School and Classroom Practices Studies
The School and Classroom Practices Study initiates and guides all improvement processes over the three years. The study includes an analysis of the Human Resources Management System*, interviews/focus groups with district and school staff, students, and parents, as well as classroom observations. The purpose of the study is to gather data related to strengths and weaknesses in the school structure and in classroom instruction. Individual comments and observation data gathered in the study are anonymous; all data are presented in the aggregate (school level). Improvement strategies begin with a focus on school structure and classroom instruction.
*Optional Human Resources Management Consultation helps school districts develop effective practices for recruiting, training, and retaining staff.
Following the School & Classroom Practices Study, five annual components propel The BERC Group’s 3-Year Turnaround initiatives. Each year, these components advance administrators and educators toward expertise in the STAR Framework and STAR Protocol and Process. Training follows a gradual release of responsibility model. As administrators and teacher leaders become Powerful Teaching and Learning experts, the BERC Group gradually releases responsibility to create self-sustaining professional learning communities.
Planning Meetings
Team members conduct meetings to direct and evaluate improvement plans using five cyclical steps: Plan, Act, Reflect, Adjust, and Confirm.
STAR Data Collections
BERC Group researchers gather data during 30-minute observations in all classrooms using the STAR Protocol to measure ongoing progress toward Powerful Teaching and Learning. School level data feeds directly into the planning process. Initial classroom observations provide baseline STAR data for the SCPS report in the first year. STAR Data Collection occurs in the winter and spring of each year.
Facilitator Training
BERC Group research associates train teacher leaders to become Professional Learning Community facilitators while conducting classroom observations for personal reflection and lesson planning.
STAR Learning Walks
Through workshops and classroom observations, administrators and teacher leaders will reflect on their own practices and learn how to model Powerful Teaching and Learning. The STAR Learning Walks ensure administrators and teacher leaders know how to support Powerful Teaching and Learning at the school level.
Regional Academies
A two-day regional conference allows educators across districts to collaborate while exploring the latest research in best practices around Powerful Teaching and Learning.
Year 1 Common Awareness and Understanding: STAR Protocol and Process
In Year 1, Planning Meetings occur 3 times; at the beginning, middle, and end of the school year. The data collected during the School & Classroom Practices Study directs planning during the first meeting.
Initial classroom observations provide baseline STAR data for the SCPS report in the first year. Additional STAR Data Collections occur in the winter and spring.
Year 1 introduces Facilitator Training to establish educational leaders within the school, and focuses on understanding the STAR Framework and STAR Classroom Observation Protocol.
Central office and building-level administrators will be introduced to STAR Learning Walks for the purpose of Reflection and will gain an understanding of their roles in leading Powerful Teaching and Learning.
The Annual Powerful Teaching and Learning Academy is provided as a 2-day regional conference. Year 1 focuses on understanding the STAR Protocol and Process.
Year 2 Common Language and Practice: Powerful Teaching Learning for your PLC (Lesson Planning)
Continue planning and adjustment using the Plan, Act, Reflect, Adjust, and Confirm model. Meetings occur at the beginning and end of Year 2.
Another round of STAR Data Collection is used to monitor ongoing progress in Powerful Teaching and Learning and to inform the planning process.
In Year 2, BERC begins to gradually release responsibility to school-level facilitators trained in Year 1. BERC research associates continue to provide tiered coaching and technical assistance.
The principal and school leadership team members participate in STAR Learning walks for Reflection in Year 2. This process supports the continued development of common language related to Powerful Teaching and Learning.
The Annual Powerful Teaching and Learning Academy is provided as a 2-day regional conference. Year 2 focuses on making Powerful Teaching and Learning an integral part of the PLC.
Year 3 Sustainability
Final planning and adjustment meetings at the beginning and end of Year 3 focus on sustaining support for Powerful Teaching and Learning.
A final round of STAR Data Collection is used to monitor ongoing progress in Powerful Teaching and Learning and inform the planning process.
In Year 3, the school-level facilitators gradually assume the responsibility of Powerful Teaching and Learning development. The BERC Group provides support and technical assistance through a combination of site visits, phone calls, emails, and online support.
The principal and school leadership team members begin to use STAR Learning Walks for Collection of school-level STAR data in Year 3, to guide ongoing change efforts.
The Annual Powerful Teaching and Learning Academy is provided as a 2-day regional conference. Year 3 focuses on plans and strategies for sustainability.