0% found this document useful (0 votes)

118 views

Team Work

Uploaded by

Lina Lily

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

0% found this document useful (0 votes)

118 views

Team Work

Uploaded by

Lina Lily

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

You are on page 1/ 190

TeamWork: Setting the Standard for Collaborative Teaching, Grades 5–9, by Monique Wild, Amanda Mayeaux, and

Kathryn Edmonds. Stenhouse © 2008. No reproduction without written permission from publisher.
This page intentionally left blank

Monique D. Wild
Amanda S. Mayeaux
Kathryn P. Edmonds

Foreword by Jack C. Berckemeyer

Stenhouse Publishers National Middle School Association

Portland, Maine Westerville, Ohio

Copyright © 2008 by Monique D. Wild, Amanda S. Mayeaux, and Kathryn P.

Edmonds

All rights reserved. No part of this publication may be reproduced or trans-

mitted in any form or by any means, electronic or mechanical, including
photocopy, or any information storage and retrieval system, without permis-
sion from the publisher.

Every effort has been made to contact copyright holders and students for
permission to reproduce borrowed material. We regret any oversights that
may have occurred and will be pleased to rectify them in subsequent re-
prints of the work.

All of the people, events, and conversations described in the book are real.
However, we changed a few of the students’ names and details to protect
their privacy.

Library of Congress Cataloging-in-Publication Data

Wild, Monique D.
Teamwork : setting the standard for collaborative teaching, grades 5-9 /
Monique D. Wild, Amanda S. Mayeaux, Kathryn P. Edmonds.
p. cm.
Includes bibliographical references and index.
ISBN 978-1-57110-711-4 (alk. paper)
1. Team learning approach in education. I. Mayeaux, Amanda S. II.
Edmonds, Kathryn P. III. Title.

LB1032.W54 2008
371.14’8--dc22
2007040718

Cover, interior design, and typesetting by Designboy Creative Group

Manufactured in the United States of America on acid-free, recycled paper

14 13 12 11 10 09 08 9 8 7 6 5 4 3 2 1

re—
To pass that test and many more—

I’m certain you’ll succeed.

We
We’ve taught you that the earth is round,

k,
That red and white make pink,

And something else that matters more—

k.
We’ve taught you how to think.

~Hooray for Diffendoofer Day!

mith
by Dr. Seuss, Jack Prelutsky, and Lane Smith

Contents

Foreword .................................................................................................. xi
Acknowledgments.................................................................................. xiii
Introduction: Taking a Giant Step Forward ............................................. 1

Part 1 — Strong Relationships ............................................................. 9

Chapter 1: Learning to Work with Colleagues .................................... 11
Chapter 2: Show Them How Much You Care...................................... 31
Chapter 3: Let’s Get Acquainted .......................................................... 43
Chapter 4: Creating a Culture of Achievement .................................... 55

Part 2 — Connected Content ............................................................... 81

Chapter 5: Cutting the Fluff .................................................................... 83
Chapter 6: Unifying the Curriculum ....................................................... 97
Chapter 7: “Everything Is Related”...............................................................119

Part 3 — Reﬂective Teaching.............................................................127

Chapter 8: Looking in the Mirror....................................................... 129
Chapter 9: Catch Them Before They Fall .......................................... 147
Chapter 10: Final Thoughts................................................................ 159

References ............................................................................................. 163

Index ..................................................................................................... 169

Foreword

For several years I was fortunate to serve as a judge for the Disney Ameri-
can Teacher Awards. I can still remember the countless hours I spent reading
applications. Every once in a while I’d come across one that stood out from
the field of incredible teachers. This was how I discovered the amazing work
that Monique Wild, Amanda Mayeaux, and Kathryn Edmonds were doing in
Louisiana. They went on to win the Disney award in 2006, becoming the first
team to earn the national “Teacher of the Year” designation.
I am honored to write the foreword to their first book. These teachers
show how important it is to be a great team. They paint a visual wonderland
of their classrooms where they demonstrate how teachers can truly make a
difference in the lives of young adolescents. I so admire the dedication and
commitment that each of these outstanding educators has shown for her
school and her students.
What a great journey these middle-level educators have taken. As many
of you are aware, teaming often feels like the topsy-turvy whirl of the wild
teacup ride at Disney’s theme parks. Sometimes the experience is like a trip
to Space Mountain. You move into the dark, your head spins, and you reach a
peak only to be jolted back down as the ride hits new twists and curves.
These authors have lived through that turbulence and hold nothing
back in their descriptions. They have earned the right to brag a little about
their many successes. But what resonates most is their honesty in sharing the
struggles, conflicts, and disagreements that helped them grow and endure.
Wild, Mayeaux, and Edmonds also share a critical lesson regarding the
realities of the No Child Left Behind Act. In an age of accountability, these
teachers embrace the constant changes and respond with innovation. They
work together to plan interdisciplinary units that are motivating to young
adolescents but still tied to state standards. Never once do they use the chal-
lenge of standards to settle for mediocre lessons. This is an important life
lesson for all middle-level educators.
Administrators also should note how these teachers use their team
time effectively. They divide and conquer tasks for efficiency while holding
each other accountable for results. The teammates share sound strategies for
establishing policies and procedures and involving others in their work. I
encourage you to review their record of success in building relationships and
communicating with parents.

Whether you are an experienced teacher or new to the field, you will
be inspired by how this team puts the principles of National Middle School
Association’s This We Believe (2003) into action. Every team in the middle
grades should adopt their approach. As you will soon discover, these team-
mates are devoted to their students and have significant knowledge to share
about young adolescents and their healthy academic, emotional, and social
development.
Because these three teachers are so accomplished, their ideas and sug-
gestions may seem overwhelming to those who are just starting. Keep in
mind that the authors developed these best practices over time. By their own
admission, they were not an overnight sensation. My advice is to select sev-
eral of the strategies they offer, implement and refine them, and keep adding
layers over time. Focus on continual improvement, not immediate perfection.
Follow their path and you may discover that your own team’s dreams will
come true.

Jack C. Berckemeyer
Assistant Executive Director, National Middle School Association

Acknowledgments

We would like to acknowledge the 2006 Disney American Teacher Awards

selection committee, led by Terry Wick, for giving us the opportunity to share
our passion for teaching with educators around the world. Furthermore, we’d
like to thank the Disney Corporation for recognizing excellence in teaching
for more than seventeen years. We are also grateful to our fellow Disney
teacher honorees for their continued inspiration and motivation.
We are especially indebted to Doug Walker, Susan Jordan, and Cathy Mer-
edith for trusting us enough to let us teach; to the Ascension Parish school
system for creating a culture that continuously strives to meet students’ needs
in an ever-changing world; and to the teachers at Dutchtown Middle School
for the unbelievable opportunity to teach the Challenge program with their
support. Erin Babin, Katie Shefﬁeld, Debbie Vicknair, Larry Chambless, Angie
Gaudin, Rebecca Acosta, Christine Wood, Becky Petite, and Pat Mouton all were
part of our team at some point and taught us to love kids without limits. Our
appreciation would not be complete without acknowledging our students’ par-
ents, who have supported our crazy ideas during the past seven years.
We feel blessed by the presence of Holly Holland, who saw three weep-
ing women accept an award and envisioned the potential that became this
book. Her guidance, honesty, and directness made a difﬁcult process quite an
enjoyable experience.
We approached writing this book as a team, but we also would like to
express our gratitude individually.
Monique: I am thankful for the support of my husband and two children,
who contributed to this book by cooking meals, completing household chores,
and tolerating the glow of the computer screen on family movie nights. You
make life a joyous adventure every day. I would also like to thank my parents
and grandparents for making learning an enjoyable experience. It is because
of them that I continue to seek knowledge and share it with others.
Amanda: To my husband, who is the quiet giant in my life, slaying all
of my fears and pushing on to forgotten dreams uttered in youth, I love you
beyond words. To our daughters, you are strong women in the making, and
we are so proud of you. Thank you for sharing your mommy with others. To
my parents, who took me around the world and created a fearless woman,
thank you. To my support group—Vanessa, my in-laws, and my sister—thank
you for the hours and hours of babysitting that allowed the book to be born.

Finally, to Jesus Christ, my Light and my Salvation, may I always be what you
willed me to be.
Kathryn: Thank you to my husband and best friend, the one person who
has enough strength to love me, support me, encourage me, and still have the
energy to make me laugh. Thanks to my parents, grandparents, and family for
giving me roots, wings, and the wisdom to know when to stay grounded and
when to soar. Thank you to my fabulous friends for the number of times you
stood by me, stood behind me, and lifted me up. How could I be so lucky? To
Jesus Christ, from whom all my blessings have come.

“We are not babies, you know!” exclaimed Adam. “We know a giant did
not come into this classroom!”
“Yeah,” Brayden said. “We can see the staples [on the walls]. Besides,
footprints are not made of paper, and how did he get his foot on the ceiling
anyway? Did you lock the doors last night?”
Despite being outraged that they couldn’t ﬁgure out who or what had left
behind so many odd signs at school, the students remained fascinated by the
mysterious overnight visitor to our seventh-grade classrooms. The giant had
scattered messages as well as evidence of where he had been. For four days,
new clues appeared throughout the team area, providing further intrigue
about the nocturnal hauntings. Students begged us for information about the
intruder.
Our team of teachers feigned ignorance, but behind the scenes we
continued planning and collaborating to incorporate the giant into the week’s
lessons. Because each of us is responsible for a comprehensive required
curriculum—it is prescribed down to the activities we must teach and the
order in which we must cover them during a given grading period—we seized
the chance to be creative.
Adam was right. Our students are not babies. But that doesn’t mean they
don’t like to play. Young adolescents are capable of exhibiting mature behavior
and deep thinking, but they still want to have fun. As they move through the
transitions from childhood to adulthood, they need regular opportunities to
become actively engaged in learning. So we tried to tie our required academic
standards to an imaginative, energetic, and academically rigorous adventure
suited to the unique persona of middle school students.
Throughout the week our students completed giant-related activities
addressing curriculum requirements in each subject area. For example, they

1
TeamWork: Setting the Standard for Collaborative Teaching, Grades 5–9, by Monique Wild, Amanda Mayeaux, and
Kathryn Edmonds. Stenhouse © 2008. No reproduction without written permission from publisher.
TeamWork
2

read Jack and the Beanstalk in language arts and discussed the elements of
fantasy and fairy tales. In math they measured the footprints and handprints
left by the giant and used ratio and proportion to determine the creature’s
actual size. The drawings they made in math class cycled back to language
arts, where students wrote descriptive paragraphs containing ﬁgurative
language, including metaphors and similes, for the criminal lineup of
potential giant suspects. In American history, students continued to learn
about the Revolutionary War. Although we designed each lesson to address
the curriculum objectives, we also tried to spark the students’ natural curiosity
through mystery and intrigue. Middle school students love to pretend, but
make-believe activities in the classroom must include higher-level thinking to
stimulate them intellectually as well as emotionally.
Finally, a few students noticed that a handprint was placed directly over
a map of the thirteen colonies in the history classroom. They added this clue
to others, such as the note on the board that said, “Fe, ﬁe, foe, fum, I smell
the blood of freedom.”
“I think the giant is searching for something to do with the Revolutionary
War,” Regan suggested. “Do y’all think that could be it? I mean, there’s the
freedom message and the hand. Maybe it’s King George! Could the king be
the giant?”
The next day when students entered their history classroom, each desk
contained a tea bag and a message: “Here’s your tea, now where’s my tax?”
Immediately, students began to yell, “It is the king! We knew it!”
This activity could have been the death of the giant metaphor, but
because of our extensive planning and collaboration, we had more in store
for our students. History teacher Erin Babin, a member of our teaching team,
revealed that the giant was indeed a symbol of King George III and the British
government. The day’s history activities purposefully guided our students to the
discovery that when the American colonists overthrew the British government
during the Revolutionary War, they beat the world’s military giant and planted
the seeds of freedom. Although the activities led students to this realization,
they earned the knowledge themselves. Each student had successfully solved
the mystery. At the end of the week, we distributed the “seeds of freedom”
and some dirt in which to plant them. The students returned to school with
the seeds after they had sprouted a few weeks later. We used the plants in a
related science activity and later placed them in our team garden.
In Part II of this book, we will revisit the dynamics of curriculum integration
in more detail. For now, the message we want to send is that energetic,

innovative, and collaborative teaching is alive in middle-level classrooms. And

the secret weapon is teamwork.
Admittedly, providing interdisciplinary instruction in an era of high-stakes
accountability can seem like a monumental undertaking. Like our colleagues
around the country, we continually struggle with directives that threaten to
suck the imagination out of our teaching. Although we understand the push
for consistent results in all schools for all students, we don’t believe in rigidity.
Teamwork enables us to strike a balance—it provides the space to infuse our
lessons with creative and challenging content as well as the structure to meet
the requirements of state and national standards, benchmarks, and testing.

Better Together Than Alone

Teaching can be a lonely profession. This might seem like an odd
statement considering the continual parade of students entering and exiting
our classrooms. However, when the bell rings, signaling the end of the school
day, many teachers have to savor the successes and reflect on the failures
alone. When most of our work occurs in isolation behind closed doors, we
miss out on the collegial exchanges that can invigorate our instruction and
help us evolve, professionally and personally.
“Before I began teaming, I worked with colleagues, but only in the most
superficial sense. We each worked at the same school, but we each did our
own jobs,” Erin Babin said, reflecting on the benefits of interdisciplinary
instruction. “Collaboration has allowed me to grow professionally in ways
that could not have been accomplished by any other means. I see the big
picture. This has impacted student learning more dramatically than any other
accomplishment in my experience with teaching.”
Whether you are fresh out of college or a seasoned veteran, you will find
that teamwork provides a powerful foundation for professional collaboration
and high achievement. Through teamwork, veterans become energized by
the exuberance of new teachers who are bursting with ideas for innovative
curricular connections. Novice teachers, in turn, reap the benefits of working
with experienced educators who can provide sound advice about instructional
pacing, classroom management, and other fundamental skills they’ve refined
over time.
As members of an interdisciplinary middle school team, our roles are often
fluid. We respect each other enough to know that each of us has strengths

and weaknesses. For example, Amanda does not have great organizational
skills, but she is very good at managing instructional time allotted for special
projects, so we usually call on her to create schedules. Math is not Monique’s
forte, but she often critiques word problems for fluency. Neither Amanda nor
Monique is good at keeping up with the various forms and records required
of teachers. However, Kathryn fills this void beautifully. The strongest
collaboration comes when we realize how much each of us can contribute to
the greater good.
We were lucky to have found each other. Amanda and Monique both began
teaching about fifteen years ago at Dutchtown Middle School in Geismar,
Louisiana. Two people could not be more different. Amanda was reared in
five countries on four continents. The cultural diversity she experienced
ranged from small-town America to the Middle East. Monique grew up
near Dutchtown, as did her parents, grandparents, and great-grandparents.
Although we saw the world differently, we shared a common philosophy
about learning, teaching, and children. Continual reflection on the teaching
craft led Monique and Amanda to attain certification from the National Board
for Professional Teaching Standards in 1999 and 2002 respectively.
Kathryn joined us during the 2005–2006 school year. Growing up in a
military family, she also moved quite often during her childhood. When she
found a job at Dutchtown after graduating from college, she was filled with
purpose. Because of her background in special education, Kathryn helped
us improve the way we assisted students with learning disabilities. Kathryn
is such a talented, quick starter that she has been nominated as Dutchtown’s
Teacher of the Year each year of her employment.
Our enthusiasm for working together inspired us to take risks, analyze
our successes and failures, and seek more opportunities to learn—the same
qualities we want to develop in our students. In 2006 we received the Disney
American Teacher of the Year award, the first time the top prize had been
given to a teaching team instead of to an individual instructor. We were so
grateful for the award and the professional opportunities that followed, but
we most appreciated the recognition of our work together. Suddenly we had
a national platform to speak about the power of collaborative instruction.
Although our teaming experiences have transformed our professional lives,
every day doesn’t sparkle. Choruses of angels do not break into song when
we enter the classroom. We are not perfect, nor do we have ideal teaching
assignments. We cry, sigh, shout, and feel overworked. We struggle to reach
difficult students, and our interventions sometimes flop. We have survived
the parent/teacher conference from hell that resulted in police officers being

called to school. One restraining order later, we decided our communication

skills could use some work.
We also know that teachers can’t always choose ideal colleagues. We’ve
lost and gained team members over the years and encountered unsettling
administrative changes that caused us to adjust our teaming methods to fit the
distinct characteristics—good and bad—of each situation. Middle schools evolve
year to year, and so must we. Change does not come easily to us. We all have
days that make us wonder whether we should return for the next class period.
However, what brings us back is the belief that all the stars eventually will
align so that every one of our students will experience explosive learning. Such
moments erase the pain of a thousand headaches. What we have discovered
is that when we work together as a collaborative instructional team, success
occurs much more frequently than when we work alone.
When we won the Disney Award, we were the members of a three-
person instructional team. However, we have worked with various team
configurations and have seen the addition and departure of several team
members throughout the years. In the year following our recognition, Erin
Babin joined our group. We are indebted to Erin and all of our previous
team members. The professional relationships we developed with them have
consistently strengthened us. The experiences we share in this book are the
result of our work with these talented educators.
Our lives would be simpler if we would just bend to the state and district
requirements and teach the curriculum in a lockstep sequence. We would
not have to work so hard to find extra materials, create interdisciplinary
connections, and change our initial plans because a colleague suggested a
better approach. But then we would lose a valuable asset—our students’
interest. We create cross-curricular links, like those formulated in our giant
unit, to show students how ideas and topics connect across subjects and
throughout our lives. Teamwork is the vehicle that drives this point home
through fluid, relevant lessons that go beyond the basics.
Early adolescence is a crucial time in a student’s life. Academic expectations
increase and planning for high school, college, and careers starts to take
shape, all while students are changing physically, socially, and emotionally.
Their need to belong and affiliate with peers often overrides their common
sense. They get distracted and become erratic. They try on and cast off
roles faster than improvisational actors, and they challenge authority and
perceived unfairness with passion—but not always prudence. To steer them
through the storms, middle grades teachers must be both compassionate and
conscientious, seeking always to understand a young adolescent’s desire for

a purposeful and engaging education. Interdisciplinary teaming provides an

ideal framework for organizing important intellectual and life lessons.
Teachers who work on interdisciplinary teams discover that there is more
than enough time to plan interesting, integrated activities, counsel students,
contact parents, communicate with administrators, collaborate with other
educators, and grow professionally. In short, teamwork makes it possible
to wear the many hats required of teachers who interact daily with young
adolescent learners.
Unfortunately, many schools and school districts quickly jump on the teaming
bandwagon after limited preparation and, due to poor implementation, fail to
achieve satisfactory results. Too often teamwork stops at the organizational
level by placing teachers specializing in three or four core subject areas
together in the same hallway of a school building. Effective interdisciplinary
teams understand the job is much more complex than school structures alone.
Effective teams are able to build relationships with students, families, and other
professionals to advance student achievement.
“While changing and modifying organizational patterns and refining and
strengthening curriculum and assessment are essential, they are not sufficient,”
Williamson and Johnston (1999) remind us. “Teams are not implemented just
to have teams. Grouping is not modified just to have practice. Such changes
take place because they contribute to greater student achievement and
success” (16).

Creating a Masterpiece
We don’t consider school to be an August to May routine built on standardized
tests and periodic report cards. We see education as a tapestry continually
created by master weavers seeking to produce the ultimate artwork, a child
who unfurls to his or her greatest potential. Our team is not just a collection
of individuals who teach unrelated subjects to students who move among our
connected classrooms. We see ourselves as three in one—the master weaver.
How do you create a school environment that produces such works of art?
That is our challenge each day as we build a world where learning is infectious,
standards are surpassed, and everyone has a chance to change the world.
Our classrooms may have walls, but these physical barriers do not stop
the intellectual ﬂow from one room to the next. In our interdisciplinary team
we understand that each experience throughout the day has a common link:

the thread of the children. As the master weavers, we have discovered not
only how the young adolescent brain learns but also that it will change and
expand more from ages ten to fourteen than at any other period of life except
birth to age two. Our short time with these students will have a tremendous
impact on their development and their future. Therefore, we must maximize
each moment to stretch them to their emotional, social, and intellectual limits
while enabling them to feel confident and successful. We have no time for
frivolous lessons that lack academic substance and require little cognitive
engagement. On a daily basis our students must ponder difficult questions,
often with no right answers. We believe in teaching them to think, not to echo
us. Yet we understand that students at this age are still children at heart and
our lessons must offer intrigue mixed with amusement in order to capture
their attention and maximize learning.
We also understand that others surround our loom. Families, friends,
administrators, school staff, and many others play a part in this creation.
The key to our success is involving all of these essential people in shaping
our students.
Unlike some other books focusing on adolescent development and
middle grades education, we do not seek to share prescriptive activities and
lesson plans or put people to sleep with theories that have few practical
applications. Instead, we offer a view of teaming that is grounded in the
everyday experiences of working teachers who know what it means to cope
with state and federal mandates, at-risk learners, and constant scheduling
changes due to a rapidly growing school. We plan together, strive together,
revise together, and write together. This book is not a step-by-step method of
creating an instructional team. We realize that, just as all children are different,
each team is unique. This book offers critical concepts about teaming, young
adolescents, and middle grades teaching that will require the reader to reflect,
adjust, and grow. We share our story to encourage other middle school teams to
share theirs. Our hope is that teachers and administrators who read this book
will accept our invitation to continually examine their professional practices
and create learning utopias in the midst of pressure-packed standards and
accountability requirements.
Great interdisciplinary teaching is not a quick fix or an easy method of
instruction, regardless of what some may suggest. Great interdisciplinary
teaching is a personal commitment to colleagues, students, and families, not a
checklist of duties. It is child-centered, not teacher-centered. We tell our students
that success is excellence every day. This book is for those who expect high
achievement not only from their students but also from themselves.

In the following chapters we will share our not only successes, but also
our failures. Our achievements have brought us recognition, but our setbacks
have made us more reﬂective practitioners. The underlying magic is not how
we set up our team schedule or manage a meeting. It is the energy we bring
to our collegial conversations and the expectations we have personally and
for each other. Teamwork enables us to dream big and then deliver on that
promise.

Before you begin this journey, close your eyes and think about the best teach-
er you ever had. Can you remember a specific lesson? Do you recall a special
conversation the two of you shared? What did this teacher do that set him or her
apart from others who contributed to your education?
When we ask colleagues these questions, they never say, “Oh, Mr. Green was
the neatest lesson planner” or “Ms. Smith always made sure we sat at our desks
with our feet glued to the floor.”
Instead, the best teachers in our memories are those who made strong emo-
tional connections. They touched our hearts as well as our heads. They inspired
us to follow them into the profession.
On our team, the curriculum is not the central focus. We teach students first
and then the content. Relationships are at the forefront of every activity, and that
is true whether we are working with our students or our colleagues.
Before criticizing us for being intellectually soft or too touchy-feely, please
examine the results of this approach and explore the full cycle of teaming de-
scribed in this book. We have experienced great success when using teamwork
to build relationships, accelerate learning in multiple dimensions, and improve
our personal and professional practices. The synergy is the secret.

9
TeamWork: Setting the Standard for Collaborative Teaching, Grades 5–9, by Monique Wild, Amanda Mayeaux, and
Kathryn Edmonds. Stenhouse © 2008. No reproduction without written permission from publisher.
TeamWork: Setting the Standard for Collaborative Teaching, Grades 5–9, by Monique Wild, Amanda Mayeaux, and
Kathryn Edmonds. Stenhouse © 2008. No reproduction without written permission from publisher.
“You really love each other,” said Lauren. “You respect each other, and you
show us every day how to work together.”
“We know you disagree sometimes, but you get through it. We want to be
the same way with each other,” other students told us.
To help us prepare for a presentation at National Middle School Association’s
annual conference, we invited ﬁfteen students to Monique’s house one
summer afternoon so that we could interview them about effective teaming
practices. Their insights caused us to revisit a topic we have debated over the
years, namely whether teachers who collaborate must also be friends.
We were not buddies when we began working together, although we are
now. The strong personal bonds we’ve formed have enriched us, to be sure,
but they are not the key to our success in the classroom. Rather, respectful,
trusting professional relationships are what sustain us.
“For teachers, teams provide the kind of collaborative work group that is
increasingly viewed as vital to organizational productivity across a wide range
of professions,” Anthony Jackson and Gayle Davis write in Turning Points
2000. “The shared insights, critique, conjecture, search for evidence, discussion
of lessons learned, prodding, probing, and small celebrations of success that
permeate the conversations of effective teams are the primary means by which
teachers create their professional knowledge about teaching” (128).
Establishing a collaborative working relationship begins with simple
plans that all instructional teams can make to build unity. When a new team
forms, members should focus on three activities — developing common goals,
examining each other’s core beliefs, and identifying the strengths that each
person brings to the team — to set the stage for productive interactions.

11
TeamWork: Setting the Standard for Collaborative Teaching, Grades 5–9, by Monique Wild, Amanda Mayeaux, and
Kathryn Edmonds. Stenhouse © 2008. No reproduction without written permission from publisher.
TeamWork
12

Each year when we begin discussing our educational goals, we shoot

for the stars. Our conversations focus on global concepts that will guide our
work. Initially, we had one, broad vision: all students will be successful. This
made sense in theory but proved difficult to quantify in practice. So we kept
refining, adding layers and details that would help us hit specific targets and
evaluate our progress while not losing sight of the broader mission.
One year many of our students had long histories of misbehavior in school
and significantly weak reading skills. We realized that our goals for the year
would have to address these deficits. So we set a very specific target for social
development: We will have at least 95 percent of our students end the year with
no behavior referrals. To address the poor reading skills, we decided to focus
on a literacy standard from our language arts curriculum in all core subjects.
We used a team target to address the dismal reading performance: All core
classes will address literacy components such as reading, writing, viewing,
speaking, and visually representing so that each student will improve reading
comprehension and language skills as they maintain at least a C average in
core subjects.
Setting goals based on student achievement is a reminder that teaming
should represent more than the adoption of a common discipline plan or a
series of jointly supervised fun activities. Working as a collaborative team
helps us develop a systematic approach to student success.
To reach the point where we can authentically collaborate for students’
benefit, we must build our team focus through open and honest dialogue.
Prior to the start of each school year, we share our opinions about basic
questions such as the following:
• Why did you become a teacher?
• What are the best methods of instruction to engage students?
• What is the strongest asset you bring to a team?
• What are your thoughts about the family’s role in education and how
we should involve them in our work?

The answers reveal the roots of our personal beliefs about education
and how these beliefs might inﬂuence our decisions in the classroom. One
opinion isn’t necessarily better than another, but deeper understanding of
what drives a person leads to mutual compassion and compatibility. Such
knowledge also helps us consider multiple perspectives as we work together
throughout the school year.

Developing a Common Agenda

Once we have thoroughly discussed our individual reactions to formative
questions, we use the reflections to shape our team’s purpose and procedures.
Again, we start with a larger list and then narrow and sharpen the principle
points by working in unison.
First, we each list the routines, practices, and methodologies of teaching
that we consider nonnegotiable. These are the issues that define us as teachers.
For example, Monique will not yield on her requirement that every student
will read for forty minutes a day (twenty minutes during class and twenty
minutes at home) to build fluency and comprehension. Amanda believes that
every day should represent a fresh start for students, and any misbehavior
from the previous day must be forgotten. Kathryn believes that the curriculum
must not be dumbed down for special needs students; instead, their learning
should be supported by inventive instructional strategies. If you explore
similar issues with your team, you may be surprised by the number of core
beliefs you have in common with your colleagues.
When our individual core beliefs do not align, we look for data to support
the use of one approach over another. For example, there was a time when
Monique would not accept late work. When students did not submit their
assignments on time, she recorded a zero in her grade book. Monique’s
motivation was to instill responsibility and punctuality. Amanda preferred
another approach. She allowed students to bring in work after the due date,
but she deducted points in small increments for each day after the deadline.
As a team, we sought evidence of these opposite policies’ impacts. We
found that more of Amanda’s students turned in assignments on time than
Monique’s, even with the threat of receiving a zero. When questioned about
this, students said that if they were behind in Monique’s class, they often
didn’t start the assignment at all because they knew they would get a zero.
However, in Amanda’s class they could turn in the assignment with only a
slight deduction, so they usually proceeded despite feeling overwhelmed.
Clearly, Monique’s plan was not having the intended effect. If not for the
team’s examination of core beliefs in conflict, she might never have discovered
the flaws in her policy. But after reflecting on the data collected in our classes,
Monique decided to change for the good of the team.
After establishing our team’s core beliefs, we move toward shaping our
shared purpose. We have found it helpful to restate these essential principles

as “we believe” statements. The following section lists core beliefs that we
have developed over the years:

Our Core Beliefs

We believe that the relationships we build with our students do not begin
and end with the school day or the school calendar. We communicate with
our students as soon as we receive the class roll, usually a few weeks after
we have said good-bye to our previous team. We also keep in touch with
students long after they leave us. In the midst of writing this chapter, we
heard about a former student whose mother had died. The family decided to
have a private funeral service, so we sent a card with our sympathies and our
current contact information.
We believe in a student-centered environment where all children feel safe
and loved. Middle school students spend most of their waking moments
thinking about whether they will be accepted. With this in mind, we start
building genuine relationships with and between our students from the first
day of school. We make time for team activities that lead to trust and respect.
We don’t stop until our team becomes a cohesive unit in which all adolescents
are valued for their contributions. The relationships our students develop
do not end once the school year is over. One of our teams independently
organized meetings after the students moved to high school so they could
provide tutoring for their peers who were struggling with the transition.
We believe that school should be an equitable place where all students
have opportunities to succeed. Many of our students are disadvantaged.
Ensuring fairness, as Rick Wormeli (2006) points out, does not mean giving
every student the same resources, instruction, or assessment. It means giving
every student what he or she needs to achieve. Some may require extra time
to work one-on-one with a teacher. Some may need resources their families
can’t afford. Some might benefit by having outside mentors, tutors, or simply
a shoulder to cry on. We get to know our students as individuals; then we
weave accommodations into the fabric of our team.
We believe that teaching students to take risks with their learning motivates
them to tackle intellectual challenges throughout their lives. At the beginning
of the school year, for example, Amanda does not count for credit the answers
students provide during problem-solving workshops in math class. At first, she
only grades the method they use to solve the problem, eventually building to
the point when she also will consider the final answer in her grading. In this
way, she encourages students to bravely tackle new concepts without fearing

their errors. As the students become more comfortable with the material,
Amanda increases the points awarded for correct answers. Together we all
strive to help our students become learners who are adept at justifying their
thinking. We try to model shared inquiry by creating a culture that focuses on
effort and progress rather than recrimination.
We believe learning should extend beyond the confines of our classrooms.
This does not give us permission to take end-of-year field trips to amusement
parks or visit museums without adequately preparing students for what they
will see there. Outside activities can provide crucial curriculum connections
and should never be considered “free” days or unstructured child care. Young
adolescents need opportunities to see learning in action, to understand that
their education has a purpose. We stress service-learning projects that enable
students to work with professionals in the community, seek solutions to real
social and political problems, and apply their developing skills in literacy,
mathematics, science, history, and technology.
We believe that students must be actively engaged in learning so they
will take ownership of their education and pride in class activities. Our
students rarely sit in their desks filling out worksheets. Our lessons provide
opportunities for students to meet standards as they move around, gather
data, make decisions, and solve problems. On a daily basis our students
are engaged in activities such as blowing bubbles in the parking lot before
writing figurative language, waltzing around the classroom during a reading
of Poe’s “Masque of the Red Death,” participating in a scavenger hunt to
locate geometric concepts in commonplace objects, and simulating wildlife
population data sampling using Goldfish crackers. There is a constant buzz of
activity in our classrooms as students meet the required curriculum standards
through innovative and engaging activities.
We believe that families are essential partners. When our students leave
school, they might not mention the day’s events to their families. Young
adolescents are notoriously tight-lipped about their activities. Yet families
need to know what’s going on so they can support their children’s education.
By creating partnerships with families, we help improve the dialogue. For
example, after we’d read the Gettysburg Address in class and listened to
the soundtrack of the movie Gettysburg, Greg’s grandmother contacted us
through email. She asked us how to find the music. “Greg said it was very
relaxing and he enjoyed it,” she wrote. “And I’m all for anything that will
encourage music appreciation. So many children only know rap and hip hop.
It would be wonderful to enrich his life with something classical. I guess
you better not mention that I emailed you. It would probably embarrass

him.” It’s our job to encourage participation from families by keeping them
informed of class activities so that they can enjoy and support their children’s
educational experiences.
We believe that teachers should learn along with their students. We are
not almighty givers of knowledge. We are also knowledge seekers. We ask
students to help us discover and interpret information so they can see that
learning is a reciprocal process. For instance, when Monique was asked to
serve on a reading committee, she was expected to discuss literacy strategies
that were most advantageous to middle school students. Monique had a clear
picture of what she thought were the most successful strategies, but she
realized she was missing our students’ perspective. So she asked for their
input. They reminded her that being able to choose their reading material
was the strongest inducement to read. Monique had left this strategy off the
list initially because she didn’t think it was pedagogically important. However,
as a student named Denzel pointed out, “If we won’t read, it doesn’t matter
which strategy you try to teach us. Picking books makes us want to read. You
have to include it.”
Finally, we believe that learning is a lifelong endeavor, and we are
absolutely certain that every student can make a positive difference in the
world. We encourage our students to begin influencing our community while
they are still members of our team. To combat illiteracy, which is a significant
problem in Louisiana, our students developed an interdisciplinary project,
“For the Love of Literacy.” They wrote hundreds of letters inviting schools to
participate and spent the year maintaining a website (http://teacherweb.com/
la/dutchtownmiddleschool/fortheloveofliteracy) that featured their choices
of great literature. They hosted community book talks, communicated via
the Internet with students and authors, created literacy posters to distribute
throughout the country, appeared in commercials promoting literacy, visited
local book stores to assist customers in selecting good books, read books
aloud to children in the Head Start program, guided book discussions for
our school’s fifth graders, collected books to distribute to Hurricane Katrina
survivors, and filled a library at an urban community center. We confidently
hand over the reins of such projects to our students so they realize they can
contribute positively to society.

Open for Discussion

Coming to these core beliefs requires sufﬁcient time, reﬂection, and
honest dialogue among team members. The best conversations sometimes
sneak up on us.

“What do you do when a child doesn’t have a pencil?”

This may not seem to be a very pressing concern, but it was the first
question asked during our initial team meeting of the 2006–2007 school year.
Erin Babin was new to our group, and this issue was on her mind.
“Give them one,” we replied.
“Really?” Erin asked, still skeptical. “Aren’t they responsible for bringing
their own supplies? I mean, last year I could have gone through a box of
pencils a day.”
What we quickly realized was that Erin’s question involved more than
establishing common procedures for the team. It required a deeper discussion
about our philosophy of learning. To reach a consensus, we had to revisit
our core beliefs and see how this seemingly simple procedure fit within the
context of our team goals.
If we truly believed as a team that “school should be an equitable place
where all students have opportunities to succeed,” then a student without a
pencil would not be able to fairly compete. Of course, we also want to stress
personal responsibility, a key skill for young adolescents. So we chose a team
policy that seemed to strike a balance between those two objectives.
We decided to buy extra pencils for our classrooms. To manage the
supplies, we adopted the “shoe method” used by another teacher at our school.
This approach involves exchanging a shoe for a pencil. A student borrows
a pencil, and we keep his or her shoe (or some other item that students
value) as collateral. At the end of class, the pencil and shoe are returned to
their rightful owners. By adopting this method, we solved the pencil problem
and created a consistent team procedure that matched our core beliefs as
educators. Although teams can exist without shared educational philosophies,
they flourish when team members can agree about the most effective ways
to teach young adolescents. Otherwise, small disagreements, such as what to
do when a child doesn’t have a pencil, can distract from the more important
work of building team unity and students’ success.
This is not to say that teams must be made up of people with the same
personalities. Different styles can be healthy, as long as team members
support a mutual mission. Our former team member Larry Chambless
used to joke that Monique and Amanda were hot-air balloons floating
from one idea to the next and he was the rope that kept them grounded.
Because of our distinctive personalities, this was an apt analogy for how
our team worked. Larry’s down-to-earth approach reminded us to consider
the practicalities of any new scheme. On the flip side, Larry became more

daring and imaginative as he joined us on some spectacular thrill rides. Our

willingness to celebrate each person’s individuality and make light of each
other’s quirks stemmed from our respect for shared team values.
Effective interdisciplinary teams ensure that every member makes
important contributions. Some teachers, like Amanda, are the dreamers who
continually conjure imaginative ideas to engage students and integrate the
curriculum. Some teachers, like Monique, are the natural enforcers who
delegate responsibilities and ensure that necessary follow-through occurs.
Other teachers are like Kathryn. They have great organizational skills, which
keep the team humming, but they also focus on “heart” issues, reminding
everyone to keep students’ needs and interests at the center of all decisions.
Truly effective teams perform like highly skilled orchestras, creating harmony
while enabling individual musicians to make distinctive sounds. The beauty
of working together is that you don’t have to be good at everything. Each
teacher does not need to create, enforce, and organize simultaneously. On
a team, you can play to your strengths while sharing the load. There are
opportunities for everyone to work diligently at doing what comes naturally.
A case in point: In April 2007, Kathryn got married and left us for a
week while on her honeymoon. During her absence, the school had an early
dismissal, which required us to use an alternate class schedule. In the past,
any changes would have been marked on our team whiteboards first thing
in the morning. However, on this particular day, Kathryn wasn’t there to
handle this vital but overlooked task. Amanda and Monique spent an hour
and sent fifteen emails to the office trying to obtain the appropriate schedule.
Of course, all of us had received copies of the alternative schedule at the
beginning of the school year. But, truth be told, we had never had to look at
the information because one of Kathryn’s roles on our team is keeping up
with administrative correspondence. We never realized before what a luxury
it was to have teammates who managed the minutiae for us. What freedom!
We’ll never take that responsibility for granted again.

