11-12 favorites
TRANSCRIPT
Inputs
•Financial Resources•Human Resources•Physical Resources•Staff contracts/time•Professional Development•Students & Families
**High Variability**
Processes
•Student Learning•Operations•Planning, Prioritization, Decision Making•Consultation
Outcomes
•Learning•Financial•Operational•Engagement•Satisfaction
**Low Variability**
Continuous Improvement Cycle
TeamWorks International
Pro-Pay: At-A-GlancePro-Pay Component Expectations
Building Goal Implement strategies that support a building goal focused on student achievement and aligned with core instruction.
Collaborative Team Goal Engage in the development and implementation of a collaborative team goal that addresses one of your school improvement goals.
Personalized Professional Learning Plan
Develop and implement a professional learning plan that is personalized, aligned with your school improvement goals and building PD plan, and aligned with the teaching license renewal expectations.
Observations and Instructional Coaching
Demonstrate your professional practice through 3 formative observations and coaching sessions conducted by 2 different observers (instructional coach and another trained observer).
Alignment of EffortAlignment of EffortDistrict Focus Q-CompSchool Improvement Plan (SIP)Continuous Improvement Monitoring Process (CIMP) Plan
Building Goal
Collaborative Teams Collaborative Team Goal
Building Professional Development Plan Personalized Professional Development Plan/Observations
Leadership Opportunities Career Ladder Positions
Career Ladder Positions
Clear to Partly Cloudy
• What became clearer as a result of our learning yesterday?
• What is still partly cloudy?
The Role of Norm(s)
“Teams improve their ability to grapple with the critical questions when they clarify the norms that will guide their work. These collective commitments represent the ‘promises we make to ourselves and others, promises that underpin two critical aspects of teams—commitment and trust.’”
~Katzenbach & Smith, 1995
Getting Clearer: Multiple Measures
Core Instruction PD Plan
Core Instruction PD Plan
Systems of Interventions
PD Plan
Systems of Interventions
PD Plan
Culture and Climate
PD Plan
Culture and Climate
PD Plan
Community Engagement
PD Plan
Community Engagement
PD Plan
The School Improvement Plan Framework
Timelines for SIP/PD Plans
September October November December January/February March April/May June
Bring Data from Self-Assessments; Develop SMART Goals; Focus on Action and PD
Plans
Share Current Reality (at least 2 data
sources); Share Data and Narratives or Visuals about SIP
Complete Self-Assessments on
Learning, Collaboration,
Results; Develop Current Reality
Analyze Student Achievement Data; ; Explore Other School
Process Data Sources; Learn about
Data Collection on Staff Learning
Review Data (continuous
improvement cycle) and
Develop 2012-2013 Plans
Share Additional Data Analysis for Current Reality; Share Emerging
Action Plans; Discuss Creating Narratives, Visuals for SIP Data
Share Emerging Results from Action
Plans; Share Summary of Professional
Learning; Focus on Continuous
Improvement Cycle
Share Current Reality (at least 2 data
sources); Share Plans for Exploring Data
Sources, SIP Progress
Share Current Reality (4 data sources); Share Learning, Progress, and
Data at DLT; Share 2012-2013 Plans (draft)
Share Emerging Results from Action
Plans; Share Summary of Professional
Learning; Focus on Continuous
Improvement Cycle
Explore Processes for Demographic and Perception Data; Explore Learning
Connected to Action Plans (i.e., core
instruction, system of interventions)
Constructivist Listening Dyad• Join a colleague from a
different vertical collaborative team and from a different level (where possible).
• Use the constructivist listening dyad protocol to discuss the focus of the passage.
• Discuss the concepts of trial and error, risk, and community.
5 Whys: The What and the HowHow to use it:• Write down the specific problem.
Writing the issue helps you to formalize the problem and describe it completely. It also helps a team focus on the same problem.
• Ask "Why" the problem happens and write the answer down below the problem.
• If the answer you just provided doesn't identify the root cause of the problem that you wrote down in step 1, ask “Why” again and write that answer down.
• Loop back to step 3 until the team is in agreement that the problem's root cause is identified. Again, this may take more or less than five “Whys”.
How to use it:• Write down the specific problem.
Writing the issue helps you to formalize the problem and describe it completely. It also helps a team focus on the same problem.
• Ask "Why" the problem happens and write the answer down below the problem.
• If the answer you just provided doesn't identify the root cause of the problem that you wrote down in step 1, ask “Why” again and write that answer down.
• Loop back to step 3 until the team is in agreement that the problem's root cause is identified. Again, this may take more or less than five “Whys”.
What is it: The 5 Whys is a question asking
method used to explore the cause/effect relationships underlying a particular problem. Ultimately, the goal of applying the 5 Whys method is to determine a root cause of a defect or problem. By repeatedly asking the question "Why" (five is a good rule of thumb), you can peel away the layers of symptoms which can lead to the root cause of a problem. Very often the underlying reason for a problem will lead you to another question. Although this technique is called "5 Whys," you may find that you will need to ask the question more or less than five times before you find the root cause of the problem.
SIP: Where Have You Been?
• What work have you done on your SIP plan to date?
• Use the timeline to document the steps you have taken to develop your SIP plan.
Creating a Narrative
• Creating a narrative—or telling your story of your learning and doing—is an essential part of developing and monitoring your SIP plan.
