CLASSROOM AND SCHOOL-WIDE COHERENCE PLAN 1

Classroom and School-Wide Coherence Plan

Esther Duran

APU Murrieta

Author Note

Correspondence concerning this paper should be addressed to Esther Duran, Graduate

Student, Azusa Pacific Murrieta Regional Campus, 40508 Murrieta Hot Springs Rd, Murrieta,

CA 92563. E-mail: estherduran16@apu.edu.

CLASSROOM AND SCHOOL-WIDE COHERENCE PLAN 2

Abstract

The book Coherence by Michael Fullan and Joanne Quinn present a “Coherence Framework”

made up of four drivers. I will describe each driver and explain how I will implement these in

my unique teaching assignment. I begin with an introduction, describing the details and

demographics of my teaching assignment. This is followed by several pages dedicated to each of

the four components of the framework: focusing direction, cultivating collaborative cultures,

deepening student learning, and securing accountability. The end explains an example of a

collaborative team meeting and ideas for lessons based on curriculum.

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Classroom and School-Wide Coherence Plan

Introduction to My Teaching Assignment

The setting in which I will be applying Michael Fullan and Joanne Quinn’s four drivers

of their “Coherence Framework” model is in a high school Spanish Literature class. I work at

Elsinore High School, located at 21800 Canyon Drive in Wildomar, California. I teach Spanish

Literature to high school students in grades 9-12. Elsinore High School is part of three high

schools belonging to the Lake Elsinore Unified School District.

According to the California Department of Education demographics report, there are over

2000 students in attendance and 55% of the student population is of Hispanic/Latino background,

CDE (2017-2018). This is similar to the Hispanic/Latino population demographics reported

district-wide (60%) and nationally (54%) by the California Department of Education. Of the

students enrolled at Elsinore High School, nearly 62% receive free or reduced lunch.

Elsinore High School is funded through the Local Control Funding Formula, which

measures student success results and appropriates the support and services which best fit the

needs of each school for the greatest success and outcomes.

The Spanish Literature course that I teach is conducted entirely in Spanish. Students are

required to be fluent in speaking, reading, and writing. Students study and analyze the works of

well-known writers from Latin countries and Spain, along with the historical and cultural context

which influenced such works. They are evaluated on their understanding and critical analysis

through written assessments, class discussions, and group participation.

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Fostering Direction – Developing Shared Purpose

The moral imperative of teaching is the standard that educators hold themselves to in

accordance with their ethical beliefs to fulfill the established educational standards set forth by

their respective districts. Michael Fullan states the importance of educators having a moral

imperative to guide instruction because “their moral purpose will be reflected in all their

decisions and actions” (2016, p.18). Having a moral purpose means having a reason for doing

what you do. Becoming a teacher is not just a title. Teaching is a vocation that begins with

introspection of our talents and solid convictions for wanting to educate others. Minori

Nagahara states that, “The first step in discovering our God-given vocation involves the act of

identifying and affirming the talents and abilities we have been given” (2009, p.77). Yes,

summer vacations and health insurance are a sweet incentive, but the moral purpose and its

outcome are self-serving. When observing teachers who work tirelessly in the least ideal of

assignments and with a happy disposition, Professor of Language Sonia Nieto finds that “They

have hope and faith in their students, in their own abilities as teachers, in trusted colleagues and

new teachers, in the promise of public education, and in the profession of teaching” (2003, p.16)

My moral imperative is to create a safe atmosphere to establish a culture of trust, to bring

excitement and instill curiosity, and to cultivate respect for diversity. I believe that these values

will contribute to a coherent learning environment where everyone forms a piece of puzzle which

is our classroom “family”. I believe that my moral imperative creates a model that students can

measure their own experiences by outside the classroom and can apply those concepts that will

help them navigate their ways throughout the rest of their education and will positively affect

how they see themselves and how they relate to the world.
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The foundation of effective teaching begins with the environment in which class will be

conducted. “Experienced teachers don’t deal with problems, they prevent them from occurring”

