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Green: Brett
Purple: Rick
Salmon: Stephanie
Blue: Erin
Yellow: Group/Combined Data

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Existing Research: Teaching Diverse Students

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Existing Research: Teaching Diverse Students

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“Most Americans are unaware of the important role their nonverbal behaviors play in communicating their feelings and attitudes toward others. This lack of self-knowledge interferes with their ability to build student, parent, and professional relationships, especially with people whose cultures differ from their own. Therefore, American children and teachers need to learn the meaning of the gestures indigenous to their own culture and become cognizant of cross-cultural nonverbal behaviors. With this knowledge of nonverbal behaviors, they will be able to communicate more effectively with members of their local and global communities (Hansen, 1999).”

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Existing Research: 15 Professional Development Skills for Modern Teachers

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Existing Research: 15 Professional Development Skills for Modern Teachers

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“Almost all of a teacher’s day is spent communicating with students and colleagues so it is crucial to be able to talk clear and concise in order to get your point across.”

“When you work together as a team, it provides students with a better chance to learn and have fun. Networking with other teachers (even virtually) and solving problems together will only lead to success. Doing so fosters a sense of community not only in your own classroom, but school-wide as well.”

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Existing Research: What Are the Benefits of Communication Skills to Teachers?

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Existing Research: What Are the Benefits of Communication Skills to Teachers?

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Taking a leadership role with other teachers in the school by chairing or co-chairing a committee provides the opportunity to enhance these skills. Communicating with colleagues in this way may be very rewarding and personally fulfilling. It also shows initiative, which can lead to advancement or promotion.

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Trying to move into place the mission statement, “ Every child, everyday.” for all students not just general education students but all students.

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Existing Research: Why Is It Important for Teachers to Have Good Communication Skills?

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Existing Research: Why Is It Important for Teachers to Have Good Communication Skills?

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Schools that see themselves as professional learning communities encourage teachers to plan lessons together and learn from one another

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Very familiar with the MTSS model and determining how best to scale the implementation for sites; some sites have in place tier 1 and tier 2 interventions in place

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Very much work in isolation sometimes with a very large caseload

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Having clear set rules or systematic approach of when additional support is provided

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Need to ensure once tiered systems are in place that coaching, facilitation and continuous formative assessment of the practices take place so informative decisions about next steps can be made

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Existing Research: Thinking Beyond the Classroom: Teacher to Teacher Communication work of teachers 

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Existing Research: Thinking Beyond the Classroom: Teacher to Teacher Communication work of teachers 

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Communication is essential to resolve challenges or anger between teachers in the work place

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Structured breaks built into students schedules

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Existing Research: When Teachers and Administrators Collaborate

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Existing Research: When Teachers and Administrators Collaborate

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Teachers and administrators work together both to implement policy decisions in ways that benefit students and to develop innovative solutions to the challenges that their community faces.

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Specialists, this year, have gotten trained in various topics including data tracking, available resources, and RtI2

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Success: RTI push-in and small group pull-out

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Curriculum is being created and implemented at the secondary level that has had good success (course guides)

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Success: Inclusive SPED with limited pull-out

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The sites that are successful work from a proactive lens versus a reactive lens

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Challenge: Inefficiency of time trying out organizational or instructional factors

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Interventions for students were largely focused around behavior and second language learning.

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Challenge: Communication and coordination amongst all staff on student needs

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Encourage teachers to continue assessing readiness, celebrating successes, reviewing failures, seek coaching through purposeful reflection.

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Most training done at the district level is based on the CDE model of MTSS and RtI2 which is general in interventions

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Ensure collaboration and communication of educators to provide appropriate and systemic support for all students in need of Tiered instruction.

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Some teachers were not aware of the tier levels for intervention which highlights the lack of consistent communication

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Challenge: Quality of data collection by all staff in the same manner

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Sites have autonomy but very little direction regarding intervention specialists; they can develop their own program of help