Tips for Success

• Set the Context
• Teamwork
• Apply Strategies
• Reflect on Results

Set the Context

• The facilitator has a back-up plan in case the designated teacher is unable to present at the meeting.
  
  
• The facilitator brings a blank copy of the Set the Context Tool in case the presenting teacher has not completed it.
  
  
• The facilitator elicits additional information from the presenting teacher to help set the context.
  
  
• The facilitator invites team members to ask clarifying questions but refrain from analyzing the work or the lesson until later in the process.
  
  
• The presenting teacher should strive to provide a balance of information regarding the students’ abilities and needs.
  
  
• Work samples should clearly demonstrate the abilities and needs of the students.
  
  
• The presenting teacher should avoid using tests, worksheets, and running records that do not clearly illustrate the students’ thought processes.
  
  
• The presenting teacher should clarify how the lesson was intended to help students meet the standard(s).
  
  
• The presenting teacher should present lessons or subject matter that he or she plans to continue working on with students.

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Teamwork

• The facilitator should make sure that the tone of the discussion remains helpful and positive. Comments should be non-threatening in nature so that the presenting teacher is not put on the defensive.
  
  
• It is helpful for the facilitator to have resources available for the team, including samples of technology tools, a copy of the district standards, markers for blacking out names from student work, and a binder containing records and work samples from previous meetings.
  
  
• In order to achieve the objective for each section of the protocol, it is best for the facilitator not to let the discussion veer off in other directions.
  
  
• It is important to start on time. Waiting for all team members to arrive reduces valuable meeting time. If the facilitator starts the meeting on time, and everyone knows it, then they will come on time.
  
  
• As much as possible, the discussion should be focused on the teacher’s guiding question and curriculum goals.
  
  
• It is best to maintain the anonymity of the students throughout the meeting.

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Apply Strategies

• The facilitator should remind team members to consider their personal goals for technology growth along with access to technology tools when choosing a strategy to implement.
  
  
• Team members who are technologically literate can assist other team members with implementing specific strategies. Facilitators should help make connections, as needed.
  
  
• Team members can share their individual technology resources as well as the resources located within the school or district.
  
  
• Administrators, facilitators, and team members should discuss the possibility of scheduling technology workshops or demonstrations related to technology tools discussed during team meetings.
  
  
• Facilitators and team members could ask the school or district technology specialists to create tip sheets for software applications and hardware.

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Reflect on Results

• When collecting samples of student work, teachers should gather work from previous activities to compare to the work resulting from the implementation of the new strategies.
  
  
• Teachers should not hesitate to bring work samples when meeting with colleagues in the teachers’ room and over lunch. There is much to gain from both casual and formal discussions.
  
  
• When evaluating the outcomes of the strategy implementation, teachers might want to use rubrics to help them clarify criteria in specific terms.
  
  
• While it is ideal for teachers to implement strategies utilizing high-technology tools during the time between meetings, the facilitator should be aware that this is not always possible. Give teachers an opportunity to report back at later meetings, after they have had a chance to implement more elaborate strategies. This will allow teachers the time needed to learn new software and implement large-scale units.
  
  
• The facilitator should track whether teachers have reported back their results from implementing new strategies. It is important to gather evidence that the strategies implemented make a difference in student performance.

Below you will find copies of "Tips for Success for the STAR Cycle" available for download—one in the Adobe PDF format and one in the Microsoft Word format. Click on the icon that represents the version you would like to use. The links to the documents will open in new windows. Please note: To open PDF files, you must have Adobe Acrobat Reader installed on your computer. Also, if you do not have Word on your computer, you can download a viewer that allows users without Word to open and view Word documents.

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PDF version of "Tips for Success" for the STAR Cycle

Microsoft Word Version of "Tips for Success"

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