Lightening the Load

Relinquishing control of every duty was frightening when we initially
established an instructional team. However, once we became accustomed
to relying on others to contribute for the team’s beneﬁt, we understood the
value of sharing. Most importantly, we have more time and capacity to address
students’ needs because we don’t feel burned out.
National trends indicate that 35 to 50 percent of new teachers leave the
profession within the ﬁrst three years (National Commission on Teaching and

America’s Future 2003). Many new teachers cite lack of support from school
leadership, weak organizational structures, and disrespectful work conditions
as their chief reasons for quitting (Ingersoll 2001; Johnson, Birkeland, Kardos,
Kauffman, Liu, and Peske 2001).
When we ask fellow teachers to identify the major sources of their
frustrations, few mention students. For many, other issues cause significant
stress. Seemingly simple tasks can accumulate so rapidly that an individual
teacher quickly becomes overwhelmed. Teams can offer support, such as
reducing the clerical issues that clog a teacher’s day. On our team, Kathryn
takes care of all the letters sent home to notify parents of students’ poor
attendance. Why should all of us be responsible for this task when Kathryn
can do it efficiently and effectively? On the other hand, why should Kathryn
or Amanda have to understand every technological innovation when Monique
enjoys learning about hardware, software, and gadgets? If we worked in
isolation, we would have to perform every job ourselves, duplicating each
effort three times!
Teaming enables us to explore the instructional ideas we couldn’t advance
when we juggled so many other responsibilities alone. Erin Babin described
the possibilities in this way: “Because of teaming, I have become more
knowledgeable, more motivated, and more apt to take risks. This has led to
the implementation of new teaching techniques that I never would have tried
before. I have successfully integrated reading strategies within the context of
science, and I have seen students make connections across the curriculum
that neither they nor I could have made before I was part of a team.”
Consider what Kathryn accomplished by becoming part of a multidisciplinary
group. During spring break in her first year of teaching, the school principal, Mr.
Walker, asked Kathryn to join our eighth-grade team for the last nine weeks of
school. Our school district was investigating various special education inclusion
models for the following year. Walker wanted to test the waters for a team-
teaching model that included a special education teacher working alongside
the core subject teachers. Up to that time, Kathryn had been responsible for
teaching five self-contained remedial language arts classes. Although Kathryn
was excited about collaborating with other teachers and including her special
education students in a regular classroom setting, she was nervous about
entering an established team well into the school year. When the principal said
he wanted her to spend forty-five minutes every afternoon specifically helping
Amanda “address the needs of such a wide variety of academic levels” in math,
Kathryn had no idea how challenging the assignment would be. But thanks to
Kathryn’s interventions, Amanda would soon discover why so many struggling
students were falling through the cracks.

That first day in Amanda’s math class, the algebra lesson focused on
multiplying variables and whole numbers and combining like terms, such as
(x + 2) (x – 3). The students were following a commonly used strategy known
as FOIL (multiply the First terms, multiply the Outer terms, multiply the Inner
terms, multiply the Last terms, then combine like terms). Most students quickly
caught on to the formula and solved the problems with ease. However, some
students couldn’t grasp the concept no matter how many examples Amanda
showed them; they continued multiplying the wrong terms. At first, Kathryn
couldn’t understand how something so logical and sequential could stymie the
students. That is, until a student cried out in frustration, “I just don’t see it!”
As Kathryn looked up at the whiteboard to point to one of the numerous
examples, the difficulty dawned on her. “How could he see it,” she thought to
herself. “The whiteboard was filled with problems all written in black marker.”
Although Amanda was in the midst of direct instruction, Kathryn walked
from the back of the classroom to the front, took four colored markers, and
began drawing arrows connecting each step in the problem in a different
color. Amanda cocked her head to the side so she could see what Kathryn
was doing, then returned to the lesson without saying a word. By the next
day, every student in the class understood how to multiply variables, not
because they had been shown a better way, but a different way.
It was an eye-opening experience for everyone to see how Amanda
trusted a novice teacher to weave instruction into her own lesson and how
Kathryn confidently provided an alternate method of solving problems in a
veteran teacher’s classroom. This might seem like a small incident, but it had
huge implications for two strangers who were learning to work together on
an expanding team. Amanda and Kathryn realized the benefits of including
a special education teacher in the mainstream core class. Not only were they
able to complement one another’s teaching techniques, they were able to
meet the needs of all the students in the class.

Growing Pains
It’s essential to review goals and beliefs each time a new team is formed,
even if several members have worked together before. Misunderstandings will
still occur, but circling back to your common agenda can reduce the friction.
For example, although Monique and Amanda had taught together for several
years, Kathryn’s presence caused us to reconsider, renegotiate, and revise.

The same was true when Katie Sheffield moved onto our team fresh out of
college. Katie was excited about getting the job in January, halfway through
the school year. She spent a large portion of her December holiday preparing
the classroom to which she’d been assigned. Katie cleaned out closets,
redecorated, and created marvelous lesson plans to greet her students.
When we returned from the holiday break, Katie’s first day went smoothly.
There were no problems until lunch, when Monique frantically searched through
the file cabinet in Katie’s classroom to find a paper plate and utensils.
“Who moved our paper plates?” Monique demanded.
“What do you mean our paper plates?” Katie asked with a bewildered
look on her face. “I thought those just belonged to the person who was in
here before me. Why would they belong to everyone? I’ll get some more
plates. I’ll get some more forks, too. I threw those away with the plates while
I was cleaning.”
What Katie had not realized was that our team shares everything. All of our
supplies are located in certain areas of our team space. It is not uncommon
for Amanda to walk into Monique’s room to retrieve loose-leaf paper or for
Kathryn to enter Amanda’s room to get markers. What Monique had forgotten
was that Katie had not been privy to all of the team-building activities during
which we had established our operating system. So, midyear, we had to revisit
these procedures so Katie could assimilate.
The paper plate caper led to a minor conflict, which we immediately
laughed about once Monique’s hunger pangs subsided. However, other issues
can spiral out of control when team cohesiveness is lacking.
Though we could easily laugh off the incident with Katie, not all transitions
with new team members have gone so smoothly. In another year, one of our
principals asked us to interview potential candidates for open spots on our
team. This courtesy was extended in an effort to avoid problems that might
develop because of incompatible combinations. Because we needed a new
partner, we assisted our principal in selecting a teacher whom we thought
would be a perfect addition to our team. Creating our team identity was a
positive experience, and we were hopeful for the future.
During the first quarter everything seemed fine. By the end of the second
quarter, however, we were ready to scream. Our new partner did not follow
through on any team decisions. In fact, this teacher ignored or undermined
many of the decisions we’d collectively agreed to support and told students
not to tell us about the inconsistencies.

We silently suffered until the December holiday. Then, after we discussed

and purchased the gifts we would give to the students as a team, our teaching
partner purchased and distributed “especially from me” gifts instead. This
forced us into action! At our next team meeting, we finally confronted
this teacher. We articulated why we thought the individual gesture would
undermine the team concept we had developed. As it turned out, our teammate
was unaware that the gift would make us feel slighted. Furthermore, this
partner was oblivious to how other actions had prompted our animosity and
stress. Openly discussing our concerns actually helped us solve many of the
problems we were experiencing on the team. It wasn’t an easy process, but it
was essential to our later success.
Sometimes professional confrontation is necessary to prime team
communications and develop more focused goals. Conflict management skills
are essential to team unity. Let’s face it: we can’t simply get new team members
when problems arise. We are part of the team for the duration. Conflicts
provide us an opportunity to practice what we preach to our students when
they are involved in disputes. This is quite difficult in the midst of heated
discussions, so it is essential to maintain focus on the problem at hand and
the task that must be addressed rather than falling into the temptation of
making personal attacks.
For six years, two of us—Monique and Amanda—had worked together
on a team without having a serious argument. The two of us often disagreed
about lessons and procedural issues, but we had never openly challenged each
other’s fundamental beliefs about working in the best interest of students. After
discovering that one of our students was to be expelled, however, we both
became extremely emotional. Amanda thought we should do more to help
the student. Monique thought the boy was his own worst enemy and needed
to face the consequences of his actions. After an intense debate, we ran out of
steam and started to really listen to each other’s perspective. Amanda realized
that we might not be capable of saving every student. Monique acknowledged
that, for the first time, she did not have the desire to try. These insights were
not easy for either of us to accept. During the argument, we raised our voices
in anger and spoke words that did not carry our true intent. In the end, we
were actually on the same side of the issue, but we had been too emotional
to recognize it from the start.
When passionate people work together, emotions are bound to overflow
at times. What keeps them from becoming hostile is working through conflict.
After taking time to cool off overnight, we reassembled at the next team meeting
to establish a set of guidelines for helping the student who was on the verge of
expulsion. Monique agreed with Amanda that we should present the positive

aspects of the boy’s school experiences when we met with the district review
board, in the hope of giving him one more chance. Amanda agreed with Monique
that we would preface our plea for another chance with clear communications to
the student and his parents that this was our last attempt to intervene. From this
point forward, whenever the student made a poor choice, he would suffer the
full consequences of his actions, as specified by school policy.
Conflict is not only inevitable; it is a normal stage in team formation and
development. Sylvia Roberts and Eunice Pruitt (2003) identify the various
stages of team formation in their book, Schools as Professional Learning
Communities. The five stages of team building are as follows:
1. Forming: Team members become a unified group.
2. Storming: Turmoil interferes with productivity as team members learn
their functions on the team.
3. Norming: A time of reduced conflict and greater collegiality ensues.
4. Performing: This is the most productive stage, in which there is clear
understanding of goals, desired outcomes, and team members’ roles.
5. Adjourning: The team disperses, sometimes as a result of faculty
changes, school growth, promotions, and so on.
Our team has navigated through each of the stages, and now we
consistently operate at the performing level. One of the reasons we can work
at the upper ranges of Roberts and Pruitt’s scale is because all of us follow
the same established procedures. As a result, we no longer have to spend so
much time thinking about them. They are habitual, which frees us to shift
our attention to integrating instruction rather than continually dealing with
discipline issues caused by students who are confused about what to do. That
way, the only surprises for students come during fun educational activities.

Establishing Team Classroom Procedures

The following questions address procedural issues we have found
helpful to address before the school year begins. Some represent major
undertakings, and some are minor; but all contribute to the seamless ﬂow
of instruction and learning.

Discipline
• What are the rules that will be enforced in every classroom on the team?
• What protocol will you use for giving warnings about behavior,
contacting parents, and writing conduct infractions or referrals?

Grading
• What are the guidelines for grading written work?
• What are the guidelines for accepting late work?
• When and how will completed assignments be returned to students?
• How will parents be informed of their children’s progress?
• What procedures will be followed when students want to take home
portfolios of their work to share with their families?

Bonus Opportunities
• Will bonus points be allowed on tests and major projects? What about
extra-credit assignments?

Parent Conferences
• Will you always meet as a team with parents, regardless of how well
a student is performing in a particular class?
• Who will contact parents to remind them of conferences? What
communication methods will they use?
• How will you communicate unpleasant information to families? What
style or method of delivery will you use?

Bathroom Visits
• How often will students be allowed to visit the restroom during a class
period or school day?
• What are the appropriate times?
• Who will take students to the restroom as part of the daily routine?

Homework and Tests

• How much homework will be assigned each night?
• How many tests are allowable on a given day?
• What procedures will be used to grade homework?
• How will parents be notiﬁed of missed homework assignments?
• How will make-up work be handled?

Student Supplies
• How will you store supplies and replace missing supplies?

Headings for Papers

• (Seems silly, but this one is really important to students!) How will
students title their work, and where will they place their names and
dates on assignments?
Before teaming, we had to reteach our individual classroom routines on
a nearly daily basis. With a traditional class schedule, our students had to
contend with seven different teachers, each of whom wanted things done her
way during the day: a recipe for confusion. Teamwork enabled us to develop
consistency so our students could follow the same procedures throughout the
day. They no longer had to wonder how Mrs. Mayeaux wanted them to put a
heading on their papers or whether Mrs. Wild expected them to turn in their
homework assignments each morning. The procedures are standard across
the entire team.

Daily Team Planning Periods

Establishing common procedures does not guarantee automatic acceptance
or success on a team. Putting plans into action takes practice and vigilance.
During our first months together, we met periodically throughout the summer
and thought we had created the dream team. Then school began, and reality
set in. We did not have the luxury of sipping coffee at Monique’s house as we
planned strategies. We were surrounded by squirrelly students and bombarded
with our jobs’ escalating requirements. Fortunately, our principal had allocated
fifty minutes a day for team planning, in addition to our personal planning
periods. Then and now, this schedule is one of the main reasons we were able
to learn how to function effectively.
Some administrators are hesitant to give teachers more time “off” during
the school day, but this is a mistake. When used appropriately, common team
planning periods serve a vital role in interdisciplinary instruction, provide
a reliable structure for professional growth, and lead to gains in student
achievement. Moreover, teams that meet frequently are happier and more
productive in their work (Flowers, Mertens, and Mulhall 1999). Despite research
and experience that have demonstrated these benefits, a recent national survey
found that only 59 percent of middle school teams have both common and
individual planning periods (Hackmann et al. 2002).
Recently, at a literacy meeting conducted by our state department of
education, the presenter stressed the importance of maximizing instructional

time. He stated that teachers should be teaching at least 90 percent of the

school day and administrators should not allow time to be wasted on “off”
periods. Amanda asked about team planning and embedded professional
development. The presenter scoffed, saying he had never seen teachers use
such time effectively.
Unfortunately, many administrators feel the same way. We counter that
misconception by following the old adage, “What gets checked, gets done.”
We have found that teaming time is most effective when administrators do
the following:
1. Require teams to maintain a team binder with documentation of each
day’s meeting notes
2. Check the team binder at least
quarterly to see what’s been
Weekly Team Meeting Agenda
happening
• Overview of the week’s agenda
3
3. Pop in to team meetings to listen,
Monday • Plan daily agenda for the week observe, and show interest
• Long-term planning for curriculum integration 4
4. Schedule time at least biweekly to
meet with the team or a group of
• Conferences with parents (if scheduled)
teams for a pulse check
Tuesday • Concerns/adjustments/new ideas regarding inclusion of
special needs students 5
5. Schedule time before the new
school year to meet with teams and
• School Building Level Committee to review student explain expectations
services and evaluations, individualized education plan
reviews, and 504 plan reviews (Are students’ special Because team meetings can easily
Wednesday
needs/modifications being met, and are their goals ddeteriorate into unproductive fussing
being addressed?) ﬁts and gripe sessions, we have
• Conferences with parents (if scheduled)
eestablished strict procedures for our
• Meet with administrators if needed to discuss upcoming ggatherings. We want to maximize our
team/school events ttime together and maintain our focus
• Weekly grade-level meeting with teacher coach for oon student achievement. Figure 1.1
Thursday
professional development (topics may include analyzing
pprovides a sample framework.
student work, developing classroom strategies, discussing
educational articles, and new technology inservices) We include these major categories
iin our weekly agenda because we must
• Review anecdotal notes about students’ academic
aaddress them if we want our team
performance and any behavior/discipline issues
• Develop list of parents we need to contact for support tto operate smoothly. However, our
Friday
• Preview instructional plans for the following week and aagendas are not limited to the items
discuss any upcoming tests, class projects, special llisted. By setting time limits for each
events, etc.
ttopic, we are able to quickly address
mmanagerial issues and then move on to
Figure 1.1 Sample Weekly Team Meeting Agenda mmore complex instructional concerns.

Special education students’ needs often ﬁgure into the conversation. We

use our team meetings to monitor our instructional modifications and review
students’ academic progress. When we see some gaps, we ask the school’s
instructional coach to visit and help us identify some research-based strategies
that could help. For example, when our special education students were
having trouble taking notes from multiple sources, our coach provided us with
information about using graphic organizers and other helpful techniques.
In addition to a weekly schedule, daily agendas can sharpen a team’s focus
and enable members to document their progress. We suggest creating an agenda
with a specific time limit for each topic. This encourages constructive dialogue
and keeps the conversation flowing. We agree that if an issue has not been
resolved by the end of the allotted
time, we will bring it up for discussion
in the future. Then we move on to the Daily Team Meeting Agenda
next topic on the agenda.
We keep our agendas in a team Asteroid Team Daily Agenda
binder, and each of us adds to the Date: _________________________
lists as needed. This way, we don’t
forget important issues but we also
don’t interrupt instruction to discuss Team Members Present: Others in Attendance:
items that are better saved for team _____Monique Wild
meetings. _____Amanda Mayeaux
We are mindful of how time- _____Kathryn Edmonds
consuming and complicated it can
be for administrators to arrange Resolution or
Time
common planning periods for teams, Agenda Item Notes Action Plan/
Allotted
so we strive to use our time well. We Who’s Responsible?
also provide regular updates to the
principal to demonstrate the benefits
of having a team planning period.
Figure 1.2 suggests one possible
framework for reporting information
about the team’s activities.
The range of items on the
agenda varies considerably and
can include curriculum, classroom
management, and state standards,
among others. For example, we might
discuss current staff development Figure 1.2 Sample Daily Team Meeting Agenda

opportunities available in the school district or research outside options.

We might review our plans for parent conferences or develop a response to
a recent family powwow. Other recurring topics include multidisciplinary
connections, service-learning activities, and common student behavior
problems. Although we try to prevent discipline disturbances by setting
standard team procedures and explaining our expectations from the first day,
we can’t always keep the ship on a steady course. Sometimes the turbulence
seems to be bad behavior but actually stems from a faulty procedure.
“Goodness, I am so tired of dealing with cafeteria issues,” Amanda said
one day during our common planning period. “I mean, every single day our
team is pointed out for doing ridiculous stuff like hitting and pinching. I
may scream.”
“Yeah, I have had it, too,” Monique agreed. “But I hate punishing everyone
because it really is just a few kids doing silly things.”
“So, what can we do?” Amanda asked.
Kathryn cut to the chase. “Well, I think one of the issues is we are rotating
cafeteria duty each day, so no one knows what happened the day before. The
kids are using this to their advantage.”
Monique suggested that we start looking for misbehavior patterns, and
Amanda offered to create a checklist that each teacher could use to collect
and report infractions.
“So then what?” Kathryn asked, once again focusing on results.
“We need to come up with a standard punishment for misbehaving,” said
Monique. “I think if they have three marks, we call home.”
“I like it,” Kathryn agreed.
Amanda also assented and offered to explain the procedures and
consequences to our students, which led to consistency across the team and
a decrease in cafeteria discipline problems.
Although the previous example reflects a conversation about procedures,
the majority of our team meetings revolve around what’s working—or not
working—in our classrooms.
“I am so excited,” Monique said during another team meeting. “The kids
really got into the discussion today about [the short story] ‘Desiree’s Baby.’ It
was one of the best share circles we have had, ever.”
“Did you do something differently this time?” asked Amanda.
“Yes, I decided to use a reading guide like the one I saw Roger Farr
present [at a conference] in Portland. This story is really difficult, but the

reading guide allowed everyone to have access to the discussion. I also made
them talk in small groups first. Each group brought three things to talk about
in the share circle.”
“I think I would like to try something like that in my math discussions
next week,” Amanda said, and the conversation turned to how we could
incorporate this teaching method into other classes.
These rich conversations, one of the direct benefits of common team
planning periods, have spurred us to think and grow professionally. We laugh
as we recall the first year when a simple issue such as cafeteria behavior
problems would have taken the whole session to solve. We have become
more efficient through practice at finding answers because, frankly, we would
rather spend the time discussing students’ learning.

TeamWork: Setting the Standard for Collaborative Teaching, Grades 5–9, by Monique Wild, Amanda Mayeaux, and
Kathryn Edmonds. Stenhouse © 2008. No reproduction without written permission from publisher.
The students applauded and high-ﬁved as LaToya slowly returned to her
seat following her science presentation. A casual observer might have been
perplexed, for there was nothing special about LaToya’s performance. She
stood in front of the classroom, barely made eye contact with her teachers and
peers, and spoke so quietly that it was hard to hear the perfunctory information
she presented. Then she sat. So why did her classmates spontaneously rise to
their feet and cheer? Because LaToya had never spoken publicly to our team
before that day.
At the beginning of the school year, LaToya did not make eye contact with
anyone. When we called on her during class activities, she was completely
nonresponsive. She rarely took out books or attempted her assignments. She
did not join small- or large-group activities. She remained at her seat, staring
at the top of her desk. At recess, she stood against the wall and looked at the
ground. She did not have any friends nor did she seem to take interest in any
part of her education.
As her teachers, of course, we did what we could to make connections
with LaToya. We stood near her to build intimacy, talked to her, joked with
her, assisted her with her assignments, and shared our dreams for her
success. By the second week of school, however, we knew we needed a
deeper understanding of LaToya’s situation than we could uncover in her
academic records. Kathryn contacted her mother and set up a conference.
We discovered that LaToya’s condition stemmed from an illness and that the
medication she took caused her to withdraw. Years before, she had been as
talkative as any other child.
We assured LaToya’s mother that we had her daughter’s best interests in
mind, and we discussed possible action plans to assist LaToya socially and
academically. We all left the conference with a common goal to help LaToya
interact with others so that she might begin to achieve academically. In the

31
TeamWork: Setting the Standard for Collaborative Teaching, Grades 5–9, by Monique Wild, Amanda Mayeaux, and
Kathryn Edmonds. Stenhouse © 2008. No reproduction without written permission from publisher.
TeamWork
32

end, however, it was our students who were most responsible for LaToya’s
transformation.
Austin was the ﬁrst classmate to reach out to her. He volunteered to help
LaToya with her assignments, asked to sit by her in class, and made a point to
talk to her during lunch and recess. Other students followed Austin’s lead and
began asking LaToya questions that only required a yes or no answer. When
she failed to respond, they created a system of comments and cues:
“If you want to join us, give me ﬁve.”
“If you like my new haircut, smile.”
When LaToya wasn’t interested in interacting, they would simply rattle
on about their adolescent lives as though she really had answered their
questions.
“I know what you’re thinking; you’re thinking that I should let my hair
grow.”
Eventually, LaToya stopped attempting to remove herself from these one-
way conversations, but she never initiated them.
One day the principal was watching LaToya on the playground during
recess. He noticed that as LaToya leaned against the school building, she
was silently observing the other students instead of staring at the ground.
This stunned the principal. He had been observing LaToya for years and had
never seen her show any interest in her peers. He also noted that LaToya had
begun smiling and making eye contact whenever people greeted her. The
principal encouraged us to continue whatever we were doing to help LaToya
emerge from her shell.
During the next few months, LaToya made progress in excruciatingly
small increments. She completed a few math problems, read part of a book,
took some notes, smiled when someone said hello, and stepped away from
the wall at recess to stand among the children who were throwing balls.
LaToya’s classmates and teachers noted these improvements and celebrated
each one.
Then big things started to happen. Our language arts curriculum required
students to write poetry using various forms and techniques and to publish
their poems using technology. To provide an authentic purpose for writing,
Monique invited students to make their families the intended audience of
their poems. Valentine’s Day was coming up, so she asked students to create
PowerPoint presentations they would send home to their parents via email.
On the day we taped voice-over messages to greet parents when they opened
their email messages, LaToya stood and walked to the recorder with minimal

prompting. Though she did not speak, she made the trip to the recorder three
times. On the third attempt, she smiled while standing at the microphone.
Later that month, during a small-group discussion in language arts class,
Austin asked LaToya to read a paragraph, and she did—every word—as
naturally and spontaneously as if she responded this way every day. LaToya’s
classmates congratulated her, Monique feigned a fainting spell brought on by
extreme pride, Kathryn squealed with delight, and LaToya beamed.
Then, on the day scheduled for the science presentation, LaToya really
broke through her reserve. Her classmates and teachers expected her to
smile, make partial eye contact, and sit down. But to our delight, LaToya did
much more, and her efforts earned her superstar status on the team. The
students understood how far she had come, so LaToya’s accomplishments felt
like their own. Our typically self-absorbed middle school students had made
LaToya part of our team.

“Don’t Be Hatin’ on Me!”

LaToya’s story illustrates the signiﬁcant achievements that are possible
when teaching teams develop strong, positive relationships with students,
parents, and administrators and set standards for behavior that go beyond
“thou shalt not” rules. High-functioning teams are concerned about building
up, not tearing down. They focus on belonging, making sure that all students—
not just the easy ones—are valued and respected. When teams establish these
bonds, they become an extended family whose members work together to
ensure mutual success. Brittany, one of our students, shows how young
adolescents take this message to heart: “Not only do you have to put forth
your best effort, but you must walk into class with a great smile and tell each
other that you love each other every day. That is what our team is all about.”
Our students have proven time and again that young adolescents are
capable of demonstrating compassionate and loving concern for others.
Middle school students are more than just “hormones on legs,” as one of our
friends, a kindergarten teacher, jokingly refers to them. While some view young
adolescents as miniadults and others see them as overgrown, hairy children,
effective middle school teachers know that their students are unique. Middle
school students are exuberant, erratic, exhausting, and entertaining—and this
is what makes middle school teaching so challenging and so rewarding.
Middle school students are struggling to become independent of authority,
yet they constantly seek approval from others. Among the developmental
needs of middle school students identiﬁed by Scales (1991) are meaningful

school experiences, positive social interactions with adults and peers, and
community involvement activities that enable them to define themselves.
Interdisciplinary teams give young adolescents a comfortable place to try
on new roles while providing supports that will enable them to maintain
positive relationships, create an identity with a school community, learn
how to accept responsibility for their actions, and contribute to their own
educational experiences.
To teach middle school students effectively, educators must build
rapport with them. We have repeatedly discovered that success with young
adolescents stems from trust. When the relationships are genuine, students
will do whatever is expected of them and are most willing to please. However,
if students consider the relationships to be contrived or superficial, they will
employ the most creative methods to undermine classroom activities. Quite
simply, our students must know that we genuinely care about them.
“Building teacher-student relationships is, in fact, so important that it is
arguably the most important factor contributing to the success of students,
both behaviorally and academically. Students who experience respect and
unconditional acceptance from their teacher are more likely to be compliant,
respectful, and open to learning” (Dahlgren 2005, 103).
Although Madeline Hunter may have summarized these crucial connections
most eloquently—“Kids don’t care how much you know until they know how
much you care” (Dahlgren 2005, 111)—a student named Markeith gave them
authenticity every time he yelled out, “Don’t be hatin’ on me.” This admonition,
uttered whenever Markeith noticed that we were becoming frustrated, caused
us to step back and examine our behaviors and practices. “Don’t be hatin’ on
me” became a team mantra that reminded us how much our attitudes affect
students’ ability to learn.
“The truth is that you may not ‘like’ a student or ‘love’ a student, but as
educators who are entrusted with learners in our charge we must learn to
care for and accept students for their inherent value,” author and educator
Rick Dahlgren (2005, 113) reminds us.
Let’s face it, some days it is extremely difficult to love all students. But we
never stop trying. Markeith voiced the young adolescent’s continual search
for validation. Middle school students want to know that their teachers
care enough to challenge them intellectually, reprimand them when they
misbehave, and praise them when they demonstrate progress.
Even after moving to high school, Markeith and LaToya would pop into
our classrooms to visit, usually when they were struggling to adapt to their
new surroundings. Like newly trained pilots, middle school students are eager

to ﬂy solo as long as they can circle back to base when they need to refuel
and conﬁrm their destinations.
“We need a good fussin,’ Mrs. Mayeaux,” Markeith told Amanda one
afternoon during his ninth-grade year.
All students want to know that they are worthy of our time, energy, and
high expectations. When team members work together to reinforce this
message, students should never feel that their teachers are hatin’ on them.

Welcome to the Team

To build positive relationships with our students, we try to become part of
their lives before they enter our classrooms. We open the lines of communica-
tion when our future students least expect it, during the summer. Sometimes
we send postcards from our vacation sites or “Welcome to the Team” flyers
and include our email addresses and website. Some years we actually receive
return postcards from our future students. For example, Dylan wrote to tell
us about his summer travels and offered recommendations about sites to see
during the field trip to the nation’s capital that we had foreshadowed in our
welcoming postcards. By the time students arrive to start the fall term, they
are full of anticipation about our team.
The first order of business when the new school year begins is to find
out as much as possible about our students. We distribute interest inventories
that ask for students’ perceptions about school and different subject areas
and information about their personal and educational backgrounds. At our
first team meeting during the school year, we review these surveys and note
interesting facts about each student. We learned that LaToya hadn’t spoken
aloud in a few years, that Regan loved to dance, and that Austin was a skate-
board fanatic. During the first week of school, we make a point of referenc-
ing this data in conversations and classroom activities. Monique told Austin
about a skateboard competition that would be shown on a cable television
channel over the weekend. Kathryn mentioned that she would be attending
every football game and keeping an eye on David, whose size made him a
natural star on the team. Amanda mentioned to Justin that she had seen his
father at Wal-Mart the night before. Through these exchanges, students begin
to understand that our interest in them extends beyond the classroom.
In addition to surveys, we use dialogue journals to communicate with
our students about a multitude of topics. Nancie Atwell (1998) pioneered
this strategy for conducting authentic conversations in her middle school
literature and language arts classes, in which she sought to simulate a din-
ing room or drawing room discussion. In reflecting upon the noneducational

conversations about literature that she’d had with avid readers, Atwell found
that there was an informal air about them akin to discussing a movie after
leaving the theater. Atwell’s book In the Middle reveals several ways she
incorporated simulated kitchen-table conversations into her students’ learn-
ing experiences—both in oral and written discussions.
We have adapted the journal approach she describes and have extended
it to include students’ families and school administrators. For example, our
students write to their parents and point to evidence of their academic prog-
ress reﬂected in their portfolios. When working with students, we have three
nonnegotiable rules for dialogue journals:
1. Students must write a full page of reﬂection, which encourages them
to dig deeply into the topic presented.
2. Students must write to the assigned person. This may include one of
their teachers, administrators, fellow students, or their families.
3. Journals are always answered promptly, most often within twenty-four
hours so that students receive immediate feedback.

Although we use dialogue journals throughout the school year to check for
understanding or challenge students to consider different interpretations, the
goal of our initial communications is relationship building. We ask questions
such as the following:
• What do you expect to learn this school year?
• What have you heard about our team that you want to know about?
• What do we need to know about you so that we can teach you
effectively?

Dialogue journal topics addressing academic areas often focus on helping

students make connections across the curriculum:
• In Mrs. Wild’s room there is a banner with a quote by Margaret Meade:
“Never doubt that a small group of thoughtful, committed citizens can
change the world. Indeed, it is the only thing that ever has.” What does
the quote mean to you? How does it relate to what we are learning?
How does this quote relate to our team?
• It is ironic that Gregory Johnson (of Texas v. Johnson) was arrested for
burning the American flag when the proper procedure for disposing
of the flag, according to many sources, is to burn it. Explain how tone
and symbolism played an important part in this case. Do you think
Johnson had the right to burn the flag? Why, or why not?

Some journal topics are more reflective in nature: Describe your reading
habits. How have they changed since the beginning of the school year? What
do you notice about your reading habits? What caused you to change your
habits or keep them the same?
Initially, Monique was the only one of us who used dialogue journals,
and she did so to discuss literature, as described in Atwell’s book. However,
the rest of us quickly saw the benefits of using dialogue journals to reinforce
teaming. Each time students write in dialogue journals we gain valuable
information about who they are, what they know, what they require of us,
and how we should plan instruction. Using dialogue journals as a team tool
has enabled all of us to be part of the students’ writing audience, regardless
of the class period or subject matter in which the journal was assigned.
The journals provide us with a clearer picture of the total student, and our
students are able to see that we value learning in all disciplines. Monique
uses dialogue journals to discuss science topics, Amanda shares information
about interesting books, and Kathryn suggests better methods of solving math
problems. In addition, because we share the responsibility of responding
to the dialogue journals, we have time to offer more substantive feedback.
Instead of having to write back to ninety students individually, we can respond
to thirty each. The lightened load helps us reflect on our students’ progress
and design appropriate interventions instead of feeling burdened and eager
to get done.
The morning after they have turned in their journal assignments, students
can expect to find their notebooks with our detailed comments inside. They
eagerly open the notebooks to find out what we have written in response
to their entries. The cumulative written communications documented in our
team dialogue journals serve as a reflective record of our discussions and our
learning together throughout the school year.
Periodically our students address their journal entries to their parents.
This helps strengthen home/school connections and can be an effective way
of closing the communication gap between students and parents that tends
to widen in middle school. Consider the following correspondence between
Sarah and her mother:

Dear Mom,
I really enjoy being on the Flying Pigs team. I love all of my teachers.
I think I’m really improving this year. I like doing the Love of Literacy
Campaign and the Online Learning Café.

This year I’m reading more books than I’ve ever read. Since this
summer I’ve read 25 books. It’s a good thing Mrs. Wild has a huge
library because I would run out of books if she didn’t.
I think we both agree that I need to get to school on time. Let’s leave
the house by 6:45 every morning. I need help on one-step equations,
but last time I asked you to help with equations, I ended up crying.
Let’s try again!
Love,
Sarah

Dear Sarah,
I am so proud of your accomplishments. You are a wonderful
student. I think it is awesome that you love to read and learn.
I would love to help you with equations if you are willing to listen
and not just say, “I don’t understand.” I hope that you listen before you
decide if you understand. Don’t give up on it!
I think your greatest accomplishment is who you are. . . . You are
compassionate and fun loving . . . and you have a great sense of humor.
Keep it up!
I love you,
Mom

Journals are not the only written form of communication we use to build
relationships with students. Like all teachers, we have students who enter
our classrooms with notorious reputations. We make it a point to catch these
students doing something good during the first week of school, when most
are on their best behavior. As soon as we spot the superlatives, we write
the first of our “love notes” and send them home. When Amanda wrote a
love note praising Sean’s leadership abilities, he was shocked and proud. His
sense of accomplishment sustained him as he sought to live up to Amanda’s
assessment of his abilities. Throughout the year he used his leadership skills
positively rather than disruptively. When he slipped, we only had to remind
him of the first love note that Amanda had placed in his agenda planner, and
his demeanor changed.

Sharing an Identity
Love notes don’t resonate with every student, so we enlist all of the students’
support in creating our team’s identity and goals. Trusting your students to
shape the team that you have worked so hard to develop is not easy. But
without a real role in the team’s formation or a sense of ownership, students
won’t respect the values their teachers want to share; nor will students feel
that they belong to a family unit, which is our ultimate goal.
At the beginning of the school year, our students create their team name and
motto, decorate the classrooms based on their chosen themes, and share their
strengths and weaknesses in order to establish an effective organization of peer
tutors. These are welcome changes for students who typically enter a classroom
where the themes have been determined, all wall space has been covered with
teacher-selected decor, and the peer groups already have been arranged.
Before our students decide on a team name and motto, we stress the
importance of creating an identity based on qualities to which they should
aspire. We ask students to submit only monikers and slogans that promote
team spirit, respect, and great character. Previous years’ names and slogans
have included the following:
The Flying Pigs—“We do the impossible!”
The Asteroids—“Zooming through education!”
The Martians—“Learning is out of this world!”
Team Dynamite—“Get ready for a knowledge explosion!”

Setting the right tone for choosing an appropriate name and motto is
important. We start by sending the memo shown in Figure 2.1.
Students compete to create the most appropriate team concept. As the
company directors who have requested the advertising services, we select our
five favorite designs. The finalists present their plans to the entire team, and
the students select the concept that will define us as a team for the remainder
of the year. However, we do not stop at selecting a name and a concept. We
spend time during the next few weeks decorating and posting our motto in
various locations within the team area and discussing how best to live up to
its ideals. We do this in conjunction with team-building games that require
students to work together to accomplish various tasks. These tasks may be

Sample Team Concept Memo

To: New Eighth-Grade Students

From: Management

The firm of MEW (Mayeaux, Edmonds, Wild) is searching for a group of experts to name their newly
formed organization. We are happy that they have chosen our agency to represent them. They have
promised a signing bonus (emergency fund credits) for the group that provides them with the best
concept for their team organization.

The client, MEW, is looking for the following criteria in a team name and concept for their new classes:

1. Originality—No plagiarism of existing slogans, names, or ideas from any source. The concept
must be totally original.
2. Positive Image—Only names and slogans that promote team spirit, respect, and great
character will be considered.
3. Neatness—Logo should be pleasing to the eye and define the team’s characteristics.
4. Brevity—Keep information short and loaded with “punch.”

When compiling your portfolios for the client, be sure to include the following:

1. A brief description of the most important qualities in the new eighth-grade team. These
should include qualities possessed by individual members that are assets of the entire team
and qualities to which the team should aspire.
2. A theme that will bind the name, slogan, and logo. The theme must have historical
significance!
3. A team name written (or typed) in a font that is complimentary to the name.
4. A slogan that corresponds with the team name and incorporates the goals and qualities of
the team.
5. A logo drawn neatly and consistent with the team name, slogan, and qualities.

Selection Process:

1. The clients reserve the right to select the five best concepts.
2. The creative teams for the five chosen concepts will present their concepts to all
stockholders.
3. The stockholders of the MEW organization will then vote by secret ballot for their favorite
concept.
4. The MEW Corporation will announce the chosen team concept after voting has taken place.

Compensation/Wages:

As usual your compensation depends upon the quality of your work. There are no “hourly wages”
involved in this project. You will receive one grade for the concept. Grades will reflect individual
contributions to the group’s activities. You will not be compensated for someone else’s labor. These
grades will be recorded in your ELT class. The members of groups with concepts chosen by the client as
finalists will receive three emergency fund credits. The members of the group with the concept chosen
to represent this year’s team will receive six emergency credits to be used as needed.

Figure 2.1 Sample Team Concept Memo

intricate, such as going on a scavenger hunt around the school to collect clues
to solve a mystery, or as simple as lining up in alphabetical order by middle
name without speaking.
Every year we include academic connections based on the team name
and concept in our core classes. When we were the Wizards, for example, we
studied the history and literature of King Arthur and students named our team
area Camelot. When we were known as the Flying Pigs, we found news articles
about florescent green pigs being bred in other countries, information that we
integrated into our language arts study of science fiction and our science unit
dealing with genetics. Because our students are responsible for developing the
team’s identity and we integrate the themes into daily practices, they have a
stronger connection to learning and to each other.
The “all for one” attitude that builds from the students’ vested interest in
the team results in a unique bond. We have seen students from opposite worlds
not only become friends but also pull each other up academically and socially.
Usually by November, we begin to hear our students speaking to each other
as if they were family, not just classmates. We have witnessed everything from
students giving each other ten-second pep talks to full-blown lectures on how
to improve grades and behavior. The depth in which our students build their
relationships with one another and become more of a family becomes apparent
every year in the days leading to Christmas.
It has been a long-standing tradition for our students to read “The Gift of
the Magi” and share ideas about the importance of giving during the holiday
season. A few years ago we added to the tradition by asking students to write to
one another about a gift they would share if they had no money to spend. It is
truly amazing that these sincere, heartfelt letters every year focus on classroom-
related topics, as opposed to superficial middle school interests. Martin, who
was severely struggling in school, received this holiday gift from Shawn:

Dear Martin,
If I could give you anything in the world it would be my conﬁdence
because I think you are scared to learn around your friends. You
probably think if you do your work they will make fun of you. But if
you had my conﬁdence you wouldn’t worry about what other people
say about you. When you’re in class you learn, when you’re outside
of class you associate. In order to be something in life you have to go
through school.
Sincerely,
Shawn

Some might argue that these relationship-building and team-naming

activities take precious time away from the curriculum. This is true; we do
not blast off from the beginning of the school year at rocket speed. But year
after year we have found that the time and effort we spend getting acquainted
with students saves us time in the long run. Because students learn to trust
us and develop a better understanding of the purpose of learning, they are
more willing to engage in deeper educational inquiry. By December we have
always caught up to the curriculum timeline, and students are still interested
in school events even after the newness of the school year has worn off. The
initial relationship-building activities enable us to spend the remainder of the
year focused on meaningful, integrated academic endeavors.