• As your site monitors and documents your progress, you will need to systematically record the processes for developing your SIP, the impact of adult learning, and the results from collaborative teams.
• Here’s an option that will be studied further: http://sksssip.blogspot.com/
• Creating a narrative—or telling your story of your learning and doing—is an essential part of developing and monitoring your SIP plan.
• As your site monitors and documents your progress, you will need to systematically record the processes for developing your SIP, the impact of adult learning, and the results from collaborative teams.
• Here’s an option that will be studied further: http://sksssip.blogspot.com/
Individual Narrative• Determine protocols for
individuals to systematically document the learning and doing
• Build in structures where individuals draw conclusions about their work and inform their practice and professional learning
• Have individuals analyze their learning and work at the end of the year– What did I learn this year?– How did I grow and change as a
result of my learning?• Celebrate the learning and doing
of individuals
From Individual to Team Narrative1. Provide time for teams to
systematically document their learning and doing with one another
2. Have teams determine protocols to monitor and inform their learning and doing
3. Have teams summarize their learning and doing
4. Celebrate the learning and doing of teams
When individuals begin sharing and
collectively building their
narratives, the team narrative starts to take shape, as well
From Team to Building Narrative
1. Determine protocols and processes for your building to synthesize the learning and doing of your teams
2. Determine a mechanism for how the synthesis of your building’s learning and doing are documented and celebrated
As teams engage in the development of their
narratives, their collective “story”
shapes the building’s narrative, as well.
From Building to District Narrative
1. Systematically embed protocols and processes for buildings to share and celebrate their learning and doing at principal meetings, at DLT meetings, and other data share fair opportunities
The richness of our district’s narrative is
based on the collective stories from buildings,
departments, and programs.
Continuous Improvement in Action(Initially Shared 9/22/2011)
Walk & Talk: Processing the Protocol
• Join a colleague from your vertical collaborative team and discuss the following two questions during a 10 minute walk and talk.– How does what you
experienced today inform and/or shape your work leading collaborative teams?
– What did we hear or learn that impacts our work with the SIP and PD plans?
PD: Aligned and Personalized
Aligning Our Efforts
Think about our collaborative efforts to deepen our teachers’ engagement with and understanding of Question 1.1.Curriculum will continue to facilitate the development of units of instruction based on standards and best practice. 2.PD will structure district PD meetings to structure collaborative meetings and sustain teachers’ engagement with question 1. 3.Buildings will develop their action plan on core instruction to sustain and deepen teachers’ work on question 1.
Think about our collaborative efforts to deepen our teachers’ engagement with and understanding of Question 1.1.Curriculum will continue to facilitate the development of units of instruction based on standards and best practice. 2.PD will structure district PD meetings to structure collaborative meetings and sustain teachers’ engagement with question 1. 3.Buildings will develop their action plan on core instruction to sustain and deepen teachers’ work on question 1.
Looking Ahead: November 17
• Process Core Instruction Action Plans
• Provide feedback about MCA IIIs testing
• Provide feedback about the District AYP plan
• Engage in reflection protocol regarding work of TLT
• Process Core Instruction Action Plans
• Provide feedback about MCA IIIs testing
• Provide feedback about the District AYP plan
• Engage in reflection protocol regarding work of TLT
Triad Sharing Learning
• Form a triad by joining two colleagues from different clusters.
• Share insights you gained about developing, implementing, and/or monitoring your SIP’s work.
Collaborative Team Work & TimeAs you review the processing about the leading and doing of collaborative teams that we discussed last Wednesday and other resources, identify the “non-negotiables” for how our collaborative teams need to function?
Think Descriptive Checklist!
Developing Formative Assessments
Essential Outcome
Assessment Option 1
Assessment Option 2
Assessment Option 3
Assessment Option 4
Document essential learning outcomes, essential knowledge, essential skills that students need to learn
Create, document a variety of assessment options to check for and demonstrate student understanding
Action Plan: Essential Questions(Initially Shared: 8/18/2011)
Action Plan: Essential Questions(Initially Shared: 8/18/2011)
• What actions or strategies are needed?
• What will you document as evidence of impact? Of implementation?
• What resources will you use?
• Who will be responsible?• What are your timelines
and processes for monitoring?
Focus on Continuous Improvement• Plan
– Collect and analyze data– Identify goals – Identify strategies focused on
improvement– Determine progress monitoring
processes and timelines• Do
– Implement strategies– Monitor and document progress
• Study– Assess the impact of the strategies– Monitor results
• Act – Use data to modify plan – Develop on-going efforts focused
on improvement
A Moment For…
Coming to “Con-Senses”…
Join the SEE, HEAR or FEEL groups from the other two clusters.
Generate a comprehensive list of behaviors that we expect to be present.
Be ready to share with the other “senses.”
December 7, 2011
60 Second Lecture
1. Identify one of the big ideas about which you would like to share with the whole group.
2. Using the “60 Second Lecture” protocol, share what your site has done and what you plan to do next regarding learning, collaboration, or results.
December 7, 2011
60 Second Lecture or Pink Flamingo
60 Second Lecture ProtocolThe 60 second lecture, also known as the pink flamingo, requires the person sharing to report to the whole group to stand on one-leg and summarize their team’s reflection on the prompts provided.Preferably, those in yoga are not invited to share.