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Improving Collaboration During Middle School Common Planning Time: The Power of Protocols

Hall, Michael C (2022) Improving Collaboration During Middle School Common Planning Time: The Power of Protocols. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Common planning time is an integral part of the middle school concept, but this time is not always used effectively. When teaching teams do not effectively collaborate, there are missed opportunities to improve instruction and student achievement. The aim of the study was to improve middle school teachers' level of collaboration during common planning through the use of the
Looking At Student Thinking (LAST) protocol.

Participants selected a pseudonym and completed a pre- and post-survey aligned to the aspects of the collaborative inquiry cycle: dialogue, decision making, action taking, evaluation. Items included 12 questions from the teacher collaboration rubric (TCAR) and two open-ended questions. Each team participated in seven sessions related to the LAST protocol. Post-survey results showed an increase in the overall rating of each team’s collaboration with differences between items per grade-level.

The results suggest the use of protocols can improve the instructional focus, impact the level of collaboration, and improve the usefulness of common planning time. Implementing the LAST protocol may provide a structure to help teams navigate the micropolitical aspects of common planning time and use common planning time more effectively.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Hall, Michael CMCH92@pitt.eduMCH92
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairTrovato, Charlene
Committee MemberTrahan, Keith
Committee MemberRalston, Thomas
Committee MemberMooney,
Date: 31 August 2022
Date Type: Publication
Defense Date: 23 June 2022
Approval Date: 31 August 2022
Submission Date: 4 August 2022
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 90
Institution: University of Pittsburgh
Schools and Programs: School of Education > Administrative and Policy Studies
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: KEYWORDS: middle school concept, common planning time, protocols, micropolitics, collaboration, collaborative inquiry cycle, teacher collaboration rubric
Date Deposited: 31 Aug 2022 18:03
Last Modified: 31 Aug 2022 18:03


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