TeamWork: Setting the Standard for Collaborative Teaching, Grades 5–9, by Monique Wild, Amanda Mayeaux, and
Kathryn Edmonds. Stenhouse © 2008. No reproduction without written permission from publisher.
Building a relationship with the adolescent learner is a beginning point,
but no teacher or team of teachers can manage the process alone. You have
to have friends. Those friends include anyone who comes in contact with the
child—from parents and grandparents to administrators, coaches, and ministers.
Parents? Yes! The fallacy that families do not want to be involved in middle
school students’ lives prevails in our culture. We can prove it is not true.
Unfortunately we actually believed it ourselves at one time. We were
extremely discouraged with family conferences that ended in conflict and
produced limited solutions to problems. The turning point came after one
particularly horrible conference in which a parent threatened to harm Monique
and her children if she didn’t change a student’s grade. Monique pressed charges
and filled out the required police paperwork, but not before she realized that
she had to find a better method of communicating with students’ families.
Having just completed the process to become certified by the National
Board for Professional Teaching Standards, which emphasized the importance
of reaching out to parents, Monique was moved to reflect on what had caused
the meeting to end so badly. Although it would have been easier, and more
satisfying, to simply conclude that the student’s mother was crazy, Monique
eventually realized that her own actions had contributed significantly to the
conference’s poor outcome. Monique had not had any contact with the parent
prior to the conference. When the mother angrily complained about the child’s
grade, Monique became afraid, then defensive. She would not bend or work
with the parent or the child to find a solution. She put the responsibility back
on the family. Eventually, Monique realized that while she could not control the
parent’s reaction, she could change how she shared bad news with families and
establish positive relationships throughout the year to build trust and reduce
misunderstandings.

43
TeamWork: Setting the Standard for Collaborative Teaching, Grades 5–9, by Monique Wild, Amanda Mayeaux, and
Kathryn Edmonds. Stenhouse © 2008. No reproduction without written permission from publisher.
TeamWork
44

One of the major differences between our earlier approaches to working

with families and our current practices is the way we try to involve them in
team-building activities. Before jumping into detailed lesson plans and ideas for
speciﬁc activities, we explore families’ backgrounds and expectations. The ﬁrst
week of the new school year we send home surveys and ask for information to
guide our work. See Figure 3.1 for an example.
This survey helps us plan appropriate instruction and provide necessary
student supports. In addition, it immediately communicates to families that
they are a valuable part of our team.

Families: Invite Them and Keep Them Coming Back

The relationships we build with families go beyond notes and phone calls.
Our students’ families are welcome additions to our team, and we want to see
and hear from them regularly. The best way we’ve found to involve families
and connect them to our team activities is to invite them to our classrooms.
Our ﬁrst personal meeting is a well-orchestrated effort known as our Let’s Get
Acquainted Night.
In 2002, our team was known as the Wizards. The invitation shown in
Figure 3.2 went home with every Wizard on our team.
During the getting acquainted festivities, our students become experts
who guide their parents through a typical school day—sort of a twist on the
traditional open house in which teachers explain policies and procedures
to family members as they rotate in and out of classrooms in small groups.
Instead, our students present pertinent information, give examples of class
activities, teach their families to solve math problems, introduce them to
Internet resources that explain the state’s standardized tests, and discuss
classroom procedures. The students do such a marvelous job that we can
cede the leadership role to them while we mingle and take photographs of
the interactions.
Families truly want to be involved at school; they’re just waiting for an
invitation. Some parents and guardians who work odd shifts can’t be present
on a regular basis, but they make a good effort to show up for activities that
directly involve their children. We remind them that the classroom doors are
always open and that we appreciate any level of involvement.
When families can’t come to the classroom, we try our best to bring the
classroom to them. We send email messages that contain links to students’ work
samples, video clips, and PowerPoint presentations. For those parents who do

Family Survey
We look forward to working with your child this school year. We will spend the first weeks doing
activities to help us get to know your child’s personal and academic interests. Please answer the
following questions and return this sheet to school tomorrow. Thank you for assisting us in working with
your child. If you ever need to contact us, please do. You may reach us by calling the school or via our
website at www.edline.net. (You must obtain a password from the office to access Edline.)
We anticipate a terrific year working with you and your child.
Sincerely,
Kathryn Edmonds, Monique Wild, & Amanda Mayeaux

Child’s Name: ________________________________________________________________

Your Name: __________________________________________________________________

How often does your child read at home?

___ Never ___ Only when necessary ___ Once a month ___ Once a week ___ More than once a week

What do you notice about your child’s reading habits?

What do you notice about your child’s language skills (writing and speaking)?

What are your child’s favorite hobbies?

What should we know about your child?

Do you and your child discuss historical issues?

Does your child keep track of current events?

Does your child try to solve real-world math problems (estimate grocery bills, figure miles per gallon, etc.)?

In which type of extracurricular activities does your child participate?

Has your child ever used a public library? Why?

Does your household have access to the Internet and email?

If you would like to receive our weekly updates via email, please provide your email address here:

_________________________________________________________________________

Figure 3.1 Sample Family Survey

n have access to email and technology,

not
w
we make alternative arrangements. For
e
example, if parents couldn’t view the
V
Valentine’s Day presentations on their
h
home computers, we saved the work on
a CD-ROM so they could view them on
ccomputers at the local library. In addition,
Let’s Get Acquainted Night d
during our regularly scheduled student-
lled conferences, which we call Portfolio
The Wizards cordially invite you to an enchanted evening in Camelot
where your very own Wizard will introduce you to the magic that spar- S
Show-Off Day, we had computers available
kles daily in our classrooms. ffor parents to view their children’s work.
A
After sharing the PowerPoint Valentine’s
On September 9, 2002, at 5:30 p.m., we would like to invite you and
D
Day messages with snippets of student-
your child to attend a special meeting for our team. This meeting will
last until 7:30 p.m. w
written poetry, we received many positive
rresponses from parents.
During this meeting, our team of Wizards (your children) will assist us
in answering some of the following questions: “The poems touched my heart deeply,”
A
Austin’s mother wrote back. “They’re
• How can I help my child do well on the LEAP? ccertainly a forever keepsake! Thanks for
• What resources are there to help with the LEAP?
• What is Writer’s Workshop? aall you do to tap into the whole child and
• What is Reader’s Workshop? tto help them reach their fullest potential!”
• What kind of problem-solving is my child doing?
• What types of things is my child doing in science? If we want our students to reach their
• What does the curriculum require my child to master? ffullest potential, we must involve their
• Why did I buy that really BIG binder? ffamilies in the learning process. We spend
a great deal of time teaching our students
h
how to discuss education issues with their
Figure 3.2 Invitation to Let’s Get Acquainted Night
families so everyone will understand the
importance of lifelong learning. Portfolio
Show-Off Day is a great opportunity for our students to practice these
communication skills.
During one memorable Portfolio Show-Off Day, the hallway was bustling
with parents and students chattering about their work. We set up desks along
both sides of the length of the hallway so parents and students could chat
with each other easily. Allison’s dad was standing beside her mom, laughing
at a short story their daughter had written. Jeremy’s brother had pulled up an
extra chair to listen to Jeremy’s tape recording of the class’s choral reading
of “The Highwayman.” At the end of the hall two grandparents had joined
several others in viewing the silent ﬁlms the children had created. Other
visitors wandered around looking at all the student work that represented a
year in the life of our learners.

At one point in the evening, Amanda walked out of her classroom to

check on some activities and was surprised to see Ricardo’s mother weeping
in the hallway. Ricardo was gently rubbing his mother’s hand and soothing
her with quiet assurances.
Amanda rushed over to the parent and asked, “Are you okay?”
Ricardo’s mother looked up and said, “I ain’t never been here before, but
nobody told me my boy was so smart. I should have come sooner.”

Building on the Love

Parents love their children, but not all of them have fond memories of school.
Some of them stay away from school because they fear that their children will
have similarly miserable experiences and they don’t want to relive the pain. After
struggling to connect with parents over the years and having some yell at us over
the telephone or refuse to sign and return paperwork, we knew we had to get to
know them better before they would trust us enough to help their children.
During our first year teaming together, we decided to make family
relationships a priority. When we dug deeper through conversations, surveys,
and email correspondence into the issues that kept parents from visiting school,
we found stories of illiterate parents who were embarrassed about being unable
to sign their names or those who simply thought they had nothing to contribute.
As teachers our job is to change that perspective. No parent should have to wait
until the end of middle school to discover a child’s talents, as Ricardo’s mother
did. If we’re doing our job well, information and insights about students should
flow back and forth between school and home in a continuous loop of learning
and sharing.
Young adolescents can be critical conduits in this communication cycle. It’s
true that middle school students routinely toss report cards, permission slips,
and other important paperwork for parents into their backpacks, along with
empty potato chip bags, iPods, and dirty gym shorts. Many of the messages
intended for home inspection never reach their destinations. This can be a
source of irritation for both parents and teachers as each awaits a response that
the other didn’t know was needed. If the backpack express is the only method
teams use to share news about students’ progress and problems, the results will
be inconsistent and unsatisfactory.
At the same time, we firmly believe that young adolescents can be taught
to be responsible and accountable. One of the key ways we build their skills

and enlist their support in strengthening home/school connections is through

student-led conferences, which involve students and their parents discussing
work samples and academic progress. Although teachers are intimately involved
in this process, the students lead the discussions. We have found that if we truly
want our students to feel in control and become responsible for the conference,
it is best if we are available to clarify points without actually sitting in on the
entire conference.
According to Donald Hackmann (1997) student-led conferences enable
students to take an active role in discussing academic progress, which encourages
them to be more accountable about their progress to their parents and teachers.
Hackmann identiﬁes three phases of student-led conferences, which we always
include in our practices: preparation, conferencing, and evaluation.

Preparation
Prep
P
Preparation for student-led conferences
Plan for my discussion with my parents/guardians o team includes collecting artifacts,
on our
revie
reviewing and self-evaluating the artifacts,
1. Three things I want to discuss with my parents are … plan
planning discussion points, and practicing
conf
conference procedures. Beginning with
the ﬁrst day of school our students keep
po
a portfolio that contains every graded
2. What I need to explain to my parents about my goals includes …
assig
assignment, quarterly goals they set for
them
themselves, interest and learning style
surve
surveys, photographs, newspaper articles,
3. The thing that I’m most proud of is … self-e
self-evaluations and improvement plans,
and computer-generated grade report
summ
summaries. The portfolios not only
beco
become great tools for tracking students’
4. I need to work on …
succ
successes (and sometimes failures); the
colle
collections also provide insights about
our cclassroom activities.
5. I want to tell my parents that I need help with …
T
Typically we set aside three days
or n
nights throughout the school year
for Portfolio Show-Off and student-
6. I want to tell my parents thank you for … led conferences. Parents sign up for
time slots during which they come to
view their child’s portfolio and have a
conf
conference with their child. Although we

Figure 3.3 Plan for Student-Led Conference with Parents/Guardians

are available to answer general questions, we do not use this time for private
conferences to discuss students’ behavior or grades. These events are strictly
for the students to share their efforts and explain why they may be behind.
Because we stay well into the evening on these days, working parents also
have the opportunity to share this experience with their children.

Conferencing
Carol Smith (n.d.) emphasizes that student-led conferences should go
well beyond a display of the year’s activities and lessons. The conferences
should focus primarily on students’ reﬂection and growth. To guide
students through this process, we help them develop a plan to lead
their discussions with their families and ensure that the conferences are
productive, meaningful, and enlightening. The format for the plan changes
periodically but always follows the
basic pattern shown in Figure 3.3. The
plan is accompanied by a cover letter
Dear Parents and Guardians:
reminding families about the purpose
of the conference (see Figure 3.4).
Welcome to our Portfolio Show-Off Day! We are so glad that you are
We never encounter low attendance
able to be here with your child today. We are dedicated to keeping you
when we invite families to school for informed about your child’s progress. We hope that this conference with
student-led conferences. On average your child proves enlightening.
about 75 percent of our students’ families
While you are here viewing your child’s portfolio, please take time to
make themselves available to attend look at the quality of your child’s work. Praise your child for his or her
Portfolio Show-Off Day compared to the accomplishments and make plans for improvements.
25 percent we saw when we just requested
a conference when a student had Items that you should ask your child about include:
problems. The high turnout for student- 1. Portfolios
led conferences, a trend supported by 2. Reading journals
research (Hackmann 1997), doesn’t 3. Planners
4. Reading homework charts
happen automatically. We send notes and
5. The book that he/she is currently reading
email messages and make phone calls 6. Self-evaluations for the current grading period
until we are certain that every parent has 7. Anything else you’ve been dying to find out
received information about the events. We
Also, we’d like to remind you that we update our website every week with
emphasize the importance of the process, class assignments. You may visit us at www.edline.net.
and students’ excitement about sharing
their progress bubbles over at home as Sincerely,
well. If families cannot attend the events,
The Flying Pigs
we send their children’s portfolios home.

Figure 3.4 Sample Student-Led Conference Cover Letter

Evaluation
Following each portfolio event, we request feedback from parents and
students. Figure 3.5 provides a sample feedback form.
From the feedback forms we learned that parents were not getting our
communications, so we began calling home when notes were not returned,
sending email messages to families who had Internet access, and sending
second notices through the postal service.
The feedback forms also relay information about problems, illnesses, and
tragedies that our students experience, as well as the reasons why some
hate school. The history and insights help us understand why students may
misbehave or struggle.
We also stopped assigning take-home projects after many families told
us how much they loathed them. Some parents resented how these projects
encroached on their hectic schedules
and limited family time. Others said
Child’s Name: ________________________
they lacked the money to buy necessary
materials or the knowledge to help their
children complete the projects. When
Parents, it became clear that class projects were
Please respond to the following questions so that we might be able to causing major disruptions, we changed
plan for future contacts. our approach. We now live by the idea
that if something is worth doing, we will
1. How was the student/parent conference beneficial to you and your
provide time to complete it in class. We
child?
still assign homework, but major projects
happen in our classrooms.
2. What was the most pertinent information that you gained?
Because families can’t visit school
every day, we keep them up-to-date
through our team website. We provide
3. What do you still want to know?
links to other Internet resources that
reinforce skills and information taught
in the classroom. Currently, our school
4. What were your expectations of the event prior to conferencing with district uses the Web service Edline, which
your child?
provides password-protected access to
students’ grades, class assignments, and
daily handouts. There are many other
5. What do you feel your child’s teachers need to know?
similar services, such as schoolnotes.
com and teacherweb.com, which are
easy to use and economical.

Figure 3.5 Student-Led Conference Feedback Form

Building a Web of Support

Whether we communicate with our students’ families in person, via the
telephone, or in writing, we spread the message that their children are special
to us. Whenever we contact parents or guardians, we follow the same format:
1. Say something positive (you may have to dig deep).
2. State what happened and how the student’s behavior is keeping him
(and, potentially, his peers) from learning.
3. Say something positive (you may have to dig deeper).

For example, instead of saying, “Johnny talks all the time during class. He
never takes notes, and if he doesn’t get it under control he’ll fail the unit,” we
might take a different approach. “Good afternoon, Mrs. Doe. I’m just calling
to let you know how Johnny has been doing in class. He is one of our most
outgoing students, really friendly to everyone in the class. Recently he has been
forgetting to take his notes and practice the sample problems. I know how
much you and your husband want Johnny to succeed, so I’m sure you’ll be
encouraging him at home to work to his full potential in the classroom, and he
can still be just as sociable at recess.”
Another approach we use is to make the introductory and closing remarks
and let the student tell her mom or dad what she’s been up to. This idea
occurred to us after we had many phone conversations with parents who didn’t
believe our account of their children’s misbehaviors. We thought (correctly, as
it turned out) that if the students heard the disappointment or anger in their
parents’ voices, they might be more motivated to immediately correct their
behavior. One such conversation went as follows:
“Hello, Mr. Davis, this is Kathryn Edmonds, Lance’s teacher, calling from
Dutchtown Middle School. Today in math class we are learning several
probability concepts, which are not only going to be on Lance’s nine-weeks
exam but also on the statewide assessment in three weeks. This is usually a
tough unit for students, and I know how well you expect Lance to perform.
Lance is here with me now, and I’m going to let him talk to you and share how
he’s been using his time in math class this morning.”
“Dad, this is Lance. I haven’t been doing my work this morning, and now
my teacher is upset. (PAUSE) No, sir, I didn’t write any of the notes. (PAUSE)
Nope, I didn’t do the activity either. (PAUSE) Well, uh, I was sleeping at ﬁrst;
then when she woke me up, I didn’t know what we were doing, so I started
tearin’ up paper and throwin’ it on the ﬂoor. (LONG PAUSE) He wants to talk
to you again, Mrs. Edmonds.”

“Hey, Mr. Davis, it’s Kathryn again.”

“Mrs. Edmonds, I am so sorry you had to call me to get Lance to finally
focus in class. I would like a copy of the notes and the activity, and Lance will
complete everything tonight, twice if it’s not perfect the first time!”
“Yes, sir, I hate that I had to call you, too, but I know you only want the
best for your son.”
“Yes, ma’am, thank you, and please know this will not happen again. But if
he starts to slip, please don’t hesitate to call me anytime.”
“Thank you, Mr. Davis. Have a good rest of the day.”
Lance took notes and completed all of his activities for a solid eight weeks
(a major achievement for a special education student with an individualized
education plan [IEP] that included a behavior plan).
Our multifaceted team effort to build bonds between school and home
has made an astounding difference in our interactions with students’ families.
Establishing and maintaining strong,
positive relationships with parents and
Contact Cards guardians is a conscious part of our work,
Whether you need to contact families because of an emergency or never an afterthought. They are vital
because their children are being disruptive, you will want to have quick partners in education, and we no longer
access to phone numbers and email addresses. Compile this information take them for granted.
on half sheets of card stock paper, bound with a single ring, and hang the
collection at a designated place in each classroom. Make sure substitute The degree to which our relationships
teachers know how to find the cards. To keep this information confidential have changed became clear in the
and out of students’ reach, we hang the cards facing backward above our
filing cabinet. summer of 2006, as we were preparing
our presentation for the Disney American
Sample Contact Card Teacher Awards. During our deliberations,
we realized that we needed a video clip of
Student’s Name: ____________________________________ Markeith. We called his home to request
the opportunity to film him during the
Lives With: ________________________________________
next week. Markeith’s mom responded,
Home Phone Number: ________________________________ “You need Markeith? Yes, Mrs. Mayeaux,
we will take him to you right now.”
Work/Cell Number: __________________________________
Ten minutes later, Markeith’s brother
Email Address: _____________________________________ dropped him off at Monique’s house, and
we completed the videotaping. Only when
Alternate Contact 1: _________________________________
Markeith was about to leave did we learn
Alternate Contact 2: _________________________________ the entire story. Markeith had been on his
way to a doctor’s appointment when we
called. His mother quickly rescheduled

the appointment and rerouted him to Monique’s house because “his teachers
needed him.”
That kind of parental support is invaluable to a teaching team. It is worth the
time and effort to cultivate such relationships because they enrich us personally
and professionally. Our relationships with students’ families are based on mutual
concern for the most important people in the parents’ lives—their children.
We have found that our students’ families go out of their way to support our
decisions because they know how much we care for their children.

Relationships with Administrators:

Friends in High Places
Although we’d love to claim responsibility for every positive aspect of our
teaching relationships, the truth is that we wouldn’t be as successful without
our school administrators’ support. They create so many opportunities to build
rapport with students and their families. Because the principal, Doug Walker, is
willing to stay after school to lock up, we can extend student-led conferences into
the evening hours. Because he sets an open-door policy, families feel welcome
to visit our classrooms whenever they choose, as long as they notify the office
that they are in the building. Because Susan Jordan, our assistant principal,
makes time to observe the baby rats born to the pets in our science class, our
students believe that administrators care about what they are learning.
In return for this support and assistance, the principal simply requests
that we run our ideas for “extra activities” by him before we send notices
to students’ families. After all, he is the person responsible for everyone on
campus. And because of legal issues, he must view our plans through a
different lens than we do. More than once, he has told us in jest, “Some of the
most frightening words from you three are, ‘We have a great idea!’”
The principal has disallowed some of our grand schemes. We’d be lying
if we said we weren’t disappointed. It can be very frustrating to hear “no”
when you are trying to arrange a project or event that you consider crucial
to students’ learning. But before you go on a rampage or view the decision
as a personal attack, remember that the administrator knows more about the
intricate workings of the school community than you do. Tunnel vision is
easy to develop when you are confined to the classroom every day.
If you believe your idea is worth fighting for (as we often do), try
approaching the principal, dean, counselor, or department chair again.
Respectfully request another meeting and thoroughly explain why your plans
are necessary and will benefit your students. Listen to the supervisor’s reasons

for denying your request and then suggest a compromise that maintains the
integrity of your idea and addresses his or her concerns. Sometimes this
approach will result in a revised idea going forward; sometimes the plan
still won’t work. However things turn out, the administrators will appreciate
that you respected their authority and did not proceed without following the
proper protocols.
Administrators really need to be informed about successful endeavors
as well as problems. Because they deal with the public, they need accurate
information to convey. We routinely invite administrators to special team
events, presentations, and conferences. We extend an open invitation to
visit our classrooms at any time and become involved in the lessons we are
teaching. Often the principal and assistant principal will walk through our
classrooms to check on certain students, and they will praise these students’
work when they see them elsewhere on campus.
If teaming demonstrates nothing else, it deﬁnitely supports the belief
that more can be accomplished as a group than individually. Effective teams
realize that time spent building positive, satisfying relationships with students,
parents, and administrators pays off in the long run by creating a culture that
supports teaching and learning. Such relationships free teachers to focus on
the real work of education—providing instructional experiences that help
students succeed.

As the World War II veteran recounted his role in the invasion of Normandy,
tears streamed from thirteen-year-old Greg’s eyes.
“Thank you,” Greg said as he jotted notes.
“Son,” the veteran replied, “I tell the story every day, and I cry every time.”
Our students were at The National World War II Museum in New Orleans
to gather information for our team’s study of life during the 1940s. As they
toured the museum, the students examined the displays and interacted with
the veterans who work there. They carried clipboards and took notes to share
with one another when they returned to school.
Most impressive throughout the day was our students’ level of involvement.
They stopped to appreciate every exhibit and took time to imagine the events
depicted there. Several people commented on the students’ attentiveness and
good behavior. One visitor, who had witnessed the interaction between Greg
and the Normandy veteran, turned to Monique and said, “I’ve been watching
your students. They have such intelligent questions. It is obvious they already
know a lot about World War II. They are so involved and well behaved. They
must be your school’s most advanced class.”
Brian and Ashton, two of the students who heard the woman’s praise,
smiled and giggled at the comment. A smile spread across Greg’s face. The
students exchanged a quick glance with Monique. She winked at the students
and then thanked the woman for noticing their efforts.
“Yes,” Monique said. “They are extremely intelligent and very well behaved
when they choose to be.”
Contrary to the woman’s assumptions, our students would not have been
considered advanced by any traditional measure. All forty-four were members of
our school’s Challenge program, which was designed to put struggling students
on a fast track to high school. Each student had been retained twice during

55
TeamWork: Setting the Standard for Collaborative Teaching, Grades 5–9, by Monique Wild, Amanda Mayeaux, and
Kathryn Edmonds. Stenhouse © 2008. No reproduction without written permission from publisher.
TeamWork
56

elementary school and was at risk of dropping out before becoming part of our
teaching team in the seventh grade. They were overage and unmotivated. A year
later, at the time of the museum visit, they had made up the equivalent of two
grade levels and had begun looking at failure through the rearview window.
Their path to progress was rocky and uneven. Our performance as their
teachers provided plenty of pitfalls too. But the journey to reach that point
proved to be the most rewarding school year of our careers, and the lessons
from those experiences have enriched our work, offering valuable insights
about how effective teaching teams can change young adolescents’ futures.
Every teacher struggles to reach all of his or her students. One of the great
myths of education is that learning is linear, with each new idea linked to the
previous one like colorful and connected towers of Lego blocks. According to
this theory, a teacher needs only to fit this piece to that piece to construct the
curriculum, and the lessons will seep into students’ brains steadily and surely.
Reality is much messier than that.
For example, though we pride ourselves on reaching out to students who
build walls around themselves and balk in the face of anything remotely
educational, some have slipped through our grasp. Recall from Chapter 1
our struggle with a student who was going to be expelled for discipline
issues and for repeatedly leaving campus during the school day. Looking
back, we realize that we became emotional with each other because we had
invested so much time and energy trying to turn this student around. We had
spent months counseling, cajoling, encouraging, befriending, conferencing,
teaching, and begging him to make wise decisions. However, in the end,
he rejected our help, including the final appeal we made to the expulsion
committee on his behalf. Eventually, the school dismissed him.
We could have become discouraged by our failure to save this student
from his self-destructive impulses. Instead, we chose to focus on what he had
accomplished during our time together, reflect on some missed opportunities,
and use this knowledge to improve our practices. The same student, prior to
his expulsion, had helped his peers with math problems, stayed after school
to sweep our classrooms, and brought his brother to meet his teachers.
Academically, he had stints of success. For a whole week, he turned in every
homework assignment. He wrote full-page entries in his journals. He floated
around the class during math to assist other students. Success, for some, must
be measured in small steps forward.
However, he was unable to maintain these efforts. We discovered that
education was not valued in his family. Most of his siblings had actually raised
their esteem within the family by dropping out of school to go to work. Because

our student was too young to drop out legally, he ﬁgured out another way to
disengage from school. Ultimately, we did not have the power to keep him in.

Learning to Value Education

Schools today are full of students who are struggling for one reason or
another. And they can’t all be lumped together into one stereotypical pool
of poverty and ethnicity. Before you begin to conjure thoughts that students
at risk of failure only inhabit the hallways of urban schools, consider this
frightening image. In On Common Ground (DuFour, Eaker, and DuFour, eds.
2005), Roland Barth and his colleagues define at-risk students as those who
are unlikely to continue learning once they leave school. Barth’s explanation
suggests that both average achievers and gifted students from “Beaver Cleaver”
homes may be in danger of disconnecting if they don’t receive the right
stimulation and support in school.
Several years ago, when we began examining national and school data as
a starting point for our investigation of the common causes of student failure,
we were stunned by what we found. For example, we discovered that in 1997–
1998, only 30.5 percent of students seventeen years old and older with learning
disabilities held a standard high school diploma (U.S. Department of Education
2000). At Dutchtown Middle School, we were on track to continue that awful
trend. At the time, just 11 percent of our school’s special needs students scored at
the proficient level on the state assessments, which meant they were in danger of
repeating a grade. In addition, many of our students in the Challenge program—
not all of them with identified learning disabilities—had already repeated grade
levels while in elementary school. Research suggested that this factor alone made
them twenty times more likely to drop out of school than students who are on
pace when they enter the middle grades (Rumberger 1995). Other studies have
found that one grade retention increases a student’s risk of dropping out by 40 to
50 percent, while being retained two grade levels increases the risk by 90 percent
(Roderick 1995). Such a frightening statistic underscores our critically important
roles as middle-level educators.
As a team, we have tried a range of class configurations to combat
failure, including separating a large group of underachievers for accelerated
instruction, as we did with the Challenge group during the 2005–2006 school
year. We also have tried blending special needs students into our regular
classes instead of placing them in self-contained sessions, as well as teaching
the same group of students for two years to provide more consistent instruction
and build on secure, established relationships. Every year we analyze the
strengths and weaknesses of the students whom we inherit and try to find a
team arrangement that will be most beneficial.

But appropriate groupings are only one part of the solution for struggling
students. An equally crucial component is showing them how to learn. Many
students enter middle school behind in one category or another. They may have
limited language skills, social and emotional gaps, inadequate family support, or
weak foundations in one subject or many. Addressing those deficiencies takes
teamwork and a determined approach to meet students where they are and
move them ahead, whether by inches or leaps.
Students closely watch their teachers—even when the adolescents seem
preoccupied with a dozen nonacademic distractions—so it’s important for us
to model effective learning habits. One day, for example, Amanda loudly and
purposefully stacked three novels, four academic books, six academic journals,
seven newspapers, three trade magazines, and two articles downloaded from
the Internet on top of the overhead projector in the front of her classroom.
The students were so perplexed that they just sat and stared. They had been
expecting to begin their math lesson as soon as they entered the room.
Amanda stood by the stack and said, “This represents the information I have
read this week. I am a learner and, as such, I am in constant need of new
knowledge. My appetite is never satisfied. Let me share a few things I have found
out this week from my adventures in text.”
Amanda continued for the next five minutes sharing what she had learned
about how a student’s brain processes new information, the life of the ancient
Romans, and the unbelievable carnage at the Battle of Gettysburg.
“So, you read all of that?” asked Charles.
“No, I did not read every word in every one of these books, but as a
learner I used specific skills to find what interested me,” Amanda responded.
“I browsed the tables of contents in the books or I used the index to find what
might interest me.”
Amanda then shared how she might read an entire article from one
magazine and highlight important information, while in another magazine
she might just skim the material for key ideas.
“Do you ever sleep?” April asked, laughing.
“Well, I know if I have a book with me, I am never alone, so I read everywhere
and whenever I have time,” Amanda said. “For example, yesterday when y’all went
to lunch, I had twenty minutes to read through this article on deer populations,
which we will use soon in our class. Reading is something I find time to do.”
In the back corner of the room, Charles raised his hand to ask, “But you are
a math teacher; what does this have to do with math?”

Amanda replied, “Being a math teacher is second to my being a learner. If I

am not learning, how can I expect you to do so? I don’t have the money or the
time to fly off to Rome, but I can read about it. Reading is my transport vehicle,
my time machine, so to speak. I can go anywhere at any time. I also love to talk
about what I am learning, which is another habit of voracious learners. So, I will
share what I am reading throughout the year, and I in turn expect you to share
with me.”
The students sat and pondered these ideas very thoughtfully. Although it
would take time for many of them to believe in the value of reading in multiple
disciplines, the seeds were planted that day.
Such examples and explanations are crucial for middle grades students,
especially for those who do not live in homes where reading for pleasure
and academic discussions are part of the family’s routines. Amanda’s reading
demonstration is one of the many short activities we use at the beginning of the
school year to set the standard for meaningful learning. Our instructional plans
would be pointless if we did not also provide daily reminders and examples of
how scholars reflect, debate, synthesize, evaluate, and deepen their understanding
as they develop intrinsic motivation to explore the world.
One of our team’s formative goals is establishing an insatiable hunger for
learning. We believe the best way to stimulate students’ academic appetites is by
providing a rich intellectual diet. But first, we have to persuade them to try things
they may have found distasteful in the past.
For many students, poor reading skills interfere with academic success in
all subject areas. When we taught the Challenge program, 75 percent of our
students started the year with scores below the fiftieth percentile level on a
national, norm-referenced test of reading skills. Clarissa was typical of many
students who had developed defiant attitudes to mask their frustrations. When
she entered Monique’s language arts class in August, she placed one hand on her
hip, flashed her fingers in front of her face in a Hollywood-quality Z-snap, and
said, “My sister said you make people like to read. Well, I hate to read, and I ain’t
gonna read no book!”
Monique simply smiled and replied, “You will read before the year is over, I
promise. There are tons of excellent books out there, and I’m sure the right one
is waiting for you somewhere. I’ll help you find it.”
Clarissa backed down just a little. “I know you’re gonna make me read, but I
ain’t gonna like it!” she said.
By January of the same school year, Clarissa had recorded a message for
our team literacy campaign in which she excitedly stated, “Reading is fun if you

know how, so get a book, snuggle up, and read!” Here was the queen of the
antireading crowd working to persuade others that it was a worthwhile activity!

Literate—and Lovin’ it!

Clarissa’s transformation was not instantaneous, miraculous, or isolated.
It resulted from a calculated team effort to place reading center stage in all
subject areas. From the first day of school, we design activities to infuse
literacy throughout the curriculum.
Sometimes the methods prompt students to question our motives and
doubt our sanity. Two weeks into one school year, Ashley quietly confided in
Amanda, “I don’t want to be mean, but I think Mrs. Wild is very A.D.D. Maybe
she needs medicine.”
“What do you mean?” Amanda asked, pretending not to know why the
student thought Monique had attention deficit disorder.
“Well, she keeps jumping from thing to thing in class,” Ashley explained.
“She keeps starting this movie and three minutes into it, she turns it off and
says, ‘Let’s do something else.’ I don’t know if she is right, Mrs. Mayeaux. You
might need to check on her.”
Kathryn, who had overheard the exchange, stifled a giggle. Both she and
Amanda knew what Monique was up to. In the middle of a lesson, Monique
would say, “I don’t feel like doing this any more. Let’s watch a movie!” Of
course, the students were willing to stop the lesson to watch a movie, so
Monique put a Star Wars DVD into the player and let the credits roll. As soon
as the first character appeared in the movie, Monique said, “Aw, this isn’t
making any sense. Let’s go back to work.” Without any explanation, she then
continued the class as if there hadn’t been any interruption.
Monique followed this pattern for four days. She would stop the lesson
midstream to resume the movie, only to turn it off after complaining about being
bored or not understanding the plot. When Kathryn was in the classroom, she
would sympathize with the students and beg to watch more of the movie right
along with them. When the students moved to Amanda’s class, she patiently
listened to their complaints and controlled her desire to laugh.
Monique went about the school day as though nothing was amiss, but on
the sly she was recording the comments students made:

“If you would let it play, you’d understand it.”

“You can’t watch two minutes at a time; you’ll never get it.”
“You have to give it a chance. Don’t just give up on the story.”
“The first five minutes is just the setting and the characters. They haven’t
even gotten to the plot!”
“You’ll never get through it like this.”
“Have you ever watched a movie? This is not how you do it!”
Finally, on the fifth day, Monique decided that watching a new movie
was in order. She popped Indiana Jones and the Temple of Doom into the
machine and said, “I know what the problem is. Star Wars is a bad movie.
Let’s try Indiana Jones.”
Of course, Indiana Jones met the same fate as Star Wars, and a new cycle
of interrupted and disconnected activities began. By this point our students
were beside themselves with frustration. “Why are you doing this?” they asked.
“You are picking good movies; you’re just not watching enough of them. The
problem is not the movie; it’s the way you’re watching it.”
Jean Paul timidly ventured an idea: “I know. You’re trying to make a point
about something, aren’t you?” he asked.
“About what?” Monique answered with another question.
“I don’t know,” Jean Paul replied. “But something about language or
reading since this is language arts.”
“Oh!” exclaimed Tate, picking up the conversation thread. “You’re showing
us what not to do.”
“What not to do when?” Monique asked, purposely obtuse.
“When we read?” asked Tate.
“Yes,” Monique said, “and you have supplied me with all the lessons I
wanted you to learn about reading.”
Kathryn began to read from the list of student comments that Monique
had compiled, and the students groaned. They had been fooled into creating
the list of arguments that we would use the rest of the year to encourage
them to read. Here are some of the lessons the students discovered:
• Give books a chance and you might just find a story you like.
• Spend time reading. It is impossible to get involved in a story if you
only spend a couple of minutes with it.

• Read at least a third of the book before you give up. The beginning
of the book builds the plot by introducing characters, establishing the
setting, and so on. The early part of the story or book might not be as
exciting as the middle, but it helps you understand the meaning.
• Don’t skip from book to book. Spend time ﬁnding a story that interests
you so that you won’t abandon every book you pick up.
• Books are like movies; they’re stories. If you like movies, you may just
enjoy reading a book.

Our effort to captivate young readers does not end with this little bit of
fun. If we want our students to love reading, we have to link literacy to every
subject. We also use reading to reinforce skills, such as cooperation, that help
our team function effectively.
Seedfolks, by Paul Fleischman (1999), is a wonderful, short book that
we have used to teach students how different people with different ideas
can come together to make a community. We do not relegate the book to
Monique’s language arts classes. Because we want to demonstrate the strong
connections in a community, we each read a few chapters a day to whichever
group we have after lunch. The book’s lessons would not resonate if we
simply read a passage and then walked away, so we extend the classroom
conversation through dialogue journals. In addition, we may make simple
academic connections such as asking students to plant bean seeds in our
small team garden during science class. We talk about how we jointly care
for the plants, which leads to discussions about how we could grow if we all
worked together. These conversations, in turn, lead to others that examine the
qualities of supportive communities. Through such exchanges, our students
realize that what they read and learn applies to their lives.
As Joey reflected in his journal, “I think the quote hanging in Mrs. Wild’s
room that says, ‘Never doubt that a small group of thoughtful, committed
citizens can change the world . . . ’ relates to the book Seedfolks that we
read in Mrs. Mayeaux’s class. In Seedfolks, they changed their town and how
people treated each other. I think it relates to our class because we do stuff
to help each other and the community.”
That year, when we had finished reading Seedfolks aloud, our students
missed the daily habit. So Amanda began reading Tangerine, by Edward
Bloor (1997), in her math classes. Students started rushing in the door each
day to get their ten-minute literary fix.

As the story progresses, the book takes a sad turn when one of the
characters dies. During class, Amanda read the following passage: “Erik
stopped just inside the garage and said, ‘Mike Costello is dead, Mom. He got
killed at practice today.’” Then she closed the book.
“What?” students yelled, wanting more.
“That’s it,” Amanda said. “That is all I am reading to you. If you want to
know what happened, you will have to get the book and read it.”
The screaming match began.
“Where can we get one?” students cried out in unison.
“It just so happens I have nine copies right here,” Amanda said, “and I will
draw names for anyone interested in finishing the book over the weekend.”
When twenty students threw their hands into the air, Amanda wrote their
names on slips of paper. After the drawing, Joey was not among those who
had received a classroom copy.
“They have to be done by Monday, right?” he asked. “Well, I will just go
buy my own.”
Joey and many others did buy their own copies of Tangerine, including
several students who told us that they had made their first visit to a bookstore
during the weekend. Their enthusiasm reminded us of the pivotal moments
during our own adolescence when reading became a passion—and of the
adults who either spurred our interest or snuffed it out.
Amanda recalled the librarian who refused to let her borrow a copy of
Gone with the Wind. Kathryn told us how she had to wait until the twelfth
grade to find a teacher who made her excited about literature, and Monique
revealed that she had struggled to comprehend anything she read before the
fourth grade. Though she could read the words, her fluency often interfered
with understanding. The lack of positive experiences and her perception
that reading was out of her grasp caused Monique to avoid books whenever
possible.
Monique’s view of reading changed when her grandmother took her to
the library one summer and helped Monique select a “thick book,” which she
then read cover to cover. Her grandmother checked with Monique daily to
see what she thought about Johnny Appleseed, the book she’d chosen. During
their conversations, Monique’s grandmother revealed that she, too, had read
Johnny Appleseed as a child and told of her favorite events in the plot. The

conversations carried Monique through the book, at first because she did not
want to disappoint her grandmother and eventually because she wanted to
find out what happened next in the story. The powerful combination of good
literature, authentic interactions with another reader, and pride in finishing
an entire book helped Monique become a passionate reader.
Reflecting on this life event caused Monique to decide that as a teacher
she wanted to show her students how to love reading just as her grandmother
had taught her. Now, because we work as a team, our students experience
three adults supporting them in the way Monique’s grandmother supported
her and illustrated the joys of reading for her. This occurs for all of the
reading they complete in class, both independent reading for enjoyment and
assigned reading for class.

Reading Becomes a Habit

The reading we typically assign in our classes consists of literature that
encourages deep thinking. We read short stories such as “The Lady or the
Tiger” by Frank Stockton (1884), which drives our students crazy because of
its inconclusive ending. Months later they continue to debate the story dur-
ing class, at lunch, and during recess. We read novels such as The Outsiders
by S. E. Hinton (1967), which pull our students into the action before they
even realize they’re reading. In addition to assigning poignant literature, we
consciously seek to develop students’ reading habits by letting them make
informed choices about what they will read.
Early in our collaboration, we used Nancie Atwell’s book In the Middle as
an idea generator for our team practices. As Atwell explains, students become
more enthusiastic about reading when they get to choose what they read and
have access to a wide selection of text.
We took this message to heart and began surrounding our students with
great literature of all genres. Our team now has a library of more than one
thousand titles, which are arranged alphabetically by the author’s last name
and housed in Monique’s classroom. When students need resources or a book
to read, they ﬁrst check the team library and then visit the school library if
necessary. However, our students do not just randomly choose the books
they’ll read from our shelf. Without guidance, they would spend most of their
time shufﬂing from shelf to shelf randomly choosing books to read. Without
proper background knowledge about the types of books available to them,
our students cannot make informed decisions as they select books to read.

