Engaging Students To Emerge Successful

By Jeff Sorce

ESTES Leaders, A new college and career readiness program is being implemented at Estes Elementary School in Owensboro, KY. The purpose of ESTES (Engaging Students To Emerge Successful) Leaders is to expose students to different industries and lead them to college and career paths based on their experiences.

Students will be exposed to the following industry areas: public health, education, agriculture, media relations, public safety, tourism, entrepreneurship, advanced manufacturing and trades, and STEM. By traveling to and participating in hands-on activities in these industries, students will be enlightened on what each arena has to offer.

Funded through a special Innovation Grant through the Kentucky Board of Education, this is an innovative way to discuss career paths with the students. They will experience real life situations and present those situations to others. It is our belief that elementary students need to think about how they will become college and career ready by the time they graduate from high school. By introducing them to these various areas, students will start to develop their own career path and show others, including peers and community members, what steps they will take to achieve those goals.

Our students need to have these experiences and and learn these skills to level the playing field, thereby breaking the cycle of poverty. Our students need to see the possibilities and what they can start doing now, at the elementary level, to become successful in those areas. In a recent 2013 survey of parents at Estes Elementary, only 17% graduated high school, and only 6 out of 387 respondents (.01%) had some college experience. This program is designed to allow students to learn how to begin with the end in mind so they can be first generation college graduates.

All teachers in the fourth grade level will be collaborating to meet project needs. In the beginning there will be 24 students participating in this program. These students will be creating Problem-Based Learning projects for all students in fourth grade to eventually participate. Additionally, every teacher and student in the school will be impacted because these 24 student leaders will present their experiences and planned college/career paths to the entire student/teacher body.

The culmination of this project will be a community wide job fair that will be held, where the 24 students will present their findings and experiences. At this fair, adult members of the community will have an opportunity to interview and receive job placements with our community partners working with our program.

This is a guest blog written by one of the teachers in our Innovative Teacher Leader cohort to share about an innovative teacher or practice from their area of the state. To learn more about the work happening in the Commonwealth from these Innovative Teacher Leaders, who are working to redefine teacher leadership in Kentucky, check back throughout the month of March. We’ll be sharing guest blogs all month long.

Connect: A Food Literacy Program that Supports Struggling Readers & Writers

By: Ashley Lamb-Sinclair, NBCT

Students who struggle with reading and writing have an especially difficult time in high school because there is little research about adolescent literacy. In my experience, schools turn to tired, ineffective programs that primarily target the literacy needs of much younger children. As a result, teenagers who already feel disengaged from school feel even more disengaged and frustrated because they are forced through endless hours of futile assessments and humiliating progress monitoring.

My school, which hosts primarily successful students, has also neglected to meet the needs of a small group of struggling readers and writers. Now we are motivated to remedy this issue and address the needs of those students without relying on old measures that have been proven ineffective.

Last summer I met a talented educator, Brent Peters, from Fern Creek High School in Louisville, KY who created a Food Literacy course that engages students through high-interest thematic units based around gardening, cooking, and food culture. A colleague, an administrator, and I went to observe his program and walked away with ideas for creating a model that worked for our school. Now we are developing a combination of collaborative courses to teach reading and writing to struggling learners in ways that engage, rather than frustrate and stifle them.

Our program is called Connect and currently focuses primarily on one sophomore English course modeled after the Food Literacy course at Fern Creek. The class mission is to reconnect struggling students with the school community using the principles of true learning—creativity, critical thinking, engagement, curiosity, community, empathy, purpose, passion, and play—and to guide students in building confidence to take responsibility for their own learning. In addition, we will use backwards design to create a curriculum focused on ACT literacy skills—both literal and inferential questioning, and analyzing an author’s approach, supporting details, sequential, comparative, or cause and effect relationships, meanings of words, and generalizations and conclusions. Because research regarding adolescent literacy has noted that many struggling learners have little experience with complex texts, our classroom materials will be those of literary merit, and we will scaffold our lessons to make these texts more approachable for students. Most importantly, our classroom model will employ thematic units guided by student interest and need, that engage through hands-on and project-based learning. We will build a garden together and plan classroom community meals, then use the garden and meals to create questions together that guide our units, our reading materials, and our writing tasks.

The timeline for building the program begins this spring by identifying students, interviewing and observing them, creating interdisciplinary summer literacy initiatives and meeting with parents. We will also build the garden and assign students a summer schedule for caring for the garden. This summer, we will conduct home visits in order to learn as much as we can about who our students are as individuals, rather than simply their scores on paper. We will also launch a jumpstart camp at the beginning of the school year in order to build community and work in the garden together, so that we can hit the ground running on the first day of school.