(Petty, p.104). Beginning with classroom rules and expectations, the teacher establishes a code

of conduct that is acceptable. Once rules are established, the teacher must create a culture of

trust. This can be accomplished by setting standards that support respect, honesty, and

inclusivity. Students need to feel like their voices are respected and they will not be judged by

their views when they are coming from a place of honesty and a willingness to learn through

their ideas and those of others. The term ‘respect’ in the classroom does not apply solely to the

idea of listening to each other and minding your manners, but most importantly is “the

experience of being taken seriously” (Cohen, Cardillo, Pickeral, 2011). With this in mind,

students come to understand that they are valued equally and that everyone has a place in the

classroom. No one’s opinions or contributions are ever less than anyone else’s. They are secure

in their understanding that our environment is safe and they will never be put down or made to

feel insecure, even when they are wrong or unsure. “Mistakes are not only inevitable, they are a

necessary part of your learning process” (Petty, p.518).

I remember my high school U.S. History teacher, a football coach, who prioritized

talking about the latest game and throwing out sports trivia to keep the class exciting, for himself

it seemed. In great contrast was one of my first classes in college, Mexican-American Studies.

I was completely blown away by the enthusiasm that my professor showed and how engaging

class was. I would leave class completely in my head with questions and a strong desire to know

more. With every lecture, this professor planted the seed for my desire to know more. She

conducted class by posing questions and allowing us to debate possibilities through inquiry and

discussion. Her enthusiasm for passing on knowledge and keeping us focused was contagious.
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Because of these differing learning experiences, I came to understand how impactful

teaching styles are. I learned that my own style and attitude will be felt by my students and the

choice to create a positive or negative experience for all of us is within my control. My moral

imperative is to bring excitement and instill curiosity in the minds of my students. As a Spanish

Literature teacher, there are an infinite amount of resources and concepts to explore, discuss, and

just ponder over. To understand why Chilean author, Isabel Allende, writes about loss and

heartache in many of her works, one must explore her life. Abandoned by her father, exiled from

her country, divorced twice, and losing three of her children to drug abuse or illness, we begin to

see the circumstances which fuel her inspiration. We can also explore how a person copes and

rises above tragedy to become a distinguished, bestselling author. We can discuss literary

themes such as displacement or what it might feel to be an immigrant in a foreign country when

she explains, “The theme of displacement is very natural for me. It always comes up in my books

because I have been a foreigner all my life and I don’t feel I belong anywhere. I’m an

immigrant” (2015, para.15). Spanish Literature lends itself to an infinite opportunity for

teaching creativity and learning. It would be a waste to adopt a teaching style that keeps students

disengaged with myself and each other, to regurgitate facts and depend on the right guess to pass

multiple-choice exams and to strip them of their opportunity to exercise their inquiry and

reasoning skills.

Fostering Direction - Developing Shared Learning Goals

Having a shared purpose is a great starting point but that is all it is. I view teaching in

much the same way as traveling. To develop shared learning goals means there must be

collaboration within the school departments that ask crucial questions that will put us on the path

to our destination. It is like looking at a map together and deciding on the best route towards our
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destination. First, we must agree on shared goals. Next, we must develop a plan to achieve

those goals. Finally, we must assess if we have reached those goals.

To achieve this, we must collaborate on the goals that are important to us as a team.

These need to reflect the needs of the students. The most important thing about setting goals is

to narrow them down to the most important ones. This may be difficult to do because students

come from so many backgrounds and with a variety of needs. The challenge is to identify a few,

significant goals that will positively affect the greatest number of students. By focusing on just a

few goals, we can keep track of our progress and we are not attempting to accomplish too much

and missing the mark on a lot.

The next step is to develop a plan to achieve those goals that the group has agreed upon.

Once everyone has agreed on a few specific goals, we must collaborate on the methods and

practices that will get us there. For example, a goal in a Spanish Literature class could be,

students will read books from authors of at least 8 different countries. The group must now

decide which authors, and which works, when and why. It is very important to answer why we

have set such a goal. This gives our teaching a purpose along with direction.