To help students match books to their interests and make a plan for
their potential reading, we use a variety of techniques. First, our students
maintain a list of favorite authors, genres, and books. Once they identify the
books they enjoy and the factors contributing to their enjoyment, they are
more likely to seek books that they are predisposed to like. In addition, our
students maintain a list of books they want to read so that they always have
specific books they can look for on the crowded shelves without resorting to
random choices that hold no significance for them.
Using book talks, we recommend books we’ve enjoyed to students by list-
ing the criteria for quality. Our students listen to the talks and make recom-
mendations for books they’ve read that are similar. Sometimes our students
have read the books we’re introducing, and they reveal their experiences with
the books as well. Eventually, our students will take over the book talks and
the job of persuading their classmates to read the books they’ve enjoyed.
In addition to book talks, we often give our students a chance to sample
various books from the class library. We place one book on each student’s
desk. We then provide two minutes for students to peruse the books and
make notations. At the end of two minutes our students either add the book
to their must-read list, or pass it on to the next student in the row. The books
continue around the classroom in a round-robin fashion until students have
been exposed to ten to fifteen books during the session. We have found that
once students discover the types of books that interest them and begin relat-
ing those books to other life and school experiences, they are hooked.
Reading eventually becomes a habit for our students, which is the first
step to becoming avid readers. But good habits must be cultivated through
structure, guidance, and practice. We hold our students accountable for read-
ing twenty minutes each day during class and twenty minutes at home each
night. We track their progress by recording page numbers as our students
silently read in class. Each night our students record the number of the last
page they’ve read, and we check their charts the following day during our
twenty minutes of independent reading.
In addition to monitoring students’ reading progress, we take the time to
discuss the books with them during brief asides in class. We also often ask
them to use journal entries to relate independent reading to assigned read-
ing by asking questions such as, “What have you read independently that
reminds you of the short story ‘Flowers for Algernon’? Explain how the two
pieces of literature are related.”
Ultimately, we want our students to explore books of their own choosing
to experience what Teri Lesesne calls the “unconscious delight” of reading

that occurs when we become absorbed in books. In Making the Match (2003),
Lesene describes the stages students pass through on their way to becoming
lifelong readers. These steps include reading autobiographically to search for
characters like themselves, reading for philosophical speculation, and read-
ing for aesthetic and vicarious experiences.
Time is a crucial stimulus for enthusiastic readers. “Frequent practice in
reading is one of the main contributors to developing fluency,” David A. Sou-
sa reminds us in How the Brain Learns to Read. “Children who lack fluency
read slowly and laboriously, often making it difficult for them to remember
what has been read and to relate the ideas expressed in the text to their own
experiences” (2005a, 82).
The impact of focusing on reading across the team amazes us year after
year. Our toughest group of students produced the most surprising results. Of
the forty-four students in the Challenge program, only six had read a novel
independently before joining our team. The others had listened to books
on tape in class but had not actually read for themselves. By the end of the
school year, they were reading a book every two weeks, on average. Some
students read one book a week, a few read a book every three weeks, but
every student significantly improved.
This is not to say that we consider quantity the only evidence of success,
but the more students read, the more fluent they become. Our students also
developed new perspectives about reading’s benefits.
Joshua visited us on his first day of high school to reveal his discovery to
Monique. “You know, Mrs. Wild, I didn’t stop reading just ’cause school was
over. I remembered what y’all said about how reading helps you learn. Looks
like I learned a lot this summer ’cause I read five books.”

Discovering Diamonds in the Rough

Though improving students’ literacy skills is a starting point, it is by no means
the only way to turn low performers into high achievers. As a team, we also have
to show students how to learn. This might seem obvious, even disingenuous, but
the truth is that many young adolescents do not understand how to “do” school.
They don’t know why some students seem to get the game while others don’t.
It’s as if they were absent the day the rules were explained.
When working with the Challenge program, for example, we quickly
discovered that our struggling students were extremely curious, articulate,
introspective, and interested in learning. They craved success, yet they

continuously came up short because they didn’t know how to demonstrate

their knowledge and skills, at least in conventional terms. Not surprisingly, the
students were distrustful of teachers and administrators and considered school
an unpleasant place. We had to show them a different side.
We started with positive self-talk. Steven was typical of the students on the
Challenge team. He believed he was “stupid,” a “failure,” a boy who belonged
at the back of the class. Standardized tests made him particularly anxious. The
upcoming end-of-year test would determine whether or not he would advance
to high school, and Steven was terriﬁed of failing.
At the end of each day during the week the state set aside for annual testing,
Steven would come to us dejected and unsure. We would give him a team pep
talk. “You can do this,” we told him. “You have worked so hard. Look at how
much better your reading abilities are than they were in the beginning. You are
ready.”
Each morning we would urge him on with similar phrases, and Steven would
trudge through another day of testing. He would thank us for believing in him
commenting, “Y’all really make me feel like I can do this.” During lunch we
actually overheard Steven commenting to another student about the test, “Sure,
man, you can do it. Just believe in yourself.”
Other times we pulled students outside to discuss their strengths: “John,
you are such a leader in our class. Your opinion is valued by the other students,
especially Sam. I don’t want Sam to know this, but I need help. Is there any way
you could just mention things like, ‘Sam, you are really good in math,’ or ask Sam
to ‘help’ you with something?”
This approach serves two purposes. First, it draws out students’ natural
talents. John began guiding the class in a positive direction. Second, students
hear positive comments from someone other than their teachers. Sam needed to
know that his peers thought well of him.
The one pitfall to avoid when modeling positive talk is fake praise. You have
to be sincere, or kids will eat you alive. In addition, the praise can’t be the same
for every student. It must be speciﬁc and address individual needs. Over time,
students start internalizing the positive messages. What they hear becomes what
they think about themselves. We experienced this professionally as well. When
we were preparing our presentation for the Disney Teacher Awards, we felt as
scared and unsure as many of our students do on test days. We’ll never forget the
pep talk that Steven provided.
“You can do this,” he told us one morning. “You have worked so hard; just
show them what ya got. Isn’t that what you told me? If it works for me, shouldn’t
it work for you?”

Visualizing Success
We realize that we won’t always be around to give our students the moral
support they need to tackle tough tasks, so we teach them to use their talents
to overcome their weaknesses. Some of our students find it quite difficult to
acknowledge their strengths, so we systematically help them identify what
they do well so they can rely on their strengths in difficult situations.
To uncover students’ talents, particularly the talents of those with learning
disabilities, it helps to work collaboratively with your colleagues. We’re not
proud to admit this, but in the past we often viewed our special education
students through a different lens than our “regular” students. Before Kathryn
joined our team, we often fell into the habit of creating different, less difficult
versions of class work for our special needs students. Our perception was that
they could not pass our classes if they were required to do the same activities
we’d planned for our general population students. Kathryn’s presence on our
team challenged us to plan our lessons so that our special needs students
received strategies and individualized support to help them complete the
same class work required for other students.
Terrence was one student who opened our eyes. In math class one
afternoon, we asked students to work with partners and use graph paper and
string to solve a fixed-area problem based on the famous feud between the
Hatfields and McCoys.
As our students were trying to figure out how much fence Mr. Hatfield
would need to separate his pigs from Mr. McCoy’s field, Terrence suddenly
jumped up and shouted, “Hey! Make it a square. That’s it!”
Amanda was so surprised she jumped back. Terrence was usually a
quiet, almost withdrawn student who seldom had the correct answer. When
Amanda asked him to explain his reasoning by writing it on the whiteboard,
he confidently elaborated for the other students.
“Y’all look at this,” he said. “If I make my string into a square, I have more
area with the same perimeter. Now that is cool.”
His peers stared at him, not sure whether they should believe him. Terrence
dismissed them with an insouciant wave of his hand. “I’m right,” he declared
and strutted back to his seat.
Amanda asked him later how he came up with the answer so quickly, and
he replied, “I dunno, but I just saw it in my head somehow.”
How often do we present lessons or accept answers only one way in our
classrooms? What would happen if we periodically shifted the perspective, as

one might do by turning a kaleidoscope to get an alternate view? Could we

help students like Terrence suddenly see the light? Teamwork encouraged us
to ask ourselves such questions, and collaboration enabled us to find some
new solutions.
In our daily consultations and planning with Kathryn, we examined
Terrence’s math breakthrough through a metacognitive lens: how had he
learned about learning? Initially, it seemed that while his brain was processing
new information, he did not understand what to do with the data. His inability
to see concepts and connect them to prior knowledge had slowed him down.
That is, until the day he found the right tools.
Roger Farr (2002) further clarified this for us during a presentation at National
Middle School Association’s annual conference. Farr suggested that many students
do not realize they are supposed to be thinking as they look at the words on a
page. As a result, they may recall words later but not comprehend them.
After we returned to school following the conference, we discussed how
the inability to think about their learning might have handicapped some of our
students. Amanda recalled those who weren’t able to visualize word problems in
math, even when she asked them to draw the equations. Amanda and Monique
then began compiling and comparing lists of students who didn’t seem to have
a cognitive compass, and the overlap from subject to subject was astounding.
We knew we had to make some changes in our instruction.
We started by consciously crafting lessons designed to make the learning
process more transparent. We constructed our worksheets so they focused
on students’ thought processes rather than following a traditional fill-in-the-
blank format. For example, we developed reading guides such as the one
shown in Figure 4.1.
Such guides not only improve reading comprehension and math problem-
solving skills, they also help us monitor students and correct any misperceptions.
As students read silently, we can walk around the classroom and observe their
illustrations and comments on the reading guides. Based on what we see, we
can quietly redirect a student or make a notation to conduct a mini-lesson later
for several students without interrupting the current activity. During our walk-
arounds, Kathryn asks the special education students to explain the reading
guide to her in order to check for comprehension in addition to tracking their
pace through the story.
Visualization guides used in all subject areas eventually double as guides
for our large-group discussions, which we call share circles. Because we know
that students are more apt to internalize information they actively discuss, all
of us use focused classroom conversations to extend our instruction. However,

“The Lady or the Tiger” Reading Guide

Directions: As you read the story “The Lady or the Tiger,” each time you come to an asterisk (*)
that I have placed within the text, pause and reflect upon what you’ve read so far. Then fill in the chart
for the section you’ve just completed reading.

Draw a picture of what What questions do you What do you predict will
happened have? happen next?
*1)

*2)

*3)

What do you think happens after this story ends?

What is the effect of this surprise ending on the reader?

What do you want to discuss with the class?

Figure 4.1 “The Lady or the Tiger” Reading Guide

in the past we were often disappointed by the results because our students
were not discussing topics with any depth or sharing information with each
other. Instead, they waited for us to prompt them and tried to give us the
answers they thought we were searching for. Or they let one or two of their
peers supply all the answers while the rest took notes and remained silent.
A typical exchange went like this: After reading “If I Had a Country, I Should
Be a Patriot” by Frederick Douglass (1847), “Ain’t I a Woman” by Sojourner Truth
(1851), and “Sympathy” by Paul Laurence Dunbar (1899), students answered
some questions individually; then we talked about the literature.

Monique: What does the bird in this poem symbolize?

Dakota: Slaves.
Monique: How do you know it’s about slaves?
Samantha: They’re trying to get free and they’re being held against their
will. It says they keep beating against the bars of the cage.
Monique: How does this poem relate to what we’ve been studying in history
and the two speeches we’ve read?
[Silence]
Monique: Anyone?
[Silence]
Monique: Think about what we’ve been studying.
George: It’s about slavery and going free.
Monique: Yes, Morgan?
Morgan: What’s the answer to number 3?

Obviously, this was not the stimulating and enlightening conversation

we had intended. We complained about these lopsided dialogues during our
team meetings, but initially we didn’t know how to improve them. Through
ongoing discussions, research, and observations, we realized that just as
students needed to be taught how to think about what they were reading, they
needed direct instruction about how to talk about what they were learning.
We started by arranging our classrooms in a circle for discussions. Facing
each other encouraged students to respond to the person who had spoken
last. We asked students to address one another by name. When students
directed their responses to us instead of to the speaker, we remained silent.

This was difficult to do in the early stages, but by refusing to make meaning
for students we helped them learn how to do so themselves. Tentatively at
first, and then more confidently, they offered responses to one another. Later,
we rejoined the conversations to redirect topics or to clarify misconceptions.
We discovered that before they could discuss topics in depth, many students
needed time to gather their thoughts and practice phrasing substantive
questions and responses. Small groups provided a safe training space. Using
discussion guides, students would work with several peers to analyze a topic
and prepare follow-up questions for larger class discussions. Kathryn would
pull some of the groups aside to review the discussion guide and let the
students practice their questioning and answering techniques so they might
feel more confident when addressing their classmates. This method proved
especially helpful to our special needs students, whose language processing
delays inhibited their oral discourse. Figure 4.2 includes a discussion guide
we prepared for the literature series
previously mentioned.
Discussion Guide for “If I Had a Country, I Should Be a Because they had adequate “think
Patriot,” “Ain’t I a Woman,” and “Sympathy” time” and the chance to try out their ideas
on a smaller audience, students became
1. What common themes can you find in these three pieces? more confident presenting their ideas
to the whole class. Now our classroom
conversations are much richer and more
2. Douglass claimed that a true patriot is one who “rebukes and does
not excuse its (the country’s) sins.” How does this apply to your nuanced than before. Consider the
responsibilities as a citizen? difference in this recent discussion about
the Douglass, Truth, and Dunbar essays:
3. Sojourner Truth was a black woman and therefore was denied many
rights in the 1800s. What is the most important right that she was
denied? Why do you think so?
Monique: Over the course of the last
three days we’ve read “Ain’t I a Woman”
by Sojourner Truth, “If I Had a Country,
4. What similarities exist among Frederick Douglass, Sojourner Truth, I Should Be a Patriot” by Frederick
and the caged bird?
Douglass, and “Sympathy” by Paul
Laurence Dunbar. I’d like to discuss
5. Can freedom exist without people being willing to fight for it? those three pieces of writing. Who’d like
to start?
6. List three questions or topics that you’d like to discuss with the entire Tyler: The poem is deep as in deep like
class. sad and emotional. I thought this because
it says the bird is bleeding on the cruel
bars. It makes it sound sad and deep.

Figure 4.2 Sample Discussion Guide

Dustin: I agree with you, Tyler, because it [the bird] is representing slavery.
It makes you think of how slaves were beaten and hurt and how they
prayed. It’s sad.
Monique: So, Dustin says the bird represents a slave. What do we call that
in literature when something represents something else?
Amanda and Ariana: Symbolism.
Monique: Knowing this is symbolism, what do you think of Tyler’s
comment about the wings beating against the bars of the cage?
Tyler: I think the wings are like the whip.
Jude: Well, no, I think when his wings are beating against the bars it’s like
he’s trying to get free, but every time he tries to it would just get worse.
Then he’d bleed more and ﬂy back to his perch until he was strong
enough to try it again.
Monique: Ahhh . . . until he was strong enough to try again. So, Tyler
says it reminds him of the whip; Jude says it’s representing looking for
freedom. Let’s go with the freedom thought for a minute. Does freedom
mean something? Anyone?
Joseph: It should. You should respect it. It’s a privilege, not a right.
Tyler and Donovan: It is actually a right.

At this point many students boisterously jumped in with their opinions

and continued the conversation, debating whether freedom is guaranteed by
the Constitution.
The mundane question-and-answer sessions of the past have been replaced
by these engaging discussions, thanks to deliberate instruction about the art
of conversation and guided reﬂection time to articulate ideas.

Stimulating the Brain

All this thinking about thinking led to the creation of a short multidisciplinary
unit focused on the human brain. Using resources such as David Sousa’s How
the Brain Learns (2005b) and How the Brain Learns to Read (2005a) and
Robert Sylwester’s How to Explain a Brain (2005), we wove mini-lessons about
metacognition into our daily curriculum.
For example, in science class, Amanda developed a sequence on the brain’s
physiology. She discussed the proper care of the brain, including sleep and

exercise needs. In math class, she asked students to chart their sleep patterns
for one week. We were shocked to discover that 85 percent of our students
were getting less than four hours of sleep per night, when the recommended
time for young adolescents is eight and a quarter to nine and a half hours a
night (Breus 2004). Amanda challenged students to adjust their sleep habits to
reach the recommended level for one week and write about their emotional
and physical responses in their dialogue journals.
April’s comments were indicative of the profound insights students gained
as a result of their studies. “I thought I was depressed and dumb,” she wrote.
“I just needed sleep.” Her grades improved sharply after she began sleeping
eight hours a night.
As part of our unit on the brain, Monique taught mini-lessons in reading
about how the brain reads and what is supposed to be happening. To help
students understand, Monique used a filing cabinet analogy to illustrate
how the brain stores and retrieves schema, thus allowing us to connect new
information to what we’ve previously learned.
The students began to vocalize the connections they were making while
they read. “Hey, Mrs. Wild, this passage reminds me of last year when we
visited the beach with my grandparents. Is that a schema connection?” In
this way the brain focus was revisited periodically throughout the year by
us and by the students. Many students were so intrigued that they joined
the website Neuroscience for Kids at http://faculty.washington.edu/chudler/
neurok.html.
The knowledge students gained about their learning habits helped them
become less dependent on us and showed them how much they could contribute
to their education. The brain and metacognition unit was especially helpful for
the special education students as they learned to associate new knowledge with
prior knowledge using the “brain-as-a-filing-cabinet” metaphor. As a result, we
started encouraging them to set specific and measurable academic goals. Vague
ambitions, such as “I will do better in reading class,” were unacceptable. Rather,
we pushed for real progress: “I will read at least twenty pages a night of a
grade-level (or higher) book to increase my fluency and vocabulary.” Learning
how to analyze students’ learning needs so they could achieve these goals
became the next phase of our agenda.
We encouraged students to reflect on their previous struggles and identify
some possible causes, such as poor study habits or weak organizational
skills. With this information, we could help them design an intervention plan,
including seeking help from teachers and peers and setting up self-incentives
to improve motivation. For special education students, we helped them align

their personal goals with the goals stated in their federal individualized
education plan (IEP) documents. In turn, at their IEP conferences we could
show their parents and the administrators what the students were working on
to help themselves meet their yearly goals. Figure 4.3 shows one of the tools
we developed for this purpose.
Throughout the school year, students reflect on their successes and
failures and adjust their goals accordingly. They look at their test scores,
class assignments and projects, report-card grades, and other evidence of
achievement. They rate their classroom performance on a scale of 1–10 across
all subject areas and also track their reading habits, visits to the disciplinarian’s
office, and their greatest accomplishments during each nine-week grading
period. Figure 4.4 shows one of the self-evaluation tools we use.
Students also must provide detailed answers to the following questions:
1. What accomplishment achieved during this grading period are you
most proud of? Why?
2. How many books have you read during this grading period? List them,
and highlight your favorite.
3. What do you really need to improve? Why?
4. What specific things can you do to make this improvement?
5. What is the most important thing you have learned so far this year?
Explain.
For added encouragement, we kept copies of all the goal sheets and
self-evaluations to use whenever we met with students or their families.
Students also strived to keep each other on course by sharing their goals
and evaluations during peer conferences. These student-to-student coaching
sessions became a regular part of our team repertoire when we realized how
much structured support struggling students needed to reach their academic
and behavioral targets.
We designed an academic success plan that included the following
components:

Support Team
• All team members, both students and teachers, identiﬁed their strengths
and weaknesses.
• We posted the list of identiﬁed strengths throughout the team areas.
• Students could use other team members’ strengths to assist them with
their own weaknesses.
• We provided time twice each week for peer tutors to help other
students with academics.

Goals for _____ Grading Period

First Area of Concern: __________________________________________________

Remember: Your goals should be very specific. You should be able to provide evidence that
you have worked toward and reached your goals. Focus on small accomplishments that will assist
you in achieving these important goals.

My goal is:

The reason I chose this goal is:

My three-step plan for achieving this goal is:

1. _________________________________________________________________

2. _________________________________________________________________

3. _________________________________________________________________

Midterm
(when interim reports are sent home)

This is what I have done to work on my goal so far:

Check one:

____This is what I still have to do:

____I am making the following changes to my plan:

End of Grading Period

____Yes, I accomplished my goal.

Provide proof:

____No, I did not accomplish my goal because:

Figure 4.3 Forms to Help Students Set and Work Toward Self-Identified Academic Goals

Self-Evaluation
Third Grading Period

Reflections:
First Second Third What changes do you notice in your work since
Subject Period Period Period the last grading period?
Grade Grade Grade What must you do in this subject in order to do
better? (Be specific.)

Math

Language Arts

Science

Social Studies

Figure 4.4 Self-Evaluation Tool

Mentors
• We assigned student and teacher mentors to every student who was in
danger of failing and scheduled regular times for them to meet.
• Teacher mentors kept detailed records of every child in danger of
failing.
• Mentors were responsible for reminding assigned students to continue
working toward their goals: “Jake, maybe you should be writing this
down in your notebook.”
• Students moved in and out of mentor groups according to individual
needs.

After-School Assistance
• Free tutoring sessions (with classmates) were available twice a week
after school.
• Students had to sign up for after-school sessions at least one day in
advance.

Zero Alerts
• When any student failed to complete an assignment, we sent a notice home
and required the student to attend scheduled after-school sessions.

Braggin’ Rights
• We celebrated successes by noting each student’s accomplishments on our
team Braggin’ Rights list. Often, students wrote about their classmates.

Surprisingly, the most difficult step in the plan was the first one. Although
our students had no problem identifying their weaknesses, many struggled
to identify their strengths. This was especially true of our special needs
students. They were under the impression that they had nothing to offer the
other students on the team. Their classmates quickly disproved that fallacy by
pointing out their strengths:
“Amy, you are really good at presentations. You could help us practice
ours.”
“John, you run better than everyone in here. I could use some help in P.E.
If you’d run beside me, I’d probably finish the mile next time.”
Our students eventually began to barter with one another for assistance:
“Stacy, I’ve never seen a planner or book sack as organized as yours. Could

you help me clean out my binder, and I’ll help you with math?”
Together, we learned how to use our collective strengths to overcome
individual weaknesses. In hindsight, that sounds like a simple concept, but it
represented a revolutionary event for our team, moving us from a group of
people sharing a schedule to an integrated unit responsible for the success
of all members.
As a result of our focus on goal setting and managing daily progress
using the academic success plan, we saw large improvements in our students’
academic performance. After the first grading period, 11 percent of core class
grades were Fs. By the end of the third grading period, that number was
down to 4 percent. By the fourth grading period, 32 percent of our students
were on the honor roll, many for the first time. In addition, 29 percent of our
students had improved in all subject areas.
The most significant data we can provide to illustrate the effects of our
focus on developing students as learners occurred a year after we implemented
the academic success plan. All of our students passed the state’s annual high-
stakes test. None of our students was retained.
One of our finest compliments came from Marvin’s dad, who told us he
had arranged to take his son on a fishing trip as a reward for making good
grades. Marvin was the one who insisted that the trip occur on a weekend
instead of during the school week. “He told me he was afraid he would miss
something exciting,” his dad said.

If an unfriendly foreign power had attempted to impose on America the mediocre educational
performance that exists today, we might well have viewed it as an act of war. As it stands, we have
allowed this to happen to ourselves. We have even squandered the gains in student achievement made
in the wake of the Sputnik challenge. Moreover, we have dismantled essential support systems which
helped make those gains possible. We have, in effect, been committing an act of unthinking, unilat-
eral educational disarmament.
A Nation at Risk, 1983

Educational standards became the battle cry for American schools almost
twenty-five years ago, but change has moved slowly. Ideas formulated when
Monique and Amanda were in middle school and Kathryn was barely walking
are just now taking hold in our classrooms.
Whether or not we agree with all the policies and requirements, we are ex-
amining student performance like never before. Without the No Child Left Be-
hind legislation, would districts be scrambling to reconfigure the school where
only 25 percent of the students score at the proficient level? Would we con-

81
TeamWork: Setting the Standard for Collaborative Teaching, Grades 5–9, by Monique Wild, Amanda Mayeaux, and
Kathryn Edmonds. Stenhouse © 2008. No reproduction without written permission from publisher.
TeamWork
82

cern ourselves with the persistently poor performance of certain student sub-
groups? Until the standards and accountability movement forced us to recon-
sider some of our assumptions and practices, we were not. We glossed over
outrageously high minority dropout rates or tragically low special education
reading levels with data that celebrated more stellar students.
As a nation we are finally looking at the big picture. Public education’s
goal is no longer making sure that Mrs. Brown completes her Tuesday lesson
plan for sixth-grade history. The goal is ensuring that all students have the
knowledge and skills necessary to be innovative, reflective, and contributing
members of a society that never stands still. Every teacher plays a crucial role
in moving students along the educational continuum. Standards require us to
know where our students have been, where they need to go, and where they
will be when they leave our classrooms.
Without teamwork, we cannot prepare students to meet the challenges of
the next millennium. If each teacher individually tries to address every curricular
objective and cycle back to the broader standards of learning, there will never
bbeeenoug
no ugh
enough h ti
time
me in
in the
the dadayy or the
the school
sch
choo
ooll year
year to
to finish
nish thethe job.
job
job. We have
hav
havee to work
wor
workk
ttogether
oge
eth
ther
er ttoo in
inte
tegr
grat
ate
integrate e an
and d re
rein
info
forc
rce
reinforcee im
impoport
rtan
importantantt co
conc
ncep
epts
concepts ts ffro
rom
fromm al
all subjbjec
ects
ts, te
subjects, teac
achi
hing
ng
teaching
studden
e ts tha
students tthat
hatt le
lear
arni
ning
ing iiss re
learning recu
curs
rsiv
ive,
recursive,e, rrel
elat
ated
ted
ed,, an
related, aand
d re
rreally,
ally
ally,, re
real
ally
lly ccool.
really ool.
oo l.

TeamWork: Setting the Standard for Collaborative Teaching, Grades 5–9, by Monique Wild, Amanda Mayeaux, and
Kathryn Edmonds. Stenhouse © 2008. No reproduction without written permission from publisher.
The standards are coming! The standards are coming! This revolutionary
battle cry reached a fevered pitch in U.S. schools when the No Child Left
Behind legislation took effect. The structure of American education was shifting
rapidly. As teachers, we were not ready or eager for the new requirements.
We were among those who fought to defend our educational freedom.
In the beginning, we viewed standards as coconspirators of standardized
assessments that were robbing us of professional decision-making. Our
defenses rose, and we spent a great deal of time resisting the inevitable. What
we did not realize at the time was that our rebellion was rooted in our confusion
about the new expectations and the impact they would have on our students.
We could not fathom how specific content standards could unite our teaching
practices or guide our instructional planning. As we struggled through the
transition period to the standards era, our team meetings provided a forum
for examining the mandates professionally and responsibly. In the process,
we discovered that what we were holding onto so vehemently was comfort.
The collaborative units we had designed prior to the standards movement
were not as engaging or thought-provoking as we once believed.
Truthfully, when we started working together as a team, curriculum inte-
gration was more of an afterthought than a consistent way of teaching. We
did not weave deeply connected lessons into our practices. We spent most
of our time developing guiding concepts and establishing team procedures.
After we became comfortable with collaborative teaching structures, we felt
prepared to tackle the substance of curriculum integration.
Our initial attempts were superficial. A typical example occurred when
Monique was teaching a unit on fantasy in literature and Amanda obligingly
renamed all the characters in the math problems after the characters in
the stories. There were no significant interdisciplinary connections to the

83
TeamWork: Setting the Standard for Collaborative Teaching, Grades 5–9, by Monique Wild, Amanda Mayeaux, and
Kathryn Edmonds. Stenhouse © 2008. No reproduction without written permission from publisher.
TeamWork
84

curriculum objectives. The lessons were cute, often entertaining, but they
provided little depth.
To create stronger interdisciplinary units, we knew we had to probe
the subject content that each of us understood independently but not
collaboratively. Then we had to link common themes and figure out a way
to present them concurrently. That proved easier to think about than to do.
Trying to establish meaningful connections across three or four subjects made
us dizzy, so we started small and concentrated on connecting the curriculum
objectives of two subjects at a time.
One year, for example, we became incensed by the traffic tie-ups near our
school. Many cars exceeded the speed limit, and we were concerned about our
students’ safety. Searching for a way to link academics with activism, Amanda
asked the students in her math classes to collect data about the speeders.
Using beginning and end points and a stop watch, students calculated the
drivers’ average speed by using the formula, distance = rate x time.
After measuring the distance between a start point and end point, pairs of
students timed how quickly each car covered the distance. Then they found
the average speed of the cars passing in front of the school. Using the data,
our students then wrote persuasive letters in language arts class to report
their findings to local authorities and urge them to post additional patrol cars
during high traffic periods.
This was a basic approach to curriculum integration, to be sure, but the
success of such simple collaborations whetted our appetites for more. Over
time we were able to involve all core teachers in most interdisciplinary units;
yet involving every teacher physically and academically still wasn’t enough to
raise the interdisciplinary lessons to the level of excellence.
Consider the integrated unit that we developed and called “the living
history museum.” According to the standards for eighth-grade language arts,
students had to learn how to write research papers. To reinforce historical
concepts included in the social studies benchmarks, we decided to base the
research assignment on historical figures from the first half of the twentieth
century. After they completed their research papers, students turned every
classroom on the team into a museum, each representing a different decade.
Throughout the day, students dressed and acted the parts of the people they’d
researched while other students and invited guests toured the museum.
Although this unit addressed only the social studies and language arts
objectives, it involved all the teachers on the team, so we thought we had
successfully integrated the curriculum. Yet, we still had more work to do.

Looking Beneath the Surface

In 2005, when our district adopted the Louisiana Comprehensive
Curriculum, which outlined what students had to learn in each subject and
the specific weeks in which we had to teach those concepts, our jobs became
more challenging. However, ironically, the inflexible curriculum helped us
see the wisdom of making our lessons more tightly focused and connected.
The standards addressed in our curriculum documents provided a clear
indication of what our students should be able to do as a result of their
educational experiences. We could no longer hide behind fluffy activities
with vague intentions. If we wanted to successfully address our individual
class requirements while simultaneously showing students how the ideas
from one course applied to all the others, we had to truly understand those
connections ourselves.
No, we don’t carry around laminated curriculum cheat sheets to guide us
(although, come to think of it, that might be a good project to consider for
the future). Rather, our cross-curricular knowledge is the result of extensive
mapping done prior to the beginning of each school year.
Heidi Hayes Jacobs defines curriculum mapping as a “procedure for
collecting data about the operational curriculum in a school or district
referenced directly to the calendar” (2004, 1). According to Jacobs, three
types of information should be collected on a curriculum map. These include
descriptions of content, descriptions of processes or skills to be emphasized,
and assessment and expected student outcomes. We have discovered
that placing this pertinent information about our individual curriculum
requirements on a single document indicating the time frame in which
curriculum requirements will be taught lets us view our students’ academic
year at a glance. By using our curriculum map, we are able to see a road map
of the year we will spend with our students.
Although Jacobs offers many reasons why curriculum mapping is
beneficial to teachers, schools, and school districts, our team’s main purpose
for mapping is to uncover the potential for creating integrated instructional
units. Curriculum mapping made sense to us because we saw it as a way to
view all of our requirements at one time. The move to curriculum mapping
was a natural process in our shift from individual teachers focused on specific
subject areas to a team of teachers working together to teach students what
they need to know.
Jacobs points out that “by perusing the maps for potential linkages among
subject matter, teachers discover possibilities for interdisciplinary units of

study. Whether the focus is a topic, theme, issue or problem-based study, el-
ementary and secondary teachers can use maps to find natural connections
that will expand and underscore students’ learning” (1997, 20).
Our curriculum mapping sessions usually take place in one of our homes
during the summer break. Many teachers may argue that summer vacations
should not be invaded with schoolwork, and certainly we’d prefer to be paid
for the planning. But the process is so valuable and saves us so much time
during the school year that we think it’s worth the effort, no matter how
intangible the payoff.
We sit at Monique’s dining-room table, spread out our curriculum documents
and oversized calendars, and pencil in the time frames for each unit that we
plan to teach in each subject. We use colored sticky notes and markers to
indicate the progression of topics for the various subjects. After roughing out
this disconnected timeline, we start searching for obvious interdisciplinary
links. For example, if students will be focusing on genetics and heredity in
science at the same time that they’ll be exploring probability in math, we
quickly coordinate lessons within these two subjects and develop an integrated
unit. If the language arts unit on nonfiction dovetails with the Civil War unit
in history, students can read and analyze the Gettysburg Address and several
speeches by abolitionist speakers.
Unfortunately, the majority of our school weeks are not set up for such easy
integration, so we have to dig deeper. Sometimes we can shift the schedule
and the order of the units from our rough draft. Other times we must look at
what one teacher will already have covered and what another teacher may
have coming up on the calendar and design an integrated unit that links the
new knowledge to previous knowledge.
We indicate integration possibilities on our curriculum map calendar by
highlighting the dates and units, using different colors to show connections.
Then we search for similarities in the state standards that we are responsible
for addressing in our respective classes. The state standards are different for
every subject area, but they are based on a core set of learning experiences,
which include communication, problem-solving, resource access and
utilization, general knowledge, and citizenship. The global concepts
represented in the standards are similar for all grade levels, but the skills
students are expected to gain are reflected in different benchmarks for each
subject and grade level.
As we identify overlapping standards, we list them in a separate area and
build a list of possible interdisciplinary topics. On our team, language arts
has become the hub for integrating activities. It is usually easy for Monique to

think of literature that relates to the content in other classes. However, each
of us contributes to the integration. All of us read widely and have a pack rat’s
habit of collecting information about a variety of topics.
Our conversations inspire other connections. The giant unit, described
in the Introduction, resulted from one brainstorming session. We started the
team meeting by focusing on our frustrations with four separate curricular
strands that seemed abstract and unrelated. Rather than waste time with what
a friend refers to as the three Gs of teaching—gripe, grandstand, and gossip—
we searched for unifying themes that could connect our lessons.
Monique had begun the school year teaching fantasy, the required literary
genre for the first grading period, but certainly not one of her favorites. She
was thinking aloud about how she could introduce the story plots as well as
teach students about metaphors and similes when Amanda suggested using
fairy tales or comparing the real tales to popular Disney versions. That led to
a long discussion about how language and stories evolve. We reached a dead
end with our integration agenda that day, but the next morning we factored
the curriculum requirements for history and mathematics into our team
conversation. Erin was supposed to start teaching the American Revolution
in history, and Amanda had to focus on ratio and proportion in mathematics.
The previous year, Amanda had used a math problem that involved a giant,
so she mentioned it.
This led to a quick connection to “Jack and the Beanstalk,” and our giant
unit suddenly had legs. Amanda, by her own admission, is obsessed with
helping students understand that our country’s founding was a pivotal point
in human history. Some of us had recently seen the movie The Patriot, so
we bantered about a David versus Goliath theme. Our synapses really fired
then, and we were able to fill out the framework. What could have been an
unproductive misery-loves-company session spiraled into one of our most
effective collaborative teaching endeavors.
Because we know we may come across various sources to help us with
our collaborative planning as time goes by, we do not make our final plans
for integration during the curriculum mapping sessions. Instead, we use this
time to preview the possibilities for the school year. Periodically, we pull
out the calendar containing our map to review and revise our plans, making
notes along the way so that when we meet again the following summer we
will have the benefit of our previous experiences on which to build.
Interdisciplinary planning encourages you to eliminate sacred cows.
Anyone on the team is entitled to offer ideas and feedback about any part
of the curriculum. Amanda is comfortable espousing the key themes of the

American Revolution unit. Monique might insist that metaphors have a place
in math problems. Kathryn reminds us to incorporate multisensory learning.
We also agree that learning is a recursive process and that our students
beneﬁt from revisiting topics throughout the year. Completing a unit that
focused on certain themes does not put those topics out of play in the future.
If we come across a related magazine or newspaper article, we don’t ﬁle the
information until next year. We interject these items into our current class
activities and show students how what they previously learned relates to the
real world.

