This fall, high school teachers reflected on the need to focus on homeroom and flex-time planning and implementation. These parts of the day were new to the schedule last year and teachers wanted to use them in an impactful way. Teachers also wanted to increase the focus on the social-emotional learning that could occur in this setting and spent time identifying topics that could help them to develop lessons in this area. They have worked in their grade level groups to discuss and refine these lessons. While this was done outside the initial PDSA implementation, focusing on homeroom and how we could incorporate social-emotional learning in this time fit well when considering other data points from the Conditions of Learning Survey taken by students last spring.
First, the staff identified the "Drivers and Preventers" of homeroom using a Force Field Analysis. This brought up many positive attributes of homeroom while allowing staff to voice some issues they have been working through. The HS Admin/TLC team then took those preventers and created like groups. The goal was to then find "Root Cause" using an Interrelationship Digraph. After robust collaborative discussion, Teacher Training/Planning and Student Voice were identified as the "Root Cause" preventing homeroom from being the best it could be. Our next venture was brainstorming HOW to collect student voice. What tools could we use to incorporate student voice into the activities chosen for homeroom. It was clear after many ideas came, we needed to take some time to refine what we wanted to ask the students. To do this refinement, we went to what students were already telling us in the Conditions of Learning Survey. This is where we have spent the last few weeks. Through this process so far, we have confirmed assumptions, engaged in productive dialogue, and reflected on the climate and culture of the high school. All valuable things as we continue our work with the first phase of the PDSA implementation.
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AuthorsDCSD Teachers, Instructional Coaches, Learner Advocate, and Collaborative Teachers Archives
April 2024
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