The final stage of developing shared learning goals is assessment. It is important for a

collaboration group to set markers from which to assess progress. When one goes on a trip, there

are indicators to show how far along we have traveled and how much further we need to go. If

we are guiding ourselves on a map, we can check certain city names, signs, or roads which tell us

that we are on the right path. In this same way, our collaboration team must set markers towards

our goals. These benchmarks will keep us focused and on the path to successfully meeting the

groups’ goals.
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Creating Collaborative Cultures - Developing School and Parents Collaboration

It seems that for a long time, schools have had most of the input regarding every decision

pertaining to their students. Parents have been left out of the collaboration process and pushed to

a role of observers and receivers of information. Teachers complain that parents are not involved

enough, but they rarely if ever involve parents in setting goals and collaboration. Most

interaction with parents is to let them know their student is doing fine, or very bad. Parents are

not given a voice or an opportunity to contribute much, unless it is in the form of discipline.

Collaboration with parents means that parents must become allies, set goals, and remain in

communication with teachers.

It is essential for teachers to form allied relationships with parents. There has always

been too much blame back and forth between teachers and parents, when a student is failing.

Each side feels that the other is not doing enough or that the other side is responsible for the

failure. “Some parents shoulder the blame and responsibility for their child’s problems, not

talking with the school because they feel as if it’s their issue alone to deal with” (Morin 2018).

--succeed. This goal is quickly forgotten when the parent or teacher becomes the scapegoat.

As part of the collaboration process, teachers must include parents in the process of goal-

setting. A teacher may know where s/he is going, but parents are often in the dark about what is

happening during school hours and why. Parents and students would benefit from knowing such

things as the learning environment, the curriculum, and behavior expectations. Under what

conditions is my child learning? What will they be learning? What is expected of my child?

Most parents tell their children to behave and do their work because they are not in the loop.

They are not privy to what happens in the classroom. At times, they do not know what questions

to ask or what type of help their child needs.

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To have a tight collaboration relationship with parents, teachers need to continuously

communicate with parents. It is common knowledge that communication between teachers and

parents is limited to basic information, such as open house schedules and bad behavior phone

calls home. There is a great gap of information missing between us as teachers and parents.

Teachers have no idea what goes on at home, just as parents have no idea what goes on at school.

For this to change, teachers need to establish availability and parents need to remain present in

their children’s education. There are many means of communication that are available to all of

us today and we are not taking advantage of these resources for our students’ benefits. Again,

the intent of communication must always come from a place of care, concern, and alliance.

“When presenting a concern to parents, ALWAYS be ready to explain what strategies you've

already used to address the issue and what new strategies you are considering. Parents don't want

concerns dropped in their laps without at least a tentative action plan, which you'll adjust based

on their input” (Mariconda, 2006). Parents want their children to be successful just as much as

we do. Most times they do not know how to be involved until we, as teachers involve them.

Creating Collaborative Cultures - Developing Teacher Collaboration

The days when a teacher would plan and implement their lessons in the isolation of four

walls like a hermit in a cave are long gone. The need for teacher collaboration is crucial because

the workload is profoundly deep and complex. We, as professionals, realized that many of us

working together for the same goals is significantly more effective than trying to do it in

isolation. Besides the obvious drawbacks of working alone, there is a lack of cohesiveness when

everyone’s goals vary and are going in different directions. To develop cohesiveness through
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collaboration, teachers must develop a culture of respect with each other, develop concrete goals,

and assess progress regularly.

When working with other teachers, there are multiple personalities and differing ideas in

the mix. Many of us have strong opinions about our beliefs and if these are challenged, there is a

tendency to defend our point of view. This can place us in the midst of conflict with our

colleagues, causing discord and separation. “It’s important to develop a culture of trust, respect,

and humility for everyone to thrive” (Davis, 2018). For this reason, it is imperative that the

collaborative group develop rules of conduct. These would include rules regarding the terms

under which the group will meet, as in times, deadlines, roles, and responsibilities. Along with

these terms, there needs to be a way for the group to resolve conflict among participants. There

should be a plan for discussion, mediation, and resolution in place for instances of conflict.