Integration Gets Messy

During one of our curriculum mapping sessions to deal with the new
state standards, we realized, to our horror, that our integrated units could no
longer be neatly packaged and planned weeks in advance. If we intended to
integrate, we would have to move in and out of each other’s territory as the
various curricula allowed.
We refer to this period as the beginning of our messy integration. One
of our creations focused on Martians. Monique was in the midst of a science
fiction unit, and in science the students were studying adaptations and
survival, so we saw possibilities for collaboration. Unfortunately math was
not easy to integrate with these themes, so Amanda only joined us for two
days. As uncomfortable as this felt, we decided that we must allow the core
classes to flow in and out of the unit naturally. We found comfort in the
work of Jacobs, who points out that “interdisciplinary designs are best when
sensible, not strained, integration is planned” and that “not all disciplines
need to be involved in the lesson design of a unit” (1997, 21). If we had
forced the connections, we would have created artificial lessons to justify a
contrived theme.
Admittedly, the Martian unit that was about to descend on our students
was a gimmick born of our frustration with how to integrate the curriculum
when we could not see any clear or meaningful connections. Once again, we
had to start small, this time within the state standards’ stricter parameters.
When the Martians invaded our classrooms, we literally had our fingers
crossed that the unit would make sense for our students. Being good, loyal
team members, we leaped off the cliff together as we tried to messily link
what we considered quite unrelated information.
“Tomorrow the invasion begins!” read the notes on the whiteboards in
our classrooms. Our students buzzed with questions about the message’s

meaning, but we offered no clues. In the midst of her science fiction unit,
Monique had found a wonderful Web-based article about a boy who had
played the 1980s computer game, Space Invaders, using only his mind. The
article linked to a video clip of the boy performing the extraordinary task
(http://news-info.wustl.edu/news/page/normal/7800.html).
The unit’s goal was to show students the relevance of science fiction
to scientific inquiry and advancement, so Monique seized the moment.
After students read the article, viewed the demonstration, and discussed
the scientific implications, Monique gave them a few minutes to play online
versions of Space Invaders. These few minutes of fun provided the hook for
the brief thematic integration we had planned.
The next morning the message on our classroom whiteboards changed
to “The Martians have landed!” Students gathered around the computer as
though it were an old-fashioned radio and listened to the original War of
the Worlds broadcast. Orson Wells began to spread terror just as he had on
that fateful day of October 30, 1938. To reenact the drama, Monique and her
students dramatized the scenes as the actors read the script. After the story
ended, students were shocked to discover that in 1938 the broadcast had
caused widespread panic.
“Oh, man, that’s stupid!” some shouted. “They must have been easy to fool.”
One of our students, Dylan, brought them back to reality. “Hey,” he
admitted, “I thought it was real for a minute.”
Monique pointed out how different the students’ lives were from those
who first heard the broadcast seventy years ago. The discussion turned to
how people’s fears could be easily aroused, particularly when they depended
on a single source for news.
“They did not have all of the stuff we have today,” Cole said thoughtfully.
“What stuff?” asked Ann.
“Well, we have Internet, TV with twenty-four-hour news, and we have cell
phones and all kinds of other stuff,” Cole said.
“So I guess you could be tricked if all you had was a radio and you did
not hear the first part of the broadcast,” concluded Joey.
While the students were at lunch that day, the message on the classroom
whiteboards changed to “Mission to Mars begins tomorrow.” The students were
excited and wanted to know how we planned to respond to the “alien invasion,”
but we let them go home for the day with more mysteries to be revealed.
The next morning, the students discovered that their teachers had been
transformed into Martians. Green T-shirts, black pants, colorful makeup, and

homemade antennae completed our costumes, while space-age music and a

few decorations turned our classrooms into rocket ships ready to blast off
into the great beyond.
When students from other teams asked what was going on, our students
nonchalantly replied, “That’s just our teachers; they do stuff like that all the time.
It means we’re doing something all together today.” Yet their excitement grew
as they began discussing the possible connections to their previous lessons.
Suddenly, Kathryn interrupted the conversations with a message that
resonated over the P.A. system: “Attention, Flying Pigs. Yesterday, Martians
invaded Earth. Today we are looking for the best of our team to complete a
mission to Mars. Prepare for training. The astronauts we choose must meet
very specific criteria. You will be informed of your duties to fulfill this mission.
Remain on alert.”
In math, Amanda had been ready to begin a unit on linear functions
when a preassessment revealed that students had little understanding of a
coordinate plane, a key step in the process. The students were fairly confident
about using quadrant 1 of the coordinate plane but could not use a four-
coordinate plane. So Amanda decided to backtrack. Our Martian integration
provided a perfect context for pausing to assist students with concepts they
needed to complete more advanced mathematical problems.
After a few activities designed to check for understanding, we asked the
students to find partners for a game of Alien Invaders, Amanda’s version of
the popular board game Battleship. Amanda drew coordinate planes on large
sheets of paper and laminated them. Each student received five different sizes
of spaceships to place on their grids. The students played the game just like
Battleship, using strategy to locate and destroy their opponents’ spaceships.
Amanda and Kathryn circulated around the room, listening for correct
coordinate directions. They watched as students who had previously struggled
to understand the concepts or who had shown little interest in math began to
seek the proper techniques so they could win the game. As students continued
playing, Amanda and Kathryn pulled aside one or two students at a time to
provide supplemental instruction.
Meanwhile, in science, students were moving into a unit about adaptation
and survival of the fittest. Erin decided that the Martian activity would be a
great hook. The adaptation activities took place in all of our classrooms rather
than just the science room. We flexed our class schedules so we could have
enough time at the end of the day for a Martian obstacle course. Students
who had successfully completed all the activities would become the elite

members of our colonization team, which would be sent to Mars to make

peace with the Martians. In each class students completed several different
tasks to see who had the necessary adaptations to survive a Martian voyage.
The students rotated to a new station every few minutes.
In one classroom, students were greeted with the message, “Your mission
to Mars requires you to follow a very specific flight pattern. To do so, you must
be able to accurately lock in the coordinates for your flight. The following
is a timed test. You must plot your flight course by decoding the message
contained in your folders using the coordinate grid. You may begin.” And
so our students returned to the coordinate grid to reinforce the knowledge
they’d gained earlier in Amanda’s classroom.
At the next station, students were required to drink from a cup without
using hands and without spilling any water. The message greeting these
students was “The flight to Mars is a lengthy one. You must be able to drink
water while confined in a very small space pod. To actually join the Mars crew,
you must be able to demonstrate the ability to drink without the use of hands,
and you may not spill. Spilled water will result in equipment malfunction
within your space pods.” So our students, through their laughter, attempted
to drink without spilling.
In a third classroom, students had to meet a test of physical ability to
perform a safety maneuver on the trip to Mars. In this station, we asked the
students to stand flat-footed and touch a button taped to the wall with their
hands. This task proved difficult for our shorter students, and the taller students
felt superior and safe in their ability to make the trip to Mars. However, when
the second physical test was introduced, our taller students groaned. They
were now required to crawl through a small tunnel on their hands and knees
and could not slide through on their bellies. Our smaller students now felt
supreme and giggled hysterically as their physically imposing peers tried to
fit through the tight space.
At the end of the day, nine students had completed all the tasks successfully.
We met outside in our team commons area to officially welcome them as
astronauts. The other students applauded the efforts, we presented the achievers
with honorary Martian antennae, and our two-day integration was complete.
However, the learning that was triggered by a shared experience continued.
Because of the limitations they had personally experienced in the unfamiliar
“space” environment, our students could confidently discuss adaptations in
nature during science class. Many noted that they would not have survived
the space voyage based on the different standards of life on a spaceship
bound for Mars.

In language arts, Monique continued with the science ﬁction unit for several
more weeks. The rest of us returned to other requirements. Although the Martian
invasion was a small interdisciplinary unit, it enabled us to capture our students’
curiosity while showing them clear connections among different subjects.

Back to the Drawing Board

In retrospect, however, the unit could have been so much better. We used
a cute theme, the Martians, for the pizzazz it would bring to our classrooms,
but we should have stressed the underlying curriculum concepts from the
beginning. Reﬂecting on our work helped us see how we could deepen the
subject content and the interdisciplinary connections.
We turned to our individual curriculum documents for direction about the
information and skills our students were expected to master. This led us to
the next logical step: starting our collaborative planning by identifying the
objectives—known as grade-level expectations—that our interdisciplinary units
would address. We needed to take this step before we branched out to the
activities and assessments that would help students meet those objectives. As
a result, our collaborative conversations focused much more on the “why” of
something we were doing with students instead of just the “what” and “how.”
Erin entered our team meeting one day and said, “Okay, I have to
teach about the Barbary Coast pirates. The [history] content standard says,
‘Students will develop an understanding of fundamental economic concepts
as they apply to the interdependence and decision-making of individuals,
households, businesses, and governments in the United States and the world.’
The benchmark requires me to show students how the pirates affected the
economic systems in the world during the 1800s. I mean, doesn’t that sound
boring? How can we integrate this to generate interest? Can we make this
relevant to their lives now? What do y’all have to teach right now?”
By posing those questions, Erin initiated another collaborative learning
adventure. The following dialogue demonstrates how we learned to construct
an interdisciplinary unit, working back and forth between the state standards
and the curriculum objectives and reinforcing this foundation with engaging,
relevant activities and assessments.
“Yikes,” said Monique. “I’m teaching the research paper. I have to expose
them to research methods, teach them how to write a bibliography, and stuff
like that. We’ve already picked topics to match their science projects. This
might be a hard one to integrate, but we should be able to do something,
especially with [the movie] Pirates of the Caribbean being so popular.”

“In math we’re creating scatter plots,” Amanda added, “but I’ve got a
lesson that I usually teach with learning stations. I could make those stations
match a pirate theme. Actually, that would work really well.”
“Didn’t I just see a news report about pirates attacking a cruise ship?”
asked Kathryn.
Erin thought about this for moment. “Yeah, could we do something with
modern pirates, too?” she asked.
Christine Wood, a paraprofessional who works with our team, was busy
researching on the computer. “Here’s an article about the ship attack, and
there’s a bunch of stuff about digital piracy,” she said.
“Oooooo,” Monique said, squealing with delight. “I could teach them
to research using the Internet, and we could gather information on digital
piracy. Amanda, could you graph the data we collect? Does that go with
scatter plots? Erin, don’t you have a [content] benchmark about collecting
data, too? We could reference the sites using bibliography entries. That would
give us the opportunity to practice a bit before we go in search of information
about their science topics. Finding information about piracy might help them
realize why we actually use bibliographies.”
Erin quickly delegated responsibilities. “Monique and Kathryn, I need
to get some input on a possible reading guide for the Barbary Coast pirate
information,” she said. “I’d like them to gather information using the book. If I
helped them see how to use the parts of the book to find information, would
that go with your research stuff? Could y’all help me come up with a guide
that will teach them a reading strategy?”
Initially, our core curriculum units seemed very disconnected, but the
lack of obvious similarities failed to dissuade us. We didn’t stop to think
about whether we could relate these units of study; we just figured out how
we would.
The following week, our students entered the team area and found us
dressed in pirate costumes. The soundtrack to Pirates of the Caribbean blared
through the classrooms.
“So, ye want to join my crew?” Amanda asked the bemused students, using
her best pirate imitation. “Well, ye landlubbers, you better know something
about the x- and y-axis. Who can tell me what slope is? And if ye get it wrong,
ye walk the plank!”
Laughing and intrigued, the adolescent crew members quickly assembled
to begin the voyage. The mathematics ship then set sail to find treasures
hidden in scatter plots.

For this unit, Amanda referred not only to the district curriculum documents
but also to the National Council of Teachers of Mathematics, whose standards
for middle grades students expect that they will be able to:
• represent, analyze, and generalize a variety of patterns, tables, graphs,
words, and, when possible, symbolic rules
• relate and compare different forms of representation for a relationship
• identify functions as linear or nonlinear and contrast their properties
from tables, graphs, or equations (2000)

Amanda and Kathryn next set up seven learning stations with different
activities designed to allow students to discover algebraic relationships through
simulations. Each student received a “ship log” to record data and answer
questions, such as the following: What is the independent variable? What is
the dependent variable? Is your graph positive, negative, or no correlation?
At each station the directions were written in pirate lingo and consisted of
common activities such as seeing the distance a toy car travels depending on
the height of the ramp or the width of a water drop depending on the height
of the dropper.
Rotating every fifteen minutes through the learning stations, students
completed all the math activities in two days. Afterward, we conducted a
group discussion to clear up any questions and misconceptions. These
activities provided a strong introduction to algebraic thinking.
Next, we related nineteenth-century piracy to the twenty-first century
by asking students to collect opinion surveys about the recent practice of
downloading music from the Internet without paying writers and musicians.
We made the assignment in science class to address the state standard for
gathering and organizing data, but we asked students to submit their work in
language arts class as part of their research about Internet piracy.
After compiling the data, students completed a Web Quest, which is
an inquiry tool teachers can use to guide students to appropriate online
resources for specific technology-based projects. (You may learn more
about Web Quests at http://webquest.org.) The piracy Web Quest required
students to define historical, digital, and Internet piracy and cite examples
of each. Students compared the definitions of Internet and digital piracy to
their peers’ perceptions about copying and downloading music, based on the
surveys. Then they created online posters using Web Poster Wizard (http://
poster.4teachers.org/index.php) and properly cited the graphic and text
sources reflected in their presentations.

“Ahhh,” said Tate, as a virtual lightbulb illuminated his brain. “If we don’t
put these bibliographies on our posters, we are actually pirates, aren’t we?”
Suddenly bibliographic entries had a real purpose.
We made relevant connections to other subject content as well. Instead
of asking students to read the history textbook’s explanation of the Barbary
Coast pirates and answer some questions at the end of the chapter, Erin let
the students dramatize key events and use reading guides as they gathered
information for a class debate. Topic: Were the Barbary Coast pirates harmful
or helpful to the United States economy?
Each of the teachers on the team could have met the curriculum objectives
independently, but by collaborating, we set the stage for deeper learning that
lingered long after the pirates had vanished from school. Five months after
we had completed the unit, DeAundré rushed into the team area and shouted,
“Pull up the Web. I gotta show you this site where I saw that there is a bounty
on dogs that can sniff out music piracy.”
How’s that for evidence of the lasting impact of curriculum integration?

More Fine-Tuning
Although the pirate unit showed us how much stronger integration could
be when we used the curriculum objectives as our starting point, we still were
not satisfied with our efforts. We were continuing to use themes to connect
standards and skills in a contrived way. We were not really demonstrating for
students how math, science, history, English, and other subjects consistently
related. We had to do a better job of identifying and reflecting the connected,
global concepts during our team planning.
What do middle grades students need to know and be able to do to
become productive and compassionate adults who can confidently navigate
an ever-changing world? By repeatedly reflecting on this question, we have
realized that our main purpose as an interdisciplinary team must be modeling
and teaching students how to learn. We can’t possibly share every idea and
skill they’ll need in the future. We don’t know what the world will look like
in ten years, twenty years, or for the rest of their lives. But we can give them
the tools to find their way.
We can teach students to communicate effectively, to work productively,
to treat others respectfully, to read critically, to persist through difficulty, and

to lead democratically. These are not merely nice ambitions. They are the
reasons we send children to school. And whether we are studying Greek
mythology or the causes and consequences of pollution, we can frame our
inquiries by asking the question students want and need to know: What does
this have to do with me and the rest of the world?
Surprisingly, we found that most of the answers could be found in the
state’s academic standards. The realization that we did not have to ﬁght the
standards movement but could work within it to provide excellent educational
opportunities for our students was liberating after all. When we reached this
conclusion, we felt free to creatively and responsively address our students’
needs, knowing that the standards would help us prepare them for high
school, college, and careers.

TeamWork: Setting the Standard for Collaborative Teaching, Grades 5–9, by Monique Wild, Amanda Mayeaux, and
Kathryn Edmonds. Stenhouse © 2008. No reproduction without written permission from publisher.
The federal No Child Left Behind legislation turned our teaching upside
down. The school standards and accountability movement forced us to change
dramatically the way we made professional decisions within our classrooms.
When we began searching for global concepts to unify our lessons, we
based our decisions on what we thought middle grades students should know.
We listed the most important ideas, such as citizenship, and decided as a team
how to teach these concepts to our students. Yet, however valid our opinions
might have been, we could not satisfy the new accountability requirements
with such limited justiﬁcation.
We found the necessary rationale within the standards. Furthermore, the
standards included benchmarks and grade-level expectations that told us
exactly what students should be able to do to meet the broader learning
goals. Here were the universal themes we had been seeking to link our
interdisciplinary units: freedom, citizenship, and communication. And within
our individual curriculum documents, we identiﬁed the topics and skills that
would help us convey those ideas to our students.
For example, Louisiana’s social studies standards for seventh grade
indicate that students should “develop an understanding of the structure and
purposes of government, the foundations of the American democratic system,
and the role of the United States in the world while learning about the rights
and responsibilities of citizenship”(Louisiana Administrative Code 2005). This
standard articulated more clearly what we intended to communicate when we
chose citizenship as an important global concept. Middle-level benchmarks
associated with this citizenship standard in our social studies curriculum
include the following:
1. Describe the essential characteristics of various systems of government.
2. Explain how the powers of government are distributed, shared, and
limited by the United States Constitution.

97
TeamWork: Setting the Standard for Collaborative Teaching, Grades 5–9, by Monique Wild, Amanda Mayeaux, and
Kathryn Edmonds. Stenhouse © 2008. No reproduction without written permission from publisher.
TeamWork
98

3. Explain the meaning and importance of basic principles of the

American Constitution.
4. Explain the meaning and importance of basic principles of American
constitutional democracy as reﬂected in core documents.
5. Discuss issues involving the rights and responsibilities of individuals
in American society.
6. Describe the many ways by which citizens can organize, monitor, and help
to shape politics and government at local, state, and national levels.

After noting the expectations within each of our curricular strands, we

worked with our teammates to find strong interdisciplinary connections so
students would understand how a concept such as citizenship relates to all
of their classes. We knew we would have to engage in long-term planning
to make the cross-curricular links effective, so we began our collaborative
implementation of the citizenship standard during the summer. First, we
reviewed the benchmarks and discussed how they could be addressed in
our individual classes. Figure 6.1 shows how we identified four of the six
required language arts units in which the citizenship standard could be
easily incorporated.
When we placed our individual ideas for integration on our team
curriculum map, we realized that December would arrive before we would all
be in a position to connect the information thematically in multiple subjects.
This forced us, once again, to shift the way we thought about curriculum
integration, moving farther away from those neat packages we had designed
earlier in our collaboration. We knew we did not want our students to miss
important connections for the sake of a beautiful, linear lesson plan, so we
decided to weave the citizenship standard throughout the school year. We
continually pointed out to students, “Hey, this is important. It’s related to our
citizenship theme.”
Because we were still working collaboratively toward the same academic
goal, we didn’t feel pressured to make weak or artificial links just to satisfy
our urge to integrate the curriculum. We waited until we could make clear
and relevant connections. The best opportunity to combine our efforts came
at the end of the second grading period. As is often the case, our creativity
was inspired by a desire to meet our students’ varied needs and a frank
discussion of what had not worked in the past.

Figure 6.1 Language Arts Flow Chart Illustrating Incorporation of Curriculum Requirements with Identified Citizenship
Standard Being Addressed by Our Team

Citizenship Comes Alive

In previous years, while we had discussed the relationship between
citizens’ rights and responsibilities in multiple classes and Monique had spent
a lot of time in language arts examining the Bill of Rights and literature from
the colonial period, we had not been able to convey to students how deeply
the nation’s history influences their lives. In addition, our students were
confused about each branch of government’s individual duties, knowledge
that is essential for them to act as informed citizens.
The Supreme Court’s role seemed most muddy in their minds. For the
most part, our students knew that the Court made final decisions about big
legal cases, but they didn’t understand why they should care. Based on the
many blank faces she had seen during previous discussions, Erin was not
looking forward to the upcoming history focus on major Supreme Court
cases. Erin’s hesitation combined with Monique’s lamentation that students
didn’t understand the significance of the Bill of Rights left us in a dismal
mood when contemplating how to make the citizenship standard meaningful
for seventh graders.
It was during this low point that Kathryn suggested a more interactive
approach. She was particularly concerned that our special needs students would
not be able to make sense of these abstract ideas without concrete connections.
Erin’s response included a hint of possibility: “Maybe I need to pick the
cases we study to match other things that are happening in your classes,” she
said. “But how would we make this interactive?”
Monique wondered whether one of the cases should be Brown v. the Board
of Education, which led to the integration of our nation’s public schools. She
noted that standardized test questions often mentioned the case and that
Brown addressed many of the civil rights benchmarks in our curricula. Erin
agreed, but she was confused about how to link the social studies lessons
with the language arts requirements.
“Is there something you can read that will really dig into the essence
of the case?” she asked Monique. “I mean, aren’t you going to be doing the
required poetry unit at that time? Won’t that be hard to integrate?”
Erin’s question sparked Monique. She had been trying to find a good reason
to ask students to read Witness by Karen Hesse (2001). The book is set in the
1920s and deals with themes of prejudice and the struggle for equality, which
tied into our citizenship focus. The novel’s themes also would reinforce the
events of Brown. And because the book is written in poetic free verse, it would
serve the state requirement for studying that form. However, the curriculum did

not call for an additional novel study, so Monique was having trouble defending
the choice in light of other requirements. After some discussion, we realized
that because we were planning to integrate the citizenship unit throughout our
classes, Monique could rationalize the additional novel study because it would
address content standards for multiple subjects.
Next, we discussed how we could make the topics engaging for seventh
graders. Erin suggested asking them to conduct mini–judicial reviews to ﬁnd
Bill of Rights violations within the court case. She thought this activity would
help students understand how the Supreme Court consults the Constitution
when resolving legal issues.
Our conversation turned to other possibilities for relating the novel and the
court case to the Bill of Rights and to the math and science concepts that Amanda
and Erin would be addressing. When Amanda noted that she’d be teaching
probability as her next required topic, Monique became excited again. Following
the required poetry unit was a short story unit. What a great opportunity to
introduce Frank Stockton’s “The Lady or the Tiger” (1884), which tells the story
of a young man who dares to fall in love with a king’s daughter and is put on trial
where his fate is determined not by evidence but by probability. The story could
help us link the Supreme Court unit to the math unit on probability.
After hearing the plot description of “The Lady or the Tiger,” Erin suggested
that we help students explore different characters’ perspectives within other
stories they’d be reading. In her science classes, she had been struggling to
help students understand perspective to no avail.
“Middle school kids are so self-involved that they can’t or won’t see others’
points of view as being valid or valuable,” she said. “They need to understand
how a perspective can skew the results of an experiment if a person is not
careful to remain neutral and report only the facts. And in history they need
to understand that a person’s perspective can skew the historical evidence
that they study.”
Erin was delighted when Monique shared that Witness, the novel the
students would be reading during the poetry unit, was divided into chapters,
each told from a different character’s perspective. Here was another skill
that we could weave throughout our classes so our students would develop
a clearer understanding of how perspectives can alter information and
conclusions. The mood of our team meeting went from chilly to cheerful.
By this point, our conversation had revealed several strong integration
possibilities for Brown, but we still had not ﬁgured out how to build students’
interest in the landmark Supreme Court cases. Erin shared a website (www.
landmarkcases.org) and asked each of us to research two or more cases

that our students might find relevant. We agreed to find cases that would
satisfy several criteria. The cases had to be meaningful to our students’
lives. Cases about topics foreign to our students’ experiences would not
provide the everyday life connections that we desired to make. In addition,
the cases had to relate to the global concepts we had previously identified,
including citizens’ rights and responsibilities, effective communication, and
the limitations of freedom. Finally, the connections between the cases we
chose and the Bill of Rights had to be clear enough for seventh graders to
find. Figure 6.2 explains our choices.
Once we had reached a consensus about the cases we’d examine, Erin
reminded us about the importance of engaging students in the content.
“How are we going to keep this interesting for them?” she asked.
After a few brainstorming sessions, we decided to use some carefully
chosen theatrics and seemingly random events to build suspense.
Our unit began shortly after the December holiday break when Kathryn
announced on the intercom: “We interrupt this regularly scheduled learning
activity with a newsflash of great importance. Please tune in to W-P-I-G for a
breaking story coming live to you from Topeka, Kansas. We have a feeling the
events taking place are going to change history.”
Our students were doubly intrigued when we flipped on the television
sets connected to our computer presentation stations. They watched a video
recording of one of Dutchtown’s eighth graders impersonating Linda Brown
of Brown fame. She described the long, desolate trek she took each day
through a train yard to reach the school reserved for black students when
there was a school reserved for white students located just minutes from her
home. The injustices she endured became apparent as she spoke dramatically
to our students.
Our seventh graders giggled at first because they recognized India, one of
our former students, as a popular and perky cheerleader who never seemed to
be upset about anything. By the time the video clip ended, their laughter had
subsided and they were full of outrage and purpose. We gave each student a
detective’s notebook and asked them to jot down clues that would help them
understand an important court case related to India’s presentation. Though
they didn’t understand all that was happening, they played along because, as
Samantha said, “It was something different.”
Then we resumed our normal activities. Later that day, when our students
had nearly forgotten about the initial interruption, a school staff member
whom we had recruited buzzed each of our classrooms with a message from
a “Mr. Brown.” The exchange went something like this.

Featured Court Cases

Significance to Students
Description of Case Citizenship Concept
(Rationale for Inclusion)

Linda Brown was an African American student who

Brown v. the Board of Education

wanted to attend an all-white school because it was Our students are quite familiar with school
closer to her home than the school designated for policies, school board decisions, and race
black students. The Topeka Board of Education denied relations within our own school system.
her application because of her race. The Brown family Many of their grandparents remember when
Civil Rights
believed this violated the rights guaranteed them by the schools in our district were segregated.
Constitution, so they brought their complaints to court. This case is relevant to their lives because
Eventually, the Supreme Court decision of this case the setting and the issues of equality
overturned the separate but equal precedent set by surrounding the case are concrete concepts
Plessy v. Ferguson in 1896. Segregation was no longer they can understand.
acceptable in public facilities such as schools.

Two girls were found smoking in a school restroom,

which was against school policy. The teacher took the
girls to the principal’s office where one of the girls
Our students believe that their right to
admitted to smoking, but the other girl, T.L.O., refused
privacy supercedes all other interests,
to confess. The principal asked T.L.O. to open her purse.
New Jersey v. T.L.O

even at school. They will often argue that

When she did, he saw a pack of cigarettes. When he
Right to Privacy they can keep anything in their backpacks
removed the cigarettes from her purse, he noticed
because school personnel can’t search
paraphernalia that he thought indicated involvement
Search and Seizure their belongings without permission. This
with marijuana. He then thoroughly searched T.L.O.’s
case introduced the legal terms probable
purse. The girl admitted to selling drugs at school but
cause and search and seizure and showed
claimed that the evidence collected from her purse
how these historically significant procedures
during the search violated her Fourth Amendment rights.
relate to their own school experiences.
The court decision maintained that schools do not have
to meet the same probable cause standard as police
because schools are entrusted with protecting children.

In 1984 Gregory Johnson was involved in a protest

against the Reagan administration’s policies. During Our students are often confused by
the protest, Johnson doused an American Flag with freedom of expression. They believe it
kerosene and burned it. The protesting group shouted, means a person is able to say whatever
Texas v. Johnson

“Red, white, and blue, we spit on you” as the flag he or she pleases. This case provided an
Freedom of
burned. Witnesses were highly offended. Burning the opportunity to explore the responsibility
Expression
flag was a violation of a Texas statute, and Johnson that accompanies our rights. Our students
was convicted and sentenced to a year in jail and a were also able to explore the fact that tone
$2,000 fine. The case was appealed to the Supreme is as important a part of communication
Court, which ruled that burning the flag was a form of as the statements we make with our words
expression protected by the First Amendment of the and actions.
Constitution.

Figure 6.2 Supreme Court Cases Studied as Part of Citizenship Focus

“Excuse me, Mrs. Edmonds?”

“Yes?”
“There is a Mr. Brown on the telephone. Says he’s from Topeka, Kansas.
He needs someone to complete some computations about distance and
temperature that he can include in a letter he’s preparing to send to the Topeka
School Board ofﬁce. I told him the Flying Pigs are working on converting
measurements in math right now and might be able to help him.”
“Sure, we’d love to help,” Kathryn replied. “Please send the information
to us.”
Shortly thereafter, a student ofﬁce worker showed up with a blank
worksheet that our students then completed based on the detective clues and
video observations (see Figure 6.3).
Afterward, we again continued with our regularly scheduled lessons.
Later the same day, the school secretary entered our team area and dumped
a stack of mail on our desks.
“Whew,” she said, playing along, “this just arrived for the Flying Pigs.
Would each of you please take one of these envelopes? I don’t know what
they are, but I was told that I had to deliver them to you immediately. They
must be important.”
Each envelope contained two letters. One was a handwritten appeal to
the Topeka School Board by Linda Brown’s mother. The other was a formal
business letter written in response. These were not authentic primary source
documents but those we had designed to provide additional information
about the court case. Students recorded clues in their detective notebooks
and, once again, we went right back to our regular work.
Each of these activities revealed key details about the landmark Supreme
Court case. The information we planted was similar to what we would have
shared in a lecture. But because we did not inundate them with facts or make
the issues routine, we enabled students to record, process, and interpret the
information throughout the day while having a bit of fun. The amusement
and pacing of the activities also improved their retention.
All of our students experienced these events at the same time. We did not
save the math clue for math class or the business letter for language arts. We
made the events seem important and intriguing by allowing them to interrupt
our regular class activities. We intentionally kept the students off balance
because we wanted them to stay alert and interested. Otherwise, during the

Figure 6.3 Measurement Conversion Worksheet for Brown v. the Board of Education Study

breaks between class periods, they would spoil the surprise for those who
hadn’t yet participated. Figure 6.4 summarizes the clues about other court
cases that we provided to students during our classes.

Consider the context

Aside from the brief activities and dramatizations, we did not provide
formal instruction about the court case on that ﬁrst day. There were no

Introductory Clues for Additional Court Cases

Note: All clues held the element of surprise in that the clues were presented simultaneously within our classrooms and interrupted the
natural flow of our lessons for the day.

Case Clue #1 Clue #2 Clue #3

Christine Wood, our team’s

Kathryn entered our classrooms paraprofessional, entered
with two students who our classroom with a purse Mrs. Hughes, our school’s 504 plan
dramatized a scene in which she claimed to have found facilitator, called us on our cell phones,
New Jersey v. T.L.O.

students are caught smoking outside on the playground. posing as T.L.O.’s mother. The phone calls
in the school restroom and are She told students, “There are were placed on the classroom speaker
sent to the principal’s office. This notes in here. Let’s see what system so students could overhear her
reenactment enabled the class conclusions we can draw about arguing that T.L.O.’s purse had been
to understand the case at hand the contents.” Students then illegally searched without regard to search
because T.L.O. was accused of read the notes and discovered and seizure limitations protected by the
smoking and distributing drugs that they were lists of fictional Constitution.
on campus. students whom T.L.O. had been
supplying with drugs.

Several of our students were A videotape of a news

We gave each of our students a bag of
enlisted to participate in a broadcast interrupted our
ashes (from our fireplaces) and allowed
Texas v. Johnson

political demonstration in each classes, and the reporter (a

them to bury the ashes as onlookers of
of our classrooms. Students former student) described the
the flag burning in Texas had done on
in the demonstration chanted events that had occurred at
the day of the demonstration. During the
slogans opposing the Reagan the political demonstration in
burial ceremony, we played patriotic music
administration’s policies during Texas, which ended in Johnson
to emphasize that many onlookers were
the 1980s. One student in the burning the flag on the steps
offended by Johnson’s actions.
group carried an American flag. of a government building.

Figure 6.4 Introductory Clues for Additional Court Cases

lectures, no pontifications on “Here’s why it’s important for you to hear this
discussion.” But just as we had hoped, our students were nevertheless buzzing
with curiosity during recess and between classes.
“Hey, how many clues do you think we’re going to get?”
“No telling.”
“It’s kinda weird that our teachers think we think this stuff is real, isn’t it?”
“So, what’s new?”
“At least it’s not real work!”
The following day, our students spent time identifying and recording the
perspectives represented by each side in Brown. Monique guided them.
“Now, if you were Linda Brown’s family what would your argument be?”
she asked. “What’s their side of the story?”
Students offered suggestions, and Monique recorded their responses
on the whiteboard. Students also updated their detective notebooks. After
considering the issues from both perspectives, students reflected on the two
opposing views. (See Figure 6.5 for a sample response.)
While she circulated around the classroom, Monique noticed that Regan
had hesitated in writing her opinion. This was not typical behavior; Regan
was usually one of the first to finish assignments. Monique asked if she
needed help.
“Yes, I’m having trouble,” Regan said thoughtfully. “I mean, do you want
to know what I think now, or what I would have thought in 1954? Doesn’t the
time period change your perspective?”
Monique realized she couldn’t have prompted this insight if she had tried.
Other students quickly caught on.
“That’s true,” said Colby. “I think I would have a different opinion if I was
a kid at the white school in 1954.”
“I’ll bet your opinion would have been different if you were one of the
kids at the black school, too,” Donovan interjected.
Suddenly our seventh graders, who rarely looked beyond their own interests,
were collectively reflecting on the reasons people might hold opposing views.
Not only were they beginning to understand the importance of perspective, they
were using information from several subjects to reinforce this new knowledge.
Here they were in language arts class exploring a landmark Supreme Court
case from the history curriculum and identifying bias, a skill that was necessary
for science. Our integration efforts were working!

Figure 6.5 Worksheet for Comparing Perspectives in Brown v. the Board of Education
ducation

And we were only getting started. Next we shifted our focus to the Bill
of Rights. Erin gave each student a copy of the amendments to analyze in
relationship to the court case. Working in small groups, students created lists
of the constitutional violations they found and explained their reasoning in
writing. (See Figure 6.6 for a sample reflection.)
To end each Supreme Court case study that we reviewed during the
unit, we asked nine students to wear black graduation robes and reenact the
decisions. As the justices entered, we announced, “All rise as the honorable
court enters the classroom.” The justices took turns reading annotated versions
of the official decisions.
Even being selected as a Supreme Court justice was a learning experience.
Nominated students had to participate in simulated confirmation hearings before

Congress. Erin, acting as the president, chose

the nominees based on class performance and
participation. Each nominee had to report to
the Senate chambers (our classrooms during
our team planning period) and accurately
answer questions about the role of the
judiciary and the balance of power asserted
in the Constitution. Eager to be included
in this process, our students scrambled to
learn the functions of the Supreme Court
and eagerly participated in class discussions,
hoping to receive a nomination.
Brown took place in 1954, a time
when all Supreme Court justices were
white males. To remain true to history,
our nominees and appointments reflected
the court’s composition. During the
confirmation process, none of our students
noticed the lack of diversity. When the
justices entered the classrooms to deliver
a verdict, however, Brandon blurted out,
“Hey, why are there only white boys up
there? That doesn’t seem fair.”
Michelle quickly answered, “Don’t you
get it? This was 1954. That’s how it actually
Figure 6.6 Judicial Review Worksheet for Brown v. the Board of Education
was. There were no black justices on the
Supreme Court. There weren’t any women
either!”
“Hey, yeah,” said Matt, “but this case started to change that, didn’t it?”
Michelle and Matt had made two very important observations, which proved
they had internalized the case’s impact. They understood that opportunities
for minorities were limited in the 1950s, and they also realized that it was due
to cases like Brown v. the Board of Education that opportunities expanded
for minority citizens. The changes were reflected in our following court case,
New Jersey v. T.L.O., which took place in 1984. During this case study, our
two eldest justices were forced into retirement and were replaced with the
first black justice and the first female justice. Our students noted the number
of years that had passed between Brown v. the Board of Education and New
Jersey v. T.L.O. and realized that change is slow.

At the time, our students were studying proportion in math, and Kacie
interjected that this conﬁguration of justices, though fairer than the 1950s
conﬁguration, was not a proportional representation of American society.
This led to yet another deep discussion when Darrien, bringing up another
recently covered math topic, asked, “What is the probability of a woman
becoming a Supreme Court justice?”
As a team, we got busy answering that question. And nobody had to
wonder whether we were addressing standards through our curriculum
integration.

Connecting the Dots

Though we had carefully mapped the curriculum so we could blend the
citizenship standard into our lessons during the third grading period, we were
astounded by the many opportunities we found along the way to connect
important concepts. The original ideas from our team meeting continued to
evolve each day as we interacted with students. We were not all working on
the collaborative unit every day, every hour, to the same degree. Some days,
only one teacher would actually refer to the main topics and then only briefly.
Other days, we’d all be involved.
Throughout the nine-week grading period, we remained alert for
interdisciplinary links while addressing specific standards and curriculum
benchmarks. When these opportunities arose, we seized the moments. As
a result, we were able to consistently relate our daily lessons to our global
concept so that our students developed a deep understanding of the standards.
Figure 6.7 shows how we fit the pieces together.
Figure 6.7 provides just a sampling of the activities students completed as
part of our citizenship focus. Though we included many possibilities on the
curriculum map, we didn’t plan all the lessons that eventually became part of
our unit. As our collaborative instruction evolved, we followed tangents that
we hadn’t considered in our planning. Later, we added these developments
to our curriculum map so we would have a record of the changes. We had to
continually remind ourselves that it was okay to stray from our original plans
to take advantage of teachable moments.

Interdisciplinary Links to the Citizenship Focus

Citizenship Integrated Unit—Supreme Court Cases

Guiding Standard from History Curriculum:

Students develop an understanding of the structure and purposes of government, the foundations of the American democratic system,
and the role of the United States in the world while learning about the rights and responsibilities of citizenship.

Related Standards
History Science Math Language Arts

H-1.Students develop a spatial S-1.The students will become M-1.In problem-solving LA-1.Students read,
understanding of Earth’s aware of the characteristics investigations, students comprehend, and respond to
surface and the processes and life cycles of organisms demonstrate an understanding a range of materials using a
that shape it, the connections and understand their of the concepts, processes, variety of strategies for different
between people and places, relationships to each other and and real-life applications of purposes.
and the relationship between to their environment. measurement.
man and his environment. LA-2.Students write
S-2.In learning environmental M-2.In problem-solving competently for a variety of
H-2.Students develop a sense science, students will develop investigations, students purposes and audiences.
of historical perspective as an appreciation of the natural demonstrate an understanding
they study the history of their environment and learn the of geometric concepts and LA-3.Students locate, select,
community, state, nation, and importance of environmental applications involving one-, and synthesize information
world. quality, and acquire a sense two-, and three-dimensional from a variety of texts, media,
of stewardship. As consumers geometry, and justify their references, and technological
and citizens, they will be able findings. sources to acquire and
to recognize how our personal, communicate knowledge.
professional, and political M-3.In problem-solving
actions affect the natural investigations, students LA-4.Students read, analyze,
world. discover trends, formulate and respond to literature as a
conjectures regarding cause- record of life experiences.
and-effect relationships,
and demonstrate critical LA-5.Students apply reasoning
thinking skills in order to make and problem-solving skills
informed decisions. to reading, writing, speaking,
listening, viewing, and visually
M-4.In problem-solving representing.
investigations, students
demonstrate an understanding
of patterns, relations, and
functions that represent and
explain real-world situations.

(Louisiana Administrative Code 2005)

Figure 6.7 Interdisciplinary Links to the Citizenship Focus, Part 1

A Sampling of Class Activities Integrating Core Classes to Global Concept of Citizenship

Related Lessons Related Standards

1. Introduction of three landmark Supreme Court cases (Brown v. the Board of Education, New Jersey v. H-2, H-3, LA-1,
T.L.O., Texas v. Johnson) in all core classes. Clues for each case were introduced through preplanned LA-2, LA-4, LA-5
activities that interrupted our regularly scheduled lessons. Students recorded information on
specially designed notepads so they would have complete information about each case by the end
of the introductory activities.

2. For each case, students completed mini–judicial reviews. Students received a copy of the H-2, H-3, LA-3,
constitutional amendments so they could search for any violation of rights indicated in the presented LA-5
History

cases.

3. After reviewing Brown v. the Board of Education, students were given several open-ended scenarios H-2, H-3, LA-1,
involving equal opportunity for people of different genders, handicaps, and races. Students wrote LA-2, LA-5
essays to describe the events that should occur to ensure that all parties involved in the scenarios
received equal opportunities.

4. As part of our study of New Jersey v. T.L.O., a DEA agent visited our team to discuss search and H-3, LA-4
seizure procedures, guidelines for undercover operations, and rights of the citizen, the accused, and
the government.

1. During the clue introduction for Brown v. the Board of Education, students were required to complete H-1, H-2, H-3, M-1,
measurement conversions involving temperatures, distances, and time. (See Figure 6.3.) M-4

2. During our study of New Jersey v. T.L.O., students researched cancer rates related to smoking. They H-3, M-3, M-4, S-1,
took the information they had gathered and reported the data in various mathematical formats, LA-1, LA-3,
converting the data from decimals to fractions and percentages.
Math

3. Using graphs that showed cancer rates among different population subgroups, students calculated H-3, S-1, M-3, M-4,
the number of teenaged smokers represented in the data. Then they assumed the role of responsible LA-2, LA-3,
citizens as they wrote persuasive letters to teenagers, urging them not to smoke and using the data
gathered from their research to support their antismoking stance.

4. During our study of Texas v. Johnson, students used the concepts of scale and proportion to create M-1, M-2
flag drawings of various sizes. They completed their scale drawings in chalk around the school
campus and added citizenship-related slogans to their creations.

Figure 6.7 Interdisciplinary Links to the Citizenship Focus, Part 2

1. Students read the novel Witness, which provided historical perspective about race relations in the H-2, H-3, LA-1, LA-2,
early 1900s. In addition, the novel enabled students to explore and define the concept of equality LA-3, LA-4, LA-5
as it pertains to the Constitution, Declaration of Independence, and the Bill of Rights. Students were
asked to identify the perspectives of various characters and justify those perspectives based on the
characters’ experiences, thus providing them with a necessary science skill.