In the future, we will expand our program to include both a freshman and junior English class and other classes in various disciplines as well. Ideally, we would love to see our program grow to include other schools in our district and state as well.

This is a guest blog written by one of the teachers in our Innovative Teacher Leader cohort to share about an innovative teacher or practice from their area of the state. To learn more about the work happening in the Commonwealth from these Innovative Teacher Leaders, who are working to redefine teacher leadership in Kentucky, check back throughout the month of March. We’ll be sharing guest blogs all month long.

Leading from Beside: What I’ve Learned from Lauren Hill

By: Angela Gunter

Teaching is my passion, and I am one of those people who want to be involved in shaping the profession I love so much. Consequently, I am frequently surrounded by other passionate educators who share my drive. I have had incredible opportunities and been blessed to work with many talented, passionate teacher leaders. None, however, have had such a professional influence on me than Lauren Hill, teacherpreneur and AP English teacher at Western Hills High School in Frankfort, Kentucky. Knowing Lauren as I do, she would be shocked to know what an impact she’s had on my career.

I met Lauren years ago at an AP English Summer Institute and noted how she had incredible questions, ones that we were all contemplating but did not have the nerve (or insight) to ask. She later shared with me that she was afraid she was being a nuisance, but she needed to know the answers. In the next few years, I was with Lauren at various trainings and was always struck with how friendly, inclusive, and reflective she was. She conducted an AP student study session at my school for students and was questioning herself, concerned whether she’d done a good enough job. A couple of years later, she conducted a Laying the Foundation training I attended, and, once again, she confided in me that she was worried about how participants were receiving her lessons. She was incredibly engaging and knowledgeable—I couldn’t believe she had such concerns. I realized then that one of Lauren’s strengths was her worry, her conscientious nature. She always wanted to be better, to improve, to not let her participants down. Basically, she CARED!

She encouraged me to become a trainer for LTF, and I did. Now I am invited to teach students and teachers across the nation. Lauren also asked me to join a group called the Center for Teaching Quality, and I did. She invited me to a CTQ conference in North Carolina. Lauren works with many talented teachers, and for her to recognize me, to see me as a teacher leader, was empowering. As a result of my work with CTQ, I have worked with teachers from across the state and across the nation on teacher leadership projects. She also hosted a webinar to help teachers craft proposals for the Teach to Lead conference recently held in Kentucky, and her input helped me turn my idea into a plan. Lauren’s newest project is working with a group of National Board Certified teachers from across the state, and because of her inspiration, I am conducting a similar project next year. When I asked her for suggestions, I was not surprised when she offered her time, resources, and once again, her enthusiastic encouragement.

Lauren Hill leads from beside. She recognizes potential in others and includes them in her journey. We are lucky in Kentucky that dedicated educators are able to pursue leadership opportunities while remaining in the classroom. Lauren and a handful of other teacherprenuers are reshaping and redefining our profession so we can follow in their footsteps and lead while not giving up the most important part of our jobs—our kids. I am confident that her work will represent what teacher leaders can accomplish when given such authority.

This is a guest blog written by one of the teachers in our Innovative Teacher Leader cohort to share about an innovative teacher or practice from their area of the state. To learn more about the work happening in the Commonwealth from these Innovative Teacher Leaders, who are working to redefine teacher leadership in Kentucky, check back throughout the month of March. We’ll be sharing guest blogs all month long.

Beechwood Fourth Graders Dressing the Part for Success

By: Amanda Klare, 4th Grade Teacher, NBCT

I’ve always said that strong leaders recognize a great idea when they hear it. After reading an article about an incentive program from the National Board's daily "Accomplished Teacher" email, I approached my fourth grade team about starting a similar program at our school. My fourth grade team of teachers decided to join me in initiating a new incentive program for our students. This idea has been developed based upon a teacher in Missouri that did something similar with his 5th grade boys (see article here).

We implemented our “4th Grade Professionals: Gentleman in Ties & Ladies in Pearls” incentive program in January. We kicked off the program by hosting a pep rally to get the kids excited about this new tradition we’re starting for our fourth graders. Our district is unique in that we have grades kindergarten through twelfth grade all in one building; therefore, I sought out different people that students would know and look up to in our district to pump up our students. Our high school football coach came dressed professionally and talked about how his men come on Friday to school “knotted up” in their ties, and shared with our students the importance of dressing for success. Also in attendance at our pep rally, were our elementary Site Based Council members, Board of Education members, administration from the district, and high school seniors who are student athletes. Everyone came dressed for the part: ladies in pearls and gentleman in ties. We sent our boys with our gentlemen leaders to learn how to tie a tie. Our girls went with our women leaders and high school senior girls to study what professional women wear, using celebrities and professional women as examples.

