Gonzalo Miguel Pitpit

INTRODUCTION PROBLEM OF PRACTICE RESEARCH DESIGN Improving student achievement through teacher collaboration is the focus of schools in the country today. While many studies have been conducted on this topic, there is limited information whether intensive collaboration is a more effective strategy of teacher collaboration than non-intensive collaboration in improving student achievement and vice versa.

RESULTS Summary of Benchmark Tests 2 & 3 Comparisons

CONCLUSIONS Based on benchmark tests 2 and 3 results and teacher evaluation survey results, teacher collaboration was proven to be an effective strategy to improve student achievement. In addition, intensive teacher collaboration is more effective than non-intensive collaboration in improving student achievement.

This problem of practice (POP) uses descriptive analysis design. The steps are defining the objectives, designing the approach, collecting data, and reporting the results.

METHODOLOGY
Chart 1: Summary of Benchmark Tests 2 & 3 Comparison

LOGIC MODEL

1. First, classroom observations and walkthroughs were conducted to determine main concerns and issues. 2. Next, EOG testing data from the past 4 years were collected, analyzed and presented to the 7th grade ELA teachers and mentor principal. 3. Rigorous monitoring of the collaborative processes lesson planning and implementation, common assessments, and data analyses and presentations was done. This intensive collaboration ended after the administration of benchmark 2. 4. Then, non-rigorous monitoring was conducted . This non-intensive collaboration ended after benchmark 3. 5. Finally, benchmark tests data and teacher evaluation survey results were collected, analyze and presented to the 7th grade ELA teachers and mentor principal.

RECOMMENDATIONS The data above shows the overall average of 47.35%, which was 22.65% lower than the passing score (70%).

For New Teachers: Implement intensive collaboration. It works better for new teachers. For Senior Teachers: Implement non-intensive collaboration. Address their concerns. Know whom you are dealing with. Observe policies for collaboration.

Chart 2: Overall Benchmark Tests 2 and 3 Average

The whole 7th grade ELA average of benchmark 2 was 49.7% while the average of benchmark 3 was 45%. Summary of Evaluation Question Survey Results

For Administrators: Communicate expectations. Establish goals. Be a facilitator and do not come in as an authoritative figure. Create policies to deal with issues. For Future Research: Implement intensive teacher collaboration that focuses on senior teachers and behavioral intervention strategies and how these affect student achievement.
REFLECTIONS

DATA SOURCES Comprehensive benchmark tests 2 and 3 (Benchmark test 1 was not used because it was cumulative.) Teacher Evaluation Survey THEORY OF ACTION IF Teachers collaborate on lesson planning, implementation, and assessment, Teachers teach reading strategies or skills and vocabulary development explicitly, Teachers analyze student-testing data to drive instruction, THEN, Student achievement would improve.
Chart 4: Evaluation Survey Average By Teachers Chart 4: Evaluation Survey Average By Questions Chart 3: Evaluation Questions Survey Chart

The data above plots the teachers answers to the survey questions evaluating the POP with various aspects of teacher collaboration, ranging from its effectiveness to how regular they will continue using collaboration.

Teacher collaboration is never easy, but it can happen. It is a great tool to improve student achievement. Change does not happen overnight. Leaders should develop short term and long term plans and goals. It takes team work to make the dream work.
ACKNOWLEDGEMENTS The administrative intern acknowledges Northeast Leadership Academy (NELA), Bertie Middle School (BMS) administrators and staff, and 7th grade ELA teachers and students @ BMS for supporting the implementation of this problem of practice.

Overall, most of the teachers believe that teacher collaboration can help improve student achievement.

CONTACT INFORMATION gmpitpit@ncsu.edu