2. Students read “The Lady or the Tiger” and compared the judicial system described in the short story H-2, H-3, LA-1, LA-2,
to the American judicial system that would be used in Witness if one of the characters had been on LA-3, LA-5
trial for crimes committed.
Language Arts

3. Students created circle graphs depicting their opinions of the trial outcome in “The Lady or the Tiger.” In the
graphs, they indicated whether the man on trial had encountered a lady and should be declared innocent H-3, M-3, M-4, LA-3,
or whether he had encountered a tiger and should be found guilty. Creating the graphs first involved a LA-5
discussion of the probability of the king’s system and changes in probability that might occur based
on characters’ manipulations (namely the princess) of trial events. Students tallied the data in class,
converted the information to percentages, and created circle graphs to display their results.

4. Prior to the introduction of Texas v. Johnson, while studying symbolism in language arts, students H-2, H-3, LA-1,
read historical information about the American flag and guidelines for its proper care and disposal. LA-3
In addition, students followed written directions for creating five-point stars with a single scissor cut.
Students placed facts about the American flag on the stars and placed them around the classroom.
Afterward, students discussed why the flag was an important symbol and what the flag represented
for American citizens.

1. A state wildlife and fisheries agent visited our team and explained the connections between wildlife H-1, H-3, S-1, S-2,
data sampling completed by scientists and laws written by legislators. He also explained how the M-3, LA-5
laws, in turn, protect animal populations. In addition, he discussed with students citizens’ rights and
responsibilities in relation to the environment.

2. Using problem-solving skills, students brainstormed various methods of controlling Colorado’s elk H-1, S-1, S-2, M-3,
population, such as making decisions based on sampling data to decide whether or not predators LA-3, LA-5
should be reintroduced and adjusting hunting limits. Students were required to consider their
responsibilities as citizens as part of their solutions to the overpopulation of elk herds.

3. Students considered the various fictional and nonfictional characters’ perspectives as part of their H-1, H-2, H-3, S-1,
discussions about whether humans have acted responsibly in protecting the environment. First they S-2, LA-1, LA-2,
Science

read Brother Eagle, Sister Sky and discussed Chief Seattle’s actions to preserve the environment in LA-3, LA-4, LA-5
the absence of formal laws. They compared Chief Seattle’s beliefs to current environmental regulations.
Then students were asked if Chief Seattle would have approved of the king in “The Lady or the Tiger”
introducing an exotic species into his environment for judicial purposes. Students also wrote essays in
response to the following prompts:

In “The Lady or the Tiger,” suppose the king brought in an exotic animal as part of his judicial system.
Explain how this animal could affect the native animals that live in the kingdom.

Word gets back to Chief Seattle about the introduction of exotic species by the king, and Chief Seattle is
angry. Why do you think he is so upset? Be specific and justify your reasoning with specific examples.

If Chief Seattle were to put the king on trial for this crime against nature, what kind of judicial system do
you think he would use? Design it.

Figure 6.7 Part 2 (continued)

Sometimes opportunities arose from students’ observations and inquiries.

One day, for example, Jean Paul blurted out in class, “Oh my gosh! I just
realized it. I can’t believe it!”
“What?” several students asked him.
“I’ve been looking at that letter all year long because I face that same
bulletin board every day. I just realized that those books donated to St.
Bernard Parish came from Topeka, Kansas! That’s weird, isn’t it?”
Indeed, through our Love of Literacy campaign, we had received many
donated books to distribute to libraries destroyed by Hurricane Katrina.
A photograph and letter from one contributing school hung on the board
directly across from Jean Paul’s desk.
“No, that’s not weird,” said Blaze. “Isn’t it irony?”
This led to a wonderful student-generated discussion about whether
irony was an appropriate term to describe the coincidence. These types of
spontaneous teachable moments occurred more and more frequently as we
explored the citizenship standard.
Other times we were the ones who would burst into team meetings
gushing about some wonderful connection to the standard that we had just
experienced in class. This was the case on the day our students dissected
owl pellets in science to collect data about mouse populations. Erin suddenly
realized that laws are based on the data scientists collect as they attempt
to control animal populations. Although she had mentioned this in class,
she knew she should validate this connection for students, so she invited
a wildlife and fisheries officer to visit. As Erin requested, he explained how
hunting limits are directly related to the work of scientists and lawmakers.
However, unexpectedly, the officer provided background knowledge for our
next Supreme Court case, New Jersey v. T.L.O. While explaining the importance
of having hunting limits, the officer mentioned that it was within his legal
responsibility to search hunters and fishermen and their vehicles to ensure
that they were respecting the limits.
“Hey, don’t you have to have a search warrant to check someone’s boat?”
Robert asked him. “Isn’t that like their house?”
Dylan, who hunts frequently, answered for him. “A wildlife and fisheries
officer can look in all of your stuff if you’re hunting or fishing,” he said. “It
doesn’t matter what you say.”
The agent explained how government tried to balance search and seizure
laws with the need to maintain animal populations. Here was another

connection between our citizenship unit and science that we had not
anticipated but were thrilled that our students could discover.
Throughout the unit, we modeled our thought processes when exploring
the relationships among connected topics. Eventually, students exercised their
brains on their own initiative.
One spontaneous leap occurred as students read “The Lady or the Tiger” and
tried to make sense of the medieval king’s imposition of a twisted justice system.
In the story, the accused must choose between two doors, one concealing a
lady, the other concealing a tiger. Choosing the tiger results in a guilty verdict.
While we were reading the story aloud in class one day, Colby called out,
“Hey! That’s a violation of at least two amendments in the Bill of Rights!”
“Which ones?” Monique asked him.
“Well, one is the right to a fair trial and the other one is about cruel and
unusual punishment,” he said without hesitation. “I mean, being eaten by a
tiger? Please!”
Joey chimed in, “But, Colby, think of perspective. In ancient times that
was not cruel or unusual. You’re thinking like it’s 2007, not 1500.”
In a single moment, Colby and Joey had connected all the major focal
points for this unit: the Bill of Rights, perspective, and the evaluation of
judicial systems. Monique had planned for students to compare the judicial
system in the story to the U.S. court system and evaluate violations of the
Bill of Rights in a formal assignment. Colby and Joey had beaten her to the
punch. Figure 6.8 reflects the activities that students completed next.
Admittedly, an assignment requiring so much evaluation and higher-level
thinking might seem quite daunting for special needs students. However,
our students had been applying these concepts in every core class. Because
the information was on their minds throughout the school day, they did not
flinch at the assignment. On the contrary, all of our students made curricular
connections that we had not anticipated.
Our students realized that every teacher on the team knew what was
happening in all the other classrooms, so they willingly brought up the
connections, trusting that we’d know what they were talking about. The
same week we read “The Lady or the Tiger” in language arts, students were
wrestling with probability in math. In the midst of the math lesson, Foster
exasperatedly asked Kathryn, “So this man’s life is left up to probability? You
mean to tell me he has only a fifty-fifty chance of living? So what makes this
king’s court a fair trial? They might as well have flipped a coin!”

Cumulative Discussion Guide—“The Lady or the Tiger”

and Branches of Government

In your groups, complete the following activities to prepare for our share circle.

1. Complete a Venn diagram to compare the judicial systems of “The Lady or the Tiger” and Witness.
Then proceed to number 2.

2. Use the Bill of Rights to complete the following chart.

Amendments Violated Proof

Witness, p. 59

“The Lady or
the Tiger”

3. Which of the branches of government is the king’s role in “The Lady or the Tiger” most like? (executive,
legislative, judicial)

Give a specific event from the story that provides proof that he serves this role.

4. Read the article about habeas corpus (in your history books, p. 233). Then, answer the question that
follows.

Figure 6.8 Cumulative Discussion Guide

The Supreme Court has clearly established that trials must be free from a coercive or intimidating
atmosphere. It also has ruled that disruptive activity at trial by the press can render a trial unfair.

What argument for habeas corpus could be used by the accused people in Witness and in “The Lady
or the Tiger”?

Story Reason to believe the person had Is the system of that society likely
an unfair trial to support a habeas corpus claim?
Why?

Witness

“The Lady or
the Tiger”

5. Evidence is important in all trials. We know that the princess’s lover was guilty of the crime with
which he was charged. Now it’s time to use evidence to decide whether the man was found guilty or
innocent.

Use the princess’s perspective to provide evidence from the story to support each outcome.
Guilty—Tiger Innocent—Lady
1. 1.

2. 2.

3. 3.

So, did the young man choose the lady or the tiger? __________________________________

Figure 6.8 continued

Foster didn’t stop to wonder whether Kathryn would know what was
happening in language arts or that Monique would understand a question
about probability. Everything was related. When wrapping up the class
discussion of the short story, students created circle graphs indicating
whether they believed the accused young man met the lady or the tiger when
he opened the door of fate. This short assessment reviewed skills that had
been addressed earlier in the year, namely percentages and graphing. After
examining the graphs, Foster thoughtfully underscored the impact of what
he had learned.
“Well, look at that,” he said and sighed. “Of all three classes, the greatest
probability of living that we gave this poor dude was the same fifty-fifty chance
that the original author did. We didn’t improve his chance of living at all.”
Foster’s comments captured our own feelings about traditional methods of
integrating the curriculum. Had we unintentionally given our students only a fifty-
fifty chance of achieving deep understanding because of the limitations of our
previous unit designs? Were we so intent on presenting pretty interdisciplinary
packages that we forgot to reinforce the messages inside?
Perhaps our students had always been capable of making deep connections
among the concepts they were learning, but we had not provided them with the
right focus. The same standards movement we originally rebelled against had
helped us improve our practices and provide a stronger foundation for student
achievement. In the process, we discovered that effective interdisciplinary
teaching is more messy than neat. It doesn’t need to be prepackaged and
adorned in order for students to make connections.

In October 2006, we attended a week-long professional development

institute sponsored by the Disney Corporation. We were nervous about leaving
our students for so long and consequently left behind hefty assignments so
they would not have time to misbehave.
When we returned to school the following week, we were surprised by
our students’ reactions.
“You gave us busy work,” they complained. “We never do busy work in
here. We always do real stuff.”
“We can do the hard stuff, you know, even if you aren’t here.”
“Please let us do real work next time. Don’t you trust us?”
Ouch. That was not the message we had intended to send. Instead of
giving our students a chance to demonstrate their increasing maturity and
respect for our team values, we had let fearful teacher logic sneak into our
planning. We had assumed that without our physical presence acting as a
deterrent our students—or at least a few difﬁcult characters—would give the
substitute teachers a hard time.
As we reﬂected, we realized how similar our views were to those
expressed by colleagues over the years. Often, when other teachers consider
our approach to curriculum integration, they cite fear of student misbehavior
as one of the biggest obstacles to overcome.
“My students won’t be able to do this because they are too disruptive,”
some have said.
“I’d love to do all those cool activities with my students, but Johnny
won’t be able to handle it,” others have mentioned. “He’ll get everyone all
riled up.”

119
TeamWork: Setting the Standard for Collaborative Teaching, Grades 5–9, by Monique Wild, Amanda Mayeaux, and
Kathryn Edmonds. Stenhouse © 2008. No reproduction without written permission from publisher.
TeamWork
120

We can understand their reluctance to change. Let’s face it: misbehavior

in the middle grades is like a cold germ just waiting for a chance to infect
healthy cells. It hovers around classrooms and looks for an opening. A few
determined troublemakers can spoil a good lesson plan before the ink dries
on your planner. And who are the students with the best attendance rates?
Class clowns and miscreants tend to dominate the list. They rarely seem to
miss a day of school, which means our peaceful kingdom can come under
attack at any moment. Trying to predict whether their antics will throw off
the team’s equilibrium can prompt premature panic and cause teachers to
retreat to familiar terrain.
Sometimes keeping disruptive students conﬁned to their desks seems the
only solution to averting chaos. Limiting these students’ freedom prevents the
contagion from spreading, or so we tell ourselves. But a closer examination
of the causes of misbehavior suggests another approach.
We have discovered that the students with the greatest discipline problems
tend to be bright adolescents who get bored waiting for their peers to learn.
Other major troublemakers have fallen behind in a particular subject or in
multiple classes and disrupt our activities to deﬂect attention from their
inadequacies. In other words, it’s what they know or don’t know about the
content that typically causes adolescents to act out. And this is a symptom
that good interdisciplinary teaching can cure.
Addressing the extremes in our school populations can be quite challenging,
but in our experience, engaged students usually are well-behaved students.
Team-based, collaborative planning is the best method we have found for
providing developmentally appropriate instruction for all students. Discipline
becomes self-generated rather than teacher imposed.
Thoughtful curriculum integration enables students to understand our
lessons’ relevance and actively search for connections between subjects.
Because they are busy exercising their minds, they are much less distracted
than when the instruction demands their rote responses. The impact of
this different approach is demonstrated through the changing behavior of
advanced students, such as Porter. Instead of resorting to his habit of acting
out because he was bored, Porter began suggesting deeper questions for the
class to explore.
“Hey, you know how in Flowers for Algernon they made Charlie smarter?”
he called out one day. “I wonder if they can really do that now with genetic
engineering. That’s what we’re studying in Mrs. Babin’s class. Do y’all think
we should ask her?”

Interdisciplinary teaching also provides a stronger structure to support our

special needs students. Rather than being confused by their peers’ attempts
to engage in abstract reasoning, they learn how to contribute to intellectual
conversations without fear of ridicule. Continual collaboration gives them
greater conﬁdence to try. Instead of a traditional classroom culture where
a few students dominate discussions and seem to know all the answers,
effective teams encourage everyone to wonder.
“Would you want intelligence to be increased in real life?” Andrew, a quiet,
special needs student responded to Porter’s inquiry. “I mean, Charlie was still a
freak to everyone once he was smart. Is it better to be really smart than sort of
dumb? I’m not sure if genetic engineering could do this anyway. Didn’t Charlie
have an operation in the story? That’s not genetic engineering, is it?”
In the old days, such sophisticated thinking from students with identiﬁed
learning disabilities would have astonished us. Now it fuels our team’s growth
and proves that young adolescents are far more capable than most adults assume.
Many students have gaps in their knowledge and skills, and we still provide
remediation on our team. But that’s not all we do. We don’t dumb down the
curriculum for struggling students. We use integration to help them progress.

A Curriculum Wake-Up Call

By the second nine-week grading period, our students typically understand
that we might address any subject in any classroom. It is not taboo to mention
math in history or science in language arts. So when a student asks in language
arts class about the probability of a certain character’s reaction or asks in
science class how Chief Seattle might have reacted to the environmental
issues discussed in the readings, we are ready to assist them in discovering
the answers. With the supports provided by instructional teams, all students
are capable of making deep connections to the content and experiencing
academic success.
Consider the growth experienced by Earl, a special needs student who
was so concerned about maintaining his cool reputation among his peers that
he had been reluctant to let them think he might actually learn something in
school. Consistent exposure to curriculum integration ﬁnally broke through
his reserve.

In Monique’s language arts class, students had been discussing symbolism.

To make the concept more concrete, she introduced several American symbols
and discussed the emotional connections people have to them. Then she
referred to emotional symbols in literature. The chosen symbol for the day
was the American flag. Students read about the flag’s history, followed written
directions to create a five-pointed star with paper, and wrote facts about the
recommended care of the flag on each of the stars.
As Monique was hanging the stars on the bulletin board, Earl looked up
sleepily from his desk and said, “Hey . . . I know why we’re doing this. We’re
about to have a court case about the American flag, aren’t we?”
Monique was taken aback.
“What on earth are you talking about, Earl?” she asked, feigning ignorance
of the integrated unit (explained in Chapter 6) that our team had planned to
explore through several landmark U.S. Supreme Court cases.
“Well, Mrs. Babin just gave us our court-case notebooks back this morning,
and suddenly we’re talking about flags in here. I know we’ve been talking
about symbols and all, but I think our next court case will be about the flag.”
Monique smiled at Earl and marveled at his prescient observation. How
had he figured out our strategy in his semiconscious daze? We had indeed
planned to introduce an important court case the following morning. In
Texas v. Johnson, the court considered the implications of the American flag
burning to protest the Republican National Convention in 1984. Trying to
keep a few surprises up our sleeves, we had not mentioned this to students.
We had been busy setting the scene. But Earl had quite unexpectedly, quite
marvelously jumped ahead.
“Shhhh . . . Don’t tell anyone,” Monique whispered as she pulled Earl off
to the side.
Earl winked and smiled slyly, “Nah, who’d believe me anyway?”
We rewarded Earl’s astuteness by giving him a lead role in the protest
march reenacted in our classrooms the following morning. At one point, Earl
bellowed, “I’m here in Dallas, Texas, to protest the Reagan policies . . . or
something like that!” The class laughed, but they all remembered why people
were protesting in 1984.
The curricular connections that our students make are rarely random.
Rather, they result from the system of supports that we have put in place
through interdisciplinary teaming. By working together, we can prop up
the students who are wobbly, keep others moving steadily on course, and
remove the training wheels for those who are ready to race ahead. Shifting

gears constantly and consciously is difﬁcult in any classroom arrangement,

but navigation gets easier when you have help from colleagues. On our
team, including Kathryn as a full-time special education teacher provides
an extra boost.
Visitors to our team are often surprised when they discover that about
one-third of our students have identified learning disabilities. Most of our
students also are unaware of these labels. Partly that’s because Kathryn guides
all students, not just those in the special education population. She doesn’t
draw attention to a selected group, and we don’t alter our expectations that
all students can produce high-quality work.
Every student participates in group activities and class discussions. Our
special education students are never isolated from the general population.
Kathryn both coteaches lessons and monitors students individually. She looks
at instruction through the lens of confusion: What could be tripping up one or
more students? Once she identifies a problem, she focuses on strategies such
as visualization, summarization, or graphic organizers that can get students
back on track.
Kathryn doesn’t limit her outreach to students who qualify for special
assistance, nor do we refer to her as a special education teacher. This would
make it obvious to everyone that we consider some students deficient, and
Kathryn’s assistance would carry a stigma. Instead we call her our learning
styles specialist. It might seem like a game of semantics, but it works. Students
who are struggling for one reason or another don’t hesitate to approach
Kathryn for help. The groups she pulls aside for reinforcement include
students with a wide range of ability levels. The groups are fluid and dynamic;
membership is determined by need, not by a particular program designation.
As previously mentioned, careful attention to students’ academic needs also
improves their behavior.

Every Student Can Soar

David’s story beautifully illustrates this process. When David entered
seventh grade, his academic future looked bleak. He struggled with basic
skills in all subjects. We requested testing for special education services, but
ultimately he did not qualify.
In the meantime, we subjected him to the full onslaught of our “You
can do it” campaign by writing notes; saying, “You are so smart”; and using
his best work as examples. We pulled him aside for extra help when we
noticed his confusion or when he speciﬁcally requested assistance. David’s

performance began to improve, and we withdrew our request for special

education testing.
Throughout the school year, David participated in our Academic Success
Plan, which required students to help each other while working in pairs or
small groups. David still asked for help, but increasingly he also assisted
other students with math problems or reading guides.
The spring testing period came and went. In Louisiana the high-stakes
exam determines whether a student can pass to the next grade level. David
was visibly nervous when the scores or the consequences were mentioned.
In May we were ecstatic to learn that all of our students had passed the
exam, including every special education student. Triumphant, we marched
into our classrooms and shouted, “What is our team motto?”
They replied, “No Martian will fail!”
“That’s right,” we told them. “No one did.”
Our students were stunned into silence. Then they began jumping and
screaming as we passed out the proof. David stared at his score sheet and wept.
“Look at this,” he said and hugged us each in turn. “Thank you, thank you.”
Not only had he passed the test, he had scored in the eightieth percentile
in both math and language arts.
David advanced to high school, and as a senior he served as president of
the student government. He also went to college.
Integrated instructional teams give us the means to succeed with the other
Davids in our schools, those students who will fall through the cracks without
an array of intentional supports from conscientious and collaborative teachers.
Filling in the gaps requires that we focus on our students as individuals and
continually reflect on the global concepts that will help each of our students
become productive citizens. Teaming helps us maintain our focus and assist
our students in realizing that the concepts we study in class now will benefit
them when they become adults. Unless we make the connections for our
students in every class, they will not see how the themes they are studying
relate to one another, and they will not grasp the abstract ideas that unify
these topics. When our students begin to see the connections for themselves,
we are satisfied that our teamwork has truly benefited them.
After we discussed Texas v. Johnson in class, Kathryn asked students why
they thought so many people were upset that Johnson burned the American
flag. Nicholas piped up, “Because, like, dude, it was, like, THE AMERICAN
FLAG! Like, you can’t hurt something people have so much emotion about.”

An odd expression took over Nicholas’s face as though he’d just made
an extremely important realization. Then he blurted, “And, like, oh, it’s
symbolism like we were talking about yesterday! And, like, emotions matter,
and . . . ” Now he jumped to his feet. “Everything is related to something on
this team!”
Yes! Everything is related because we are a true collaborative team.
Working together helps make learning interesting, engaging, and relevant.
Insights such as Nicholas’s brilliant revelation conﬁrm that our methods are
working. These are the moments we wait for. Nothing inspires students and
teachers more than success.

As humans, our natural desire is to reach toward the top, to explore the next
frontier. While this drive undoubtedly leads to some of society’s greatest inno-
vations, it also can cause us to ignore the challenges directly in front of us. As
a teaching team, we have discovered that the greatest riches in education often
lie within the depth and unity of our professional practices rather than in the
height of our individual achievements. We still seek to soar, but we recognize
that growth withers without a solid root system.
Building strong relationships and connecting the content represent the first
two sides of the teamwork triangle. The third part of the equilateral framework is
reflective teaching. We consider reflection a form of job-embedded professional
development. It is the tool that enables us to dig deeper, to figure out where we
are individually and collectively.
Rarely will a team function well in all areas simultaneously. For example,
the same year that we achieved a deep level of relationship building with stu-
dents and their families through the use of surveys, Portfolio Show-Off Day, and
student-led conferences, we reached only a superficial level of curriculum inte-
gration, such as naming the characters in math word problems after those in our
language arts novel. Reflection helped us identify and close the gaps.
127
TeamWork: Setting the Standard for Collaborative Teaching, Grades 5–9, by Monique Wild, Amanda Mayeaux, and
Kathryn Edmonds. Stenhouse © 2008. No reproduction without written permission from publisher.
TeamWork
128

Effective teachers always ask themselves why they are doing what they are
doing through questions that go beyond immediate utility (“Does it work?”)
to consider the ways in which instruction is working, why it is working, and
for whom it is working (Zeichner and Liston 1996). This “Where do we go
from here?” mind-set keeps our team in a reflective mode and motivates us to
continually plunge beneath the surface.
Of course it’s easier to reflect on the previous year and make plans for
the future when team members stay put. Consistency creates comfort and a
unified starting point for the new school year. But what happens when—cue
the scary music—a team member leaves and an “unknown” joins the crew; or
worse, a team splits up entirely?
First, understand that such changes are bound to happen. Life choices,
changes in school leadership, and shifting student populations can always
lead to turnover. Second, accept the fact that the depth of your team practices
will vary as members come and go. Each time you will need to adjust, redefine
your norms, and set goals that you jointly and consistently carry out. Finally,
realize that if a team has been successful, its members may be asked to
“spread the wealth.” This might involve serving as a model team for the
school and leading professional development sessions for colleagues. It also
might lead to new tasks and challenges.
The success we have shared as a team has opened new opportunities for
all of us. In the fall of 2007 Monique began coordinating the staff development
for the same school in which Amanda had been appointed as associate
principal. Kathryn stayed at Dutchtown Middle School and joined an eighth-
grade team that planned to incorporate full inclusion of special education
students for the first time.
Colleagues have asked us how we will be able to cope without each other.
The
The answer
answ
an er is
swer is we won’t
won
won’t’t be
be alone
alon
al e even
one even though
tho
thougughh we may may bebe apart.
apar
ap t. We
art. W will
continue to share
sharre our achievements
achievem
ac emenents and
t and struggles,
d strug ggl
gles just
es,, ju as we always have.
Professional refl flection is the thread d that
that ties
tiess us together.
tie ttog
oget h r. This
e he This unbreakable
Thi unbbreakkable
bond
bond gives
giv
g es us the
ives the courage
couragge to
o keep
kee
k eepp asking,
aski
as ing,, “So,
king “So, where
whehere e do
re do we
we go
go from
fromm here?”
here??”

As educators, we do not dictate all the circumstances of our professional

lives. We can’t control our students’ family backgrounds. We can’t mandate
the curricula. We can’t always choose our room assignments or our schedules.
The only thing we can truly control is the quality of our teaching.
Yet, many times we are afraid to bring up the issue of teachers’ effectiveness
in our discussions about school improvement because a small voice inside
us suggests that other factors have a greater impact on students’ success. In
reality, however, teacher quality is the most critical component of all and,
truly, is the only one we can change. Recent research has made a compelling
case for focusing on the quality of instruction in our schools. Three years of
effective teaching can improve student achievement rates by 35 to 50 percent
(Sanders and Horn 1994). Robert Marzano (2003) highlighted multiple
studies comparing the results different teachers achieved when working
with students from similar socioeconomic backgrounds. Research shows that
the most effective teachers guided their students to 72 percent pass rates
while ineffective teachers got just 27 percent of their students to proficiency
levels. Clearly, quality teaching can make a significant difference in school
improvement and student achievement.
Unfortunately, we have become so focused on ensuring that all students
have “highly qualified” teachers that we’ve forgotten the importance of ensuring
that they also have highly effective teachers. Teacher quality is not just about
the degrees or certifications a person has earned. Of greater importance is the
impact teachers have on students’ learning. As educators, we must be willing
to look deeply at our practices and be brave enough to ask: Did every student
in my class advance at least one grade level this year? How do I know? What
evidence can I provide of my effectiveness as a teacher?
Instead of using such inquiries to improve our practices, many of us
continue searching for scapegoats. At a recent national conference where

129
TeamWork: Setting the Standard for Collaborative Teaching, Grades 5–9, by Monique Wild, Amanda Mayeaux, and
Kathryn Edmonds. Stenhouse © 2008. No reproduction without written permission from publisher.
TeamWork
130

the participants were discussing what to do about low-performing schools,

a teacher suggested that districts should simply shift more high-achieving
students into the schools’ attendance zones.
“But that does not fix the problem,” Amanda said. “The other kids are still
not achieving.”
“Can we change that?” the teacher asked.
Amanda’s response was shocked and automatic: “If teachers do not make
a difference, if we cannot improve student achievement, why are we here?”
That question goes to the core of our beliefs about teamwork. If we allow
despair to overcome our purpose, we might as well pack away our lesson
planners and go into another line of work. Yet in saying that, we do not mean
to dismiss the frequent frustrations of teaching. No one succeeds every day
with every student. And those of us who serve an abundance of struggling
students have to work extra hard to beat back the blues when our best plans
break down. Then we have to figure out why we missed the mark.
Analysis is essential for effective teaching. But isolated reflection isn’t
enough. We need help from colleagues, educators who are committed to
excellence and professional reflection. Critiquing one another’s practices can
be frightening at first, but through teamwork you can develop the trust and
refine the techniques that lead to improvement.
One of the most intense examples of this type of professional growth is the
certification process for the National Board for Professional Teaching Standards
(www.nbpts.org), which Monique and Amanda completed in 1999 and 2002
respectively. The process includes submission of an instructional portfolio in
the chosen content area. The portfolio consists of four sections. Two of the
sections require the teacher to videotape lessons and analyze the content for
evidence of impact on student achievement. A third section seeks evidence
of how well students learned throughout a unit. The final section focuses on
the teacher as a learner, as a member of a professional community, and as a
partner in working with parents. The portfolio usually takes about six months
to complete. Afterward, the teacher also must pass an examination.
The entire National Board process is thorough and rigorous, but nothing
compares to the experience of filming and viewing your instruction in
action. Trust us, watching a videotape of your actual classroom practices
will strip away any illusions of perfection that you may have as a teacher.
Our National Board certification efforts revealed flaws that we would have
rather swept under the rug. Yet the insights we gained during this period of
deep professional reflection continue to shape our successes today. Years

after achieving National Board certiﬁcation, we still recall those monumental

moments of clarity that challenged and changed us. One example occurred
during the fall of our first year working together as a team.
A teacher’s tears can be a discomfiting sight for students, and our students
knew something was wrong when they walked into Amanda’s second-period
math class one day and saw her flushed face and bloodshot eyes. They
exchanged knowing looks as they glanced at the video camera perched on
a tripod in a corner of the classroom. They were well aware of the anxiety-
producing inanimate observer that had become a permanent fixture on the
team while Amanda completed the National Board certification requirements.
“So, Mrs. Mayeaux, you okay?” one of the boys ventured.
“Yes, but the lesson really flopped last period, and I can’t figure out what
happened,” Amanda replied.
“What are we going to do?” asked another student.
“Well, I can tell you we are not doing the activity like I did it last hour,”
Amanda said. “Can y’all get started on the warm-up activity and let me gather
a few items for the lesson?”
During the first class, Amanda had decided to videotape an activity
designed to show students that there are usually several ways to solve math
problems. Rather than telling the students, “This is how to solve a problem,”
she wanted the students to gain confidence and competence through their
independent discoveries. Amanda was also introducing a unit on patterns as
a precursor to an upcoming algebra unit. Unfortunately, the problem she had
chosen for this particular lesson proved too difficult for students to solve by
themselves, and they quickly became frustrated and resistant.
So Amanda regrouped and revamped the lesson by choosing a different
problem that could be solved using skills the students would be able to
apply. A few weeks before, Amanda had read James W. Stigler and James
Hiebert’s book, The Teaching Gap: Best Ideas from the World’s Teachers for
Improving Education in the Classroom (1999). The book analyzed the Trends
in International Mathematics and Science Study (TIMSS) and the impact of
Japanese lesson study. In Japan, a textbook commonly used in eighth-grade
math classes is only about eighty-five pages long, much shorter than those
used in most American middle schools. The Japanese teachers focus on depth
of knowledge rather than a breadth of topics and use guided inquiry to
help students develop increasingly sophisticated problem-solving skills. First,
the teacher presents a problem to the class. Next, the students tackle the
problem without assistance. Then they present their solutions to the class.

After debating the solutions, the teacher presents his or her problem-solving
method and provides the answer.
With this structure in mind, Amanda decided to revise her lesson. When
the students came into the classroom, Amanda said, “I like chicken wings.
Anyone in here like chicken wings?
“Today we will think about chicken and try to figure out why companies
like Popeye’s and Raising Cane’s package their buckets of chicken wings like
they do. You will use your problem-solving techniques to find the number of
wings that will fit in certain buckets.”
The problem Amanda presented required students to apply their
knowledge of multiplication and remainders to figure out the smallest number
of chicken wings that could fill a bucket. Instead of having the students work
in groups of four as she usually did, she paired them and asked them to
solve the problem using any method they wanted. She also offered various
manipulatives, including calculators and grid paper, to open problem-solving
possibilities the students might not have considered.
Then, emotionally exhausted, Amanda stood back and watched, turning the
responsibility for learning back to the students. “I am not answering any questions
for the next twenty minutes,” she said. “I want to see what you can do.”
The next twenty minutes became some of the most revealing moments of
Amanda’s career. She began to realize that her students had many misconcep-
tions about math that she had never noticed because usually she was doing all
the talking. By allowing the students to work independently without her inter-
ference, Amanda saw their struggles and misconceptions more clearly.
Walking around the classroom, she was awed by the students’ thinking,
some of it on target, but much more considerably off the mark. For example,
she was shocked to discover that one of her advanced students thought that a
remainder of 0.3333 was the same as a remainder of 3 chicken wings. This re-
vealed that the student had little understanding of decimals and remainders,
skills she should have learned in the fourth grade.
After the students solved the chicken-wing problem by working in pairs,
they shared their methods with their classmates. Some student pairs had
solved the problem correctly, and some had not; but none had used the same
method. Students variously used pictorial representations, counters to repre-
sent the wings, and simple calculations. Amanda did not speak until after all
the students had presented their work. By this point in the class the students
were on the edges of their seats, waiting to see how she would solve the

problem. They were far more interested than usual because they were in-
vested in the process. Amanda discussed her approach and then emphasized
how good problem-solvers employ a variety of strategies.
Later that day, Amanda reviewed the videotaped lessons and consulted
her team members.
“Okay, friends, the lesson flopped!” she said honestly.
“What? You had it planned perfectly,” Monique said, smirking because she
knew Amanda often blew things out of proportion.
“No, it really sunk the first hour, but the second class was terrific!”
“What did you do differently?” asked Monique.
“I changed the problem,” Amanda answered, her enthusiasm building. “I
also made some changes in how I interacted with the students, mainly by not
talking. I didn’t help while they were solving the problem. I just shut up.”
“What did they do?” asked Monique.
“They went to work,” Amanda said. “Then I let each pair share their
solution. Some had the wrong answer but interesting methods for solution. I
saved the pair with the solution using patterns until last. After it was all over,
I stood up and discussed the solution. It was really incredible, but I am not
sure why it was so much better.”
“Did you ask questions as they were working?” Monique wondered.
“I did ask questions if I did not understand what they were doing, but I
made sure I did not give away any judgments about their solutions.”
Throughout the discussion, Amanda recognized that her silence was the
catalyst for her students’ exploration. As long as the students could depend on
the teacher to explain how to solve the problem, they did not have to work or
understand the problem for themselves. Also, the openness of the discussion
built a sense of sharing that had not been present in the past. Amanda was
no longer looking for a simple, correct answer but for the process students
used to find the answer.
As a team we used these revelations to adapt our instruction in all classes.
We realized that students needed to think and reflect, not just passively accept
information from the teacher. We also understood that we needed to do a better
job of encouraging open reflection throughout the team so students would feel
safe to express their ideas and learn from each other. These small ideas have
blossomed over the years into major themes in our teaching and teaming.

A New Perspective
We believe National Board certification is extremely beneficial, but teachers
can apply many of its principles without going through the full process. Reflective
teachers examine their practices and look closely at the strategies that have been
successful with students and at those that might need reworking or tossing out.
We view reflection as a seamless act that runs throughout our teaching moment-
by-moment, day-by-day, and year-by-year. Seamless means we do not stop and
say, “Okay, time to reflect for today.” Rather, we are constantly analyzing our
instruction and observing how our words or actions affect students individually
and as a class. We make notes to ourselves and consult each other, whether in
our daily lesson planners or in our team binder. Most importantly, if something
goes wrong, we ask why and attempt to fix it instead of saying, “Well, this is
how we have always done it.”
We reflect individually, as Amanda did with the chicken-wings lesson;
engage in team analysis, such as the discussions that led to better outreach
to students’ families; and involve students, parents, administrators, and
community members in our ongoing deliberations. If we want to improve,
we have to continually and collectively focus on results.
Before Kathryn joined our team, she had experienced lesson reflection as
an academic exercise. During her teacher preparation program and student
teaching stints, she was expected to critique her instruction regularly, rating
her students’ understanding, comprehension, and academic success. Still, she
thought the process was too one-sided and yearned for more guidance from
educators who routinely observed her in action.
In her first year at Dutchtown Middle School, Kathryn often wandered over
to our team area and listened to the discussions during our common planning
period. She noted that routinely analyzed our instruction and assessments. Even
during the last week of school, our conversations focused on lesson design,
implementation, and what we could improve next time.
The following school year, when Kathryn officially joined the team, our
reflections became even more nuanced and insightful. She was particularly
adept at analyzing student interactions in the classroom. For example, she
helped us understand a subtle negative interaction between two students.
“Have you noticed in your class that when Mark is absent, Alan completes
his work faster?” Kathryn asked one day.
“Now that you say that,” replied Monique, “You’re right. He is more
focused.”

“They don’t sit together, so what’s the deal?” asked Amanda.

“A few weeks ago when Alan made a better grade, I noticed that Mark
was pretty mean to him,” said Kathryn.
“Maybe we need to look into this a bit further and talk to Mark and Alan,”
said Amanda.
“I think we should also find a way to build Mark’s confidence while
encouraging Alan to perform,” Monique suggested. “We may also think about
moving Mark to the other group.”
By bringing up what she’d noticed about the subtle dynamics at play
between these two students, Kathryn had helped us make an improvement
where we hadn’t realized we needed one.
As we continued working together and analyzing our practices, we also
began sharing our plans for future lessons and asking for ideas about how
we might tweak the intended approach. We also made it part of the team’s
routine to discuss our lessons in progress to gain deeper insights about what
we could change during the next class period or the following day.
“Goodness,” Amanda said one day, as she plopped in a chair to begin our team
debriefing. “That was terrible! No one got the lesson today. They are clueless.”
“No one?” asked Monique skeptically.
“Okay, some did, but most are still making careless errors. I mean, they
have been subtracting fractions since the fourth grade!”
“So where is the breakdown in the process?” asked Kathryn.
“Well, I think most are making their mistakes when they have to borrow
from the whole number, which I know is a difficult process. But I am really
not sure what’s going on.”
“What can you relate this to that may help them understand?” asked
Monique.
“I thought I had related it with the multitude of examples and the
manipulatives and using the paper plates,” said Amanda, almost losing her
patience.
“Maybe you could have them verbally share the process and talk about
the whys,” Monique suggested.
“Or you could have them write an explanation of a problem like you did
with the equations last year,” Kathryn said. “That was really revealing.”
“You know, that is a really good idea,” Amanda said, brightening. “Then
maybe I could show my written explanation and pair them up to discuss the

similarities and differences between their explanation and mine. I would then
have time to walk around the classroom and read the individual responses.
I could also probably fix the issues of the ones who just have a simple
misconception.”
“If you do that, then I could pull aside those students who really don’t get
it and work with them one on one,” said Kathryn.
As helpful as these discussions are, collegial conversations sometimes
don’t go far enough. Sometimes seeing is the best way to understand what’s
working or collapsing in the classroom. Often in the past few years, one of us
has popped next door to ask, “Hey, can you come watch me teach this little
section and see what you think?”
Three teachers in two classrooms is a blessing because at least one of
us is always available if the other two need to team up to observe a lesson
or to coteach. The observing teacher’s perspective is so valuable, whether
she notices the impact of a particular classroom configuration or the too-
small font size used during a PowerPoint presentation. We never cease to be
amazed at what a fresh pair of eyes can bring to our reflections.
Our openness with colleagues carries over to our students as well. They
hear us discussing teaching and watch us learning on the job. Our willingness
to wrestle with challenging intellectual and practical problems demonstrates
the importance of reflection and the benefits of teamwork.
When a new student or teacher joins our team, we explain our expectations
and routines and then let modeling reinforce those messages. However, as the
old saying goes, “You can lead a horse to water, but you can’t make him drink.”
Internal motivation is key to reflective learning. And the best inspiration for
trying something new or difficult is watching someone else succeed.
Kathryn learned that one of the cardinal rules on our team was devoting
twenty minutes a day to sustained silent reading. She also discovered that
Amanda and Monique read alongside students, modeling good reading hab-
its. Initially, Kathryn resisted. Having recently graduated from college where
all of her reading was for assignment purposes, she had gotten away from
reading for pleasure and personal growth. During the reading period, she
would quietly complete special education paperwork, file documents, check
and respond to email messages—anything but read. That is, until the day she
noticed that students always approached Monique and Amanda when they
had questions or discoveries about reading. No one sought advice from Kath-
ryn, and that got her thinking: “The times that students approach teachers for
advice or just to talk are few and far between. If reading is what brings about
more of these opportunities, then I better jump on board!”

