Uinta County School District #1

March 2019-Newsletter, Vol. 42

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"The single most important factor for successful school restructuring and the first order of business for those interested in increasing the capacity of their schools is building a collaborative internal environment" (Eastwood & Louis, 1992, p. 215).

When groups, rather than individuals, are seen as the main units for implementing curriculum, instruction, and assessment, they facilitate development of shared purpose for student learning and collective responsibility to achieve it (Newmann & Wehlage, 1995, p. 38).

"[High-achieving schools] build a highly collaborative school environment where working together to solve problems and to learn from each other become cultural norms" (WestEd, 2000, p. 12).

"The key to ensuring that every child has a quality teacher is finding a way for school systems to organize the work of qualified teachers so they can collaborate with their colleagues in developing strong learning communities that will sustain them as they become more accomplished teachers" (National Commission on Teaching and America's Future, 2003, p. 7).

"Collaboration and the ability to engage in collaborative action are becoming increasingly important to the survival of public schools. Indeed, without the ability to collaborate with others, the prospect of truly repositioning schools...is not likely" (Schlechty, 2009, p. 237).

"It is time to end the practice of solo teaching in isolated classrooms" (Fulton, Yoon, & Lee, 2005, p. 4).

Teacher collaboration in strong professional learning communities improves the quality and equity of student learning, promotes discussions that are grounded in evidence and analysis rather than opinion, and fosters collective responsibility for student success (McLaughlin & Talbert, 2006).

"Quality teaching is not an individual accomplishment, it is the result of collaborative culture that empowers teachers to team up to improve student learning beyond what any one of them can achieve alone" (Carroll, 2009, p. 13).

High-performing, high-poverty schools build deep teacher collaboration that focuses on student learning into the culture of the school. Structures and systems are set up to ensure teachers work together rather than in isolation, and "the point of their collaboration is to improve instruction and ensure all students learn" (Chenoweth, 2009, p. 17).

Teachers should be provided with more time for collaboration and embedded professional development during the school day and year...Expanding time for collaboration during the school day "facilitates the development of effective professional learning communities among teachers" (Farbman et al., 2014, p. 25).

"When teachers work together on collaborative teams, they improve their practice in two important ways. First, they sharpen their pedagogy by sharing specific instructional strategies for teaching more effectively. Second, they deepen their content knowledge by identifying the specific standards students must master. In other words, when teachers work together they become better teachers" (Many & Sparks-Many, 2015, p. 83).

"We must stop allowing teachers to work alone, behind closed doors and in isolation in the staffrooms and instead shift to a professional ethic that emphasizes collaboration. We need communities within and across schools that work collaboratively to diagnose what teachers need to do, plan programs and teaching interventions and evaluate the success of the interventions" (Hattie, 2015b, p. 23).


The Human Resources Department has established a form to facilitate an internal transfer request. Certified and non-certified staff requesting to be considered for a transfer will start the process by completing the employee portion of the USCD #1 Internal Transfer Request Form. The completed form will then need to be submitted to the building administrator or the department director depending on the employees situation. The form is housed in the HR section of the district website.

You can also access the form by clicking on the UCSD #1 Internal Transfer Request Form link: https://www.uinta1.com/apps/pages/index.jsp?uREC_ID=436266&type=d&pREC_ID=1658446

UCSD#1 Administration

Ryan Thomas, Superintendent Ext.1020

Cheri Dunford, Supt., Board Exec. Assistant Ext. 1021

Dr. Joseph Ingalls, Assistant Superintendent K-5 Ext. 1026

Doug Rigby, Assistant Superintendent 6-12 Ext. 1025

Alicia Johnson, Instructional Services Admin. Asst. Ext. 1024

Kristine Hayduk, Human Resources Ext. 1023

Matt Williams, SPED Director Ext. 1040

Diana Olson, SPED Admin. Asst. Ext. 1041

Bubba O'Neill, Activities Director Ext. 1060

Dauna Bruce, Activities Admin. Asst. Ext. 1061

John Williams, Business Director, Ext. 1030

Jaraun Dennis, Facilities Director, Ext. 1075