The philosophy behind this movement is that professionals wear ties and pearls; our goal is that each student will see themselves as professionals by the time we start state testing. Therefore, students will all feel proud of themselves, and will be ready to work hard as a professional on their test to represent themselves, their families, teachers, and their school.The overall idea of the program is that students will earn points for academic and social performance. Students will earn points for various things such as a 4 on Open Responses, compliments from Beechwood staff members, performing acts of kindness, meeting MAP goals and earning A’s on assessments, etc. 

We have asked for donations from the community for ties and pearls for students to use. The ties have been easy to come by, but we’re still looking for more costume pearls. The goal is that each student, once they have earned 100 points, will choose which tie or set of pearls they’ll wear each day from their classes’ collection.

As we are finishing our second month of this program, it is amazing to see how motivated students are to earn these points. Their faces light up when you sign off on their sheets. We look forward to having our fourth grade students dressed the part to rock the state testing! 

This is a guest blog written by one of the teachers in our Innovative Teacher Leader cohort to share about an innovative teacher or practice from their area of the state. To learn more about the work happening in the Commonwealth from these Innovative Teacher Leaders, who are working to redefine teacher leadership in Kentucky, check back throughout the month of March. We’ll be sharing guest blogs all month long.

Data Notebooks in the Classroom offer Student Voice Avenue

By: Elizabeth Lovett

As an itinerant teacher, I am able to see teacher leadership in six elementary schools. One positive example of teacher leadership is found at my home school which is the only school in my district that scored proficient for this year’s cycle. This school year, the Leader in Me program was implemented, which promotes awareness of leadership potential in all students.

Two teachers, second grade teacher Lea Ann Hammons, and fourth grade teacher Beverly Hensley, used a data notebook tool prior to the “Leader in Me” implementation. Now all faculty members are using these data notebooks as part of the Leader in Me program.. There are three sections in the notebook. One section is for data (test scores), the second is a "brag" section where the student places the work they have chosen, and the third section is where their goals are located. The students and parents are able to track progress and set goals, and it gives an awareness of their status. The data notebook enables the students and parents to talk about ways to improve or enhance their learning.

Lea Ann Hammons designed the data page for the notebook. MAP scores of each content area are given a data page that is broken into Fall, Winter, and Spring sections. The student’s score is placed on this page and the student then writes their reflection on what they would like to improve or work on to raise their score. With the intermediate grades, there is a section for the student to self-reflect on what content areas they feel they are the strongest in and in what content areas they need to improve. These are reflected upon and edited every 9 weeks.

In the intermediate grades (3-6), the students conference with parents using the data notebooks. The teacher’s role in the conference is to be there as a resource while the student leads the conference in explaining the data notebook to their parents. In the lower elementary grades (K-2) the teachers lead the conference with the student's input on their data notebook.

I believe that data notebooks can be implemented into any classroom as a way to promote student voice through self-reflection and development of their leadership skills.

This is a guest blog written by one of the teachers in our Innovative Teacher Leader cohort to share about an innovative teacher or practice from their area of the state. To learn more about the work happening in the Commonwealth from these Innovative Teacher Leaders, who are working to redefine teacher leadership in Kentucky, check back throughout the month of March. We’ll be sharing guest blogs all month long.

Teacher Voice through Focus Notes

By: Jan Horn & Travis Marcum

Every teacher has a voice but having that voice heard is sometimes a challenge in our busy educational lives. Teachers have a multitude of ideas and concerns, and other than speaking to our close colleagues, those thoughts stay swirling in our minds without ever reaching the outside corridors in order to spark positive change. Having an avenue to share Teacher Voice with all stakeholders is crucial in implementing a coherent work environment that is conducive to learning for all students and staff.

With that charge being given, Travis Marcum and I decided to call a meeting with our superintendent, building principal, and district technology staff in order to brainstorm avenues for possible teacher voice platforms. Travis and I both knew that the platform must be easily accessed and easily navigated in order for teachers to not feel overwhelmed by one more thing to do. We also mulled over ideas on how to set norms for the voice topics so ideas posted would bring about positive change and not a gripe session of issues out of our control. Then, with a stroke of good luck, the Fayette County Kentucky Learning Center faculty was in the building that same day conducting a walk-through to address any issues we were having with a current system we were already piloting. This eOS system is called “Transformations” and is a software used to record students’ employable skills throughout the school day. The creators of this unique system were invited to sit in our meeting and the discussion exploded!

