This Action Research Project: Measure of Success: Thinking Maps and teacher effectiveness has been an exciting and rewarding adventure for this team. In the Fall of 2006, upon writing this grant, we were anticipating positive results on the CST scores as well as excellent authentic data to support our belief that Thinking Maps^® have significantly improved the art of teaching at McKinley School.  The survey and video results as well as writing scores and student samples definitively support this premise. 

The drop in CST scores was very disappointing.  Given this fact, last year’s decrease in scores is forcing the staff at McKinley to self-reflect and self-evaluate on their own teacher effectiveness as an individual as well as a grade level team.  However, a 213 point increase in scores over six years is an amazing accomplishment. 

The teachers have taken a self-evaluation of their effectiveness in teaching the “thinking” of Thinking Maps^®.  Based on the results of these surveys, staff development in implementation of Thinking Maps is being differentiated for the teachers. 

The Thinking Maps above are Interpretations of the project in a Tree Map created in Thinking Maps^® Technology for Learning software. Click on the above maps for a full size view as a PDF file.

In addition, it became apparent that in order to truly analyze teacher effectiveness, the students need to individually demonstrate fluency with the Thinking Maps^®.  The first day of school, in August of 2007, all students in 1^st -6^th grade took a pre-test in Thinking Maps^®.  After eight weeks of instruction (one week for each map) a post-test was administered.  The data gathered from this authentic assessment will demonstrate to teachers their own effectiveness in teaching the eight thought processes.  Three students (high, middle and low) from each class will be tracked throughout the year with authentic Thinking Maps^® assessments.  These students will provide the McKinley staff with an insight into the effectiveness of using Thinking Maps as an instructional tool.

According to the surveys administered last year, the teachers felt that students understood the thought processes.

The student data gathered this year will help teachers hone their skills in nurturing thinking skills in their students.  A possible goal for the teaching staff at McKinley could be that the majority of ELL students are aware of and can demonstrate fluency in the eight thought processes represented by Thinking Maps^®.

In conclusion, teacher effectiveness is measured in many ways, both qualitatively and quantitatively.  The writing scores, teacher surveys and video interviews resoundingly support that Thinking Maps® are improving the teacher effectiveness at McKinley School. The challenge now is to dig deep this school year: target the instruction on reading comprehension skills and academic vocabulary and extend the feeling of ownership of the eight thinking processes to all McKinley students as well as teachers.   

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Download the Complete Final Report on McKinley Elementary School as a PDF file.