Everyone must feel like s/he is an equal contributor to the collaborative group and that

everyone’s ideas have value, even if there is ever a difference of opinion.

Once the collaborative group has established a code of conduct, they must develop goals

and procedures. A goal-oriented approach begins with the end result in mind. The group needs

create the map of where they are heading as well as methods for getting there. By knowing

where we want to end up, we can mark the best route together. These goals will consider many

factors including learning standards, student needs, and resources available. Because the school

year is established by a limited number of days, we can create benchmarks at certain intervals in

the year, with room for adjustment.

Finally, it is important for collaborative groups to assess their progress, their failures, and

their successes. Having set benchmarks, the group will often refer to those to stay on track.
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There will be many exchanges of great ideas as well as failures along the way. The importance

of discussing both is to learn from our teaching methods and to adjust our strategies as needed.

Developing Learning and Securing Accountability

To implement the collaborative ideologies explained above, I will describe the ideal

process of creating a lesson with my department colleagues in the context of my teaching

assignment. Having mentioned that I teach a Spanish Literature course at Elsinore High School,

I form part of the Foreign Language Department collaborative team.

We meet in our Professional Learning Community (PLC) on Wednesday mornings, from

7am to 8:30am to discuss our students’ needs and together create plans for success. The team

has established norms to facilitate communication and the sharing of ideas between us. We

listen to each other without interruption. We speak respectfully and in a space of confidence,

where nothing is spoken to others or of each other outside of our meetings. We all participate by

our presence and our contribution of ideas and feedback. We make decisions through consensus

and when we cannot reach a consensus, we work to resolve our differences through

understanding rather than trying to change a team member into our ideas. We allow team

members with opposing ideas, to test opposing methods in their own classrooms and report back

results, so we may all learn from the outcome.

Our educational goals are driven by data that supports measurable results. “Schools in

which principals have created a results orientation constantly seek evidence that students are

learning at high levels. Faculty members encourage the efficient and effective use of data as part

of a continuous improvement process” (MDE, 2018). We combine data with strategies to check

progress and measure success.

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Because Elsinore High School serves a community of students from diverse backgrounds,

our collaborative team uses the Universal Design for Learning (UDL) model, which is designed

to “meet multiple learning styles, needs, and preferences. It helps you reach more students in

your classroom and create an inclusive classroom where all students benefit” (Durhamm

College, 2018). The UDL is based on three principles: to provide multiple means of

representation, action and expression, and engagement. We fulfill these principles by following

the 5 E’s lesson plan model, along with fostering a classroom enriched in Social Emotional

Learning.

The California Department of Education has come up with five stages of content

standards that should be taught implemented into all lessons as much as possible. These are:

Content, Communication, Cultures, Structures, and Settings. To simplify explanation, our

classes are reading Ines del Alma Mia by Isabel Allende. The story is told from a Spanish

woman’s perspective about her struggles as she migrated from Spain, in the European continent

to Chile, in South America. The main themes are migration, war, and women’s oppression. The

purpose of the following lessons is to create prior knowledge and familiarize students with

geography, cultural norms, and migration. Themes will emerge from these discussions, such as

the fear of leaving a place of comfort like your home to the face the unfamiliar. The unfamiliar

could be a different country or a new school.

Using state standards and the 5 E’s of instructional learning we have come up with the following

lesson plan:

CA Standard: 1.1h. (CONTENT) (SETTINGS)

Students address discrete elements of daily life, vacations and travel, maps, destinations,

and geography
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Objective: ENGAGE – Students make connections between past and present learning

experiences.

Activity: Students will arrange themselves into groups of five and have a discussion of places

they have visited, that were different from the environment they are used to. This can be as far

away as a different country to a new school. They will make a chart of feelings, thoughts, and

emotions as they face a new environment.

CA Standard: 2.0 (COMMUNICATION)

Students acquire information, recognize distinctive viewpoints, and further their

knowledge of other disciplines.

Objective: EXPLORE – Students actively explore their environment or manipulate

materials.