The room of stakeholders quickly realized that we already had a system that would serve our purposes successfully. The Transformations software could be used to create "focus notes" for teachers to collaborate regularly and conveniently. Travis and I were eager to move forward with this idea as every teacher in our building was already using the system and were comfortable with it, thus meeting two of our concerns for sharing teacher voice. The superintendent wanted to learn more and was eager to have himself and other district support staff added to the unique feature the system calls focus notes.

Since this meeting, we have added content groups within the focus notes, a way to organize comments so that teachers can easily access a note to their content areas to share their voices. Through this system, teachers are also able to store conversations as well as check off the common core standards for PGES that meet the confines of the discussion, the things that were accomplished or resolved.

Even though we found a great avenue for teacher voice through focus notes, there is still much work to be accomplished. The system is constantly updating which gives teachers some anxiety. Furthermore, teachers feel overwhelmed with the many focus notes that come through daily, both from teachers and students. Therefore, our next steps to improve are to encourage teachers in our building to share the many awesome things going on in their classrooms so that the rest of the school and all stakeholders can celebrate and borrow their fantastic ideas.

Teacher voice and leadership are the changes that must take place to nurture and ensure student achievement and teacher morale in this new day of public education. Let the change begin.

For more information, contact Jan Horn or Travis Marcum.

This is a guest blog written by one of the teachers in our Innovative Teacher Leader cohort to share about an innovative teacher or practice from their area of the state. To learn more about the work happening in the Commonwealth from these Innovative Teacher Leaders, who are working to redefine teacher leadership in Kentucky, check back throughout the month of March. We’ll be sharing guest blogs all month long.

Leading from the Classroom by Example

By: Emmanuel Anama-Green

Elevating teacher voice in Eastern Kentucky has certain obstacles. Nonetheless, many teachers are making the effort. I have a passion for the installation of a proficiency-based World Languages Program Review. While one may easily participate and advocate at the state board of education or the EAARS committee for example, for World Languages Program Review, increasingly tight budgets at the local and district levels cause issue with installing this important review.

Collaborating alongside district administrators, superintendents, and curriculum specialists, I have been able to serve the needs of Harlan County’s necessity for augmentation of the World Languages program into a proficiency-based program. Through the usage of technology, district administrators have been able to broaden our proficiency-based curriculum to all of the elementary schools using the Microsoft Lync® program wherein the two Spanish teachers at Harlan County High School broadcast a brief lesson each week.

One way that I have been innovative in my classroom is by utilizing technology and showcasing its impact on a globally-competent classroom. In my unit about hotels and travel, I require my students make three live Skype® telephone calls for formative assessments, and one live Skype® telephone call (without notes) for summative assessments. The students simply have to make an introduction, ask three questions wherein they inquire about costs, amenities, location, etc, and then end an effective conclusion statement. In short, they have to make a successful telephone call. If they are unsuccessful, they must repeat the call until they are successful. I have a similar assessment created for my restaurants unit.

Collaboration and negotiation have proved vital at the state and local level in the time of the World Languages Program Review due to the issue of funding. I was one of several teachers who advocated in Frankfort on multiple occasions for the Program Review. However, I quickly realized that I also had to be innovative alongside administrators at the local level to maintain the velocity of the voice that had been elevated from a state perspective, which is why I am trying innovative techniques in my classroom.

 
This is a guest blog written by one of the teachers in our Innovative Teacher Leader cohort to share about an innovative teacher or practice from their area of the state. To learn more about the work happening in the Commonwealth from these Innovative Teacher Leaders, who are working to redefine teacher leadership in Kentucky, check back throughout the month of March. We’ll be sharing guest blogs all month long.

Collaborative Learning for Students and Teachers

​By: Tyler Murphy

“Collaborative learning” is growing ever more popular in the pedagogical lexicon and educators are often eager to incorporate it in their lessons and classrooms. But, like most concepts we hurriedly use with our students, teachers would do well to reflect on applying collaborative learning to ourselves—in our professional  community and in the learning environment of which we are all a part.

Teachers can benefit immensely from collaborative learning—substantive collaboration that extends beyond mandatory participation in PLC or team meetings. While we are quick to look for outside help and resources to enhance teaching and strengthen learning in our classrooms, we often ignore that our most valuable assets are the women and men with whom we work every day.

