Pub. 4 2014-2015 Issue 2

16 C ollaboration between teachers is a powerful way to improve classroom practice and lead to improved student achievement. While rigorous curriculum measures students’ content knowledge and core academic abilities, teaching students to become proficient in non-cognitive academic behaviors is essential for students to succeed in diverse situations and to complete complex tasks. At Itineris Early College High School, teachers collaborate weekly to prepare lessons that emphasize these skills. Teachers then provide similar instruction to students in their CONNECT TIME classes. CONNECT TIME is the cornerstone of Itineris Early College High School’s commitment to creating a community of learners. As the course name suggests, school connectedness is the impetus behind the design and focus of the instructional efforts. School connectedness is an academic environment in which students believe that adults in the school genuinely care about their learning and about them as individuals. Students are more likely to succeed when they feel connected to school. The course is designed around small groups of students (cohorts) that meet weekly with the same teacher for the entire school year at Itineris. Student input, teacher insight, current educational research, and student achievement shape the course content; however, there are fundamental features of this learning environment that are always present: 1) Trusted Adult Relationships 2) Positive & Respectful Student Relationships 3) Personalized Learning Plans 4) Shared Leadership (Focus Groups) 5) Physically & Emotionally Safe Environment 6) Cooperative Learning 7) Peer Tutoring/Reciprocal Teaching 8) High Academic Standards 9) Problem Solving 10) Service Projects CONNECT TIME is a place that inspires, supports, and pushes students to develop their potential. Within this structured class, issues such as navigating college life, academic tools, communication skills, and service are presented to students. This is also the place where students can have a voice in school activities and policy. This is a unique feature of Itineris and one that has proven to be invaluable. Jonathan Lawes, Sophomore Connect teacher, sums up the impact of collaboration. “We have a great team that meets each week to discuss upcoming lessons and student concerns. We all share in the decisions and help with directing the program. I feel like these meetings are critical to delivering consistent, unified information to our students.” Growing evidence suggests a positive relationship between teacher collaboration and student achievement. Lisa Hammond, another of Itineris’ six Sophomore Connect teachers states, “By comparing our individual Connect class experiences we gain a variety of perspectives on how to support student needs and help each student find success. Each grade level’s Connect Time needs are unique and each has a life of its own. Yet, there are collective needs that become the focus of the program for that year and that grade, i.e., time management, note taking techniques, reading techniques, net safety, research skills, etc. Teachers evaluate student success each week across all curricular areas to determine if efforts have been effective or should be modified going forward.” There is strong evidence that academic behaviors signifi- cantly impact course grades, so improving these behaviors will improve individual student outcomes. The following defini- tions of non-cognitive skills that improve student academic behaviors are paraphrased from the article “Strategies to Build Non-Cognitive Skills” presented at the 2014 National College Access Network Conference. These are the areas we emphasize in Connect classes: • Academic Behaviors • Academic Mindsets • Academic Perseverance Making Non-Cognitive CONNECTions in High School: How Teacher Collaboration Improves Student Success BY LAURA LAWRENCE, LANGUAGE ARTS TEACHER, ITINERIS EARLY COLLEGE HIGH SCHOOL & STEPHEN JOLLEY, PRINCIPAL, ITINERIS EARLY COLLEGE HIGH SCHOOL