementary was one of only 36 schools in the nation to receive the 2005 National Distinguished Title I School Award.

Year 1

Program Evaluation Effective program evaluation will be built into the partnership. To this end, we will conduct site visits and teacher surveys, as well as collect student achievement data. Our data focus will be of two types–qualitative data, such as faculty attitudes, and quantitative data related to student performance. We will use this data to track program effectiveness in terms of both teacher implementation and student improvement.

Orientation & Assessment

Our consultants will visit each of the participating schools to orient the staff to The Thoughtful Classroom Program and to assess current instructional practices. They will also analyze achievement gaps and learn about each school’s existing programs in order to identify instructional priorities.

Foundation Training

Includes:

• Four-day summer institute to introduce staff to The Thoughtful Classroom framework.
• Four days of follow-up training during the school year. Focus will be on planning lessons for the Strategy of the Month and using strategy portfolios to facilitate planning and implementation.

Coaching & Technical Assistance

Each school will receive two days of onsite coaching designed to nurture and reinforce the ideas and strategies from Foundation Training. Teachers will participate in Learning Clubs of four to six teachers who meet twice a month to discuss the use and refinement of strategies. Teachers will also participate in Teacher Rounds to conduct lesson studies and practice using research-based strategies in their classrooms.

Guiding this work will be the Do-Look-Learn process: Teachers plan and implement a lesson together (do), analyze it (look), and then discuss how their learning will influence future practice (learn). Finally, teachers will participate in Strategy of the Month Clubs, focused on planning and implementing a specific tool or strategy each month. Teachers will use strategy planning portfolios to guide their work.

Leadership Training

The administrative staff will learn how to The best results come out of long-term partnerships. Here, for example, is an overview of the three-year program we developed with Maine SAD #37. In committing to this partnership, SAD #37 moved from one of the lowest-performing districts all the way to the highest-performing district in the state of Maine. More recently, SAD #37’s Harrington Elementary was one of only 36 schools in the nation to receive the 2005 National Distinguished Title I School Award. The Thoughtful Classroom: in Action: Building a Successful Partnership: Maine SAD #37 create a climate that supports the growth of professional learning. Administrators will also be trained in how to conduct Walk-abouts and Field Trips to assess implementation in their school. In addition, leadership training will focus on working with an Instructional Leadership Team to maintain focus, guide implementation, and guarantee success.

Year 2

Program Evaluation

Evaluation will continue through year two, and will include ongoing data collection, analysis, and tracking of progress.

Strategic Unit Design

Year two will focus on the development of strategic units that integrate learning styles, multiple intelligences, research-based strategies, and performance assessment. Teachers will participate in a four-day summer workshop on unit and lesson design. They will also receive four days of training during the school year to work on advanced unit design to expand their strategic repertoires.

Coaching & Technical Assistance

In the second year, each school will receive four days of coaching and technical assistance. Besides Learning Clubs, Teacher Rounds, and Strategy of the Month meetings, teachers will participate in an Achievement Team meeting focused on examining and analyzing student work and making effective use of student data in instructional decision making.

Leadership Training

Leadership training in year two will emphasize the development of Professional Learning Communities and the successful implementation of meaningful change. Teacher-leaders will also be identified and receive additional training to develop their leadership skills and sharpen their abilities to train and coach other teachers.

Student Assessment

Teachers will develop a learning profile for each student using Thoughtful Education Press’ validated series of grade-appropriate assessment instruments, including the Learning Style Inventory for Students, the Math Learning Style Inventory, and the Multiple Intelligences Indicator.

Year 3

Program Evaluation

Evaluation will continue through year three, and will include ongoing data collection, analysis, and tracking of progress.

Strategic Unit Design

Year three will focus on the refinement and further development of strategic units, including how to adapt and vary curriculum to meet all students’ needs. Teachers will receive four days of training during the school year to work on differentiated unit design and implementation.

Advanced Training

Year three will focus on expanding teachers’ instructional repertoires to address specific disciplines, interdisciplinary connections, and special-needs students.

Coaching & Technical Assistance

In the third year, each school will receive two days of coaching and technical assistance focused on advanced practice and using strategy variations to meet specific classroom needs.

Leadership Training

Leadership training in year three will focus on developing staff leaders as trainers and facilitators to work with new staff and ensure the continuation of the program.

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