In addition to her desire to have more personal interactions with students,

Kathryn realized she needed to read more to grow professionally. She often
felt clueless when Amanda and Monique would discuss the latest trends and
research in education. Because she was unfamiliar with an author’s work,
Kathryn would listen to Amanda and Monique’s discussions about new “best
practices” and how they could be implemented into the classrooms. She asked
good questions, but it wasn’t the same as if she had read the information her-
self and could deepen the discussion. She became determined to change.
The second nine weeks in language arts class that year began with a study
of The Outsiders. Kathryn obtained a copy of the book for herself, and every
day during the twenty-minute silent period she read it when the students did.
Within a few days, students were buzzing about her, asking for her opinions
about various characters and plot developments and sharing their own inter-
pretations. Kathryn also made sure to be in Monique’s classroom on the days
set aside for literature sharing circles so she could contribute to the class dis-
cussion. Kathryn made such a habit of reading daily that when the novel study
came to an end she continued reading in class as well as twenty minutes at
night, meeting the same requirements that our team had set for students.
After establishing a routine of reading daily for pleasure, Kathryn began
reading for professional development. Sometimes she chose short online
journal articles; other times she evaluated research-based strategies as part of
a book study. In addition to sharing with Amanda and Monique, she began
consulting other faculty members. No one forced her or twisted her arm.
Kathryn developed internal motivation because our team cultivated purposeful
and habitual reading.

Dissection and Reconstruction

Our dedication to professional growth and reﬂection extends beyond the
classroom. We attend national and regional conferences and join online book
studies. When we discover innovative and successful practices anywhere, we
contact the teachers and administrators and ask, “How do you do that?” We
write grants and seek experts to help us solve problems.
Effective teachers are continuous learners. We often have heard our
colleagues remark, “I am a math teacher, I don’t read,” or “When do you have
time to talk about research?” In order to constantly be refreshed and grow,
teachers must learn.
In the book Reﬂective Teaching: An Introduction, Kenneth M. Zeichner
and Daniel P. Liston write that “if a teacher never questions the goals and the

values that guide his or her work, the context in which he or she teaches,
or never examines his or her assumptions, then it is our belief that this
individual is not engaged in reflective teaching” (1996, 1).
Recall from the chicken-wing math problem that Amanda did not continue
with the lesson and wait until later to correct the problems. Losing valuable
time with students because of an inadequate lesson was simply unacceptable.
Instead, she reflected and regrouped immediately. We know our lessons can
always be better, and we are not afraid to admit that we may not know how
to improve them on our own.
Sometimes reflecting causes us to change our beliefs as well as our
instruction. In Amanda’s case, she recalled being an avid math hater until she
reached the seventh grade and discovered Mrs. Donahue’s dynamic teaching,
which included using humor and relating math to real life. Mrs. Donahue
made math interesting by connecting complex concepts to simple skills,
which made them easier to remember.
Once she decided to become a math teacher herself, Amanda vowed that
she would never use the boring, “kill and drill” exercises that had turned
her off as a student. Instead, she would focus on problem-solving and math
discussions, trying to recreate the stimulating classes she remembered from
middle school.
Much later, she realized that effective teaching isn’t based solely on the
instructor’s personal preferences. Rather, skillful teachers vary their tools
according to students’ needs. One year, for example, while examining her
students’ end-of-year test scores, Amanda discovered that they had an average
of 87 percent in problem-solving but only 57 percent in number operations.
She also noticed that students at the lower end of the spectrum consistently
underperformed on number operations. These gaps suggested that Amanda had
succeeded in showing students how to apply their mathematical knowledge,
but they still lacked some basic skills. Many students couldn’t compute easily
or automatically. On tests, they took so long to complete calculations that they
fell behind and never finished all the problems. Amanda reluctantly considered
incorporating some old-fashioned computational speed drills two or three times
a week as a way to help students to learn their basic facts. She was not sure this
would improve students’ skills, but she was willing to try it.
Kathryn also helped us see that our special education students would
require additional interventions. During a team discussion, she asked, “How
can we help the special education students improve without making them
feel singled out?” We all remembered the look on the face of the kid from our
own school years who performed poorly on drills.

These two incidents caused us to begin reflecting about the role and
importance of math speed drills. After much discussion, Amanda created a
new system. During the first week of school the students took a five-minute
pencil-and-paper diagnostic test consisting of sixty-eight integer basic facts,
which would establish a baseline for measuring future progress.
Each time the students participated in a drill, they had to answer at least
one more problem correctly than they had on the previous drill in order to
earn a point. At the end of the quarter Amanda added the improvement points
and awarded a comparable grade. For example, if a student improved twenty
times in twenty-five drills, he or she would earn a grade of 80 percent. The
math classes also competed with each other to see which could collectively
improve the most. Students who consistently scored between 60 and 68 points
(68 being the top score) earned bonus points that they could use to bolster
an exam score or to replace some homework assignments.
Walt scored 13 out of 68 points the first day. He was really irritated to
discover that two of his friends had earned perfect scores and received
certificates to be placed on the bulletin board. But the desire to reach the
same level motivated Walt to work harder, and two weeks later he also earned
a perfect score.
“Wow, Walt, I am so proud of you,” said Amanda, “Tell me your secret.”
“Well Mrs. Mayeaux, I go home every day and watch Little House on the
Prairie,” said Walt.
The connection seemed so ludicrous that Amanda couldn’t help but chortle.
“Hey, stop laughing,” Walt said, smiling too. “That is one nice little show.”
When Amanda asked for more explanation, Walt told her that “durin’ the
commercials, I take out my flash cards and I mute the TV and go through the
cards. I then tell myself, ‘Walt, you are so smart. Here I am, perfect score.’”
Eureka! He had learned to visualize success and internalize the same
positive messages we had sent him through the team. Kathryn heard the tail
end of the conversation.
“I am so pleased,” she told Walt. “I think I will give you a new task. I
would like for you to help Mary. If you can help her score at least 50 out
of 68, I will give you ten bonus points. But you have to be nice.” The final
reminder was added because Walt on occasion liked to tease girls.
If Amanda had never reexamined her beliefs in light of compelling evidence
and Kathryn had not considered our special education students’ needs, we
might not have noticed that our team wasn’t achieving to its fullest potential.
Amanda’s initial decision to eliminate a potentially successful teaching

technique was based on emotion, not fact. She didn’t like math computation
drills as a student, so she assumed that everyone else would hate them too.
She never considered the role that drilling plays in skill development. Our
reﬂection allowed us to identify the problems and make adjustments to better
serve our students.

Evidence of Mastery
Every reflection of teaching should address two main questions:
1. Did the instruction or assessment improve learning?
2. What evidence proves this is true?
Expecting teachers to demonstrate the impact of their decisions and prac-
tices can be intimidating and difficult to quantify. Typically, many of us just
grade students’ papers and tests and consider the results sufficient documen-
tation of knowledge. In reality, the grades reflect how well students carried
out our assignments, not necessarily how much they know about a topic or
what they can do with the information later. Truly understanding the depth
of their comprehension requires a different approach.
The National Board certification process helped us shift to an evidentiary
focus, which teaming supports. Now as we plan instruction, we ask the
following questions:
• What are my goals for this unit?
• How will students demonstrate mastery?
• What does mastery look like?
• How will the unit develop deeper knowledge of the subject content
and standards?
• How will the unit build on students’ prior learning?
• How can we relate this learning to other subjects?

Then, as we analyze students’ work throughout the unit, we seek similar

clariﬁcation:
• What evidence did the student provide to demonstrate mastery?
• Did the student build on prior learning? How do I know?
• What connections did the student make that I did not anticipate?
• What misconceptions does the student still have?

In addition to analyzing products and demonstrations from students, we

examine the instruction that preceded those products and demonstrations.
Two of the most powerful research tools include videotaping and peer
observations. Monique and Amanda both had to videotape lessons for
National Board certification. They realized after watching the lessons that they
did almost all of the talking in class, while students did very little. Through
the years, we all have worked hard to reverse the ratios. We now videotape
ourselves at least a few times a year to reflect on a new lesson or an old
one that is not working well anymore. We may watch the tapes together or
individually. We keep our reflection questions at the forefront of our minds
as we decide what needs to change.
We also observe each other in action. Amanda had been reading some
research about the effective schools movement and was curious about whether
or not the percentage of our students who were on task at any given time
matched the recommended minimum level of 75 percent. She popped into
Monique’s class a few times to measure. We found that overall 95 percent of
our students were on task at a given time. Of course we then tried to figure
out what the other 5 percent were doing!
Videotaping and peer observation require trust. Just as when building
relationships with students, we suggest starting slowly. Consider taping a
segment of a lesson that needs tweaking and ask your teammates to offer one
suggestion. Banish the idea that everything has to be perfect.
In addition, keep in mind that reflection shouldn’t stop with the teacher.
We encourage our students to analyze their work as well as critique their
peers’ work, using constructive criticism as another method for learning.
Initially, students may be hesitant to critique each other, but they will get
more comfortable with the process through practice and coaching.
Journal writing can be a good place to start. Asking students to reflect
on their learning by writing brief explanations to a peer often loosens
them up. We might ask, “How does your understanding of “Nothing Gold
Can Stay” change the implications of The Outsiders for you?” or “How does
understanding the Pythagorean theorem help you solve the refrigerator
problem more efficiently?” Written exchanges are less personal and can create
openings for discussion. As the year progresses, we guide students toward
more face-to-face analysis.
We also share our own lesson reflections with students and ask for their
advice. We might prompt them by saying, “You know, last hour this lesson

ﬂopped, so I am going to take a few minutes to change it around, and we will

see if it works better. I would like to know what you think.” Or, we might ask
the class to give us a short written critique of a new strategy we used. Our
students see us reﬂecting and adopt the habit as well.

Figure 8.1 End-of-Year Growth and Reflection Survey

At the end of the school year, our students analyze their cumulative
learning by completing the survey shown in Figure 8.1 and reviewing collected
work samples. Such self-reﬂection reinforces the importance of retaining
what you’ve learned, not discarding it at the completion of a unit or test. By

Figure 8.1 continued

returning to their portfolios and talking about their growth, students realize
that knowledge is progressive and that each new element represents a step
toward deep comprehension.
At the end of the year we often hear comments such as the following:
“Look at this stuff from August. I can’t believe I thought I could not fill
up a page.”
“I can’t believe I read thirty books this year.”
“Wow, look how easy these math problems were. I don’t know why I
thought it was hard.”
We designed the end-of-the-year surveys for our students’ benefit, but
the information they share also helps us improve our teaching. The student
reflections become a major portion of our summer team analysis, and we
continue to receive reviews long after students leave our classrooms.
“Mrs. Mayeaux, you need to add more homework because we have so
much in high school,” one student wrote to us from high school.
“We need to know how to use a science textbook better because that is
all we use this year,” another student urged.
Our students grow from watching us grow. They also help us walk our talk.
Because of rapid growth in Dutchtown Middle School’s enrollment, the
administrators recently decided it was best to have students move from class
to class in single file, escorted by their teachers. This was an unwelcome
change for many students and teachers. Monique was especially upset by the
new policy, and though she tried to hide her discomfort from the students,
she was unsuccessful in the attempt. She struggled at first with remembering
to pick the students up from their elective classes to line them up for the end-
of-the-day walk to the school buses.
One day Taylor said, “Mrs. Wild, if it’s such a problem for you, then don’t
do it. I bet no one would even notice us not being in a line.”
Monique paused for a moment, turned to Taylor, and calmly replied, “Yes
Taylor, it is a problem for me because it’s something I have never had to do
in my years of teaching middle school. However, I have a boss who has given
us new instructions to follow, and even though it’s something I’m not happy
about, I will follow those instructions.”
Coincidentally, the following day in language arts class, Monique was ex-
plaining to Taylor that parts of the integrated Civil War assignment required
independent research. He was not happy about the criteria and spent about

ﬁve minutes trying to persuade Monique to just give him the answers. Finally,
in exasperation, he said, “Okay, Mrs. Wild, this is a pain for me because I’ve
never had to do all the research myself. But you’re my boss, so I guess I have
to follow your instructions even when I’m not happy about it.”
Of course, he said this while smiling and mocking Monique’s voice from
the day before. Monique couldn’t help but appreciate how well he had inter-
nalized the message from her previous modeling: Don’t quit just because you
disagree with a decision.

Together We Grow
A teaching team is only as good as the sum of its parts. Stressed and
burned-out teachers don’t benefit anyone. Effective teams understand the
need for personal rejuvenation. They look after one another.
One recent weekend Amanda received a phone call from a colleague
who asked if she could drop by the house to chat. Soon after she arrived, the
friend burst into tears.
“I need to know how to do this,” she said. “School is taking over my life.
My family doesn’t even want me to mention school anymore, but this is what
I do. I am a teacher. I can’t separate this from who I am, and I need to be
able to share what is going on. How do you do this?”
Many aspects of teaching can cause us to feel overwhelmed and occasionally
lead us to despair. And, as this teacher’s remarks indicated, it can be difficult
to find someone who truly understands our job’s challenges.
Teammates can stop us from feeling devastated by a failure and show us
how to achieve the next success. If your teammates are showing signs of wear
and tear, tell them. Then offer suggestions for getting out of the slump. The
following is some of the advice we’ve offered to each other over the years:
• Give your family a break. Have a “no-school-talk” time or a “no-school”
night. Perhaps you can play board games together on Tuesdays or go
out to eat on Thursdays. During that time, you need to focus on your
family. Leave school at school.
• Find some time alone.
• Do something good for yourself such as exercising, getting a massage,
or just sitting on a porch swing and humming. When you feel calm,
your students will follow your lead.
• Laugh with your teammates every day!

• Go ahead, have a good cry. We won’t tell. We’ll provide the tissues to
mop your eyes and provide the shoulders to lean on.
• Connect with friends and activities outside of school. We are currently
reading East of Eden with our “smart women” group. We like the brain-
stretch without the education chat.

Teaching is always on our minds, but sometimes we come up with our

best ideas when we leave the job behind. We might go to the movies and
find a surprising connection to an upcoming unit or read the newspaper on
a Saturday morning and catch a related article. We never totally turn off our
teacher brains, but we’ve learned how to shift into lower gears.
When Amanda began teaching at Pickering Elementary in Pickering,
Louisiana, the principal, Dr. Cynthia Gillespie, stood up at the year’s first faculty
meeting and said, “I am so glad you have chosen our school. I like teachers
who smile. I don’t like teachers who lug home tons of work every night and
stay until dark every day because those teachers will be too exhausted to
smile by December. Have a life, and you will always love teaching.”
Work smarter, not harder. We maximize our planning time by getting work
done. If you have to grade papers at home, make a schedule. Tell your family,
“I have to grade papers Tuesday night, but on Wednesday I am free,” or “This
is the end of the nine weeks; I will be a bit crazy this week.” As a new teacher,
learn tricks for managing paperwork such as assigning numbers to students
so you can quickly organize their papers. Pay attention to your calendar. Don’t
wait until the last week of the grading period to assign three five-page essays.
Finally, don’t overlook your students as resources. We’ll never forget the
year that Amanda and Monique both went to graduate school and Kathryn
had to complete the requirements for the state’s new teacher assessment
program. Periodically, we would practice our graduate school presentations
in front of our students so they would see what our professional work looked
like and understand that we too had to demonstrate to peers. We shared our
professors’ critiques and our multiple revisions. Crystal, one of our students,
was profoundly affected. At the end of the school year, she shared these
thoughts in her journal: “When I grow up I want to be a woman like you. You
do it all. You have a great family and a home and a career, but you still keep
learning. I think that is what makes you happy. I want to be happy.”
Example is our greatest teacher. Our students know we value learning
because we learn. Our students reflect because we reflect. Whether we
demonstrate a Sudoku solution or simply write “What I am reading” on the
whiteboard, our students are watching. Don’t miss the reflection.

Gareth was a Dennis the Menace type with precious dimples and a quick
smile. He was in our classes only a few days before we held the first team
conference about his behavior. Although Gareth was driving us crazy, he was
so good-natured and funny that we found it very difficult not to laugh at
his antics along with our other students. Because Gareth was on the middle
school football team, we could report his behavior to the coaches as a way
to keep him in line.
Amanda taught three math classes and one extended block of language
arts that year, which meant that she had the pleasure of working with Gareth
and his good friend, Carl, for three hours a day. Through horseplay, teasing,
and dozens of other distracting behaviors, Gareth and Carl tried to avoid every
reading activity Amanda introduced. Finally, we invited Gareth’s parents to a
team conference.
Gareth’s father, a six-foot-five-inch bear of a man, entered the classroom
and flashed a smile as broad as his son’s. During the conference, we learned
that Gareth’s mother was bedridden and waiting for a transplant while his
father worked nights to support the family. Gareth’s dad, a first-generation
high school graduate, told us that he would do whatever he could to help us
get his son on track. He also shared that as part of an African American family
living in an all-white suburban neighborhood, Gareth had had a difficult time
fitting into his new surroundings. He preferred to visit Carl and his family,
who lived in a distant public housing project.
We discussed how we might use these insights to strengthen our relation-
ships with Gareth and felt hopeful that his father would support our efforts
in the classroom. A few days later, however, after Gareth caused another dis-
turbance, Amanda held him back during lunch.

147
TeamWork: Setting the Standard for Collaborative Teaching, Grades 5–9, by Monique Wild, Amanda Mayeaux, and
Kathryn Edmonds. Stenhouse © 2008. No reproduction without written permission from publisher.
TeamWork
148

“I have really reached the end of my rope with you,” Amanda said. “I ask
you to read and you clown. Why?”
Gareth mumbled and averted his eyes.
“You have to speak up if you want me to hear you,” Amanda said, now
fully exasperated.
Gareth looked up at his teacher and spoke slowly, “I can’t read, and
neither can Carl.”
Amanda remembers this moment as one of the most shocking of her career.
How could she not have noticed the boys’ illiteracy? How had Gareth and
Carl made it to the eighth grade with such glaring deficiencies? And now that
Gareth had revealed his secret, what was our team going to do about it?
Amanda reached out to Gareth and extended a mutual challenge. “If I can
teach you to read, will you stop driving everyone crazy?” she asked.
Gareth agreed, and the deal was set into motion. Amanda went to Monique
who suggested the book, A Taste of Blackberries, which is written on a low
reading level but is still a high-interest story for young adolescents. Amanda
asked the school’s speech therapist for a reading diagnostic test so she would
know which literacy skills to pinpoint first. The test revealed several gaps
for both boys, especially their ability to comprehend text and read fluently.
Gareth’s word-recognition skills were adequate, but he did not understand
what he was reading. Carl could decode only basic words.
Amanda pulled the boys aside during reading class to work with them
one on one with a few simple reading strategies tailored to their needs. For
Gareth, Amanda focused on his mental conceptualization of the story by
having him read a passage aloud and then discuss what he “saw” in his mind.
For homework, she asked him to draw pictures of these mental images and
write short summaries of the text.
Carl’s problems were more complex. He began working with the Dolch
sight-word list that Amanda had saved from her younger daughter’s class.
Amanda put the words on flash cards, and Carl used these to develop rapid
recognition skills. Amanda also built on both boys’ decoding skills by teaching
them to use context clues to understand text rather than getting hung up on
one word at a time. This improved both boys’ fluency. As Carl’s basic skills
improved, Amanda added some of the comprehension strategies she had
selected for Gareth.
Within a few weeks, both boys had finished the book and were proud of
their accomplishment. Throughout the year, they read many more books, along

with stories, poems, speeches, and articles. Gareth and Carl often stayed after
school with our team to complete homework or get extra help. At the end of
the school year, both boys passed the state assessment, reaching the proficient
level in all subjects, although Carl scored at the lowest level of proficient in
reading. Gareth sent a letter of thanks to Amanda and promised to invite her to
his high school graduation.
During the next two years, Gareth occasionally stopped by to see us. He
played football his freshman year, and his mom got a transplant. Although
Gareth still misbehaved now and then, he passed all of his classes and seemed
to be doing fine.
One afternoon, toward the end of Gareth’s sophomore year in high
school, Amanda looked up from her shopping cart at the supermarket and
saw Gareth approaching. After exchanging hugs and marveling at Gareth’s
towering height, Amanda asked about school.
“I quit,” Gareth said sheepishly and avoided her gaze.
“What?” Amanda gasped. “I thought you were passing!”
“I was, but I just don’t belong there, and it was so boring,” he said. “I am
going to get a GED, maybe, and do something else. It doesn’t matter.”

The Students Behind the Statistics

In education we say that every student matters. We vow that no child will
be left behind. So why are we still losing so many students like Gareth?
As politicians, researchers, journalists, educators, and parents endlessly
debate the causes and consequences of staggering school dropout rates,
students like Gareth continue to fall through the cracks. According to the
National Center for Education Statistics, just 75 percent of U.S. students who
enter ninth grade graduate from high school four years later. In Louisiana,
that figure drops to 69.4 percent. High school dropouts account for 75 percent
of state prison inmates and 59 percent of federal prison inmates (Harlow
2002). High school dropouts cost the U.S. government $24 billion annually
in lost economic opportunity, social welfare benefits, and increased crime
(Thorstensen 2005).
Traditionally research cited poverty, race, and socioeconomic factors as
barriers to graduation. We do not dispute these findings, but recently we
came across a new study that interviewed students to find out when and
why they left school. The Silent Epidemic, a report sponsored by the Bill and

Melinda Gates Foundation (Bridgeland, DiIulio, and Morison 2006), painted a

different picture of dropouts. Among the surprising top reasons that students
gave for checking out early were the following:
• Their classes were not interesting (47 percent).
• They had missed too many days of school and could not catch up (43
percent).
• They spent time with people who were not interested in school (42
percent).
• They had too much freedom and not enough rules (38 percent).
• They were failing in school (35 percent).

It’s sobering information, to be sure, but also quite hopeful. Think about
it for a moment. Most of those reasons are within our power to change. We
can combat those negative forces and get students back on track to succeed.
Teaming provides us with a solid battle plan.
Did we hear grumbling in the background? Impatient sighs? Are your
arms crossed deﬁantly across your chest? These are natural reactions to the
staggering responsibility before us, but we urge you to resist the impulse to
quit or cast aspersions.
As middle grades educators, it’s easy to place the blame for student failure
on high school teachers who may not extend the system of supports that
we strive to provide. High school teachers, in turn, can just as quickly ﬁnd
fault with the way students were prepared in the middle grades. We’re not
interested in playing this game of pin the blame on the scapegoat, because
it distracts us from the problem. Every teacher at every level of education
shapes the successes and failures of students. And if we don’t start working
together to plug the gaps, we will continue to lose students before they’ve
had a chance to reach their full potential.
A crucial part of the process has to do with understanding why students
drop out of school. The Silent Epidemic offers some important clues. Let’s
consider each of the students’ stated reasons in turn.

Classes Were Not Interesting

As previously discussed in Part II, our students tell us they enjoy our
team because we make our classes fun, but they also say they try harder
in school because they get to do “real work” on our team. As we examine
effective methods to keep students engaged in education, we must consider
the critical combination of academic rigor, high expectations, and purposeful
learning. Middle grades students, who are on the cusp of independence,

need to feel capable of completing increasingly complex assignments that

are connected to the world beyond the classroom. Relevance may be a new
education buzzword, but it’s still essential to academic success. “Keepin’ it
real” must become our mantra as we design instruction and assessments that
truly matter instead of merely enable us to cover the curriculum or ﬁll the
grade book. Students want to see how their educational experiences pertain
to the rest of their lives, which is why so many reform models for high school
focus on career applications.
As a team, we hold each other accountable for the rigor and high expecta-
tions of all classes. We have a deep understanding of our individual subject
specialties, but we also know each other’s content. We review lessons and
assessments for evidence of engagement and authentic connections. Would
anyone ever write the sterile business letter to Mr. Brown that’s reprinted on
page 121 of the grammar book? No! But people often need to communicate
with companies and organizations. So why don’t we explore some real issues
that students care about—product defects, career information, new technol-
ogy, and the like—and show them how to write a formal letter to express
their intentions and get responses?
As administrators, school districts, and state and federal policymakers
search for ways to help students and teachers reach higher expectations, they
should look to teaming for an effective system of checks and balances. We may
not be able to change the circumstances that shape our students’ lives outside
of school, but we can change what they experience in our classrooms. By
feeding them a rich intellectual diet of collaborative, engaging, and purposeful
activities, we will lose fewer students to boredom and irrelevance.

Missed Too Many Days and Could Not Catch Up

As a team, we attack absenteeism every day because we know that students
are more likely to do well when they attend school on a regular basis. Kathryn
is the attendance queen. She monitors attendance throughout the team and
tracks absenteeism by sending email messages, making phone calls, writing
letters, and talking to students when they return. The consistent follow-through
is a strong deterrent to truancy. When families fail to respond, we don’t hesitate
to contact the school district’s truancy ofﬁcer.
Our administrators expect us to be accountable for students. We had
better know why Suzy has missed ﬁve days in a row, and we must have the
documentation to prove that we tried to contact her family. We also have high
standards of achievement, which we repeatedly convey to students so Suzy
and her peers understand why it matters that they attend school regularly.
In addition to setting the bar high, we try to encourage good attendance by

providing engaging lessons and exciting team activities. Basically, students do

not want to miss the fun.

Spent Time with People Not Interested in School

Although we can’t choose the people our students associate with before
and after school, we can create a team culture that will positively influence
their decisions. On our team we use peer mentoring and buddy systems daily
in our classes for several reasons. By mentoring one another, the students
begin to depend on each other and form bonds. The bonds are beginning
connections we will use to strengthen the team. The mentor feels needed and
the mentee feels supported. The roles do not remain concrete but may reverse
as needed. We also strategically team students to break down personality
issues and cliques that may have been present during previous school years.
The students also improve communication skills and teamwork skills. As
students form new friendships, those relationships often carry over to after-
school activities and into high school.
We also bring in outside speakers to talk about their experiences and
encourage students to make wise decisions. One of our most successful visitors
was Darry Beckwith, a Louisiana State University football standout and one
of our former students. Darry stressed the importance of character. He said
that when Coach Nick Saban came to recruit him in high school, he talked to
Darry’s teachers first to find out about his work ethic and character.
Other visitors, such as the state game warden mentioned previously,
share how classroom learning relates to real-world issues and careers.
Regardless of their occupations, the speakers share the same message: “You
are judged by whom you hang out with, and your future will be shaped by
your decisions today.”
We also use classroom lessons to reinforce these points. For example, we
often read The Outsiders by S. E. Hinton and reflect on the fictional characters’
struggles with gang initiation and personal loyalty. The novel helps us frame
deep discussions about how our social circles define us.
Sometimes we have to walk a fine line. While trying to elevate our
students’ aspirations and broaden their worldviews, we cannot be judgmental
of their families or neighborhoods. Rather, we model civility and respectful
behavior so they will see the benefits of treating people fairly. In turn, they
start expecting better of and for themselves.
Teaming can be a catalyst for changing a school’s entire culture. When
we break down the walls that isolate students and keep them from forming
strong attachments, we discover why positive relationships help adolescents

stay in school. Every student wants to belong, and teaming builds on that
basic human instinct by providing a safe and comfortable place to learn.

Had Too Much Freedom and Not Enough Rules

Many of our students come from homes with limited structure. When
they join our team, they often have heard about the fun activities we do
but incorrectly associate the promise of enjoyment with anarchy. They don’t
expect us to focus on discipline. Many students are surprised by our strict
requirements for daily reading and the proper procedure for writing math
solutions. We have high expectations for all students, and we do not lower
those goals.
Shockingly, students usually accept our terms and fall in line. We have few
chronic behavior problems. Why? Rules! We explain, practice, and reinforce
our expectations constantly. On our team, the rules are the same all day, every
day. Students know what to do and revel in the consistency. Young adolescents
experience enough upheaval because of their rapid physical, emotional,
and intellectual development. They draw comfort from the constancy of a
collaborative team.
Structure is crucial to students’ success. If your school is in chaos and the
classes seem in shambles, consider your procedures and expectations. How
should students move from class to class? Does at least one adult know where
each student is throughout the school day? How can students ﬁnd out about
missed assignments when they are absent? Who will be responsible for sharing
the news that Jim’s grandmother died and how that might affect his behavior in
class? Teaming enables us to ask and answer those questions daily.

Was Failing in School

If you ask pedestrians on the street to describe a dropout, many will
say a student who hasn’t passed all of his or her classes. Perhaps many
teachers also believe that to be true. Why quit if you are being successful? But
surprisingly, the majority of dropouts were not failing prior to leaving school.
In The Silent Epidemic survey, 65 percent of dropouts were passing, and 88
percent of those had a C average or better. The survey also found that 65
percent of the dropouts surveyed agreed that “at least one teacher on campus
personally cared about my success.” This statement gave us pause until we
considered that many students might need more than one trusted adult to
light the way. When teams work well, every student should be able to say, “All
of my teachers personally care about my success.”

Belonging, vision, and purpose are powerful motivators. In large schools

with random classroom assignments, students can easily get lost in the
crowd. Teachers who are responsible for 150 students a day have a difficult
time connecting with students on a personal level and holding each one to
high standards.
As a team we place high priority on the nonacademic aspects of school.
We want our students to belong to our team and know we are personally
committed to their success. As we work through the year, we help students
frame a vision for the future by setting goals and reflecting on their strengths
and weaknesses. We do not accept answers such as “I just can’t” or “I dunno.”
We are not afraid to ask, “Why did you fail this?” “Why did you not do your
reading?” or “Where were you yesterday?” We also try to highlight progress
and each team member’s contributions so every student will know he or she
has a purpose.
Teaming enables multiple shepherds to keep the lambs from going astray.
As a team, our daily notes, observations, and communications about students
help us spot trends or possible issues. We do not wait until the nine-week
term is over and look at failing grades to find a child in trouble. We know that
low or declining grades are seldom the first indication of trouble.
We know what our students’ issues are because we have personal rela-
tionships with them and recognize when something is amiss. Through our
daily anecdotal notes where we reference missed homework, declining math
scores, negative behavior, and many other cues, we continually look out for
students who may need more attention. We then can act upon those issues
before failure has time to take hold. Our interventions may be as simple as
setting up a team conference with the students and their families or recom-
mending after-school tutoring. Many times, just sharing our understanding
that adolescence is a tremendously challenging time for students is enough
to help them cope.

Extending Teaming Beyond the Middle Grades

Teaming in high school? Yes! We are excited to see more secondary schools
recognizing the beneﬁts of teaming as a supportive organizational structure,
particularly at the freshman level.
In Louisiana, the Board of Elementary and Secondary Education is imple-
menting tough high school redesign policies. Much of the process centers on
improving high school freshmen’s experiences. In our opinion, these changes

are long overdue. We are always surprised and disillusioned when we discov-
er that one of our formerly successful students dropped out or failed classes
in the ninth grade.
For example, Louisa left us with a B average in math and a score that
placed her in the sixty-eighth percentile on the state’s eighth-grade math exam.
During our classes we knew that Louisa often needed extra time to complete
exams and some verbal encouragement, but her score on the state assessment
placed her firmly in the upper portion of our student population.
We were shocked to learn that she had failed Algebra I with a 14 percent
average in the fall of her freshman year and again in the repeat class she took
the following spring. “What happens when these kids get to high school?” we
asked ourselves repeatedly. “What can we do differently to prepare them for
life after middle school?”
We sought answers, of course, from the experts—our former students.
The answers were not what we had expected. Although we received plenty of
positive comments, the problems our students identified stood out:
“You did not give enough homework.”
“You did not use the textbook enough.”
“We can’t use a calculator at all.”
“We don’t work in groups in high school.”
“No one knows who I am.”
While it would be easy to point fingers at high school teachers who would
simply point fingers back at us, we take these comments seriously. They reveal
some inconsistencies between middle school and high school and suggest the
need for teachers in both grade levels to talk to each other and work together
on a regular basis to smooth the transitions for students.
In Louisiana, we have been aggressively pursuing the Freshman Academy
model, which recognizes the importance of providing extra academic and
emotional supports for students in the ninth grade. Teaming is a crucial
component of this approach.
Another high school reform model that has received national attention
and supports the use of teaming is the Southern Regional Education Board’s
High Schools That Work initiative. High Schools That Work focuses on high
expectations defined by a concise set of standards that are integrated into
all classrooms. Teachers are asked to examine their practices for evidence of
effectiveness and regularly seek feedback about students’ learning. The focus
is mastery and application of content and skills, not just high grades.

High Schools That Work also requires more math and science courses
that directly relate to career and technical needs. In their junior and senior
years, students are encouraged to pursue internships so they will have work
experience before they graduate.
The High Schools That Work model encourages teachers to form inter-
disciplinary teams, integrate curricula, and jointly analyze the quality of their
lessons and assessments. Teams also must communicate their expectations
to students and their families and provide support as needed. The culture is
centered on continuous improvement.
There are many parallels between the key practices recommended in High
Schools That Work and the statements of students who were surveyed in The
Silent Epidemic. High school students need and desire regular opportunities for
real-world learning, engaging teaching, smaller classes, better communication
between home and school, and increased supervision. If we address their
concerns, we will help many more students continue their education.
In our district, one high school, St. Amant High, has seen tremendous
growth in the past few years by applying these principles. St. Amant High
requires four years of math for all students. The teachers work together daily
to increase rigor in their classes through lesson discussion and peer-evaluation
of assessments. The school recently received one of the twenty national
Pacesetter awards at the national High Schools That Work conference.
Our district draws further inspiration from the High Schools That Work
recommendations. All four high schools recently implemented the Freshman
Academy model. Like students on our middle school team, the ninth graders
are placed in small learning communities with the same English, math, science,
or social studies teachers. Three of the four high schools have adopted a block
schedule, which enables the teams to use extended and ﬂexible class periods.
The school district also allocated additional funds for an extra administrator,
the associate principal, who works as the Freshman Academy administrator.
The district hired additional teachers to trim the student/teacher ratio and
provided extensive professional development for each Freshman Academy.
Teachers have both personal and team planning periods every day.
We are personally invested in this model. Amanda has become the associate
principal of the seventh through ninth grades at a school with a 98 percent
student poverty rate and a 28 percent passing rate on the state’s annual
assessment. Monique has joined the same staff as one of two new master
teachers who will be responsible for embedding professional development to
directly address student needs.

Implementing strategies such as those recommended by High Schools That

Work is difficult with a traditional mind-set. Teaming and our new, flexible
schedule will give teachers time each day to strengthen their instruction as
we try to move from “my classroom” to “our school community.”
As an administrative team member, Amanda will depend on the daily em-
bedded professional development to guide teachers through implementation
of the school improvement plan. Just as we did on our middle school team,
the Freshman Academy teams will meet daily to discuss issues, research effec-
tive strategies, analyze data, and plan for student success. We will not wait for
the release of a single set of standardized test scores to tell us whether or not
we have achieved our goals. We will know each day what worked and what
did not because we are reflective educators.
We believe that when schools provide regular time for shared
professional development within the school day, teachers find greater value
in the experience. We are quickly moving away from broad and inconsistent
inservice training to research-based initiatives that directly address our needs.
Accountability is crucial, and administrators must also be involved.
As two of us move to a high school campus, we will not change the core
beliefs that shaped our success in the middle grades. High school students do
not suddenly become adults when they enter the ninth grade. They are only
about ten weeks more mature than they were in the eighth grade. They still
need someone to know whether or not they come to school each day, expect
them to achieve greatness, hold them accountable for learning and behaving,
and love them while they are growing.
When all of us in education consider ourselves members of a team, we
will be able to stop focusing solely on our individual classrooms and start
understanding our roles in shaping the education of the whole child. We must
work together if we want to improve the productivity and culture of our nation
twenty, fifty, or one hundred years from now. The future is in our hands.

The positive impact that interdisciplinary teams can have on students’ lives
became evident to us through two chance encounters that occurred within
ten minutes during a single afternoon. Monique was buying a hamburger for
her son at a local church fair when a beautiful young woman approached
and hugged her. Monique was taken aback. She knew this must be a former
student, but she didn’t immediately recognize her. While searching her
memory, Monique fell back on her standby conversational icebreaker and
asked whether the young woman was still in school. Instantly, the woman’s
eyes filled with tears.
“Oh, Mrs. Wild, you know school was never easy for me like it was for my
brother, Jonas,” she said.
Suddenly, Monique recalled a shy student named Angela who had struggled
with reading but made great progress during her eighth-grade year.
“Well, anyway,” Angela continued, “high school was not easy either. I had
a baby and had to find a job to keep my baby. I didn’t finish school, but I
wanted you to know that on our [middle school] team I learned to read, and I
could get a job because of that. Remember how our team focused on reading?
Y’all taught us that if we could read, we could do anything. So I’m getting my
GED. After I get my degree, I’ll get a better job. I keep reading so that I can
keep learning.”
Angela surprised Monique with another hug and kiss. Her final words
before she disappeared into the crowd were “Thanks for giving me what I
need to raise my daughter. I love y’all for that.”
Moments after Angela turned to leave, another former student approached
Monique. Gloria was majoring in journalism at the local university and would
soon graduate. She had already secured a job with the local newspaper and
was quite excited about her future career. Monique knew most of this because

159
TeamWork: Setting the Standard for Collaborative Teaching, Grades 5–9, by Monique Wild, Amanda Mayeaux, and
Kathryn Edmonds. Stenhouse © 2008. No reproduction without written permission from publisher.
TeamWork
160

Gloria had excelled in middle school and still periodically stopped by to chat
and fill us in on her life.
“You know, our team is the reason I want to be a writer,” Gloria told
Monique and her husband. “I tell everyone that.”
As Gloria turned to walk away, Monique thought to herself, “Won’t these
encounters be something to share at our team meeting on Monday?”
Whether they are struggling or superlative, all students can find a secure
place to learn on a successful team. Middle school is the ideal time to forge
strong relationships, strengthen academic skills, and encourage dreams. We feel
privileged to have nurtured and observed the growth of so many wonderful
young adolescents during the past decade. And we will always be grateful for
the personal and professional progress we made alongside them.
Teamwork is the main reason we have advanced. It created the
collaborations that changed the way we view education. Teamwork taught
us to appreciate differences and deepened our understanding of how every
teacher and student can contribute to the academic, social, and emotional
development of other team members. Teamwork showed us the wisdom of
continually probing our practices for evidence of success. It required us to
be vulnerable, to change ineffective habits, and to challenge our assumptions
about students, their families, and our colleagues. It has not been easy, but by
working together we have accomplished tasks and reached goals that initially
seemed beyond our reach.
Robert Kennedy once said, “There are those who look at things the way they
are, and ask why . . . I dream of things that never were, and ask why not?”
We conclude this book by asking some of our favorite collaborative “Why
nots?”:
• Why can’t our students effect social change?
• Why can’t 100 percent of our students leave school with strong literacy
skills?
• Why can’t children of poverty excel at the rate of their more affluent
peers?
• Why can’t our schools be second to none?
• Why can’t our courses complement all the others to create a seamless
flow of content and skills for students?
• Why can’t parents be an integral part of their children’s education?
• Why should teachers be secluded from one another?
• Why can’t you experience the same success with teaming that we have?