At Woodford County Middle School, some teachers have worked to capitalize on the knowledge, skill, and experience of our colleagues. To create a truly collaborative environment, it is important that we understand what is going on inside of each other’s classroom, both from a curriculum standpoint and from a pedagogical perspective.

First is the emphasis on curricular collaboration. Teachers can encourage critical thinking and hone transferable skills by demonstrating to students the concepts they discuss throughout multiple classes are integrally connected. The content we examine in Social Studies, for example, can readily link to concepts and skills addressed in Language Arts. To capitalize on this connection, a Language Arts teacher and I partnered on a cross-curricular unit in which the students designed their own country, creating population data, a constitution and form of government, and regional characteristics. In so doing, they applied their knowledge of population, government, and geography to demonstrate their learning of the Social Studies content. But we didn’t stop there: the students also designed a flag, national anthem, and speech to present their country to the world, emphasizing the Language Arts concepts of imagery, argumentative appeals, and the use of symbols. Finally, the capstone of the project was a simulated United Nations, in which the students came together (i.e., “collaborative learning”) as ambassadors of their self-designed countries to solve global crises in their fictional world, writing and voting on resolutions.

The project covered a wide realm of Social Studies and Language Arts content and it was something the students (not to mention their teachers!) truly enjoyed. As we were planning to repeat the project this year, we realized that there is no reason the project should be isolated to Social Studies and Language Arts. Collaboration with the Science teachers revealed that the students’ countries would be perfect to use during a weather unit, in which students have to determine weather patterns for a specific latitude and longitude (coordinates they had already established as part of their project in Social Studies). Now, we had students creating weather forecasts for their countries. Additionally, the Math teachers recognized the value of the population statistics and data students had to create for their countries and incorporated these in their lessons on graphs and linear formulas.

What started as a two-class activity became a multi-disciplinary activity that demonstrated to students the relevance of, and the connections among, the content they explore in each of their classes. Isn’t that how the “real world” works, anyway? And by working together and aligning our content, the teachers modeled to students what collaboration looks like and how it is beneficial.

This is a guest blog written by one of the teachers in our Innovative Teacher Leader cohort to share about an innovative teacher or practice from their area of the state. To learn more about the work happening in the Commonwealth from these Innovative Teacher Leaders, who are working to redefine teacher leadership in Kentucky, check back throughout the month of March. We’ll be sharing guest blogs all month long.

TwitterChats for Education

By Tiffany Engels

Social Media tools have made it easier for parents and teachers to connect. Many teachers and administrators have been using Twitter to increase parent and community involvement. Geniene Delahunty, an ESL teacher In Northern Kentucky, and her colleagues have been implementing TwitterChats in the Boone County School District. Geniene is one of the moderators of Parent Teacher Chat (#PTchat) that occur every Wednesday night. She recognized that Twitter could be an alternative way for parents and teachers to collaborate and share resources. It helps all involved to better assist in educating children.

TwitterChats for education are occurring every day and can be extremely beneficial and informative. But how do you take part in a TwitterChat? First, you have to find a chat that you’re interested in and the hashtag (#) it is associated with. According to The Journal in 2013 some popular chats that every educator should check out are #edchat, #edtechchat, #tlap, #ptchat, #flipclass, and more. In Kentucky, you can get involved by following the #kyedchat. It is held on Thursdays from 8-9pm. Next, determine the time the chat takes place. For example, the #PTchat conversation is on Wednesday nights at 9PM. Third, type the hashtag into the Twitter search bar. And last, join in!

The Fund for Transforming Education in Kentucky’s Innovative Teacher Leader Cohort defined a teacher leader as lifelong learners leading the way to student and teacher achievement through diverse strategies, innovation, collaboration, and advocacy. Innovation was defined as an ongoing process of implementing positive change to creatively engage all stakeholders. Boone County teacher Geniene Delahunty exemplifies our definition of innovation in teacher leadership. She uses diverse strategies in the form of social media for parent communication to increase her learning and to implement positive change creatively. She has also inspired me to begin to use Twitter professionally to increase my learning and collaboration with colleagues in a new way.

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This is a guest blog written by one of the teachers in our Innovative Teacher Leader cohort to share about an innovative teacher or practice from their area of the state. To learn more about the work happening in the Commonwealth from these Innovative Teacher Leaders, who are working to redefine teacher leadership in Kentucky, check back throughout the month of March. We’ll be sharing guest blogs all month long.

