Collaborative Research Design Model

Name of School:

Crossfield Elementary

Our school is considered:


In five words or less, describe your prototype

Design action research on instruction.

Insert an image that showcases your prototype.

How might we?:

How might we amplify the culture in our building so that we can advance our instructional pedagogy through genuine conversations and authentic sharing experiences? (literacy, numeracy, differentiation, instructional design, and assessment)

Describe the prototype(s) your school will focus on. Get creative. Be sure to describe the various approaches staff will take, what you will keep your eye on and how staff plan to document their results.

CES staff have selected collaborative design models to research areas to enhance understanding of literacy, numeracy, differentiation, assessment, and instructional design.

Research groups include:

    1. Math centers to support differentiation and instructional design to meet all learning needs.

    2. Research multiple spelling programs to support writing programs and retention of rules to support learners at all levels.

    3. Promotion of our community through #BeCrossfield t-shirts and community kindness initiatives. 

    4. Enhancing learning through technology and music

What will you keep your eye on; what will occur that will give you insight?

    1. Staff use ”purple block” time to collaborate and share learning. They incorporate design team, literacy and numeracy specialists into their research for resources and ideas. 

    2. Staff will seek resources and engage in authentic learning to promote leaders in our building.

    3. Accessing additional PL opportunities. 

    4. Purple blocks being used.  

    5. Collaboration among staff outside of Purple blocks.   

    6. Teacher reflection and hallway conversations.  

    7. Collaborative peer feedback.   

How will you document your results? 

    1. PL check ins through an iterative cycle of the action research cycle

    2. Teacher feedback and conversations

    3. #BeCrossfield awareness in the community

    4. Whoo’s Kindness Crew video showcasing the town of Crossfield using RVS support - Rick Guadio to help with documentation

    5. Math and literacy assessment results will be tracked to establish a baseline.  

    6. Student engagement will be tracked in the  classrooms via anecdotal notes.  

    7. Students will use Google Read Write and other technology as universal strategies in all classrooms from Kinder to grade 5.

    8. Staff wellness and motivation will increase through choice / authentic learning 

    9. Comfort will increase around Making Learning Visible and the new 4YP.

When designing our prototype for the Four Year Plan we found that our conversations kept coming back to a central theme: the power of collaboration for effecting positive change. Our playbook committee members were able to share many examples from their own practice where collaboration made a positive difference to their practice and student engagement. These observations were a natural fit to our "How Might We"(HMW) question of, “How might we amplify the culture in our building so that we can advance our instructional pedagogy through genuine conversations and authentic sharing experiences?”  The following comments were shared by our staff members after putting the prototype into action. 

  • Liked having a trusted staff mate watching and observing my classroom and providing feedback  about my classroom. (peer was there by invitation)
  • Liked being able to watch more than one person implement the system.
  • Liked being able to use the Purple Block time to observe my peers and learn from their  practice.
  • "Lightbulb Moments" "M.A.T.H" rounds. Using the screen when teaching small groups, all other  students are also watching surreptitiously, and when the lesson is taught to them they have  already see it three times and know the material.
  • Have had a buy-in for MATH rounds after much struggle.
  • When the reality of day to day life in the classroom hits, it is necessary to be able to adapt your plans. (A plan is a basis for change.)
  • Excitement for the project helped to encourage motivation and enthusiasm.
  • The freedom to make the project work for one's own teaching style.
  • Get stuck when we copy a project that is not "us", vs. Get motivated when it's our own.

Next steps: 
  • Continue with the action research model
  • Share and review progress on project
  • Based on review, make adaptations and begin next iteration