This document outlines a 90-day pilot program to improve collaboration between teachers ("masters") and students ("scholars") at Ballou High School. In the first 15 days, masters complete personality evaluations and trainings in mindfulness, nutrition, and an online educator program. They then receive collaborative teaching partners and trainings in communication, conflict management, and co-teaching models. Over subsequent 15-day periods, masters implement collaborative lesson plans which are observed and evaluated. Stakeholders design, implement, and assess the program, and data is regularly collected and shared through evaluations, reflections, and video recordings to track impact and opportunities for improvement.

1. P I L T I N G
a program for success
Mapping Out the Pilot Program
A 90 Day Schedule In 15-Day Increments
September September – October October October – November November November - December
16th – 27th 30th – 11th 14th – 25th 28th – 8th 11th – 22nd 25th – 10th
SEPTEMBER : The pilot identifies masters of craft and masters of care who desire to engage in collaborative teaching. Every master has an initial
meeting with the pilot program expert-in-residence. This ensures that all individuals communicate with trust and confidentiality about
expectations for collaborative teaching and the end-result of the program.
Once trust is established, masters complete 16 Personalities, a revelatory web-based evaluation. Based on responses to questions
regarding working relationships and preferences, masters gain insight from the collaboration evaluation about themselves and how they operate.
Masters also take the Co-Teaching Rating Scale, a second evaluation designed by the Council for Exceptional Children, to establish reliability
and accuracy of the first evaluation. Masters also introduce scholars to 16 Personalities so that they may complete the evaluation.
These two evaluations help the expert-in-residence to understand the profile and personality matrix of each master. Of course,
evaluations can never truly explain the totality of a master; but with more interaction, the expert-in-residence can discern the strengths and
deficits of each master. (This is important when designing strategy workshops on communication, conflict management, collaboration,
co-planning, and co-teaching models.)
Masters also focuses on acclimating to mindfulness, meditative reflection, counts of joy, gratefulness, exercise and nutrition, and
periodic fasts from technology. When masters demonstrate a positive reception to these skills of care then the scholars respond positively and
engage in using the skills in their daily lives as well.
Masters, additionally, will register for a free, online PK-12 educator professional development program produced by National
Geographic. This will also last for three months.
SEPTEMBER – OCTOBER : Masters receive collaborative teams in which to co-plan and co-teach. The expert-in-residence hosts strategy workshops
on communication, conflict management, collaboration, co-planning, and co-teaching models such as station teaching, alternative teaching, and
team teaching. Masters introduce scholars to these skills of strategy.

2. OCTOBER : Masters implement lesson plans that incorporate skills of care and skills of strategy to deliver collaborative lesson plans that have
scholars engaged in performing skills of care and strategy as well. The expert-in-residence observes, assesses, and evaluates the strengths of
delivery for masters, receives input from the masters about the process and experience of collaborating, and then the expert-in-residence provides
suggestions for growth in writing. Masters produce a quarter-page reflection of their experiences daily.
OCTOBER – NOVEMBER : Again, masters implement lesson plans and the expert-in-residence evaluates. Masters need to incorporate components
from the National Geographic professional development. Masters will record a video of one collaborative lesson plan. Masters continue to
produce a quarter-page reflection of their experiences daily.
NOVEMBER : Masters repeat everything that they performed from the last 15-day period. However, the expert-in-residence makes changes to
collaborative teams to adjust for team dynamics.
NOVEMBER – DECEMBER : Finally, masters and scholars are on their own. Masters collaborate with each other. Masters collaborate with scholars.
Scholars collaborate with each other. Masters need to engage the scholars in a collaborative project of their design. Masters provide a rubric and
evaluate the final product of scholars individually, but the collaborative effort effects individual grades.
Although the focus of the pilot program is to provide intensive professional development to masters, the true mark of success is the
level of engagement and learning of the scholars as well as a communal sense of accomplishment.
Explaining the Pilot Program
WHY DID YOU SELECT THE COMPONENTS THAT YOU ARE RECOMMENDING?
The design of this pilot is in response to student comments produce for Ballou High School Data & Context by the District of
Columbia Public Schools for Every School Succeeds Act School Improvement. “I used to be a straight A student…. It feels like school is
pointless. It’s not pushing you. It’s giving you the option to drop out.” “Policy makers … come in one time in a suit for a photo op. Our class
always has visitors, but we never see them again….” “We should do more things as … bonding activities….” “All of my teachers aren’t helping
me.” “Our teachers need to teach us.” “I would change the hiring process….”
The scholars already knew that they needed greater collaboration among masters of craft and care. The scholars have not yet figured
out that they need guidance on how to collaborate with each other as well.
HOW WOULD YOU INVOLVE STAKEHOLDERS IN THE DESIGN, IMPLEMENTATION, AND ASSESSMENT OF THE EVALUATION?
The masters and the scholars are the stakeholders. It’s their education. Therefore, they design the lessons and perform the
assignments. They implement the skills of care and strategy. They reflect upon their practice. They review the videos they record of themselves
collaborating. They grade themselves. If the masters and scholars decide to involve other artists, scientists, and entrepreneurs as experts-in-
residence to support the delivery and execution of a lesson then they have full agency to do so.
The expert-in-resident will submit a progress report to the headmaster of administration at Ballou High School at the end of every 15-
day period to summarize actions, results, and corrections. The expert-in-residence will also hold a meeting at the beginning, mid-point, and end
of the pilot with all masters of administration to build trust, communicate openly about expectations, and to review any concerns.
HOW WOULD YOU COLLECT, ANALYZE, AND SHARE FEEDBACK AND DATA SURROUNDING THE IMPACT OF THE PILOT?
The masters provide copies of their initial assessments from 16 Personalities and Co-Teaching Rating Scale. They provide daily
reflections. They provide daily lesson plans. They also provide video recordings of lessons. The expert-in-residence shares feedback through
mentoring; positive encouragement, support, and modelling; and through written evaluations with suggestions for improvement.
HOW WOULD YOU INITIALLY INTRODUCE THE PILOT?
The expert-in-residence would send a welcoming email thanking the masters of craft and care for their participation in the pilot that
gives a short introduction about the pilot and the expert. The email would request a time to meet with each master for 15 minute in-person for an
introduction. At the conclusion of this introduction, the expert-in-residence would request that the masters complete 16 Personalities and email
the results. Masters also need to complete Co-Teaching Rating Scale and return it to the expert.