How to Design a Better Support System for Classrooms
"The educational shift towards inclusion has attempted to counter this attack, by embracing diversity and creating classrooms that are not just geared towards the status quo....Somehow though, this value shift has been left for the teacher’s to carry alone....,"
Moore, S. (2014). A Composition. Blogsomemore. Retrieved from https://blogsomemoore.com/tag/class-composition/
Theory into Action
Examine: The first part of moving from theory to action is to conduct an audit, or an exploration phase, of your current and past practices and to develop a vision of what you would like to see happening in the future. Begin by assessing the current state of classroom team practice(s), determine if there is a need to address, identify the potential barriers to that need/challenge, and define a reasonable goal.
Organization: Also known as the installation phase, once your exploration is complete it is time to organize your materials and make an initial plan for addressing the need/challenge. Sometimes called "personnel mapping," this is this stage where you evaluate all of the available human capital you have that can help you to work toward your vision. Other resources to organize for the purpose of classroom level teaming are availability of members, time and space, school approved communication methods, and knowledge of how to use these methods of all people on the team, etc. Organize these materials into a matrix for ease of identifying resources you have, resources you need to acquire, resources you no longer want to use, and even examples of systems other schools are using with success. Keeping your vision in mind and students at the forefront, revisit your goal and formulate an action plan/timeline for moving toward that goal.
There are a variety of resources available to assist implementation and school level teams with navigating the implementation phases. Here are a few to get you started. If you need further assistance you may want to check out the technical assistance page. There you will find additional resources, or you can reach out for additional consultation and coaching.
- I'd like to learn more information about
Formulating a classroom level teaming structure
Creating a shared vision for classroom level team
Inclusion expert, Shelley Moore, explains the "7-10 split" of education
- Downloadable resources (coming soon)
Sample classroom level team protocol
Sample classroom level team timeline and agenda
Sample protocol for resource and personnel mapping
Customization: Also known as the initial implementation phase, during customization a handful of dedicated individuals begin to implement the new or revised practice with fidelity. The implementation team will work with the classroom level team to establish a plan for monitoring this initial implementation including collecting data and evidence, observation, survey, and a regular meeting schedule to check and monitor the practice. This phase continues until the practice is being implemented successfully, and has been refined to ensure that the practice is moving toward the desired vision.
Maintenance: Also known as the full implementation phase, maintenance is the stage where the practice is introduced to the larger community. Individuals that have been utilizing the practice during the customization phase act as mentors and cheerleaders to those just beginning the practice. The practice will be monitored regularly and consistently for fidelity. If at any point fidelity of the practice falls, or the practice is no longer working, the practice stops, and teams return to a previous phase to reassess and readjust as needed.
1. How does my school currently utilize classroom level teams?
2. Does my school have a universal policy for classroom level teams?
3. What is working well that you would like to see continue regarding classroom level teams?
4. What would the school like to change regarding how classroom level teams are utilized?
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