Activity: Students will work with a partner to research a Spanish-speaking country of a different

origin than their own. They will gather information on culture, religion, and norms.

CA Standard: 3.0 (CULTURES)

Students acquire information, recognize distinctive viewpoints, and further their

knowledge of other disciplines.

Objective: EXPLAIN – students explain the concepts they have been exploring. They

have opportunities to verbalize their conceptual understanding.

Activity: Partners in previous activity will work together to create a travel brochure with

information about the country they researched. They will present their brochures to the class and

try to convince students to visit their country of research.

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CA Standard: 4.1a (STRUCTURES)

Students address complex, concrete, factual, and abstract topics related to the immediate

and external environment, including societal expectations.

Objective: ELABORATE - Through new experiences, the learners develop deeper and

broader understanding of major concepts, obtain more information about areas of interest,

and refine their skills.

Activity: Students will write a report discussing the societal norms that they discovered

while researching a different country. They will compare and contrast them with norms from the

United States, along with norms of their own cultural background.

Objective: EVALUATE – Allows students to assess their understanding and lets teachers

evaluate students' understanding of key concepts and skill development.

Activity: Students will create a Quizzlet with their partners, using information from their

research and brochures. Class will be split into two teams and play each other.

These lessons take the California State Standards under foreign language instruction,

along with the implementation of the 5 E’s. By using this method, our students are being taught

through Social Emotional Learning practices. This keeps them connected and engaged. Many

modifications can be made to these lessons. The depth of exploration at each stage will be led by

student inquiry and discussion, while teachers mediate and allow students to get familiarized

with the core topics of the literature.

Our collaborative team will meet back the following week to discuss the outcome of our

introductory lessons and to plan the next steps.

CLASSROOM AND SCHOOL-WIDE COHERENCE PLAN 15

References

California Department of Education. (2009). World Languages Standards. Retrieved from:

https://www.cde.ca.gov/be/st/Ss/worldlanguage.asp.

Carroll, Rory. (2015). Interview: Isabel Allende. The Guardian, Paragraph 15). Retrieved from

https://www.theguardian.com/books/2015/dec/02/isabel-allende-interview-marriage-

breakup-the-japanese-lover.

Cohen, J., Cardillo, R., Pickeral, T. (2011). Creating a Climate of Respect. Educational

Leadership, 69.

Data Reporting Office, CA Dept. of Ed. (2017-2018). Enrollment by Ethnicity [Report Totals].

Retrieved from https://dq.cde.ca.gov/dataquest/dqcensus/enrethlevels.aspx?agglevel=

School&year=2017-18&cds=33751763332350.

Davis, Lauren. (2018). Teacher Collaboration: How to Approach It In 2018. Retrieved from:

https://www.schoology.com/blog/teacher-collaboration-how-approach-it-2018.

Durhamm College. (2018). Lesson Plans and UDL. Retrieved from: http://cafe.durhamcollege

.ca/index.php/curriculum-development/universal-design-for-learning/lesson-plans-and-

udl.

Fullan, Michael. (2016). Coherence, The Right Drivers in Action for Schools, Districts, and

Systems. Thousand Oaks, CA. Corwin.

Mariconda, Barbara. (2006). Five Keys to Successful Parent-Teacher Communication. Retrieved

from: https://www.scholastic.com/teachers/articles/teaching-content/five-keys-

successful-parent-teacher-communication/

MDE. (2018). Teacher Development and Evaluation Resources. Retrieved from:

https://education.mn.gov/MDE/dse/edev/res/.
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Morin, Amanda. (2018). The Benefit of Parents and Teachers Working Together. Retrieved

from: https://www.verywellfamily.com/parents-and-teachers-working-together-620922

Nagahara, Minori. (2009). Teaching as a Christian Vocation. Center for Christian Ethics, 77.

Nieto, Sonia M. (2003). What Keeps Teachers Going. Educational Leadership, 16.

Petty, Geoff (2009). Teaching Today, A Practical Guide 4th Edition. Cheltenham: Nelson

Thornes, Ltd.