Teamwork will enable you to ask and answer these and other difﬁcult
questions about our profession. Please start reﬂecting with your colleagues
today. We will eagerly await your responses. Remember, anything is possible
when you work together as a team.

Atwell, Nancie. 1998. In the Middle: New Understandings about Writing, Reading, and
Learning. 2nd ed. Portsmouth, NH: Heinemann.

Bloor, Edward. 1997. Tangerine. New York: Scholastic.

Breus, Michael J. 2004. “How Much Sleep Do Children Need?” http://www.webmd.

com/parenting/guide/how-much-sleep-do-children-need.

Bridgeland, John M., John J. DiIulio, Jr., and Karen Burke Morison. 2006. The Silent
Epidemic: Perspectives of High School Dropouts. Washington, DC: Civic Enterprises,
in association with Peter D. Hart Research Associates for the Bill and Melinda
Gates Foundation.

Dahlgren, Rick. 2005. Time to Teach. Hayden Lake, ID: Center for Teacher
Eﬀectiveness.

Douglass, Frederick. 1847. “If I Had a Country, I Should Be a Patriot.” In American

Heritage Book of Great American Speeches for Young People. 2001. Ed. Suzanne
McIntire. New York: Wiley.

DuFour, Richard, Robert Eaker, and Rebecca DuFour, eds. 2005. On Common Ground:
The Power of Professional Learning Communities. Bloomington, IN: National
Educational Service.

163
TeamWork: Setting the Standard for Collaborative Teaching, Grades 5–9, by Monique Wild, Amanda Mayeaux, and
Kathryn Edmonds. Stenhouse © 2008. No reproduction without written permission from publisher.
TeamWork
164

Dunbar, Paul Laurence. 1899. “Sympathy.” In Norton Anthology of African American

Literature. 2003. Ed. Nellie Y. McKay and Henry Louis Gates Jr. New York: W.W.
Norton.

Farr, Roger. 2002. Presentation at National Middle School Association Annual

Conference, Portland, OR.

Fleischman, Paul. 1999. Seedfolks. New York: HarperCollins.

Flowers, Nancy, Steven B. Mertens, and Peter F. Mulhall. 1999. “The Impact of
Teaming: Five Research-Based Outcomes.” Middle School Journal 31:57–60.

Hackmann, Donald G. 1997. Student-Led Conferences at the Middle Level, ERIC Digest.
ED 407171. Champaign, IL: ERIC Clearinghouse on Elementary and Early
Childhood Education.

Hackmann, Donald G., Vicki N. Petzko, Jerry W. Valentine, Donald C. Clark, John R.
Nori, and Stephen E. Lucas. 2002. “Beyond Interdisciplinary Teaming: Findings
and Implications of the NASSP National Middle Level Study.” NASSP Bulletin
86:33–47.

Harlow, Caroline Wolf. 2002. Educational and Correctional Populations. Washington,

DC: Bureau of Justice Statistics, Oﬃce of Justice Programs.

Hesse, Karen. 2001. Witness. New York: Scholastic.

Hinton, S. E. 1967. The Outsiders. New York: Penquin.

Hunter, Madeline. 1984. “Knowing, Teaching, and Supervising.” In Using What We Know
About Teaching, ed. Philip Hosford. Alexandria, VA: Association for Supervision
and Curriculum Development.

Ingersoll, Richard M. 2001. Teacher Turnover, Teacher Shortages, and the Organization of
Schools. Seattle, WA: University of Washington, Center for the Study of Teaching
and Policy.

Jackson, Anthony W., and Gayle A. Davis. 2000. Turning Points 2000. New York:
Teachers College Press.

Jacobs, Heidi H. 1997. Mapping the Big Picture: Integrating Curriculum and
Assessment K–12. Alexandria, VA: Association for Supervision and Curriculum
Development.

———. 2004. Getting Results with Curriculum Mapping. Alexandria, VA: Association
for Supervision and Curriculum Development.

Johnson, Susan Moore, Sarah Birkeland, Susan M. Kardos, David Kauﬀman, Edward
Liu, and Heather G. Peske. 2001. “Retaining the Next Generation of Teachers:
The Importance of School-Based Support.” Harvard Education Letter Research
Online. http://www.gse.harvard.edu/~ngt/.

Lesesne, Teri. 2003. Making the Match: The Right Book for the Right Reader at the Right
Time, Grades 4–12. Portland, ME: Stenhouse.

Louisiana Administrative Code. 2005. Louisiana Content Standards, Benchmarks, and

Grade Level Expectations. Available for each content area online at http://www.
doa.state.la.us/osr/lac/lac28.htm.

Marzano, Robert J. 2003. What Works in Schools: Translating Research into Action.
Alexandria, VA: Association for Supervision and Curriculum Development.

Moretti, Enrico. 2005. “Does Education Reduce Participation in Criminal Activities?”

Paper presented at the symposium on the social costs of inadequate education,
Teachers College, Columbia University, New York, NY.

National Center for Education Statistics. 2006. Dropout Rates in the United States, 2004.
NCES 2007-024. Washington, DC: U.S. Department of Education.

National Commission on Teaching and America’s Future. 2003. No Dream Denied: A

Pledge to America’s Children. Washington, DC: National Commission on Teaching
and America’s Future.

National Council of Teachers of Mathematics. 2000. Principles and Standards for School
Mathematics. Reston, VA: National Council of Teachers of Mathematics. Available
online at http://standards.nctm.org/document/appendix/alg.htm.

National Middle School Association. 2003. This We Believe: Successful Schools for Young
Adolescents. Westerville, OH: National Middle School Association.

Roberts, Sylvia, and Eunice Pruitt. 2003. Schools as Professional Learning Communities.
Thousand Oaks, CA: Corwin.

Roderick, Melissa. 1995. Grade Retention and School Drop-out: Policy Debate and Research
Questions. Research Bulletin, no. 15. Bloomington, IN: Phi Delta Kappa Center for
Evaluation, Development, and Research.

Rumberger, Russell W. 1995. “Dropping Out of Middle School: A Multilevel Analysis

of Students and Schools.” American Educational Research Journal 32:583–625.

Sanders, William, and Sandra Horn. 1994. “The Tennessee Value-Added Assessment
System (TVAAS): Mixed Methodology in Educational Assessment.” Journal of
Personnel Evaluation in Education 8:299–311.

Scales, Peter C. 1991. A Portrait of Young Adolescents in the 1990s: Implications for
Promoting Healthy Growth and Development. Minneapolis, MN: Search Institute.

Smith, Carol. n.d. “Assessing and Reporting Progress Through Student-Led Portfolio
Conferences.” http://www.nmsa.org/Publications/WebExclusive/Portfolio/tabid/
650/Default.aspx.

Sousa, David A. 2005a. How the Brain Learns to Read. Thousand Oaks, CA: Corwin.

———. 2005b. How the Brain Learns. Thousand Oaks, CA: Corwin.

Southern Regional Education Board. High Schools That Work: Key Practices. Atlanta,
GA: Southern Regional Education Board.

Stigler, James W., and James Hiebert. 1999. The Teaching Gap: Best Ideas from the World’s
Teachers for Improving Education in the Classroom. New York: The Free Press.

Stockton, Frank R. 1884. “The Lady or the Tiger.” In Interactive Reader Plus: Grade 8.
2003. Ed. Sharon Sicinski-Skeans et al. Evanston, IL: McDougal Littell.

Sylwester, Robert. 2005. How to Explain a Brain: An Educator’s Handbook of Brain Terms
and Cognitive Processes. Thousand Oaks, CA: Corwin.

Thorstensen, Beata I. 2005. “If You Build It, They Will Come: Investing in Public
Education.” Albuquerque, NM: University of New Mexico. http://abec.unm.edu/
resources/gallery/present/invest_in_ed.pdf.

Truth, Sojourner. 1851. “Ain’t I a Woman.” In Norton Anthology of African American

Literature. 2003. Ed. Nellie Y. McKay and Henry Louis Gates Jr. New York: W.W.
Norton.

U.S. Department of Education. 2000. Twenty-Second Annual Report to Congress on the

Implementation of the Individuals with Disabilities Education Act. Washington, DC:
U.S. Department of Education.

Williamson, Ronald, and J. Howard Johnston. 1999. “Challenging Orthodoxy: An

Emerging Agenda for Middle Level Reform.” Middle School Journal 30:10–17.

Wormeli, Rick. 2006. Fair Isn’t Always Equal. Portland, ME: Stenhouse.

Zeichner, Kenneth M., and Daniel P. Liston. 1996. Reﬂective Teaching: An Introduction.
Mahwah, NJ: Lawrence Erlbaum.

A struggling students and,

123–125
B
Absenteeism, 151–152 team meetings and, 26, 26f Bathroom visits, establishing
Acceptance, relationships with uncovering students’ talents procedures regarding, 24
students and, 34 and, 68–73, 70f, 72f Behavior problems in class.
Accountability standards, Administrators See also Discipline
No Child Left Behind absenteeism and, 151–152 overview, 119–121
legislation and, 97 dialogue journals and, 36–38 structure and, 153
Achievement relationships with, 53–54 Beliefs, core.
caring about students and, Adolescence, developmental of the authors, 14–16
33–35 aspects of, 5–6, 7 differences in, 13
disagreements between After-school assistance, 78 discussion by team
team members regarding, At-risk students, learning to regarding, 16–18
22–23 value education and overview, 13
effective teaching and, designing intervention plans Benchmarks, No Child Left
129–133 for, 74–75 Behind legislation and, 97
encouraging reading, 60–64 literacy and, 60–64 Beneﬁts of teamwork, 3–6
habit of reading and, 64–66 modeling positive self talk Bill and Melinda Gates
High Schools that Work and, 66–67 Foundation, 149–154
initiative and, 155–157 overview, 57–60 Bill of Rights, citizen unit and,
learning to value education reading habits and, 64–66 100–110, 103f, 105f, 106f,
and, 57–60 sleep needs and, 73–74 108f, 109f
overview, 55–57 visualization strategies and, Bonus opportunities,
setting goals based on, 12 68–73, 70f, 72f establishing procedures
showing students how to Attendance, student issues regarding, 24
learn and, 66–67 and, 151–152 Book selection, 64–65
Atwell, Nancie, 35–36 Book talks, 65

169
TeamWork: Setting the Standard for Collaborative Teaching, Grades 5–9, by Monique Wild, Amanda Mayeaux, and
Kathryn Edmonds. Stenhouse © 2008. No reproduction without written permission from publisher.
TeamWork
170

Brain unit, 73–75 with team members, core belief regarding, 14

Brown v. the Board of 136–137 creation of, 6–7
Education, 100–110, 103f, Conferences, student-led, peer influences and,
105f, 106f, 108f, 109f 47–50, 48f, 49f, 50f, 152–153
Buddy system, 152 127–128 Curriculum integration. See
Conflict management skills, also Interdisciplinary
importance of to team connections
C unity, 22–23 behavior in class and,
Conflicts among team 120–121
Caring about students, 33–35.
members, 21–23 citizen unit and, 98, 99f,
See also Relationships with
Confrontation of team 110–118, 111f–113f,
students
members, conducting in a 116f–117f
Certification process for
professional manner, 22 dialogue journals and, 36–37
the National Board for
Constitution, citizen unit and, interdisciplinary planning
Professional Teaching
100–110, 103f, 105f, 106f, and, 92–96
Standards
108f, 109f messiness of, 88–92
evidence of mastery and,
Content standards mini-lessons regarding
140–141
building relationships with metacognition and, 73–79,
overview, 130–131
students and, 42 76f, 77f
Changes in teams, adapting
citizen unit and, 100–110, overview, 83–84, 121–123
to, 20–23
103f, 105f, 106f, 108f, 109f standards and, 85–88
Citizenship standard
curriculum connections and, struggling students and,
citizen unit, 100–110, 103f,
85–88 123–125
105f, 106f, 108f, 109f
engaging activities and, 15 team concept and name
overview, 97–98, 99f
interdisciplinary planning and, 41
Citizen unit
and, 92–96 Curriculum mapping
concept integration and,
overview, 83–84 citizenship standards and,
110–118, 111f–113f,
Contributions of team 98, 99f
116f–117f
members, 17–18 standards and, 85–86
overview, 100–110, 103f,
Conversations, classroom, 69, Curriculum units. See Units.
105f, 106f, 108f, 109f
71–73
Classroom conversations, 69,
Core beliefs
71–73
of the authors, 14–16
D
Communication
differences in, 13
with administrators, 53–54 Daily planning periods,
discussion by team
building relationships with establishing procedures
regarding, 16–18
students and, 35–42, 40f and, 25–29, 26f, 27f
overview, 13
dialogue journals and, 35–38 Developmental aspects of
Culture, educational
with families, 44, 46, 47–50, early adolescence, 5–6, 7
classroom conversations
48f, 49f, 50f, 51–53, 52f
and, 71–72
overview, 95–96

Dialogue journals
building relationships with
peer influences and,
152–153
G
students and, 35–38 Equality, core belief regarding, Giant unit, 1–3, 87
independent reading and, 14 Goal setting
65–66 Evaluation. See Self-evaluation involving students in, 75, 76f
reflective teaching and, 141 Examples of units overview, 12
Seedfolks (Fleischman, 1999) brain unit, 73–75 Grade retention, 57, 153–154.
and, 62 citizen unit, 100–110, 103f, See also Achievement
Discipline 105f, 106f, 108f, 109f Grade-level expectations,
communication with giant unit, 1–3, 87 No Child Left Behind
families and, 51–53, 52f martian unit, 88–92 legislation and, 97
establishing procedures pirate unit, 92–95 Grading, establishing
regarding, 23 procedures regarding, 24
family structure and, 153
goal setting and, 12
F
overview, 119–121
Failing in school, 22, 57,
H
Discussion guides, 72–73, 72f Habit of reading, developing,
153–154. See also
Disruptive behavior in 64–66
Achievement
class, 119–121. See also Hackmann, Donald, 48
Fairness, core belief regarding,
Discipline Headings for papers,
14
establishing procedures
Family involvement
regarding, 25
E communication and, 51–53,
High school, teaming and,
52f
154–157
Effective teaching core belief regarding, 15–16
High Schools That Work
importance of, 129–133 dialogue journals and, 36–38
initiative, 155–157
overview, 145–146 encouraging, 44, 46–47, 46f
Homework
professional growth and, family survey and, 44, 45f
establishing procedures
137–140 overcoming obstacles to,
regarding, 24
End-of-Year Growth and 47–50, 48f, 49f, 50f
family involvement and, 50
Reflection Survey, overview, 43–44
How the Brain Learns to Read
141f–142f, 142–143 Family issues, structure and,
(Sousa, 2005), 66
Engagement in learning 153
behavior in class and, 120 Farr, Roger, 69
core belief regarding, 15 Formation of teams, 11 I
student issues and, 150–151 Freshman Academy model,
Environment, learning 155, 156–157 In the Middle (Atwell, 1998),
classroom conversations Friendships among team 35–36, 64
and, 71–72 members, 11 Independent reading,
core belief regarding, 14 encouraging, 65–66
creation of, 6–7

Individualized education plans ﬁnding opportunities and, 58–59

(IEPs). See also Learning 110, 111f–113f curriculum integration and,
disabilities; Special messiness of, 88–92 84, 86–87
education students Interest inventories, building dialogue journals and, 35–38
involving students in, 74–75 relationships with students giant unit and, 2–3, 87
Instructional portfolio, and, 35 martian unit and, 88
certification process for Internet resources, family pirate unit and, 92, 94–95
the National Board for communication and, 50 reflective teaching and,
Professional Teaching Intervention planning, 136–137
Standards and, 130–131 involving students in, self-evaluation and, 77f
Interdisciplinary connections. 74–75 Late assignments, differences
See also Curriculum in beliefs regarding, 13
integration Learning
behavior in class and,
J core belief regarding, 16
120–121 demonstrated by the
Jacobs, Heidi Hayes, 85–86, 88
citizen unit and, 98, 99f, teachers, 16
Journals, dialogue
110–118, 111f–113f, engagement in, 15, 120,
building relationships with
116f–117f 150–151
students and, 35–38
dialogue journals and, 36–37 environment of, 6–7, 14,
independent reading and,
interdisciplinary planning 71–72, 152–153
65–66
and, 92–96 showing students how to
reflective teaching and, 141
messiness of, 88–92 learn, 66–67, 69, 96
Seedfolks (Fleischman, 1999)
mini-lessons regarding Learning disabilities. See also
and, 62
metacognition and, 73–79, Individualized education
76f, 77f plans; Special education
overview, 83–84, 121–123 L students
standards and, 85–88 achievement and, 57
struggling students and, “Lady or the Tiger, The” curriculum integration and,
123–125 (Stockton, 1884) 123
team concept and name citizen unit and, 101 Lesson planning. See also
and, 41 curriculum integration and, Interdisciplinary planning
Interdisciplinary planning. 115–118, 116f–117f curriculum integration and,
See also Curriculum Language arts. See also 86–88, 88–92
integration Content standards; finding opportunities and,
behavior in class and, Reading 110, 111f–113f
120–121 citizen unit and, 98, reflective teaching and,
citizenship standards and, 100–110, 103f, 105f, 106f, 140–141
98, 99f 108f, 109f, 110–118, Let’s Get Acquainted Night,
curriculum integration and, 111f–113f, 116f–117f 44, 46f
86–88, 92–96 classroom discussion and, “Love notes,” 38
69–73, 70f, 72f
continued learning and,

M Motivation of students
behavior in class and, 120
Peer mentoring, 152. See also
Mentoring
Making the Match (Lesesne, core belief regarding, 14–15 Peer observation, reflective
2003), 65–66 teaching and, 141
Peer relationships, 152–153
Martian unit, 88–92 N Perspective, citizen unit and,
Marzano, Robert, 129
Mastery, evidence of, 140–145, 107–108
Naming the team
142f–143f Pirate unit, 92–95
academic connections based
Math. See also Content Planning periods, establishing
on, 41
standards procedures and, 25–29,
students’ role in, 39
brain unit and, 73–75 26f, 27f
National Board for
citizen unit and, 100–110, Poetry, citizen unit and,
Professional Teaching
103f, 105f, 106f, 108f, 100–101
Standards, certification
109f, 110–118, 111f–113f, Portfolio, instructional,
process for
116f–117f 130–131
evidence of mastery and,
continued learning and, Portfolio Show-Off Day,
140–141
58–59 46–47, 127–128
overview, 130–131
curriculum integration and, Portfolios, student-led
No Child Left Behind
84, 86 conferences and, 48–49
legislation. See also
dialogue journals and, 35–38 Positive talk, showing
Content standards
giant unit and, 2–3, 87 students how to learn and,
overview, 81–82
martian unit and, 90 67
standards and, 83–84, 97
pirate unit and, 93-94 Praise, showing students how
reflective teaching and, to learn and, 67
138–140 O Procedures
self-evaluation and, 77f establishing, 13, 23–29, 26f,
sharing responsibilities by On Common Ground (DuFour 27f
team members and, 19–20 et al., 2005), 57 planning periods and,
The Teaching Gap: Best Outside activities, core belief 25–29, 26f, 27f
Ideas from the World’s regarding, 15 team concept memo and,
Teachers for Improving Outside speakers in the 40f
Education in the classroom, 152 Professional development via
Classroom (Stigler and Ownership, core belief team meetings
Hiebert, 1999) and, regarding, 15 agendas for, 26–28, 26f, 27f
131–133 discussing core beliefs
during, 16–18
Mentoring P establishing procedures and,
overview, 78
peer influence and, 152–153 25–29, 26f, 27f
Paperwork, managing,
Metacognition at the high school level, 157
145–146
developing, 68–73, 70f, 72f Parents. See Family
mini-lessons regarding, involvement
73–79, 76f, 77f

Professional growth evidence of mastery and, citizen unit and, 100–110,

certification process for 140–145, 142f–143f 103f, 105f, 106f, 108f,
the National Board for overview, 127–128, 134–137, 109f, 110–118, 111f–113f,
Professional Teaching 145–146 116f–117f
Standards and, 130–131 professional growth and, curriculum integration and,
overview, 137–140 137–140 86
reading and, 137 Reflective Teaching: An dialogue journals and, 35–38
Purpose of team, establishing, Introduction (Zeichner giant unit and, 2–3, 87
13 and Liston, 1996), 137–138 martian unit and, 88, 90–91
Relationships among students, mini-lessons regarding
41, 152–153 metacognition and, 73–74
Q Relationships with students self-evaluation and, 77f
achievement and, 33–35 Seedfolks (Fleischman, 1999),
Quality of teaching
building, 35–42, 40f 62
importance of, 129–133
core belief regarding, 14 Self-care, support teams and,
overview, 145–146
students’ role in creating the 145–146
professional growth and,
team, 39–42, 40f Self-evaluation, 74–79, 76f, 77f
137–140
Relevance in learning, 151 Service-learning projects, core
Respect belief regarding, 15
R peer influences and, Sharing responsibilities, 18–20
152–153 Silent Epidemic, The
Rapport, relationships with relationships with students (Bridgeland et al., 2006)
students and, 34 and, 34 High Schools That Work
Reading. See also Language Responsibilities of team initiative and, 156
arts members, 18–20, 34 overview, 149–154
book selection and, 64–65 Retention, grade, 57 Social studies. See also
encouraging, 60–64 Risk taking by students, core Content standards
habit of, 64–66 belief regarding, 14–15 citizen unit and, 97–98,
mini-lessons regarding 99f, 100–110, 103f, 105f,
metacognition and, 74 106f, 108f, 109f, 110–118,
reflective teaching and,
S 111f–113f, 116f–117f
136–137 curriculum integration and,
Schools as Professional
struggling students and, 84, 86
Learning Communities
147–149 dialogue journals and, 35–38
(Roberts and Pruitt, 2003),
Reading guides, 69, 70f giant unit and, 2–3, 87
23
Reflective teaching pirate unit and, 92, 94–95
Science. See also Content
certification process for self-evaluation and, 77f
standards
the National Board for Southern Regional Education
brain unit and, 73–75
Professional Teaching Board’s High Schools that
Standards and, 130–131 Work initiative, 155–157

Speakers in the classroom,

152
disagreements between
team members regarding,
T
Special education students. 22–23 Tangerine (Bloor, 1997),
See also Individualized literacy skills and, 66–68 62–63
education plans; Learning overview, 147–149 Teaching, effective
disabilities sharing responsibilities by importance of, 129–133
curriculum integration and, team members and, 19 overview, 145–146
123 Student issues professional growth and,
involving in intervention curriculum integration and, 137–140
planning, 74–75 123–125 Teaching Gap: Best Ideas from
reflective teaching and, literacy skills and, 66–68 the World’s Teachers for
138–139 overview, 147–154 Improving Education in
team meetings and, 27 Student retention, 147–154 the Classroom, The (Stigler
uncovering students’ talents, Student-led conferences, and Hiebert, 1999),
68–73, 70f, 72f 47–50, 48f, 49f, 50f, 131–132
Stages of team building, 23 127–128 Teaching, reflective
Standardized assessments, 83 Students, role of certification process for
Standards, content creation of the team, 39–42, the National Board for
building relationships with 40f Professional Teaching
students and, 42 in encouraging family Standards and, 130–131
citizenship standards, 97–98, involvement, 47–50, 48f, evidence of mastery and,
99f 49f, 50f 140–145, 142f–143f
citizen unit and, 100–110, Supplies overview, 127–128, 134–137,
103f, 105f, 106f, 108f, 109f establishing procedures 145–146
curriculum connections and, regarding, 17, 24 professional growth and,
85–88 Support by team members, 137–140
engaging activities and, 15 18–20 Team building. See also
interdisciplinary planning Supporting students, Changes in teams.
and, 92–96 importance of, 33–35 students’ role in, 39–42, 40f
overview, 81–82, 83–84 Support teams, 75, 78–79, Team-building activities,
Strengths in students 145–146 building relationships with
showing students how to Supreme Court, citizen unit
students and, 39, 41
learn and, 66–67 and, 100–110, 103f, 105f,
Team concept, building
support teams and, 75, 106f, 108f, 109f
relationships with students
78–79 Surveys
and, 39–42, 40f
Structure, student issues and, building relationships with
Team concept memo, 39, 40f
153 students and, 35
Team formation
Struggling students family involvement and, 44,
at the high school level,
brain unit and, 174–175 45f
154–157
curriculum integration and, reflective teaching and,
stages of, 23
123–125 141f–142f, 142–143

Team meetings
agendas for, 26–28, 26f, 27f
V
discussing core beliefs Validation, relationships with
during, 16–18 students and, 34–35
establishing procedures and, Valuing education,
25–29, 26f, 27f achievement and, 57–60
at the high school level, 157 Videotaping in the classroom,
Team name reﬂective teaching and,
academic connections based 141
on, 41 Visualization guides, 69, 71
students’ role in selecting,
39
Tests, establishing procedures W
regarding, 24
Themes, examples of Web Quests, pirate unit and,
brain unit, 73–75 94
citizen unit, 100–110, 103f, Witness (Hesse, 2001), 100,
105f, 106f, 108f, 109f 101
giant unit, 1–3, 87
martian unit and, 88–92
pirate unit, 92–95
Z
Trends in International
Zero alerts, 78
Mathematics and Science
Study (TIMSS), 131–132
Trust, relationships with
students and, 34
Tutoring, 78

U
Underachieving students,
57–60. See also
Achievement
Units, examples of
brain unit, 73–75
citizen unit, 100–110, 103f,
105f, 106f, 108f, 109f
giant unit, 1–3, 87
martian unit and, 88–92
pirate unit, 92–95

Download full (Ebook) Concept-Based Literacy Lessons : Designing Learning to Ignite Understanding and Transfer, Grades 4-10 by Lois A. Lanning, Tiffanee Brown ISBN 9781544318578, 9781544318585, 9781544318554, 9781544318561, 154431857X, 1544318588, 1544318553, 1544318561 ebook all chapters
100% (1)
Download full (Ebook) Concept-Based Literacy Lessons : Designing Learning to Ignite Understanding and Transfer, Grades 4-10 by Lois A. Lanning, Tiffanee Brown ISBN 9781544318578, 9781544318585, 9781544318554, 9781544318561, 154431857X, 1544318588, 1544318553, 1544318561 ebook all chapters
71 pages
Wolfe Part I
No ratings yet
Wolfe Part I
27 pages
EGIA Teamwork Project Final
No ratings yet
EGIA Teamwork Project Final
53 pages
Myths Collaboration
No ratings yet
Myths Collaboration
5 pages
Elevating Co-Teaching through UDL
From Everand
Elevating Co-Teaching through UDL
Elizabeth Stein
No ratings yet
RPH Bi Year 3 Module 8 (LP113-L128)
No ratings yet
RPH Bi Year 3 Module 8 (LP113-L128)
27 pages
Reflection Paper, Tips For Writing
No ratings yet
Reflection Paper, Tips For Writing
3 pages
Hughes
No ratings yet
Hughes
13 pages
Lets Have A Conversation - Parents Vol 6 - FINAL 13may24
No ratings yet
Lets Have A Conversation - Parents Vol 6 - FINAL 13may24
1 page
W541
No ratings yet
W541
8 pages
Teamwork Lesson Plan
No ratings yet
Teamwork Lesson Plan
3 pages
[FREE PDF sample] How Schools Thrive Building a Coaching Culture for Collaborative Teams in PLCs at Work Effective Coaching Strategies for PLCs at Work 1st Edition Thomas W. Many ebooks
100% (2)
[FREE PDF sample] How Schools Thrive Building a Coaching Culture for Collaborative Teams in PLCs at Work Effective Coaching Strategies for PLCs at Work 1st Edition Thomas W. Many ebooks
40 pages
Instant download How Schools Thrive Building a Coaching Culture for Collaborative Teams in PLCs at Work Effective Coaching Strategies for PLCs at Work 1st Edition Thomas W. Many pdf all chapter
100% (3)
Instant download How Schools Thrive Building a Coaching Culture for Collaborative Teams in PLCs at Work Effective Coaching Strategies for PLCs at Work 1st Edition Thomas W. Many pdf all chapter
22 pages
Reading Team Building
No ratings yet
Reading Team Building
3 pages
Ygt Lookinside
No ratings yet
Ygt Lookinside
29 pages
Definition of Teamwork
No ratings yet
Definition of Teamwork
4 pages
Eld 360 - Teacher Teams Presentation - Alyssa (2015)
No ratings yet
Eld 360 - Teacher Teams Presentation - Alyssa (2015)
11 pages
Financial Literacy ClassVII
No ratings yet
Financial Literacy ClassVII
67 pages
Educ601 Biblio-Reading
No ratings yet
Educ601 Biblio-Reading
3 pages
Team Teaching
No ratings yet
Team Teaching
12 pages
Seminarski Rad: Internacionalni Univerzitet Brčko Distrikt (Saobraćajno Inženjerstvo)
No ratings yet
Seminarski Rad: Internacionalni Univerzitet Brčko Distrikt (Saobraćajno Inženjerstvo)
24 pages
(Ebook) How Schools Thrive : Building a Coaching Culture for Collaborative Teams in PLCs at Work® (Effective Coaching Strategies for PLCs at Work®) by Thomas W. Many; Michael J. Maffoni; Susan K. Sparks; Tesha Ferriby Thomas ISBN 9781947604605, 1947604600 all chapter instant download
100% (5)
(Ebook) How Schools Thrive : Building a Coaching Culture for Collaborative Teams in PLCs at Work® (Effective Coaching Strategies for PLCs at Work®) by Thomas W. Many; Michael J. Maffoni; Susan K. Sparks; Tesha Ferriby Thomas ISBN 9781947604605, 1947604600 all chapter instant download
81 pages
2023 - Kozlowski - Teamwork Doesn't Just Happen
No ratings yet
2023 - Kozlowski - Teamwork Doesn't Just Happen
18 pages
Unit 5: Collaborative Teaching and Learning Strategies
No ratings yet
Unit 5: Collaborative Teaching and Learning Strategies
4 pages
Completed Assignment 1
No ratings yet
Completed Assignment 1
23 pages
Team Teaching
No ratings yet
Team Teaching
9 pages
Collaboration and Teamwork
No ratings yet
Collaboration and Teamwork
49 pages
Collabor 1
No ratings yet
Collabor 1
89 pages
r2
No ratings yet
r2
25 pages
Effective Classroom Teamwork Support or Intrusion PDF
No ratings yet
Effective Classroom Teamwork Support or Intrusion PDF
257 pages
Effective Classroom Teamwork - Gary Thomas
No ratings yet
Effective Classroom Teamwork - Gary Thomas
26 pages
Elect 03
No ratings yet
Elect 03
4 pages
Collaborative Teaming Ecptionnal Children
No ratings yet
Collaborative Teaming Ecptionnal Children
16 pages
1467 6486.0038620230220 1 1kxw1et Libre
No ratings yet
1467 6486.0038620230220 1 1kxw1et Libre
34 pages
CHAPTER-1_THESIS-EDITED
No ratings yet
CHAPTER-1_THESIS-EDITED
32 pages
APA Citation Guide
100% (10)
APA Citation Guide
4 pages
What Is Team Teaching
No ratings yet
What Is Team Teaching
3 pages
Lesson 1
100% (1)
Lesson 1
3 pages
PDF Continuing Professional Development of Teachers in Finland Yongjian Li Download
100% (3)
PDF Continuing Professional Development of Teachers in Finland Yongjian Li Download
62 pages
Financial Literacy ClassVI
No ratings yet
Financial Literacy ClassVI
45 pages
What is Teamwork Over Group Work?
No ratings yet
What is Teamwork Over Group Work?
9 pages
So... What Does an 'Outstanding' Teacher Do? A Visible Learning Evidence Based Approach 1st Edition Cat Chowdhary 2024 Scribd Download
100% (6)
So... What Does an 'Outstanding' Teacher Do? A Visible Learning Evidence Based Approach 1st Edition Cat Chowdhary 2024 Scribd Download
50 pages
Team Teaching: Bene Ts and Challenges: Speaking of
No ratings yet
Team Teaching: Bene Ts and Challenges: Speaking of
4 pages
So... What Does an 'Outstanding' Teacher Do? A Visible Learning Evidence Based Approach 1st Edition Cat Chowdhary - Download the full ebook now for a seamless reading experience
100% (1)
So... What Does an 'Outstanding' Teacher Do? A Visible Learning Evidence Based Approach 1st Edition Cat Chowdhary - Download the full ebook now for a seamless reading experience
80 pages
Planning For Difference Preparing Students To Create Flexible and Elaborated Team Charters That Can Adapt To Support Diverse Teams
No ratings yet
Planning For Difference Preparing Students To Create Flexible and Elaborated Team Charters That Can Adapt To Support Diverse Teams
16 pages
Student 78839392010
No ratings yet
Student 78839392010
7 pages
Et Professional March 2019
No ratings yet
Et Professional March 2019
68 pages
Eli 7063
No ratings yet
Eli 7063
2 pages
Hacking Student Learning Habits: 9 Ways to Foster Resilient Learners and Assess the Process Not the Outcome
From Everand
Hacking Student Learning Habits: 9 Ways to Foster Resilient Learners and Assess the Process Not the Outcome
Elizabeth Jorgensen
No ratings yet
GROUPS_AND_TEAMS_AT_WORK-32407621 (1)
No ratings yet
GROUPS_AND_TEAMS_AT_WORK-32407621 (1)
43 pages
Classroom Discussion
No ratings yet
Classroom Discussion
41 pages
Continuing Professional Development of Teachers in Finland Yongjian Li - The ebook with all chapters is available with just one click
100% (2)
Continuing Professional Development of Teachers in Finland Yongjian Li - The ebook with all chapters is available with just one click
58 pages
University of Education Lahore
No ratings yet
University of Education Lahore
34 pages
Productive Group Work Nancy Frey pdf download
No ratings yet
Productive Group Work Nancy Frey pdf download
51 pages
L11 Team Building_blended Lecture Outline (Student)_2025
No ratings yet
L11 Team Building_blended Lecture Outline (Student)_2025
7 pages
Leadership: Understanding and Developing
No ratings yet
Leadership: Understanding and Developing
9 pages
Innovative Approaches To Teaching And Assessing Teamwork In Higher Education Setting Priorities Using Evidenceinformed Practices And Avoiding Pitfalls 1st Edition Cynthia G Campbell Iryna Babik R Eric Landrum download
100% (1)
Innovative Approaches To Teaching And Assessing Teamwork In Higher Education Setting Priorities Using Evidenceinformed Practices And Avoiding Pitfalls 1st Edition Cynthia G Campbell Iryna Babik R Eric Landrum download
87 pages
Teaching and Learning With Virtual Teams PDF
No ratings yet
Teaching and Learning With Virtual Teams PDF
323 pages
Teamwork For Better Collaboration Additional Reading Material PDF
No ratings yet
Teamwork For Better Collaboration Additional Reading Material PDF
7 pages
Collaborative Teaching
100% (1)
Collaborative Teaching
29 pages
Get Leadership for Excellence Jo Ann Carr PDF ebook with Full Chapters Now
100% (1)
Get Leadership for Excellence Jo Ann Carr PDF ebook with Full Chapters Now
67 pages
The Boundless Classroom: Designing Purposeful Instruction for Any Learning Environment
From Everand
The Boundless Classroom: Designing Purposeful Instruction for Any Learning Environment
Nathan Lang-Raad
No ratings yet
From Able to Remarkable: Help your students become expert learners
From Everand
From Able to Remarkable: Help your students become expert learners
Robert Massey
No ratings yet
A Trip To Ireland Exposé
No ratings yet
A Trip To Ireland Exposé
16 pages
Tell Them
No ratings yet
Tell Them
1 page
Lessons of Informatics
No ratings yet
Lessons of Informatics
104 pages
What Does A Good Teaching Team in Middle School
No ratings yet
What Does A Good Teaching Team in Middle School
9 pages
Novel Writing
No ratings yet
Novel Writing
1 page
BAUMEISTER, B. (1969) "The Psychology of Self-Esteem . Bantam Book, USA
No ratings yet
BAUMEISTER, B. (1969) "The Psychology of Self-Esteem . Bantam Book, USA
7 pages
Ed 231834
No ratings yet
Ed 231834
362 pages
Appendix A (Teachers' Questionnaire)
100% (1)
Appendix A (Teachers' Questionnaire)
5 pages
Bridges / Tunnels / Airports Vocabulary: Arches
No ratings yet
Bridges / Tunnels / Airports Vocabulary: Arches
3 pages
Form 1 Lesson 12 Enrichment Activity
No ratings yet
Form 1 Lesson 12 Enrichment Activity
2 pages
Disciplinary-Literacy Principals. ppt
No ratings yet
Disciplinary-Literacy Principals. ppt
31 pages
Students Book A1.4
No ratings yet
Students Book A1.4
40 pages
5th Grade 10 Day Work From Home Plan 1
0% (1)
5th Grade 10 Day Work From Home Plan 1
3 pages
CSPD
No ratings yet
CSPD
11 pages
Introduction
No ratings yet
Introduction
14 pages
ENG02 - CO1 - Lesson 1 - Reading and Thinking Strategies Across Text Types
No ratings yet
ENG02 - CO1 - Lesson 1 - Reading and Thinking Strategies Across Text Types
23 pages
5E Lesson Plan Science
No ratings yet
5E Lesson Plan Science
4 pages
Converted Cadiong Publishable Format 1
No ratings yet
Converted Cadiong Publishable Format 1
16 pages
Action Plan On Reading Remediation For Struggling Readers A
100% (1)
Action Plan On Reading Remediation For Struggling Readers A
2 pages
Let Review Gen. Ed. English - 1
No ratings yet
Let Review Gen. Ed. English - 1
5 pages
Oleh Richard Konicek Moran Dan Page Keeley
No ratings yet
Oleh Richard Konicek Moran Dan Page Keeley
54 pages
Lesson Plan - Cpe109
No ratings yet
Lesson Plan - Cpe109
22 pages
Speed Reading
No ratings yet
Speed Reading
27 pages
MyLearningTrain World of Numbers Nursery TG
100% (1)
MyLearningTrain World of Numbers Nursery TG
64 pages
Action Plan in Reading Quarter 1
No ratings yet
Action Plan in Reading Quarter 1
2 pages
ктп 6 класс
No ratings yet
ктп 6 класс
26 pages
18 - Apelboim-Dushnitzky, 2024
No ratings yet
18 - Apelboim-Dushnitzky, 2024
18 pages
RPH English 14.9.2022 Wednesday
No ratings yet
RPH English 14.9.2022 Wednesday
3 pages
Student Academic Reading Preferences
No ratings yet
Student Academic Reading Preferences
25 pages
Reader at Work 1
No ratings yet
Reader at Work 1
167 pages
Writing Your Critical Reflection
No ratings yet
Writing Your Critical Reflection
5 pages
5 Macro SKills (BEED 3B)
No ratings yet
5 Macro SKills (BEED 3B)
5 pages
01 English For Libya Teacher Book
No ratings yet
01 English For Libya Teacher Book
190 pages
How to improve your reading speed
No ratings yet
How to improve your reading speed
3 pages
Unit 3 - Lesson 5.1 Teaching Mother Tongue
No ratings yet
Unit 3 - Lesson 5.1 Teaching Mother Tongue
20 pages
Reading and Writing Skills TOPIC NO. 3
No ratings yet
Reading and Writing Skills TOPIC NO. 3
20 pages