How Peer Observation Has Improved My Experience

By: Joseph Harris

Peer observation is one of the most beneficial aspects of the Professional Growth and Effectiveness System (PGES) and peer observation has impacted me as a professional. I am proud to report that recently, a piece about my experience with peer observation was featured in Kentucky Teacher.

Throughout the past several years, I have participated in several peer observations. These experiences have pushed me to grow as a teacher and I truly believe that if teachers across Kentucky are willing to open their classroom doors and allow others to learn by watching them teach and vice versa, then a powerful movement can be created. This is exactly what Ms. Connie Huff, a Biomedical teacher, did for me this school year.

Ms. Huff allowed me, an English teacher, to step inside the world of Biomedical Science and learn from a 22 year teaching veteran. Not only did I observe students analyzing a mock crime scene and designing their own experiments, I was able to participate in the different stations around the room. Ms. Huff was acting as a facilitator and I noticed that in each station, students were owning their own learning and were deeply engaged.

When I entered Ms. Huff’s classroom that day, I was looking for formative assessment ideas and classroom management techniques. I walked away with ideas for these, but I also walked away with the encouragement to find ways for my students to own their learning in my English classroom. I’ve been working on this concept since that peer observation. I stepped out of my content for a class period to observe another content area and I highly encourage others to do the same. It made a difference in the way I approach lesson planning.

This is a guest blog written by one of the teachers in our Innovative Teacher Leader cohort to share about an innovative teacher or practice from their area of the state. To learn more about the work happening in the Commonwealth from these Innovative Teacher Leaders, who are working to redefine teacher leadership in Kentucky, check back throughout the month of March. We’ll be sharing guest blogs all month long.

PLAN-DO-STUDY-ACT: A systems approach to PLC Meetings

By: Joanna Stevens

Our administration has made common planning time a priority at our school. All sub-PLCs are required to meet weekly. For example: All Algebra 2 teachers meet during fourth period every Tuesday. Sub-PLCs are teacher-led. While administrators and content leads are sometimes present, teachers create the agenda and guide the discussion. Unfortunately, our conversations during these meetings were not always focused on improving student learning. It was easy for our conversations to get off task and turn into gripe sessions.

One of the school’s Educational Recovery Specialists invited me to attend a “Jim Shipley Continuous Classroom Improvement” training during the summer of 2013. As a result of the meeting, I developed a modified version of Shipley’s system approach, PLAN-DO-STUDY-ACT, to strengthen our professional dialogue. 

 

To ensure congruence among all teachers and improve instruction for all students, teachers PLAN together by using the same curriculum and assessments. Teachers identify clear, high standards that will be addressed during the learning time. They identify common assessments that will measure student success with the standard. Teachers spend time discussing the curriculum framework including the unit plan, pacing guide, and essential questions.

Teachers identify what they are going to DO to accomplish their plan. They create instructional activities to engage all learners and use cross-curricular activities when beneficial. Teachers focus on high-yield effective instructional strategies that will ensure learning of the standards. Teachers identify any materials they need to ensure quality instruction.

All teachers STUDY by examining their data with their colleagues. The data varies with formative assessments, learn checks, unit exams, standardized tests, and student voice surveys. Teachers self-examine their own teaching and share things that went well and areas needing improvement in their classroom. Root causes are identified for improvement or lack of improvement. Teachers create a plus-delta concerning this learning cycle.

After analyzing our data, teachers ACT to modify our teaching practices to meet the needs evident after our data discussion. Some of the actions need to be implemented immediately, while others are used to strengthen our unit plans for the next school year.

All math sub-PLCs have utilized the PDSA template for two school years. Beginning this semester, all departments are now required to implement the PDSA process in their weekly meetings. We are currently piloting an updated version of PDSA that focuses on intentional lesson study. As a result of the PDSA process, our meetings and discussion are more collaborative and everyone contributes. The meetings are intentional and focused on improving student learning. We are reacting to our data and using more high-yield strategies to engage our students. Throughout this process, I have increased my effectiveness as a teacher leader. I have learned to motivate teachers, developed stronger communication skills, and discovered how to delegate responsibilities to others. My own instruction has improved as a result of our intentional data analysis and collaborative planning time.
 
This is a guest blog written by one of the teachers in our Innovative Teacher Leader cohort to share about an innovative teacher or practice from their area of the state. To learn more about the work happening in the Commonwealth from these Innovative Teacher Leaders, who are working to redefine teacher leadership in Kentucky, check back throughout the month of March. We’ll be sharing guest blogs all month long.