10. Teaming is more than sharing a group of students

10. Teaming is more than sharing a group of students

This we believe (NMSA, 2010).

* Organizational structures foster purposeful learning and meaningful relationships.   Organizational Structures.

          I have devoted my life to middle school philosophy, curriculum, and instruction and I must say that there are many elements of middle level curriculum that can enhance any middle school (Interdisciplinary teams, advisory, curriculum enhancement, exploratories to name a few). The best scholars agree that implementing all elements is most beneficial (Jackson & Andrews, 2010; George, 2010; McEwin and Greene, 2010). If I were to pick three of the most important elements to integrate into a school, I would recommend teaming, advisory, and interdisciplinary planning with a focus on standards.

         I choose teaming because I believe the collaborative nature and opportunities for communication provide all stakeholders with the opportunity to set goals, expectations, common procedures, parent and community involvement, IEPs and a focus on meeting the needs, all the needs of students. A team of teachers that works closely with family and community members has the opportunity to apply multiple experiences that impact student development. Students who believe they are part of a community, that they belong and are important members, have a better chance of being successful.

          I choose advisory because I believe we must advocate for young adolescents to be good community members first in our own classrooms, our schools, and eventually in the community at large. Some elementary and middle school groups have 'morning meetings.' Others participate in Paideia Seminars. And in other middle schools teachers work together to create a variety of experiences for their students that engage them in social, emotion, and intellectual development. Helping students reach their full potential must be intentional and must focus on more than a student's intellectual prowess.                             

          Finally, I choose interdisciplinary instruction that focuses on academic development. When we help students see connections, when we focus on common skills such as analyzing, or comparing, or communicating effectively, students hear and experience tools and strategies in multiple disciplines. When we integrate art and music and technology within the context of academic standards we provide our students with multiple ways to view and reinforce information. When our students have the opportunity to weave their knowledge and communicate information in multiple ways research agrees that students learn material deeper, retain it longer and enjoy it more.

         So imagine a team of teachers who meet together first to get to know the students they will be teaching. By getting to know them I mean academically, socially, physically, emotionally, as well as what they are interested in, what they want to be, how they learn best, and what motivates them. Teachers can do this by interviewing parents and students, as well as previous teachers and coaches. Teachers then work with instructional coaches to identify academic and common core standards.

         Each teacher collects a profile of their students and designs a program of study. But within the team, teachers choose themes to focus on such as 'problem solving' and 'communication.' Imagine asking students how they solve problems, what kinds of problems they face and how to manage their time, resources, and decision making when considering problems. If there are problems, what is the best way to communicate effectively? In math class students can talk about how to solve problems that relate to mathematical concepts; in science, students can look at the scientific process and in language arts students may want to consider how to write 'problem/solution' essays or analyze literature focusing on problems and solutions. Choosing themes and tools to focus on provides students with consistency and allows students multiple opportunities to practice, communicate, and develop their own information.

         The big idea of middle schools revolves around focusing on the needs of young adolescents and working collaboratively to meet their needs. It is not enough for individual teachers to be effective. When teachers work together to communicate and collaborate with one another, with students, and with their parents good things can happen. It takes time; it takes a commitment to working with one another; and it takes a willingness to look at your students individually every week.

         In Sara Powell's (2010) book, introduction to middle school, she shares the following 'benefits of teaming for teachers and students'.  I have added a few thoughts on how a team includes and supports family members.

Benefits to teachers	Benefits to students	Benefits to parents
·       Teachers get to know students well ·       Procedures and routines are consistent ·       Decisions are made collaboratively ·       Collegiality and professionalism are enhanced ·       Synergy is created by combining strengths ·       Intellectual stimulation results from collaboration ·       Instructional strategies are shared ·       Curriculum integration is easier to implement ·       Assessment is enhanced by joint evaluation ·      Classroom management is more consistent	·       Teachers get to know students well ·       Learning environment is more personalized ·       Sense of belonging is created ·       Connections among curricular areas are more evident ·       Support from teachers is comprehensive ·      More opportunities for grouping and regrouping exist.	·       Parents have a connection to the entire team of teachers ·       Parents can share strengths and interests of their student ·       Communication is comprehensive ·       Parents can help teachers focus on themes ·      More opportunities for family support for student development

Powell, (2010). p. 149

If this is something you are interested in, think about the following things:

1.    What do we each bring to teaching?

2.    How can we support and advocate for one another?

3.    How can we integrate curriculum, process skills, and develop projects that use multiple disciplines?

4.    How can we assess student development and work with the students and their parents to help them reach their full potential.

5.    Am I willing to work with a group of teachers to map out a plan for our students?

We must start by working together to advocate for one another!