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DIVVY GROUP (Cameron, Mercier, Doolittle (including physical education had…
DIVVY GROUP
Cameron, Mercier, Doolittle
including physical education had a positive change on students
Students' views and perception of PE changed. They enjoyed the changes viewed PE as an enjoyable part of their day.
“Teachers also noticed a decrease in student failures and that fewer students sat out during their classes, further signs that student engagement increased.” (Cameron, Mercier, & Doolittle, 2016)
PE instructors went beyond teaching in the classroom
• “Some stimuli for initiating change were the teachers’ desire to address criticisms of their high school physical education program, including a poor perception of physical education in the eyes of other school staff, parents, and students; to improve a dysfunctional grading policy; and to address low levels of teacher and student accountability.” (Cameron, Mercier, & Doolittle, 2016)
• “Observed physical education content during the study included volleyball, fitness, softball, Ultimate Frisbee, personal wellness, and team handball.” (Cameron, Mercier, & Doolittle, 2016)
adjusting to students desires-conducted a survey
This was qualitative research that aligned the ideas of research questions with a single real world case study.
data collected over a five year period
“Although assessment scores, video tapes, document collection, and interviews with students and teachers were focused on the effect of assessment at first, we expanded the study to examine broader changes in the physical education program.” (Cameron, Mercier, & Doolittle, 2016)
This idea that physical educators perceive their role in school to be teachers responsible for important content that students will learn and enjoy is at least equally important to change as receiving external accolades for being innovative.” (Cameron, Mercier, & Doolittle, 2016)
• “Field notes written during class observations indicate extremely high rates of participation with no notes on students sitting out, and many entries refer to high percentages of students showing on-task behaviors.” (Cameron, Mercier, & Doolittle, 2016)
• “The sets were (a) aligned with teachers’ perspectives (teachers’ perspectives on change), (b) students’ perspectives (students’ view on change in physical education and students’ perspectives on their physical education experiences), and (c) to both teachers and students (shared instructional change experiences and program and policy changes).” (Cameron, Mercier, & Doolittle, 2016)
• “In particular, the teachers frequently referred to their decision to try the assessments as having a noticeable effect on their teaching.” (Cameron, Mercier, & Doolittle, 2016)
• “These teachers saw program change as a shared responsibility that included students’ assessment results as well as their views and took it upon themselves to adjust physical education content after analyzing results of students’ surveys.” (Cameron, Mercier, & Doolittle, 2016)
• “Related to instruction, however, the students’ scores on the commonly used authentic assessments, the data from the rubrics, were only used sporadically by teachers throughout the study.” (Cameron, Mercier, & Doolittle, 2016)
“In this study, it appears that successful implementation of an optional assessment package was largely due to teachers’ passion and commitment.”
• “Changes in teaching required hard work by teachers; however, it was work that yielded perceived benefits—teachers who were willing to put in extra labor for planning and instruction that was instrumental to changing physical education in this case:” (Cameron, Mercier, & Doolittle, 2016)
• “Teachers took the initiative and responsibility to adjust not only grading but also physical education content programming based on data collected from their students.” (Cameron, Mercier, & Doolittle, 2016)
“Student outcomes included increased student engagement and learning. For teachers, positive outcomes included their perceptions of better teaching and stronger professional commitment and a sense of increased organizational capacity (i.e., improved problem-solving capacity or ability of the group to engage in continuous improvement; Fullan, 2007)"
Teacher powered schools
Understanding teacher leadership through Teacher-Powered Schools
"For most of the past 150 years we offered teachers one deal: we won’t give you professional authority, but we won’t hold you accountable either."
“Teacher-powered schools are about fulfilling one of the nation’s greatest responsibilities: educating a citizenry that can meet the needs of the community and rise to the challenges of the 21st century global economy. Public education needs innovation and transformation to fulfill this responsibility. Teacher-powered schools are important vehicles for driving authentic, systemic change in a field that is in dire need of a tune up” (Education Evolving, 2014, p. 4).
Teacher-Powered Schools aline accountability with authority in K-12
“teachers are being held accountable for the outcomes of decisions they do not make” (Education Evolving, 2014, p. 4).
Many exports actually support giving teachers authority to run the schools.
Strong Support among teachers and the public for Teacher-Powered Schools
Communities create conditions for Teacher-Powered Schools
“Teacher-powered schools harness the collective wisdom, expertise, and experience of the many different stakeholders in K-12 public education — including principals and local school leaders who act in service to the teachers” (Educators Evolving, 2014, p. 7)
A culture of high performance
Teachers who design and run teacher powered schools
Accept ownership and accountability
take pride in the outcomes
innovate
collaborate to effectively lead
engage and motivate
redefine success
“Given their shared mission and responsibility in delivering a top-notch education to students, teacher-powered schools can redefine how we measure student success and effective teaching” (Educators Evolving, 2014, p. 10)
Teacher-Powered schools find hard work and confrontation ensure quality and innovation
Take action, Trust the possibilities, collaborate among colleagues, transform student learning and the Profession