Thinking Foundation - Research - Case Studies - McKinley Elementary School

Seven years ago, McKinley’s staff was fractured philosophically and emotionally. Personal opinion regarding bilingual instruction, multiple principals and numerous programs along with very low results on California State Test (CST), divided and alienated teachers. Six years ago, Aurora Garcia became the Principal at McKinley School. She was the sixth principal in during one school year. Mrs. Garcia brought consistency and created a physically, socially and emotionally safe environment. The staff spent endless hours coming to an agreement on the school vision as well as professional and student norms. However, grade-level collaboration skills were still lacking. Using grade-level collaboration forms and Thinking Maps^® created during grade level and staff meetings, we will prove that collaboration is more effective and less derogatory.

Unexpectedly, the staff and Principal discovered that the Thinking Maps^® provided a common visual language that created a “new” way to communicate during grade level and staff meetings. The Thinking Maps^® provide the frame for a comprehensible, focused and professional conversation between all teachers. The Thinking Maps^® effectively kept discussions during grade level meetings objective and positive.

Watch Thinking Maps^® for Thinking Part 1 of a 3 Part interview with McKinley principal Aurora Garcia. Aurora was interviewed by staff members Joy Wenke and Maria Rivero who were research team collaborators.
Watch the video clip Part 1 - Thinking Maps^® for Thinking (3:35) in Quicktime.

Parts 2 & 3 are in other sections of the case study
If you don't have Quicktime, download free Quicktime Player

One of the teacher survey questions also addressed the issue of more effective staff communication after implementing Thinking Maps^®.

Before T.M. how would you rate the effectiveness of communication across grade levels from K to 6^th?
Before Thinking Maps^® training, the staff did not feel that there was effective communication across grade levels.

After T.M. how would you rate the effectiveness of communication across grade levels from K to 6^th?
During the course of staff development teachers have become more effective in communicating across and within grade levels.

See the Menu on the left column at the top of this page for more sections in this case study on McKinley Elementary School in San Jose, California.

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




		Research - Case Studies - McKinley Elementary School Staff Communication Staff communicates more effectively within and across grade levels with the use of Thinking Maps^® Seven years ago, McKinley’s staff was fractured philosophically and emotionally. Personal opinion regarding bilingual instruction, multiple principals and numerous programs along with very low results on California State Test (CST), divided and alienated teachers. Six years ago, Aurora Garcia became the Principal at McKinley School. She was the sixth principal in during one school year. Mrs. Garcia brought consistency and created a physically, socially and emotionally safe environment. The staff spent endless hours coming to an agreement on the school vision as well as professional and student norms. However, grade-level collaboration skills were still lacking. Using grade-level collaboration forms and Thinking Maps^® created during grade level and staff meetings, we will prove that collaboration is more effective and less derogatory. Unexpectedly, the staff and Principal discovered that the Thinking Maps^® provided a common visual language that created a “new” way to communicate during grade level and staff meetings. The Thinking Maps^® provide the frame for a comprehensible, focused and professional conversation between all teachers. The Thinking Maps^® effectively kept discussions during grade level meetings objective and positive. Watch Thinking Maps^® for Thinking Part 1 of a 3 Part interview with McKinley principal Aurora Garcia. Aurora was interviewed by staff members Joy Wenke and Maria Rivero who were research team collaborators. Watch the video clip Part 1 - Thinking Maps^® for Thinking (3:35) in Quicktime. Parts 2 & 3 are in other sections of the case study If you don't have Quicktime, download free Quicktime Player One of the teacher survey questions also addressed the issue of more effective staff communication after implementing Thinking Maps^®. Before T.M. how would you rate the effectiveness of communication across grade levels from K to 6^th? Before Thinking Maps^® training, the staff did not feel that there was effective communication across grade levels. After T.M. how would you rate the effectiveness of communication across grade levels from K to 6^th? During the course of staff development teachers have become more effective in communicating across and within grade levels. See the Menu on the left column at the top of this page for more sections in this case study on McKinley Elementary School in San Jose, California. return to the top Download the Complete Final Report on McKinley Elementary School as a PDF file.